Facilitator Notes: A Conversation with Lisa Levinson

Lisa Levinson is a facilitator with Faculty Guild. She has taught at the college and community college levels as both a full-time and adjunct faculty member. The following post captures some of her thoughts on a Faculty Guild fellowship. She provides great insight into which of the evidenced-based instructional practices she thinks faculty most commonly avoid and which ones they most intuitively understand.  

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Using Appreciative Inquiry

This article explores how one lecturer in higher education used an appreciative inquiry approach to enhance her teaching practice, including the positive impact strengths-based inquiry had on her planning for future enhancement of her teaching. 

Giles, D. & Kung, S. (2010). Using appreciative inquiry to explore professional practice of a lecturer in higher education: Moving towards a life-centric practice. Australian Journal of Adult Learning, 50(2), 208-322. 

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Online Teaching Practices and Appreciative Inquiry

This case study explores the use of appreciative inquiry in the online classroom and its relationship to adult learner motivation, engagement, and performance. The study indicated that using an appreciative inquiry approach has a positive impact on the learning environment regardless of discipline. 

Johnson, B.A. (2014). Transformation of online teaching practices through implementation of appreciative inquiry. Online Learning, 18(3), 1-21. 

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Active Learning Boosts Performance in STEM Courses

In this article from the Proceedings of the National Academy of Sciences, see how active learning significantly impacts student outcomes.

Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, Mary Pat Wenderoth. Proceedings of the National Academy of Sciences Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111 

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Community of Practice Framework

This review examines the role that Wenger’s Community of Practice framework has played in online and blended learning research. 

Smith, S.U., Hayes, S., & Shea, P. (2017). A critical review of the use of Wenger's Community of Practice (CoP) theoretical framework in online and blended learning research, 2000-2014. Online Learning Journal, 21(1), 209-237. doi: 10.24059/olj.v21i1.963

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Finding Impact Through Storytelling 

Nashville was buzzing with excitement last week at the third annual Online Learning Consortium (OLC) Innovate conference. I have been lucky enough to attend and present at OLC Innovate for all three years of its existence, and, once again, I have come away with a renewed understanding of the important impact that innovative practice and technology have in our conversations about student and faculty success.

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Communities of Practice and Social Learning Systems

An overview of the evolution of the Community of Practice framework developed by Wenger and Lave and its relationship to systems theory.

Wenger, E. (2010) Communities of practice and social learning systems: the career of a concept. In Blackmore, C. (Editor) Social Learning Systems and communities of practice. Springer Verlag and the Open University. 

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ACE 2018: Looking Back to Look Forward

This weekend, the Faculty Guild team had the pleasure of participating in the 100th Annual Meeting of the American Council on Education (ACE) in Washington, DC. Throughout the event, we were pleased by the discussions on the connections between quality instruction and student outcomes. The conversations often began in different places, guided by institutions’ own histories. 

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The Reflective Practitioner in Higher Education

This qualitative study examines a professional development and annual evaluation process that uses a reflection-based model for College of Education faculty. Interesting findings include the reported openness of the sample to find value in a peer feedback process rooted in reflective practice as a way to improve teaching. 

Wlodarsky, R.L. & Walters, H.D. (2006). The reflective practitioner in higher education: The nature and characteristics of reflective practice among teacher education faculty. National Forum of Teacher Education Journal, 16(3), 1-16. 

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Faculty Perspectives, vol 2

VIDEO: We love to hear from faculty members about their experiences in the fellowship. Take a few minutes to hear from one recent fellow as she shares thoughts on what teaching means to her, why others should participate in a fellowship, what has stayed with her, how this professional development experience compares to others, and more!

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VideosJohn Plunkett
Adult Students in Mixed-Age Postsecondary Classrooms

This journal articles examines the specific needs of adult learners and the implications for instructional approaches with a non-traditional student population. 

Panacci, A.G. (2017). Adult students in mixed-age postsecondary classrooms: Implications forinstructional approaches. College Quarterly, 20(2). 

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Conversations at the AAC&U Annual Conference

Last week’s AAC&U Annual Conference was terrific. Members of our team attended sessions throughout the conference. We had a great time introducing the work of Faculty Guild to so many higher education leaders who represent liberal arts institutions across the country. The feedback on our reimagined approach to faculty development was inspiring.  

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Faculty Perspectives, vol 1

VIDEO: We love to hear from faculty members about their experiences in the fellowship. Take a few minutes to hear from one recent fellow as she shares thoughts on what she had hoped to gain by participating in a fellowship, how this experience compared to other professional development programs and what she wants others to know!  

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VideosJohn Plunkett
Improving Social Mobility Through Purposeful Teaching

Last week, I had the pleasure of joining 23 education leaders in Seattle at a convening hosted by the Bill and Melinda Gates Foundation. Our mission was to help the foundation consider ways to support faculty members in improving outcomes for low-income students through better teaching. The drive to improve social mobility, a cause I share, is a priority for the Gates Foundation.

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Three Takeaways: Complete College America Annual Convening

I’ve just returned from last week’s annual Complete College America (CCA) convening in New Orleans. It was a terrific event, attended by leading voices in higher education from across the country. Although I have participated in previous CCA meetings as a CCA staff member or as an appointed state liaison, this was my first time attending on behalf of Faculty Guild. My new perspective brings new insights. Here are three takeaways...

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The Secret to Realizing the Potential for Technology-Enabled Teaching and Learning

Despite countless dollars being invested in the spirit of innovation, research has shown that the success of technology integration, particularly in the classroom, is largely dependent on each faculty member’s interest, willingness or even understanding of how to use the technology. As IT leaders gather at EDUCAUSE to consider technology innovations to bring to their institutions, it is imperative they consider the full spectrum of support needed to ensure the success and integration of the investment by faculty members.

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