Faculty Learning Community on Scholarly Teaching

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Purpose:

How do you know if you are an effective teacher? The Humboldt Faculty Learning Community (FLC) on Scholarly Teaching offers faculty the opportunity to produce evidence of teaching effectiveness that goes beyond course evaluations and teaching observations. Findings can be used as evidence of scholarly teaching in contract, promotion and tenure reviews.

What is the Scholarship of Teaching and Learning (SoTL):

• SoTL draws on the reciprocal relationship between teaching and learning at the post-secondary level (Boyer, 1990).
• As faculty, SoTL is a form of engagement in looking closely and critically at student learning in order to improve our own courses and programs, and to share insights with other educators who can evaluate and build on their efforts.
• Practicing SoTL provides an opportunity to produce evidence of teaching effectiveness that goes beyond student evaluations in order to ultimately support student success and outcomes.

Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

FLC Model:

• Cross-disciplinary cohort program (~4 faculty from each college).
• Meets monthly in Spring 2019 (5 meetings), bi-monthly (3 times) in Fall 2019.
• Faculty plan and implement a SoTL project over the course of one year.

Benefits to Faculty Participants:

• Engage in the scholarship of teaching and learning, including cross-disciplinary inquiry and exploration into student learning, application, peer review, reflection, presentation of findings.
• Opportunities for presentation and scholarship.
• Workbook: Engaging in the Scholarship of Teaching and Learning (Bishop-Clark & Dietz-Uhler, 2012).
• iPad tablet as a incentive to support access and data collection remotely/in class.
• Access to experienced SoTL researchers and co-learners through monthly sessions.
• Receive a participation letter for your file.

Commitment/Deliverables of Participants:

• Participation in five monthly sessions in Spring 2019 and three bi-monthly meetings Fall 2019.
• Create an investigative plan, including obtaining IRB approval.
• Implement project plan and share results of inquiry.
• Showcase your work on the CTL website in video or other presentation format and/or present project at an Humboldt professional development event.
• Participate in the FLC Pre and Post Survey.

Outcomes:

Upon successful completion of this FLC, participants will:

• Develop a hypothesis or research question for their inquiry project;
• Create an investigative plan, including obtaining IRB approval;
• Evaluate at least one aspect of their teaching using tools and support;
• Implement plan, share results of inquiry;
• Apply evidence of scholarly teaching to promotion and tenure reviews, contract renewals, and data-informed improvement of future course offerings;
• Create/further support a culture of shared learning and teaching excellence at HSU; and
• Present their project at an Humboldt professional development event during AY 2019-20.

Optional:

• Manuscript publication (encouraged and supported by cohort facilitators).
• Return as peer mentors (or facilitators) for future cohorts.

Co-Facilitators:

Pam Bowers, Social Work • pamela.bowers@humboldt.edu

Kim Vincent-Layton, Center for Teaching and Learning, Communication • kim.vincent-Layton@humboldt.edu

Selection

Approximately 12 FLC participants will be selected based on their commitment to supporting scholarly teaching, interest in working within a multi-disciplinary faculty learning community, and ability to commit to participation and requirements of sessions beginning in February 2019.

Notification of selections: January 2019.

Sponsored by the Center for Teaching and Learning

Funding from the President's Lottery Funds