Rebuilding Faculty Learning Communities: An Innovative and Collaborative Approach

The COVID pandemic disrupted the status quo in higher education by spurring faculty to learn and adopt new technologies and pedagogies for engaging with students and each other in various online modalities. However, it also posed obstacles for faculty to connect and collaborate with each other in genuine communities of practice. Consequently, we now have a cohort of faculty who are both much more adept at using online instructional technology, yet also searching for opportunities to share what they have learned and support each other through mentoring and collaboration. As a result, professional development models for online learning are challenged to evolve beyond conventional training webinars and support services--which assume beginner-level competencies, reinforce passive learning, and operate mostly on a one-on-one basis--by designing active, peer-to-peer professional development opportunities that foster collaboration and community. Such opportunities recognize and support the different levels of experience that faculty bring to the table as a result of adapting to various online instructional models for the past two years. One method for achieving this goal is to adapt the model of faculty learning communities--initially developed by centers for teaching and learning to support conventional modalities--and apply it to online and hybrid teaching and learning. This approach has the potential to engage online faculty at various levels of professional development in community-building opportunities for peer-to-peer collaboration, innovation, and mentoring.  

 

This presentation will discuss the implementation of faculty learning communities (FLCs) at a public four-year institution of higher education to enhance online and hybrid course design and delivery in the 2021-2022 academic year. FLCs are cross-disciplinary groups of 8-12 people organized around a specific topic (e.g., VR/AR technology) or cohort (e.g., junior faculty). The FLC model has been widely adopted throughout higher education as a high-impact teaching and learning strategy for conventional modalities since its inception at Miami University in 1979. Studies have found many measurable benefits of FLCs, including exposure to new teaching strategies, improved learning outcomes, better understanding of how students learn, the cultivation of faculty peer relationships, support for overcoming institutional barriers, greater support for diversity, increased service to the campus community, stress reduction, and increased contributions to the scholarship of teaching and learning (Tinnell et al., 2019; Glowacki-Dudka & Brown, 2007; Cox, 2004).  

 

The FLC model described in this presentation addresses the specific interests and needs of online and hybrid faculty. Several novel features include (1) a focus on pedagogies and technologies specifically targeting online and hybrid course design and delivery; (2) the addition of a “Distance Learning Liaison” (an instructional designer or technologist) to participate in and support each community; (3) opening communities to faculty (and staff) who do not currently teach online in order to expose more faculty to online teaching and learning; (4) the use of online technology to facilitate meetings and activities; and (5) the formation of a cohort community to orient and support faculty facilitating each learning community. This last feature recognizes that quality facilitation is one of the most critical factors determining the success or failure of FLC-based professional development (Ortquist-Ahrens & Torosyan, 2008; Petrone & Ortquist-Ahrens, 2004; Sandell et al., 2004). 

 

The presentation will offer a case study, rationale, and blueprint for online and hybrid programs that may be interested in exploring and/or applying an FLC model at their institution. It will cover the following four areas: (a) an explanation of what an FLC is, along with a review of the literature on the benefits of FLCs; (b) a description of the organization and structure of the FLC program implemented at UL Lafayette; (c) a narrative of the program, including a description of the four communities and an explication of lessons learned; and (d) the results of an IRB-approved evaluation study conducted at the end of the program that draws upon successful FLC evaluation models (Hubble et al., 2004).  

 

The evaluation piece gathered data from several instruments, including a FLC participant survey, FLC member interviews, and two separate focus groups--(a) a faculty facilitator focus group and (b) a Distance Learning Liaison focus group. The participant survey was designed to gain general information on faculty perceptions and experiences in the FLC program, and the open-ended interviews were conducted with the FLC members who have participated in one of the FLCs during the 2021-2022 academic year. A total of 24 out of 33 (73%) completed the survey and 12 members participated in the interviews. The focus groups were conducted to acquire a more in-depth understanding of the survey results, as well as collect extensive information on the various factors that have been encountered in facilitating and supporting the FLCs. Four faculty facilitators and four Distance Learning Liaisons were invited to participate in each focus group. 

 

Attendees will take away the following key points from the presentation:  

1. a clear understanding of what FLCs are, how they operate, and what benefits they afford; 

2. a blueprint for how to structure an FLC program aligned with the needs of online and hybrid faculty;  

3. tips for implementing a successful program, such as (a) outreach and promotion approaches, (b) strategies for quality facilitation, and (c) examples of community activities;  

4. strategies for disseminating FLC findings for broader institutional impact; and  

5. a methodology for conducting an extensive program evaluation.  

Ideally, this presentation will encourage other institutions to explore FLCs as an effective strategy for advancing the practice and scholarship of teaching and learning for online and hybrid programs. 

 

The presenters will ensure that the experience is interactive through the use of embedded polling (facilitated by cloud-based software), small group discussions and report-backs, and a general Q&A session. 

 

References 

 

Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching   and Learning, 97, 5-23. https://doi.org/10.1002/tl.129.  

 

Glowacki-Dudka, M., & Brown, M.P. (2007). Professional development through faculty learning communities. New Horizons in Adult Education and Human Resource Development, 21 (1/2), 29-39. http://education.fiu.edu/newhorizons. 

 

Hubball, H., Clarke, A., & Beach, A.L. (2004). Assessing faculty learning communities. New Directions for Teaching and Learning, 97, 87-100. https://doi.org/10.1002/tl.136.    

   

Ortquist-Ahrens, L., & Torosyan, R. (2008). The role of the facilitator in faculty learning communities: Paving the way for growth, productivity, and collegiality. Learning Communities Journal, 1 (1), 1-34. https://www.researchgate.net/publication/254592845. 

 

Petrone, M.C., & Ortquist-Ahrens, L. (2004). Facilitating faculty learning communities: A compact guide to creating change and inspiring community. New Directions for Teaching and Learning, 97, 63-69. https://doi.org/10.1002/tl.133.  

 

Sandell, K.L., Wigley, K., & Kovalchick, A. (2004). Developing facilitators for faculty learning communities. New Directions for Teaching and Learning, 97, 51-62. https://doi.org/10.1002/tl.132. 

 

Tinnell, T.L., Ralston, P.A.S., Tretter, T.R., & Mills, M.E. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6:26. https://doi.org/10.1186/s40594-019-0180-5.