2013-14 Faculty Learning Communities
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Learning from Experience: Developing Portraits of Practice
- Social Science Learning Online Group
Full-time and adjunct social science faculty will explore specific tools and functionalities in Canvas from a disciplinary perspective. They will focus on revising materials in their online courses to be more accessible for learners with a wide variety of learning challenges, finding a balance between maximizing student learning experience and the instructor workload, and “closing the gap” between successful and unsuccessful students.
Katharine Hunt, Bellevue College
- Incorporating the Learning Community Model into Clark College: A faculty learning community on student learning communities
Faculty and student affairs staff will work on implementing their action plan created July of 2013 at the Washington Center National Summer Institute on Learning Communities with the intention to create a sustainable system in which learning communities can thrive at Clark. Inspired by the Washington Center’s vision of New Era Learning Communities, this group intends to create more faculty knowledge and awareness of current learning community pedagogy, to provide a faculty access point for potential policy decisions concerning LC’s, and provide professional development opportunities for faculty specific to planning and instructing LC’s. This FLC is open to other faculty in the SBCTC system.
Ray Korpi, Clark College
- Adopting Open Resources for Improved Student Learning
Comprised of faculty from across the disciplines, including CTE, Adademic Transfer, and Basic Education, this FLC will engage five instructors in adopting Open Educational Resources (OER) and restructuring their curricula to incorporate OER into one of their courses. This FLC is open to other faculty in the SBCTC system.
Lorraine Leedy, Clark College
- Enhancing Student Learning and Development: Exploring Service Learning
This FLC will examine multiple examples of discipline relevant service learning assignments/activities, offer a service learning colloquium for staff and faculty and create the following: a CBC service learning resources webpage, development of a faculty/staff guide to service learning capturing key FLC findings and discussions, a faculty/staff survey of service learning knowledge of, and willingness to include activities as part of learning/development), and a student survey of service learning (willingness and interest in participating). This FLC is open to other faculty in the SBCTC system.
Brett Riley, Columbia Basin College
- Improving Transition to College and Workforce with Technology
Technology skills are a critical barrier to success in credit classes and the workforce for ABE and ESL students. The goal of this FLC is to improve transitions to credit classes and the workforce through integrating the technology skills into pre-college classes. The FLC will develop a set of class activities, linked to outcomes, which will integrate technology and basic English and Math skills into their instruction. Participants will continue professional development to develop a broader and deeper understanding of how to use technology in teaching. Open to other faculty in the SBCTC system.
Marc Lentini / Maurea Maya, Highline Community College
- Reading Apprenticeship Across Disciplines and Programs
This FLC will focus on the Reading Apprenticeship (RA) framework, a research based approach that guides content experts (instructors and specific staff) in “apprenticing” their students in the critical reading skills of their disciplines. This FLC will train/teach/share the RA framework. As they employ the RA framework, the group will practice inquiry: Which part of the RA framework is the most effective for students? How can we continue to deepen our knowledge of the RA framework? How can we continue to develop and deepen our knowledge about RA in a sustainable way? Open to other faculty in the SBCTC system.
Christie Knighton, Highline Community College
- LGBPTQIA Socially Responsible Faculty Learning Community
Comprised of faculty and staff from many disciples, the focus of this FLC is to promote understanding of diversity and equality to include LGBT+ as part of the college's diversity framework and to create socially responsible leaders to provide an open and welcoming campus to fully support and include LGBT+ identities.
Kate Noon-Ulvila, Highline Community College
- The Courage to Teach
Together, a community of faculty and staff who teach will create a safe place to discuss their experiences as teachers, learn from Parker Palmer’s insights about the inner life of teachers and from one another, and discover how personal development and health impacts teaching and learning. Open to other faculty in the SBCTC system.
Sally Heilstedt, Lake Washington Institute of Technology
- Integrating Cooperative Learning Activities into the Classroom Across the Disciplines
Approximately 80 LCC faculty members completed a two-day in-service in September on cooperative learning, bringing in three trainers/faculty members from SCALE, the Southern Center for Active Learning Excellence at Patrick Henry Community College in Virginia, to lead the training. This FLC will build on the energy ignited by exploring further and integrating cooperative learning practices into the classroom, adapting the practices to various disciplines. In addition, the members will provide ongoing, short workshops to the campus community. Open to other faculty in the SBCTC system.
