## Abstract Faculty learning communities have many attributes that can contribute to the successful preparation of graduate students as future faculty members.
Developing facilitators for faculty learning communities
β Scribed by Karin L. Sandell; Katy Wigley; Ann Kovalchick
- Publisher
- John Wiley and Sons
- Year
- 2004
- Tongue
- English
- Weight
- 63 KB
- Volume
- 2004
- Category
- Article
- ISSN
- 0271-0633
- DOI
- 10.1002/tl.132
No coin nor oath required. For personal study only.
β¦ Synopsis
Abstract
The processes for choosing, preparing, and supporting facilitators for faculty learning communities are as unique as the campuses housing them. This chapter reports on a range of activities and highlights three preparation programs.
π SIMILAR VOLUMES
## Abstract Evaluation and assessment are critical to the success of FLCs, and authentic assessment has the potential to contribute greatly to the quality of FLC experiences in terms of both process and outcomes.
## Abstract Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet earlyβcareer faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.
## Abstract This chapter reports the results of a series of surveys that investigated the locations and attributes of FLCs, including type of institution and FLC sizes, budgets, participants, and activities.
## Abstract As FLC programs expand, there is an increasing need to use technology and diplomacy to manage the details of multiple concurrent FLCs.
## Abstract A small state agency used the FLC model to collaborate with campuses on faculty development efforts that resulted in successful implementation of pedagogically robust and technologically enhanced programs.