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It Takes a Village: Building Courses in a Learning Community
Francine Glazer, PhDAssistant Provost and Director,
Center for Teaching and LearningNew York Institute of Technology
October 17, 2013
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After this session, you will be able to:
• Explain the principles and benefits of a successful faculty learning community (FLC)
• Create a process for selecting projects• Integrate lessons learned from a successful
New York Institute of Technology FLC• Identify potential resources and create a
timeline and structure for an FLC
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Definitions
• Online courses– 80 – 100% of their contact hours online
• Blended courses– 30 – 80% of their contact hours online
• Enhanced courses– 0 – 30% of their contact hours online
Source: Allen, I. E., Seaman, J., & Garrett, R. (2007)
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Definitions
• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and
face-to-face• Flipped courses– 100% of their contact hours face-to-face– Content delivery online, in advance– Contact hours used for active learning
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FLC – definition, principles
• Cross-disciplinary• 8-12 participants• Individual projects, common theme• Cohort- or topic-based• Collaborative year-long program
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Characteristics of FLCs
• Safety, trust• Openness• Respect• Responsiveness• Collaboration• Relevance• Challenge• Enjoyment• Esprit de corps
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The Quiet Signal• The teacher signals for
quiet, often with a raised hand.
• Students complete their sentences.
• Students raise their hands and alert classmates to the signal.
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Where do we start?
• Individual proposals– Think through your project and commitment
• Scheduling: a critical component for success
• Shared goals• Determine topics
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The hardest part…
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Changing roles of content
• Foundational knowledge• Use content, don’t
“cover” it• Tool to develop learning
skills
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NYIT FLC
• Health Professions, Fine Arts• 8 participants • 7 participants
• Time commitments!• Support from chairs, dean• Flexible thinking
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NYIT FLC
• Early Summer Institute:– Blended – Alignment: goals, objectives, assessment, content– Chunking the content
• Biweekly meetings• Synergy!• Individual meetings, alternate weeks
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Good Resources Matter!
• Strong instructional design• Models good practice• Worksheets
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NYIT FLC
• Course development timetable
• Learner-centered course objectives• Alignment of learning objectives, activities• Reliance on exams• Student buy-in• Students “gaming the system” – modifications
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