Dismantling Disciplinary Silos: A Faculty Learning Community Facilitates Interdisciplinary Teaching Development

This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic)....

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Bibliographic Details
Published in:The journal of faculty development 2023-05, Vol.37 (2), p.51-59
Main Authors: Lemelin, Cosette, Gross, Cole D, Bertholet, Renette, Gares, Sheryl, Hall, Mark, Henein, Hani, Kozlova, Valentina, Spila, Michelle, Villatoro, Valentin "Tino", Haave, Neil
Format: Article
Language:English
Subjects:
Active learning
Adult Basic Education
Adult education
Adult Learning
Adult Students
Case Studies
Collaboration
College faculty
Communities of practice
Education
Faculty Development
Focus groups
Interdisciplinary aspects
Methods
Professional development
Qualitative research
Student resistance
Teaching
Teaching Methods
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Summary:This study explored how the interdisciplinary nature of a Faculty Learning Community (FLC) promoted the professional development of participants' teaching. Participants reported gaining new insights into implementing active learning and mitigating student resistance to learning (the FLC topic). FLC members experienced a connection and affinity with instructors outside their discipline due to the interdisciplinary nature of the FLC. The confidential and collaborative environment of the FLC was promoted by the absence of hierarchy across participants. Key roles that facilitated and leveraged the faculty development within the FLC are discussed.
ISSN:2153-1900
2153-1919