FLAG grew out of the WAG workshops, as faculty wanted to continue the conversation and we sought a structure that would facilitate that process. After consulting with Milt Cox, WAG was seen as a quasi FLC, so we developed a full FLC to address faculty concerns related to student writing assignment

Caulfield, Susan L.

Singleterry, Lisa

English

ScholarWorks at WMU

Western Michigan University ScholarWorks at WMU Instructional Development Grants Office of Faculty Development Fall 9-20-2019 From WAG to FLAG: FLC for Supporting Writing Across WMU Lisa Singleterry Western Michigan University, lisa.singleterry@wmich.edu Susan L. Caulfield Western Michigan University, sue.caulfield@wmich.edu Follow this and additional works at: https://scholarworks.wmich.edu/instructional-development-grants  Part of the Higher Education Commons WMU ScholarWorks Citation Singleterry, Lisa and Caulfield, Susan L., "From WAG to FLAG: FLC for Supporting Writing Across WMU" (2019). Instructional Development Grants. 2. https://scholarworks.wmich.edu/instructional-development-grants/2 This Poster is brought to you for free and open access by the Office of Faculty Development at ScholarWorks at WMU. It has been accepted for inclusion in Instructional Development Grants by an authorized administrator of ScholarWorks at WMU. For more information, please contact maira.bundza@wmich.edu. TEMPLATE DESIGN © 2008www.PosterPresentations.comWAG:Writing AssessmentGroupFLAG:Faculty LearningAssessment GroupCoP:Seeking Excellence in Teaching and LearningFacilitators: A dedicated group of interprofessional faculty including Steve Eberth, Lisa Singleterry, Joanne Dewit, Kelley Pattison, Marie Moreno, Paula Andrasi, Brian Gogan, and Sue Caulfield.From WAG to FLAG: FLC for Supporting Writing Across WMULisa Singleterry (BSoN) and Susan Caulfield (SIHP)Instructional Development Project Grant Award 2018-19OPTIONALLOGO HEREOPTIONALLOGO HEREFold or cut poster here Fold or cut poster hereWAG was created in response to 5 focus groups held during the spring and summer of 2015. Based on focus group data, faculty desired guidance on creating and evaluating student writing assignments.WAG met three times a semester and consisted of facilitated workshops focused on creating and evaluating student writing assignments. This work was supported by an Assessment Fellows Grant for 2015-16.FLAG grew out of the WAG workshops, as faculty wanted to continue the conversation and we sought a structure that would facilitate that process. After consulting with Milt Cox, WAG was seen as a quasi FLC, so we developed a full FLC to address faculty concerns related to student writing assignments.FLAG ended up with 8 members, representing three colleges and seven disciplines.FLAG met 12 times during the 2018-19 academic year, for 2 hours each time. Meetings focused on readings or other materials provided by members of FLAG. Conversations were robust and members were actively engaged in the process.A key part of an FLC is the project, done either by the entire FLC group or subgroups of the FLC. Our FLC faltered at the idea of a project. After repeated attempts by the FLC facilitators to pursue a project, it became clear that what the FLC faculty most wanted was not another project, but further help with teaching-related matters. At the last meeting of the FLC, in May 2019, the infrastructure for a community of practice as developed.The work of FLAG was supported by a 2018-19 OFD Instructional Development Project Grant.Our CoP was the outcome of the 2018-19 FLC.The intent of this CoP is to provide faculty regular exposure to a community of teachers engaged in the exploration of evidence-based teaching strategies through shared reading and reflection. We plan to encourage best practices; provide an environment of trust and support where experiences, thoughts, ideas, and articles can be exchanged; build an interdisciplinary learning community to motivate and improve skills; update teaching practices; provide resources; and develop reflective practice skills to improve the education of our students.CoP outcomes• Identify the benefits of creating a university community where faculty support the development of teaching skills through the sharing of perspectives.• Integrate evidence-based teaching methods through a structured reflective process.• Apply updated knowledge regarding best practices to improve teaching skills.• Improve student learning outcomes.The CoP is supported by a 2019-20 OFD IDPG.

