Attributes of Faculty Learning Communities That Influence Faculty Attitudes and Practices

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-15 - Faculty Development Impacts on Instructional Attitudes and Practices

Abstract

Student-centered, active learning strategies far surpass traditional, teacher-centered in motivating students, supporting deep understanding, and preparing students for future academic and career success. However, university faculty have been slow to embrace these more effective approaches due to lack of formal training in teaching, minimal interaction with science education experts, time constraints, and weak institutional support. This study reports on attributes of learning communities that influence faculty attitudes and practices regarding teaching. Survey of 83 faculty members from 11 distinct Faculty Learning Communities (FLCs) revealed the impact of ‘sense of community’ and ‘contribution to a collaborative process’ as meaningful factors. A conceptual model for analysis of factors affecting faculty learning communities is presented.

Authors

• Ann C. Smith, University of Maryland - College Park

• Gili Marbach-Ad, University of Maryland

• Jennifer Eliason, Association of American Medical Colleges

• Katerina Thompson, University of Maryland