Document Type

Presentation

Session Description

In this presentation, we will describe a faculty learning community designed for instructors teaching at the University of Minnesota who wanted to “flip” a portion of their course. We structured the FLC in a flipped format to model the pedagogy and provided consultation support during the program so the participants could implement their ideas. Attendees to this session should walk away being able to describe the format of our program, how the structure of our program supported the faculty creating high-quality pedagogy and what kinds of projects our participants completed during the program. We hope that in addition, it will provide fodder for how to support faculty adoption of novel pedagogical approaches at their own institution.

Keywords

learning community, faculty, session plans

Related Website

http://z.umn.edu/2016FlippedFLC

Audience Focus

Both K-12 and Higher Education

Start Date

7-28-2016 9:30 AM

End Date

7-28-2016 10:30 AM

Brief Biography of Primary Presenter

Kris is an Instructional Consultant at UMN's Center for Educational Innovation. Kris has a PhD in brain and cognitive sciences from the University of Rochester.

Comments

You'll find all of the resources related to our FLC at the website listed. The attached additional files are in response to requests from participants in the session.

Turning Student Groups into Effective Teams.pdf (87 kB)
This article includes a template for team contracts as well as "firing" procedures for team members.

Smith NFALC workshop handout 2015_.pdf (571 kB)
This handout includes exercises to create student buy-in for group/active learning

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Jul 28th, 9:30 AM Jul 28th, 10:30 AM

Preparing Faculty to Flip: Lessons from a Faculty Learning Community

In this presentation, we will describe a faculty learning community designed for instructors teaching at the University of Minnesota who wanted to “flip” a portion of their course. We structured the FLC in a flipped format to model the pedagogy and provided consultation support during the program so the participants could implement their ideas. Attendees to this session should walk away being able to describe the format of our program, how the structure of our program supported the faculty creating high-quality pedagogy and what kinds of projects our participants completed during the program. We hope that in addition, it will provide fodder for how to support faculty adoption of novel pedagogical approaches at their own institution.

https://pubs.lib.umn.edu/minnesota-elearning-summit/2016/program/62