## 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.
Midcareer and senior faculty learning communities: Learning throughout faculty careers
β Scribed by Muriel L. Blaisdell; Milton D. Cox
- Publisher
- John Wiley and Sons
- Year
- 2004
- Tongue
- English
- Weight
- 70 KB
- Volume
- 2004
- Category
- Article
- ISSN
- 0271-0633
- DOI
- 10.1002/tl.140
No coin nor oath required. For personal study only.
β¦ Synopsis
Abstract
Faculty members' productivity may shift over time, not as a function of age but as a function of the amount of time a senior faculty member spends with colleagues (Bland and Bergquist, 1997). This chapter shows
how faculty learning communities can provide the opportunities and connections that senior and midcareer faculty need to continue productive academic lives.
π SIMILAR VOLUMES
## Abstract Faculty learning communities have many attributes that can contribute to the successful preparation of graduate students as future faculty members.
## 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 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.