The role of the facilitator in faculty learning communities: Paving the way for growth,productivity, and collegiality

Effective facilitation is essential to creating and sustaining an environment in which faculty learning communities can thrive. Just as faculty learning communities differ qualitatively from other familiar work groups in higher education, the role of the facilitator differs from what are perhaps more familiar roles of content expert, lecturer, chairperson, or traditional leader. The authors explore the nature of facilitation; outline important facilitative attitudes, skills, and tasks; and consider a number of key concepts about adult learners and collaborative learning as well as group development and dynamics that can shed light on the experience from the point of view of a facilitator

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices

Forming a Community of Practice to Support Faculty in Implementing Course-Based Undergraduate Research Experiences

There is an urgent need to influence educational change in the methods by which science is taught. Numerous national agencies have called for science, technology, engineering, and mathematics (STEM) educational reform with recommendations to address retention and increase diversity of students in STEM disciplines. One way to address these recommendations is by replacing the widespread traditional approach to foundational laboratory courses with course-based undergraduate research experiences (CUREs). As a creative alternative to one-on-one research mentorships, CUREs scale up the research experience to reach a greater number of students, many of whom would otherwise not be able to participate in research. Increasing the adoption of CUREs in foundational chemistry laboratory courses exposes a larger, more diverse population of STEM students to research experiences. The greatest impact of these experiences occurs in populations that are traditionally underrepresented in STEM disciplines, whose college experiences are enhanced by being a part of a diverse community. A Community of Practice brings together people with a common interest or goal. This chapter describes our steps to form a Community of Practice comprised of faculty from Primarily Undergraduate Institutions, community colleges, and high schools with the goal of providing a supportive framework that lowers barriers to CURE development and implementation for faculty in foundational chemistry laboratories