Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

Toward an HBCU-Based Model of Learning Communities

2016 ◽  
pp. 80-95
Author(s):  
Andrew T. Arroyo ◽  
Kirsten S. Ericksen ◽  
Jonathan M. Walker ◽  
Patrisha E. Aregano
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Community Environment ◽  
Challenges And Opportunities ◽  
Black Colleges And Universities

Drawing from the non-Eurocentric and Afrocentric approach of Historically Black Colleges and Universities (HBCUs), the authors advance the first HBCU-based learning communities model in the literature to date. The model combines institution-level assets and inputs with student-level assets and inputs to foster a supportive learning community environment that is consistent with HBCU tradition and postmodern organization. Implications for practice and research conclude the chapter, with an emphasis on preparing HBCUs to meet relevant challenges and opportunities.

scholarly journals Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College

2018 ◽  
Vol 12 (2) ◽  
pp. 38-53
Author(s):  
Julie A. Mooney
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Structured Interviews ◽  
Interpretive Inquiry ◽  
Professional Development Needs

Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities as an additional framework for serving faculty development and cross-institutional professional development needs. The study asks: what does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a college in Canada? Data collected through individual inquiry conversations (semi-structured interviews) and research memos were used to develop narrative descriptions representing the participants’ respective experiences of a learning community in a large, urban college context in Canada. These narrative descriptions offer portraits of the meaning that learning community members made of their own experience, revealing that the learning communities served not only as sites for professional development, but also formed microcultures within the institution, which, over time, influenced educational (academic) and organizational (administrative) change, both in policy and in practice. 

The Application of QQ Group in Modern Educational Technology Course

2013 ◽  
Vol 380-384 ◽  
pp. 2544-2547
Author(s):  
Ling Xu ◽  
Wei He
Keyword(s):  
Educational Technology ◽  
Collaborative Learning ◽  
Teaching Practice ◽  
Education Technology ◽  
Colleges And Universities ◽  
Modern Education ◽  
Teaching Content ◽  
Teacher Professional ◽  
The Way ◽  
Technology Course

The modern education technology course is a compulsory course of teacher professional in Colleges and universities, after years of teaching practice, the teaching content and teaching form has been relatively mature, but there are still some problems: the contradiction between class hour and teaching content; the limitations of communication between teachers-students and students-students, the lack of collaborative learning, etc. Put forward the way and scheme by using QQ group to solve the above problems.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals A case study of two teacher learning communities in KwaZulu-Natal, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-15
Author(s):  
Free-Queen Bongiwe Zulu ◽  
Tabitha Grace Mukeredzi
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
South African ◽  
Professional Learning ◽  
Basic Education ◽  
Local Level ◽  
Education And Development ◽  
Teacher Learning Communities

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the characteristics of a professional learning community while the other did not. The findings indicate that professional learning communities that operate in developing contexts might be functional when all the stakeholders play a meaningful role in supporting professional learning communities.

scholarly journals Dannelse og samskaping av utdanning mellom akademia og sykehjem

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Gunilla Kulla ◽  
Åshild Slettebø
Keyword(s):  
Nursing Home ◽  
Nursing Students ◽  
Learning Communities ◽  
Learning Community ◽  
Thematic Analysis ◽  
Elderly Care ◽  
Boundary Crossing ◽  
Ethnographic Approach ◽  
Field Notes ◽  
Development Methods

Cultivation and co-creation of education between academy and nursing home: A critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.

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