From WAG to FLAG: FLC for Supporting Writing Across WMU

Western Michigan University 
ScholarWorks at WMU 
Instructional Development Grants Office of Faculty Development 
Fall 9-20-2019 
From WAG to FLAG: FLC for Supporting Writing Across WMU 
Lisa Singleterry 
Western Michigan University, lisa.singleterry@wmich.edu 
Susan L. Caulfield 
Western Michigan University, sue.caulfield@wmich.edu 
Follow this and additional works at: https://scholarworks.wmich.edu/instructional-development-grants 
 Part of the Higher Education Commons 
WMU ScholarWorks Citation 
Singleterry, Lisa and Caulfield, Susan L., "From WAG to FLAG: FLC for Supporting Writing Across WMU" 
(2019). Instructional Development Grants. 2. 
https://scholarworks.wmich.edu/instructional-development-grants/2 
This Poster is brought to you for free and open access by 
the Office of Faculty Development at ScholarWorks at 
WMU. It has been accepted for inclusion in Instructional 
Development Grants by an authorized administrator of 
ScholarWorks at WMU. For more information, please 
contact wmu-scholarworks@wmich.edu. 
TEMPLATE DESIGN © 2008
www.PosterPresentations.com
WAG:
Writing Assessment
Group
FLAG:
Faculty Learning
Assessment 
Group
CoP:
Seeking Excellence in 
Teaching and 
Learning
Facilitators: A dedicated group of interprofessional faculty including Steve 
Eberth, Lisa Singleterry, Joanne Dewit, Kelley Pattison, Marie Moreno, Paula 
Andrasi, Brian Gogan, and Sue Caulfield.
From WAG to FLAG: FLC for Supporting Writing Across WMU
Lisa Singleterry (BSoN) and Susan Caulfield (SIHP)
Instructional Development Project Grant Award 2018-19
OPTIONAL
LOGO HERE
OPTIONAL
LOGO HERE
Fold or cut poster here Fold or cut poster here
WAG was created in response to 5 focus groups held during the spring and 
summer of 2015. Based on focus group data, faculty desired guidance on 
creating and evaluating student writing assignments.
WAG met three times a semester and consisted of facilitated workshops 
focused on creating and evaluating student writing assignments. 
This work was supported by an Assessment Fellows Grant for 2015-16.
FLAG grew out of the WAG workshops, as 
faculty wanted to continue the conversation 
and we sought a structure that would facilitate 
that process. After consulting with Milt Cox, 
WAG was seen as a quasi FLC, so we 
developed a full FLC to address faculty 
concerns related to student writing 
assignments.
FLAG ended up with 8 members, representing 
three colleges and seven disciplines.
FLAG met 12 times during the 2018-19 
academic year, for 2 hours each time. Meetings 
focused on readings or other materials 
provided by members of FLAG. Conversations 
were robust and members were actively 
engaged in the process.
A key part of an FLC is the project, done either 
by the entire FLC group or subgroups of the 
FLC. Our FLC faltered at the idea of a project. 
After repeated attempts by the FLC facilitators 
to pursue a project, it became clear that what 
the FLC faculty most wanted was not another 
project, but further help with teaching-related 
matters. At the last meeting of the FLC, in May 
2019, the infrastructure for a community of 
practice as developed.
The work of FLAG was supported by a 2018-
19 OFD Instructional Development Project 
Grant.
Our CoP was the outcome of the 2018-19 FLC.
The intent of this CoP is to provide faculty regular exposure to a 
community of teachers engaged in the exploration of evidence-
based teaching strategies through shared reading and reflection. 
We plan to encourage best practices; provide an environment of 
trust and support where experiences, thoughts, ideas, and articles 
can be exchanged; build an interdisciplinary learning community to 
motivate and improve skills; update teaching practices; provide 
resources; and develop reflective practice skills to improve the 
education of our students.
CoP outcomes
• Identify the benefits of creating a university community where 
faculty support the development of teaching skills through the 
sharing of perspectives.
• Integrate evidence-based teaching methods through a 
structured reflective process.
• Apply updated knowledge regarding best practices to improve 
teaching skills.
• Improve student learning outcomes.
The CoP is supported by a 2019-20 OFD IDPG.


https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1005&amp;context=instructional-development-grants

From WAG to FLAG: FLC for Supporting Writing Across WMU

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