Amanda Bernasconi MPA Carmen Veloria Ed D Debra
Amanda Bernasconi, MPA Carmen Veloria, Ed. D Debra Harkins, Ph. D Patricia Hogan, Ph. D Learning by Doing: Fostering Equity for Collaborative Partnerships to Support Student Achievement
Time Topic 11: 15 am Start Where Your At! 11: 30 am Partnerships in Higher Education Collaboration Faculty Professional Learning Community (FPLC) What are they? How do they function? • Definition • Promising Practices: formation and organization 11: 55 am FPLC: Service Learning at Suffolk University • What where the goals? • Who are the players? • How do we go against the grain? 12: 15 pm Q & A, Discussion Agenda
» In thinking of your own institution, what is ONE strength and ONE challenge you face in trying to form collaborative partnerships? » Place your strength and challenge in the “parking lot” We aim to address the commonalities of these issues throughout our presentation and more specifically during the Q & A, discussion section Start Where Your At
» “If universities wish to address the many wrongs and injustices of society, they might begin by seeking ways to help their students become more thoughtful and perceptive about these issues. ” − Derek Bok Framing the Issue
Learning Processes in an Organization Level Individual Process Intuiting (ideas, insights vision) Interpreting (language, conversation, dialogue) Team/Group Integrating (shared understanding) Organization rules) Institutionalizing (routines, systems, Crossan, Lane & White (1999) A Systems View of Collaboration
» A special kind of university community practice » Use of small group collaboration for professional development » Structured and continuous community » Supported financially and through university resources » Voluntary and operates by consensus » Emphasis on team goals to improve teaching and learning What is a Faculty Professional Learning Community (FPLC)?
To increase faculty and staff interest in teaching and learning by providing a safe and supportive space to investigate, attempt, assess, and adopt innovative teaching methods via small group collaboration. Goal of a Faculty Professional Learning Community (FPLC)?
1. Supportive and shared leadership 2. Shared values and vision 3. Collective learning and application of learning 4. Supportive environment 5. Shared personal practice Five dimensions of FPLCs (Hord, 1992)
Participants Group size Length of FPLC Focus Meetings Findings Structure of a FPLC
Address teaching, learning, and developmental needs of important cohort of faculty or staff particularly affected by isolation, fragmentation, stress, neglect, or chilly climate in the academy Year long Curriculum shaped by participants FPLCs often make positive impact on culture of institution over years if given multi-year support Cohort-based FPLCs
ØAddress campus or divisional teaching and learning need, issue, or opportunity ØFaculty and professional staff members propose topics to FPLC director who call for applications across the institution ØFPLC may end with issue of concern satisfactorily explored and addressed Topic based FPLCs
1. 2. 3. 4. 5. Apply FPLC Early planning Retreat (beginning and end of year) Participants preparation Seminars and retreat 6. Work on project 7. Presentations in spring 8. Opening and closing retreat at end of year 9. Continuation of project during summer or upcoming year 10. Publication FPLC Best Practice
» Safety and Trust » Openness » Respect » Responsivenes s » Collaboration » Relevance » Challenge » Enjoyment » Esprit de Corps » Empowerment FPLC Best Practice
Fostering Organic Growth Kerry. Ann O'Meara & Aimee La. Pointe Terosky (2010): Engendering Faculty Professional Growth, Change: The Magazine of Higher Learning, 42: 6, 44 -51.
» Working Against the Grain … Silos in Higher Ed. » Service-learning courses as a mandatory part of the general education core » Embedded in the University’s mission statement and in the strategic plan » Faculty Professional Learning Community (FPLC) FPLC @ Suffolk University
» To increase the values and feasibility of faculty engagement in civil engagement and SL on campus » To Explore the integration of SL into course design & content (across the disciplines » To serve as a source of collegial support Our FPLC Focus
• Upward Bound Program • Discipline-based Projects Conceptualizing our Work Including the Needs/Voice(s) of Community Partner • Service day at partnership school • Special Projects with UB Students FPLC Goals • Meaningful Integration • Scholarly Pursuits Praxis
» Service Day at Partnership School » Funding of Library resources » Intentional and Integrated Programming » Scholarly Pursuits Meaningful Integration
Q&A Discussion
- Slides: 20