Faculty Learning Communities
Faculty Learning Communities (FLCs) provide an opportunity for OHIO instructors to collaborate with their peers to explore a topic of interest related to teaching and learning. Most FLCs include faculty from different disciplines, which helps to foster discussion that includes a broad range of backgrounds and experiences. Learning communities typically meet for a semester or a year, and participants work toward completing goals related to the community topic.
The FLC facilitators work with participants to determine the meeting schedule and help set the group’s goals. Previous OHIO FLCs have focused on topics such as teaching challenges, Team-Based Learning strategies, and global perspectives in diverse classrooms.
This FLC helps faculty identify opportunities for enhancing confidence and skills in leading career-related conversations with students in any discipline. Participants will identify strategies to engage students in career planning and career development discussions both in and out of the classroom. The FLC will have two separate cohorts in 2020, with one offered face-to-face and a separate online cohort for regional campus faculty and those teaching online. The deadline to apply is Friday, December 6.
The mission of the Inclusive Pedagogy Academy is to empower faculty to maximize student learning and achievement by working with faculty to enact inclusive teaching approaches across all disciplines. Applicants who are committed to change should consider applying, even if they have not engaged with this topic before. The 2019-2020 inaugural cohort will consist of up to 18 interdisciplinary faculty participants. Applications are open from October 1, 2019, to December 22, 2019. Applications will be reviewed by the committee shortly thereafter.
Teaching with a Global Perspective
This interdisciplinary FLC focused on how to better create classroom environments and learning experiences that help students become global citizens. The group last met in spring 2019 to explore and address issues encountered when assessing and redeveloping a course from a global perspective.
This FLC is focused on supporting instructors who teach courses with high enrollment—either one or more sections of the same course with a total enrollment of 100 or more students in one term. The group will meet monthly in the spring and fall of 2018, with potential topics including active learning strategies, alternative material selection and integration, and best practices for managing multiple sections. Registrations were due December 22, 2017.
Reflective Practice FLC
A group of 10–12 professors from various disciplines gathered fall semester 2017 to reflect on their teaching and learning practices and scholarship. The major theme for this year explored the question “How do faculty create a more engaging classroom for today’s university students?”