Faculty Learning Communities

Faculty Learning Communities

Faculty Learning Communities

A Faculty Learning Community (FLC) is a cross-disciplinary group of eight to twelve people who come together for a year-long adventure in active, collaborative, and dialogic learning. Participants become a community of learners, not a decision-making body, task-force, or committee.

A community of learners is distinct from other university groups in that it offers opportunities for:

  • Professional Development - developing, honing, and practicing the skills of life-long learning
  • Community Building - breaking down the barriers of specialization and engaging with interested individuals across the institutions
  • Reflective Learning - gaining a deeper understanding of the many ways of thinking about a phenomenon, experiencing cross-disciplinary dialogue

Are you interested in starting your own Faculty Learning Community?

The guidelines will give you information on what is expected from a FLC. If you would like to start one, please use this application form.

Applications for 2019-2020 are due August 15th, 2019. Any questions, please contact Bonnie Angelone at 856-256-4079.

The Faculty Center proudly supported the work of the following Faculty Learning Communities for 2018-2019:

Creation of a Rowan Faculty Task Force to Enhance Exposure to the use of STEMM in Camden Middle Schools: Kathryn Behling & Gonzalo Carrasco

The overall goal of the proposed FLC is to foster the development of a new collaborative amongst faculty at Rowan University (Cooper Medical School of Rowan University (CMSRU), Glassboro Campus and School of Osteopathic Medicine (SOM)) to create hands-on activities to enhance the learning of STEMM (Science, Technology, Engineering, Mathematics, and Medicine) by Underrepresented in Medicine (URM) middle school students in Camden NJ.

Cultural Competence in Teaching: Adam J. Kolek

This FLC will facilitate a discussion of cultural competence and culturally responsive pedagogy. Through our discussions, we will reflect on the attitudes, beliefs, and cultural frames of reference of ourselves and our students, and will explore how to best utilize the diversity of our classrooms to improve our students’ educational experience. The FLC will also function as a place where members can share successes and discuss classroom issues. In addition, we will work to share our growing knowledge with the wider university community by sponsoring and participating in workshops and trainings.

Junior Faculty: Sarah Ferguson 

This FLC functions as a collective support group to help junior faculty through the challenges of their early years at Rowan through network building across the Rowan community. Some topics include: 1) Teaching – active-learning strategies, student interaction, engaging students; 2) Research – how to stay on top of research, how to secure grants; 3) Work and life balance – tips on how to be good at teaching, research, and service, but still have time for family; and, 4) Tenure & Recontracting – where to find information.

Creating a Culture of Academic Integrity: Eve Sledjeski & Chia Chien

This FLC will discuss how to handle the issue when a student has plagiarized on a final paper or cheated on an exam.  Interested in preventing this behavior in the first place? This learning community will discuss how faculty can build and maintain a culture of academic integrity inside and outside of the classroom. We plan to discuss: (1) infusing the values of academic integrity into our courses, (2) Rowan’s Academic Integrity Policy and the related process, (3) strategies to prevent violations for face-to-face and online classes, and (4) best practices in handling violations.

Pedagogies of Transformation: Drew Kopp 

Members of this Faculty Learning Community will explore, discuss, and even practice methods of teaching that do not merely impart knowledge, but impact how students and teachers see and understand themselves as learners, as teachers, as human beings, thereby granting access to new levels of performance otherwise not available.

Self Care:  Megan Atwood, Gracemarie Fillenwarth, and Rachael Shapiro

This learning community will center around various practices of self care. We will discuss strategies for working through the challenges faculty members face, particularly pre-tenure, with a focus on physical, mental, and emotional health. Several sessions will focus on strategies for organizing and managing workload, dealing with anxiety and rejection, and the navigating the pressures of academic life. In addition, we will provide opportunities for members to experience self-care practices that they may not yet be familiar with, such as yoga, meditation, and other organized group activities. Self care activities will vary based upon participant interest and experience. We will also generate a resource database open to all faculty, collecting and sharing names of area service providers specializing in mental and physical wellness.

Facing Fragility: Nicole Cesare

Recent work on white fragility and race offers language and tools for white people to acknowledge their role in sustaining systemic racism and to begin to do the work of dismantling racist ideologies. White Americans are less likely to discuss race than their peers of color. Developing fluency and awareness of how whiteness functions and sustains systemic racism is necessary in combating racist ideologies. This group, open to all disciplines and identities, will read and discuss some of these works, considering especially the ways these tools might assist in developing more inclusive pedagogies and institutions.