faculty development, professional development, integrative assignments, linked classes, learning communities
While it is common for learning community programs to provide professional development to support their faculty, such support may not be sustained. This article reports on a professional development framework instituted at Kingsborough Community College, CUNY, that includes activities for faculty teams before, during, and after the semester. This cyclical practice grew out of administrators’ recognition of the need for faculty not only to create shared assignments for students, but also to assess their students’ work in response. Based on the principles of: (1) supporting collaboration, (2) promoting reflective teaching to encourage integrative thinking and learning, and (3) respecting faculty members’ agency, we present a professional development model that aims to equip learning community faculty with tools to transform their teaching and their students’ learning.
Janine Graziano is a Professor of English, Director of the Center for Teaching and Learning, and an instructor and the faculty coordinator of the Integrative Studies Learning Community Program at Kingsborough Community College in Brooklyn, New York.
Gabrielle Kahn is an Assistant Professor of English and is an instructor and the faculty coordinator of the Intensive ESL Learning Community Program at Kingsborough Community College.
, Kahn, G.
Sustained Faculty Development in Learning Communities.
Learning Communities Research and Practice, 1(2), Article 5.
Available at: http://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss2/5
Appendix A: Pre-Semester Conversation
MS 1034_Appendix B_Creating Shared Assignments.docx (16 kB)
Appendix B: Creating Shared Assignments
MS 1034_Appendix C_Decision Tree.docx (22 kB)
Appendix C: Decision Tree
MS 1034_Appendix D_Post Semester Survey.docx (14 kB)
Appendix D: Post-Semester Survey