Faculty Learning Communities Facilitated the Rapid Pivot to Online Teaching and Learning
Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic....
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| Veröffentlicht in: | Journal of college science teaching 2021-09, Vol.51 (1), p.19-26 |
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| container_title | Journal of college science teaching |
| container_volume | 51 |
| creator | Talyn, Becky Callori, Sara J. Cerwin, Karen Chao, Mike Cousins, Kimberley R. Hood, Carol McGill, Sally F. Metcalf, Anthony E. Woodney, Laura |
| description | Faculty learning communities (FLCs), established prepandemic to disseminate and discuss evidence-based teaching practices as part of an NSF-funded project, Investigating Student Success Using Evidence-Based Strategies-eXpanded (ISSUES-X), proved effective at facilitating learning during a pandemic. As our university made the decision to operate primarily online for the 2020-2021 academic year in response to COVID-19, the nine-facilitator ISSUES-X team supported faculty and their online teaching by offering weekly synchronous open-house video conferences and providing a one-week summer institute. The institute focused on applying principles of How People Learn (NRC, 1999) to the online environment, and intentionally modeled these pedagogical practices. Practices included: online approaches and tools to developing rapport with students; asynchronous reading and assignments sandwiched around synchronous active learning exercises over video conferencing; office hours and other support outside of regular meeting times; and routines for metacognitive reflection. Our pre-existing FLC structure allowed us to support many faculty during a time of crisis, illustrating the value of FLCs as a normative practice in academia. |
| doi_str_mv | 10.1080/0047231X.2021.12290538 |
| format | Article |
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As our university made the decision to operate primarily online for the 2020-2021 academic year in response to COVID-19, the nine-facilitator ISSUES-X team supported faculty and their online teaching by offering weekly synchronous open-house video conferences and providing a one-week summer institute. The institute focused on applying principles of How People Learn (NRC, 1999) to the online environment, and intentionally modeled these pedagogical practices. Practices included: online approaches and tools to developing rapport with students; asynchronous reading and assignments sandwiched around synchronous active learning exercises over video conferencing; office hours and other support outside of regular meeting times; and routines for metacognitive reflection. 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As our university made the decision to operate primarily online for the 2020-2021 academic year in response to COVID-19, the nine-facilitator ISSUES-X team supported faculty and their online teaching by offering weekly synchronous open-house video conferences and providing a one-week summer institute. The institute focused on applying principles of How People Learn (NRC, 1999) to the online environment, and intentionally modeled these pedagogical practices. Practices included: online approaches and tools to developing rapport with students; asynchronous reading and assignments sandwiched around synchronous active learning exercises over video conferencing; office hours and other support outside of regular meeting times; and routines for metacognitive reflection. Our pre-existing FLC structure allowed us to support many faculty during a time of crisis, illustrating the value of FLCs as a normative practice in academia.</abstract><cop>Abingdon</cop><pub>National Science Teachers Association</pub><doi>10.1080/0047231X.2021.12290538</doi><tpages>8</tpages></addata></record> |
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| identifier | ISSN: 0047-231X |
| ispartof | Journal of college science teaching, 2021-09, Vol.51 (1), p.19-26 |
| issn | 0047-231X 1943-4898 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Active learning Asynchronous Communication Class Activities College Faculty Communities of Practice Community Relations Coronaviruses COVID-19 Department Heads Design Distance learning Educational Technology Electronic Learning Environment Evidence Based Practice FEATURES Feedback (Response) Higher Education Human Capital Interpersonal Relationship Learner Engagement Learning Experience Metacognition Online Courses Online instruction Pandemics Pedagogy Prior Learning Professional development Reflection School Closing STEM Education Student Participation Summer Programs Synchronous Communication Teacher Collaboration Teacher Effectiveness Teaching Teaching Methods Trust (Psychology) University faculty University students Videoconferencing |
| title | Faculty Learning Communities Facilitated the Rapid Pivot to Online Teaching and Learning |
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