Faculty Learning Community: A Strategy of Resilience for Survival

Molly Zhou
Dalton State College

Abstract

This presentation will focus on the discussion of faculty learning community as strategy of resilience for survival. In this presentation, the author will share the practices of FLC own FLC practices to support resilience strategy building in higher education. The FLC facilitator’s reflection and FLC survey results will be shared as well. Faculty learning community is not a new concept. Some research indicated that faculty learning communities (FLCs) are effective in breaking the discipline divide, improving teaching quality, promote collaboration, good practices, improving campus climate on teaching and learning and quality of teaching and student learning (Frost, 2018; Banasik & Dean, 2016; Sicat, et. al. 2014). Faculty learning communities increase knowledge, value, motivation, and enthusiasm for teaching (Lancaster, et. al., 2014). These benefits enhance FLCs function as resilience strategy. In a nutshell, FLCs add knowledge, innovation, and scholarly inquiries (Nadelson, 2016; Gordon, 2015; Bazeley, Waller, & Resnis, 2014). FLCs facilitate growth through interdisciplinary teaching, curriculum design and redesign, research and scholarly inquiry, and resource sharing (Boman, et. al., 2017; Andreoli, et. al., 2017). To survive higher education at a time of uncertainty and COVID epidemic, FLC offers advantages for faculty in resilience building.


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