Fostering a Culture of Innovation through a Faculty Learning Community
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This document discusses setting up a Faculty Learning Community (FLC). It includes brainstorming activities for participants, such as discussing topics of interest to teach, engagement activities used in class, and goals for an FLC, such as fostering collaboration and sharing teaching experiences. Contact information is provided for Mary Giovannetti to discuss next steps for establishing an FLC.
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The document discusses the relationship between scholarly teaching and the scholarship of teaching and learning (SoTL). It notes that while all faculty should strive for scholarly teaching, not all will engage in SoTL. Several scholars are cited that discuss definitions and distinctions between scholarly teaching and SoTL. Scholarly teaching refers to applying scholarly standards to one's teaching, while SoTL involves systematically reflecting on teaching in a way that can be shared and built upon by other academics. The document also discusses attempts to define SoTL that have struggled due to the diversity of SoTL.
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Fostering a Culture of Innovation through a Faculty Learning Community
- 2. 1. Ice breaker 2. Activity 3. FLC? 4. Activity – Next Steps 5. Questions
- 3. Find out from your partner a teaching topic that they are so interested in and excited about that they would commit to joining colleagues for an ongoing professional development session.
- 4. 1. Describe an activity you use on the first day of class to get your students excited about learning. 2. Share a planned or spontaneous experience/activity that uses humour to engage students in learning. 3. What is your favourite activity to build a sense of community in the on-line component of your course?
- 5. 4. Come up with an activity that requires students to involve their whole body. 5. Describe an activity that works well every time you use it in your class. 6. What successful activity have you used to enhance or discourage the use of technology such as cell phones, laptops, or Ipads in the classroom.
- 7. With the members at your table, brainstorm three goals for a FLC.
- 8. To foster collaboration and collegiality across university faculties To research and reflect upon the complexities of teaching and learning To create a safe, respectful, trust-filled community that allows participants to share their successes and challenges To design and undertake individual or group FLC projects, which can be presented to the university community, at conferences, etc.
- 9. Elicit topics Choose a topic Provide FLC description, purpose, and details in call for applications
- 10. On the handout provided, write down three hot topics that you would like to discuss in an FLC. On the handout provided, write down five names of people you would like to participate in an FLC with you.
- 11. Contact Mary Giovannetti 604-986-1911 local 2373 Capilano University mgiovann@capilanou.ca
Editor's Notes
- Use post-it notes to have participants write down their topic and then we can organize the topics by themes.
- Have participants in groups of six and give them three topics of which they will choose one to work on.
- What would the benefit be to you to join such a group? Eight – twelve members : Deepen knowledge and expertise in the Scholarship of Teaching and Learning (SoTL)