Expanding the Vision of Faculty Learning Communities in Higher Education : Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support

Kristin N. Rainville

ISBN 13: 9798887305981

Published by Information Age Publishing, 2024

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book's foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.

Seller Inventory # 9798887305981

Bibliographic Details

• Title: Expanding the Vision of Faculty Learning Communities in Higher Education : Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching, and Support
• Publisher: Information Age Publishing
• Publication Date: 2024
• Language: English
• ISBN 13: 9798887305981
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 234W x 156H x 27D millimeters 234 millimeters width by 156 millimeters height by 27 millimeters depth
• Weight: 746 grams

About this title

Synopsis

This edited book on Faculty Learning Communities (FLCs) explores the ways in which FLCs have expanded across platforms, spaces, and focus while maintaining the core values and elements of original FLCs. The first section investigates ways that FLCs support faculty retention, teaching, and scholarship. The second section offers examples of FLCs focused on teaching that is responsive to student learning. The third section explores the move to online and virtual FLCs. The fourth section explores FLCs that create and foster faculty belonging, communities of care, and the integration of mindfulness. The fifth section looks at multi-year, long-term progression and impact of FLCs. The book’s foreword, by Milton D. Cox, investigates the evolution of leadership of and within faculty learning communities as they expand.