Joan Herman, Lower Columbia College
- Beyond Inclusion: Addressing Systemic Bias on Our Campuses by Developing Strategies to Build Cultural Competency Skills
Based on the Framework in Beyond Inclusion, Beyond Empowerment: A Developmental Strategy to Liberate Everyone by Leticia Nieto with Margot Boyer, this faculty learning community, formed last year, will continue to work together to develop specific strategies and engage others around our campuses.
Betty Williams, North Seattle College
- Engaging and Accessible: Achieving Quality Matters (QM) Standards in Online Teaching
This group will examine ways to optimize student engagement and assure accessibility for all online students. We will explore various technologies and engage in some creative problem-solving in order to develop course material that is mindful of accessibility issues, yet still engaging and interactive. Open to other faculty in the SBCTC system.
Jessica Thompson, Olympic College
- Transitioning a Face-to-Face Course to a Hybrid Course Using the Quality Matters Rubric Standards and Best Practices for Blended Learning
This multi-discipline faculty group will be completing the basic Applying the Quality Matters Rubric course(APPQMR) , the special Quality Matters course “Designing Your Blended Course”, and researching best practices for hybrid/flipped course designs. They will then each take a Face-to-Face class and convert it to hybrid delivery applying the QM Rubric and best practices. Open to other faculty in the SBCTC system.
Kathy Bright, Olympic College
- Using Mindfulness Practices to Enhance Teaching and Learning
Mindfulness practices help to develop present moment awareness and are effective in reducing stress and increasing focus and concentration. Members of this FLC will examine and experience ways to bring mindfulness practices into the classroom and work environment with a goal of reducing the stress that may be an obstacle to effective teaching and learning. Open to other faculty in the SBCTC system.
Laurie Adamson, Olympic College
- Interdisciplinary Collaborations between Professional and Technical Programs
This FLC plans to create curricular activities that bring together the faculty, students and resources from different professional and technical programs in order to enhance student learning in each participating program; to create interdisciplinary teams to develop a long-term working relationships in order to implement and evolve these curricular activities; and to develop relationships between programs that expands access to high-value technology and resources across programs. Open to other faculty in the SBCTC system.
Emily Wood, Pierce College
- Exploring Platforms for Collaborative Creation of Open Textbooks
The first goal of this FLC will be to make an in-depth exploration of a number of collaborative tools that may perform this function. We’ll determine whether Content Management Systems (CMSs) such as Drupal, Ning, Huddle, and Wikispaces are appropriate for the creation of an open textbook. After a suitable platform is chosen, the next goal will be to develop best practices around the development of CoPs, and to provide training to faculty who wish to develop and participate in CoPs focused on creation of a textbook in their area of expertise. The final goal of this FLC will be to document our experience for development of such CoPs so that other colleges may replicate it. Open to other faculty in the SBCTC system.
Rick McKinnon, South Puget Sound Community College
- Universal Design for Learning Faculty Learning Community Two: Issues of Diversity
Building off work from a previous FLC (a collaborative look at UDL basics), this second UDL FLC will focus on diversity and how it affects students’ needs in the classroom. We will examine how issues of identity other than ability (race, class, gender, religion, sexual orientation, veteranhood, PTSD) create specific learning needs that faculty should be aware of when designing classes. Open to other faculty in the SBCTC system.
Barbara Simmons, Spokane Falls Community College
- Reimagining Relationships between High School and College Instructors, Students, Teaching and Learning
This FLC will explore pressing problems and innovative systemic changes that seek to bridge the divide between high school and college teaching and learning without “blaming” one group or another. Our FLC will be effective if, at the end of the year, we can offer concrete, data-driven proposals for trying new models of teaching/learning/assessment that values collaboration among high school and college colleagues. Open to other faculty in the SBCTC system.
Jo Munroe, Tacoma Community College
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