FACULTY LEARNING COMMUNITIES
Our innovative programs for faculty education include comprehensive services with “just-in-time” solutions to help revitalize your teaching, make learning more meaningful for your millennial learners, and enhance your scholarly productivity.
We specialize in helping health professions programs launch (and operate) Faculty Learning Communities (FLCs)—an effective faculty development venue that involves focused consultation, facilitator training, and coordination in a yearlong initiative. FLCs are interdisciplinary groups of faculty and staff who meet regularly (usually monthly) to collaborate on issues that enhance teaching and learning and promote scholarship. Common program elements include facilitator training, community building, retreats and conferences, resources (literature, books, consultants), and recognition. Dr. Carr, the co-founder of the 2005 FLC Initiative at the University of Arizona College of Medicine in Phoenix, Arizona oversees all aspects of the FLC programs, including:
- Needs Assessment
- Institutional Readiness
- Curricular Material
- Facilitator Training
- Planning and Debriefing for all FLC sessions
- Program Assessment
We work closely with facilitators and the institutional liaison throughout the year to align the curriculum with the theme selected. We maintain connectedness with faculty / preceptors through weekly emails and “Connectivity Tips” and provide educators access to scholarly resources (articles, PowerPoint presentations, instructional guides). The program culminates in a public teaching effectiveness symposium, where guests and new members are invited to learn more about individual achievements and program outcomes. Our experience with FLCs includes face-to-face, online synchronous (with asynchronous modalities), and a blended format.
Additional resources on Faculty Learning Communities:
(1) International FLC website at Miami University: http://www.units.muohio.edu/flc/whatis.php. More information on creating and facilitating FLCs is available in Cox, M.D., & Richlin, L. (2004). Building Faculty Learning Communities, New Directions for Teaching and Learning, No. 97, San Francisco: Jossey-Bass.
(2) Rothman Schonfeld, A. (2007). With Similar Goals, Medical Centers offer Different Pathways for Faculty Development. Academic Physician and Scientist, New York: Lippincott Williams & Wilkins, 1-3.
Dr. Carr and I have worked together in a learning environment and as project managers and my experiences have been both delightful and productive. Dr. Carr’s depth of knowledge and her insights about adult learning and on-line teaching strategies have significantly contributed to the success of our collaborative efforts. As a learning facilitator, she is creative, supportive and persistent, and she’s never satisfied until the learner identifies appropriate resources to achieve his/her learning goals. Her enthusiasm for meaningful, significant learning serves to encourage those around her toward excellence in teaching.Carol Hatler, Ph.D., R.N.
Director Nursing Research
St. Joseph’s Hospital & Medical Center Phoenix, Arizona