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The Great Work
The Regis University
Center for Excellence in Teaching and Learning (CETL)
Spring 2014 Faculty Learning Community
Faculty Learning Community
What is a Faculty Learning Community (FLC)?
It’s a group of faculty and/or staff from all disciplines engaging in a collaborative program to promote learning, professional development, transdisciplinarity, the scholarship of teaching and learning, and community building.
How Learning Works: Seven Research-Based Principles for Smart Teaching
The Regis University
Center for Excellence in Teaching and Learning (CETL) announces another Faculty Learning Community Opportunity
In the Academy, we value research and scholarship and yet, the research on learning is not always the first place we look for answers about what makes teaching into effective learning for our students. Alas, a meaningful conversation about effective teaching must begin with a consideration of how students learn. One of the obstacles is the gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap.
The authors of How Learning Works draw on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning - from how effective organization enhances retrieval and use of information to what impacts students’ motivation.
If you would like to join your colleagues in exploring how the research on learning and its connection with effective teaching intersect for you and others at Regis University, consider joining this faculty learning community.
Jesuit Justice - Make the Path by Walking
Exploring Cultural Competency: How Identities and Stereotypes Affect Our Teaching and Us as Teachers
Inter-Institutional Faculty Learning Community - Fall 2013 – Spring 2014
The landscape of higher education is rapidly changing. The evolution of regional demographics and the volatile US economy have deeply impacted the student population currently enrolling in post-secondary institutions. In turn, these changes have affected and will continue to affect the role that faculty play in the teaching and learning process. While institutional drives toward a more diverse faculty have been successful in recent years, academia has been globally slow in responding to the demands of 21st-century students and institutions of higher education.
In this inter-institutional Faculty Learning Community, co-hosted by a private Jesuit university and a public regional comprehensive institution, we will explore the facets of identity and the impact of stereotypes that we bring into the classroom. How do we define ourselves as academics? How do we define our institutions? How do we interact with the mission and values of our respective institutions? How do we define our students? What stereotypes do we bring about race, gender, ability and potential to our classrooms? How are these stereotypes present in our own environments as peers and colleagues?
Using Claude Steele’s Whistling Vivaldi as our focus book, we will establish a community of inquiry around these meaningful topics with the goal of increasing cultural competency in all its manifestations for the professoriate.
Interested participants must be willing to meet approximately ten times over the course of AY 13-14. Roughly half of the meetings will be held at Regis, and half at MSU Denver from 1:00 – 3:30 on the following dates:
Friday, September 27th
Friday, October 25th
Friday, November 22nd
Friday, February 7th
Friday, March 7th
Friday, April 11th
The slots from Metro State have been filled! There are six slots for Regis University faculty! Sign up fast!
Faculty and First-Generation College Students: Bridging the Classroom Gap Together
This learning community co-sponsored by the Office of Diversity, Engagement and Inclusion and the Center for Excellence in Teaching and Learning will provide an opportunity for faculty participants to explore intersections of pedagogical issues with intellectual and social context of first-generation students which will ultimately enhance the learning experience for all students.
This learning community will meet in a series of regular 1 ½ hour sessions throughout the academic semester. Common readings will serve to inform the conversations as we work toward continuing the on-going work of supporting and encouraging student success by addressing the following questions:
· What does a first gen student experience in the classroom, on the Regis campus, at home, and in their community and how do these factors affect student learning?
· How does teaching students "on the margin" affect teaching students who are "in the middle?"
· What promising practices have proven effective teaching strategies for first-generation students?
First Generation Latina Graduate Students: Balancing Professional Identity Development with Traditional Family Roles by Valerie Leyva
A Social Constructivist View of Issues Confronting Firs-Generation College Students by Stephen Coffman
Critical Compassionate Pedagogy and the Teacher's Role in First-Generation Student Success by Rchie Hao Havery, V.L. and Housel, T.H. (2011).
Faculty and First-Generation College Students: Bridging the Classroom Gap Together. New Directions for Teaching and Learning, Fall 2012. no. 127
Pre-Diversity Conference Learning Community: Diversity and Social Justice
Fall 2013 Call for Faculty and Staff Learning Community Participants!
You may (or may not!) be aware that Regis University and the Office of Diversity, Engagement, and Inclusion will be hosting the “ALL THE THINGS WE ARE” Conference November 13-15. Keep your eye out for the call for presentations. It is circulating now!
Based upon the recommendation of the conference keynote speaker, Rev. Dr. Jamie Washington, The Center for Excellence in Teaching and Learning (CETL) has partnered with the Office of Diversity, Engagement and Inclusion to convene a learning community around Readings for Diversity and Social Justice (and its companion, Teaching for Diversity and Social Justice).
This learning community will lead a presentation at the 2013 Diversity Conference on November 13th or 14th.
Why should you participate?
The best reason is because you are interested in the topics of diversity, inclusion, and engagement and their relationship to social justice. Or perhaps, you think we can be better at all three. (we will also provide you with a book or two, maybe even some food, and definitely some great collegiality).
How can you sign up?
If you are interested in signing up to be a part of this learning community, please contact Ken Sagendorf in the CETL at email@example.com or by calling 303-964-6469.
About the Diversity, Engagement and Inclusion Conference
Modeled after other national diversity conferences the Diversity, Engagement and Inclusion Conference is comprehensive in scope highlighting issues and strategies relating to planning; education about current diversity issues; issues of pedagogy; curricular transformation; ideas for building a more inclusive community; and learning more about society.
Beyond Bloom’s Taxonomy- Week of Mar. 10-15
Questions about the FLC? Or want to suggest another topic? Call (303)-964-6469 or email me at firstname.lastname@example.org!
Resources for this FLC