Faculty Learning Communities (FLCs)

Learn with and from a group of your peers.

Faculty Learning Communities

Faculty learning communities (FLCs) are offered at various times throughout the year, by a number of individuals. If you are interested in participating in a faculty learning community, please register with the appropriate FLC below.

If you are interested in offering an FLC for the greater NDSU teaching community, contact our office early with details about your FLC and we will help you organize and promote it. 

 

Pedagogical Research

 

Begins November 23
Via Zoom
Led by:
Cheryl Wachenheim, OTL Faculty Fellow

Most faculty at NDSU have a teaching appointment and many are subject to research expectations.  Pedagogical research is a means to simultaneously answer questions related to our role in student education and contribute towards our academic research portfolio. All it takes is a pedagogical curiosity and a desire to conduct research to satisfy this curiosity.

Are you interested in the characteristics, background and experiences that contribute to success in your classroom? Would you like to compare learning in an in-person offering of a course and that offered online or through HyFlex instruction? Are you planning to test a new teaching method and are interested in how it affects your student ratings of instruction? Evidence-based answers to these and an unlimited number of other questions can result from pedagogical research. Presenting or publishing our results will provide information to our colleagues with similar questions and contribute to our research portfolio. And it is fun!

We seek to increase application of pedagogical research among NDSU teaching faculty, staff and graduate students through a mentoring program relying on faculty mentors, peer support, and feedback. Participants will identify a research question and work with one-another and their faculty mentor to develop a research proposal, submit the proposal to IRB, conduct the research plan, and publish and present the results. Participants are free to work on an independent research project or collaborate with one or more others.

Program Agenda:

Participants will meet monthly with their mentor. Below is a schedule of key dates and deadlines for this FLC.

  • November 10, 2021  Mentees selected 
  • November 10, 2021  Initial meeting of mentors
  • November 23, 2021  |  Initial meeting with mentees  |  Introductions, potential research ideas, explain process and answer questions  |  Zoom or in person
  • November 23, 2021  |   IRB training completed
  • December 1, 2021  |  Potential collaborations identified
  • December 7, 2021  |  Potential collaborators meet once before this date
  • December 20, 2021  |  Mentees meet once with mentors about research project before this date
  • Week of January 3, 2022  |  2 to 3-hour meeting to solidify collaborations and work on and report summary of initial plan  |  In person
  • January 29, 2022  |  Proposal draft developed and shared with mentor(s)
  • February 15, 2022  |  Final proposal completed. Survey or other instruments developed.
  • February 28, 2022  |  IRB submitted
  • May 15, 2022  |  Detailed plan for initial analysis submitted including timeline (expected).  Have conducted research plan (desired).

This faculty learning community is free to join and is limited to 10 participants. 

All teaching faculty, instructional staff, and graduate teaching assistants are invited to participate. If you are interested in this faculty learning community, register today.

Applications are due October 31, 2021. Selected participants will be informed on November 19th. Mentors and participants will subsequently meet and share ideas for researchable questions. Participants can work on an independent research project or collaborate with others.

For more information, contact Cheryl Wachenheim, 701-231-7452.

 

 

 

 


 

Understanding and Promoting Language Diversity in Our Classrooms

 

Fall Semester 2021 and Spring Semester 2022 Via Zoom
Led by: 
Lisa Arnold, Ibtissem Belmihoub, Stephen Disrud, and Fahad Hossain

Recognizing and promoting language diversity in our classrooms is critical to creating a positive and socially just learning environment. Language bias complicates these efforts. In this learning community, participants will learn about the concepts of linguistic diversity and language bias. We will consider how language diversity affects our interactions with and assessment of students. Participants will learn and develop socially just, inclusive teaching practices that will promote linguistic diversity in the classroom.

Meeting dates are as follows:

  • Monday September 27, 2021  |  1-2:30 p.m.  | Via Zoom 
  • Monday October 25, 2021  |   1-2:30 p.m.  |  Via Zoom
  • Monday November 29, 2021  |   1-2:30 p.m.  |  Via Zoom
  • Spring Semester 2022 dates yet to be determined  |  3 meetings

This faculty learning community is free to join. If you choose to purchase the book, it can be purchased through the publisher or an online book seller of your choice. For your convenience, links are provided for Amazon and the publisher below. We recognize the cost of the book may be prohibitive; therefore, four copies of the book have been put on hold in the library for the purpose of this FLC.

The primary reading is English with an Accent: Language, Ideology, and Discrimination in the United States by Rosina Lippi-Green  |  ISBN: 978-0-415-55911-9

All faculty, instructional staff, and graduate students are invited to participate. If you are interested in this faculty learning community, register today. The registration deadline is September 24, 2021. 

 

 

 

 


 

Online Teaching and Learning Faculty Learning Community

Future dates to be determined
Led by Dr. Melissa Vosen Callens

In this faculty learning community, you will examine key concepts and pedagogical issues related to online learning. Develop and/or revise an online course, selecting appropriate instructional strategies and technologies.

The book can be purchased through the publisher or an online book seller of your choice.  For your convenience, links are provided for Amazon and the publisher below. We recognize the cost of the book may be prohibitive to participation for many graduate students; therefore, four copies of the book have been put on hold in the library for the purpose of this FLC.

    The primary reading is Teaching Online  by Claire Howell Major.

    All faculty, instructional staff, and graduate students are invited to participate. Space is limited to 12 participants. If you are interested in this faculty learning community, register today. The registration link will close when the faculty learning community is full, if you would like to be added to a waitlist or inquire about future offerings, contact Melissa Vosen-Callens.

     

     

     


     

    Ungrading: Into the Summer! FLC

     

    Summer 2021 (Registration now closed)
    Led by: Dr. Jenni Momsen

    If you don't want the ungrading conversation to end or want to start planning for fall semester, join our Ungrading: Into the Summer! faculty learning community (FLCs). To help meet your needs, we will organize a variety of summertime FLCs, based on Susan Blum's book, Ungrading: Why rating students undermines learning (and what to do instead). Some FLCs will focus on further readings and discussion, others on prepping courses to incorporate ungrading ideas. You can join one or several!

    Proposed FLC topics include:

    • Further reading + discussion
    • Course implementation - small courses, upper division
    • Course implementation - graduate courses
    • Course implementation - large enrollment courses
    • Course implementation - introductory courses
    • Course implementation - Arts & Humanities
    • Course implementation - Social Sciences
    • Course implementation - Science
    • Course implementation - Engineering & Mathematics
    • Other: Ideas you submit in the registration form

    The book can be purchased through the publisher or an online book seller of your choice.  For your convenience, links are provided for Amazon and the publisher below. We recognize the cost of the book may be prohibitive to participation; therefore, four copies of the book have been put on hold in the library for the purpose of this FLC.

      The primary reading is Ungrading: Why rating students undermines learning (and what to do instead) by Susan Blum.

      All faculty, instructional staff, and graduate students are invited to participate. If you're interested in an FLC, please complete this form. The FLC leaders will be in touch with more details!

      If you have any questions, please feel free to reach out to Dr. Jenni Momsen.

       

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