2012-2013 Faculty Teaching Exemplars

Bridging the Gap: Connecting How Students Learn with Practical Classroom Teaching Strategies – The 2012-13 Faculty Learning Community for Part-Time Faculty

The 2012-13 PT-FLC continues the tradition at the University of Louisville of offering faculty development programs specifically designed to meet the needs of part-time faculty. The theme for the 2012-13 PT-FLC comes from the 2010 book How Learning Works: Seven Research Based Principles for Smart Teaching, in which Susan Ambrose and her colleagues summarize the findings of teaching and learning scholarship and identify the following "gaps" that exist between faculty and students: the expert/novice disparity; differences in development stages between faculty and students; the presence or lack of meaningful knowledge structures; the level (or lack) of metacognitive skills; and motivational levels for learning. Participants of the PT-FLC developed or revised assignments to incorporate the findings of learning theory and critical thinking into their courses, thus “bridging the gap” which often exists between the research of teaching learning and practical classroom applications.

The 2012-13 PT-FLC Cohort Group included:

Name School Course
Robert Hausladen Business, Marketing Marketing 349: Business to Business Marketing
Judy Heitzman Kent School SW 677: Adv. Social Work Practice III
Suzanne Hopf A&S, Sociology Sociology 323: Diversity and Inequality
Erin Miller A&S, Art (Studio) Art 361: Introduction to Interior Architecture
Rose Mills A&S, English Engl 101: Introduction to College Writing
Bonnie Reuling Education EDTP 201: The Teaching Profession
John Ritz Music Mus 551: Studies in Improvisation
Richard Slawsky A&S, Communication Comm 111: Intro. To Public Speaking
Comm 112: Business and Professional Speaking

About Faculty Learning Communities (FLC)

According to Milton D. Cox, a faculty learning community is a group of cross-disciplinary faculty members who come together to work on teaching and learning topics. Members of an FLC participate in activities grounded in the Scholarship of Teaching and Learning, which further the FLC curriculum, foster learning and professional development, and build community. FLC cohort groups average 8-12 members.

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