2011-2012 Faculty Teaching Exemplars

Best Practices in the Learning-Centered Classroom: The 2011-12 Faculty Learning Community for Part-time Faculty

The 2011-12 PT-FLC was the first cohort at the University of Louisville designed exclusively to meet the needs and concerns of part-time faculty; it was designed to offer a select group of part-time faculty from across the disciplines a supportive, collegial atmosphere in which to explore best practices for creating a learning-centered classroom.

Have can we do a better job of promoting learning among today's students? We know that twenty-first century students will need to be able to apply their knowledge and skills in real-world settings, but how do we move beyond merely "delivering content" to foster students' ability to master knowledge and become lifelong learners? Which teaching strategies have been demonstrated to increase student learning? For the academic year 2011-12, a group of ten part-time faculty members from across the disciplines tackled these and similar questions.

Members of the 2011-12 Part-time Faculty Learning Community explored ways to shift away from the traditional, "teaching-centered" classroom (in which the "sage on the stage" imparts knowledge to receptive students) to a "learning-centered" approach. Meeting twice a month across two semesters, these FLC participants focused on learning about research-based strategies for enhancing student learning, developing effective learning assessment, and implementing or revising assignments or activities in courses they were teaching in order to increase student learning.

The 2011-12 PT-FLC Cohort Group included:

Name School Course
Charlie Baker Kent School Social Work 622
Brian Barnes A&S, Philosophy Philosophy 211: Critical Thinking
Al Gustafson COB, Finance Finance 350: Risk and Insurance
John Hausmann A&S, Music History Music History in Western Civilization
Judy Heitzman Kent School SW 677: Adv. Social Work Practice III
Suzanne Hopf A&S, Sociology Sociology 323: Diversity and Inequality
Justin Magnuson A&S, Communication Comm 111: Intro. To Public Speaking
Carolyn Provenzano Kent School Social Work 619 or 657 Group Methods
Simon Sangpukdee A&S, English English 101: Intro to College Writing
Richard Slawsky A&S, Communication Comm 111: Intro. To Public Speaking
Michael Wade COB, Accounting Acct. 201: Prin. Of Financial Accounting

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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