Each spring, the Teaching and Learning Team (TLT) offers an opportunity for faculty to participate in a teaching development program called “Faculty Learning Circles” or “FLC @FLC.” Faculty form teams of 3-5 people with the goal of exploring new teaching strategies that improve student retention and success for their courses. Possible topics for exploration include culturally responsive teaching, teaching under-resourced students, effectively using technology to increase student success, integrating high-impact practices, assessment and more. Groups share their project findings to the FLC faculty during an organized symposium or through webinars. You can find a summary, video and resources for each project below.
Dr. Clutter, Dr. Lee, and Dr. Casey share their experiences and findings after incorporating Universal Design for Learning curriculum in GEOL 105, CHEM 311, and ENGR 104. In each course, a series of three assignments was created to allow for multiple means of representation (written, audible, and visual resources for students to learn from), and multiple means of action and expression (written, audible, and visual assignments for students to demonstrate what they know).
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Dr. Cartier, Dr. Taylor, and Dr. Walker review the results of their Faculty Learning Circle project that gathered data to develop insight into the course, BA 110 - Introduction to Business Decision Making, and its potential to become the fulcrum of retention for first to second year business students. Through a combination of gathering data from students, professional advisors, the Associate Vice Provost, and a literature review about business student retention and the unique needs of Gen Z students, this project concludes with short- and long-term recommendations for BA 110 and presents course maps for the ideal sequencing of courses for first and second year business students.
In this FLC@FLC, faculty members, Tapati Dutta, Deanne Grant, and María Concepción Márquez Sandoval used story-based techniques in three of their courses ‘Global Health’, ‘Resilience and Society’, and ‘Race, Class, and Gender in Latin America’. Hypothesized as a decolonizing and democratizing teaching-learning methodology, narratives were shared by the FLC@FLC professors, the guest speakers, and also by the students in pair n share groups to discourse the otherwise tabooed topics like ‘suicide’ and ‘sex-education’. Students’ feedback highlighted that it made them good listeners, enhanced their critical thinking, while also excited them in a way that made room for self-discovery and intercultural humility. Later, with online classes subsequent to COVID-19, digital storytelling via Zoom was used. It gave the professors an opportunity to understand students’ perspectives and even plan classes in a participatory way. Trust building between students and professors was both, incumbent to, and an outcome of, the story telling process.
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