Faculty Learning Groups: More Than Just Another Committee

1. Faculty Learning Groups: More Than Just Another Committee Dr. Catherine Wehlburg, Ph.D. Assistant Provost for Institutional Effectiveness Texas Christian University c.wehlburg@tcu.edu Northern Illinois University – October 16, 2009

2. Introductions • Who are you? • Why are you here? • What do you hope to gain?

3. What is an FLG? • A space? A place? A respite from grading? • A sanctuary? • “A cross-disciplinary faculty and staff group of 6 to 12 members who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning” (Cox, 2004)

4. FLGs Often… • Have voluntary membership • Meet at a designated time in an environment conducive to learning • Have both individual and group projects, group suggestions, and schedule to completion • Share empathy among the members • Operate by consensus, rather than majority vote

5. FLGs Often… • Develop their own culture, openness, and trust • Engage complex problems • Energize and empower participants • Have the potential of transforming institutions into learning organizations • Are holistic in nature

6. Elements of a Successful FLG • Safety and Trust. In order for participants to connect with each other, there must be a sense of safety and trust. • Openness. In an atmosphere of openness, participants can feel free to share their thoughts and feelings without fear of retribution. • Respect. In order to coalesce as a learning community, members need to feel that they are valued and respected as competent professionals.

7. Elements of a Successful FLG • Responsiveness. Members must respond respectfully to each other, and the facilitator(s) must respond quickly to their participants. • Collaboration. Collaboration allows for all members to feel that they are a part of the larger process.

8. Elements of a Successful FLG • Relevance. Learning outcomes are enhanced by relating the subject matter to the participants’ teaching, courses, scholarship, and life experiences. • Challenge. Expectations for the quality of outcomes should be high, engendering a sense of progress, scholarship, and accomplishment. • Enjoyment. Activities must include social opportunities to lighten up, bond, and should take place in invigorating environments.

9. Elements of a Successful FLG • Esprit de Corps. Sharing individual and community outcomes with colleagues in the academy should generate pride and loyalty. • Empowerment. In the construction of a transformative learning environment, the participants gain a new view of themselves and a new sense of confidence in their abilities. Faculty leave their year of participation with better courses and clearer understanding of themselves and their students.

10. One Example • Faculty Learning Groups for General Education • Office of the Core Curriculum (Gen. Ed) • Office for Assessment • Center for Teaching Excellence • 2 Facilitators for Each FLG • Regular Facilitator Lunch Meetings • Faculty have authority over the FLG decision-making

11. Engaging Faculty in FLGS • Motivation to participate is highly personal – how will it impact the individual faculty member? • People will always resist things that they perceive not to be in their best interest.

12. Levels of Possible Resistance • Need for additional information – “I need to clarify some things so that I have a better understanding of what you are asking me to do” • Emotional attachment to current situation – “I have to much at stake to buy in – this could hurt me.” • Values-based attachment to current situation – “This is in total conflict with my beliefs about how an organization should be run.”

13. Lessons Learned • Gather faculty together • Provide timelines that are structured but flexible • Request regular updates from the FLGs • Allow faculty leaders to share with each other – ideas, suggestions, support

14. Lessons Learned • Provide some resources – even the perception of resources is important • Ideas/suggestions • Space • Food/refreshments • Ongoing administrative support • Value the work done by the FLGs – institutionally and personally • Send out regular “friendly” reminders

15. Lessons Learned • This process will take time! • Don’t give “easy” assessment answers • Trust the faculty • E=MC2 • Assessment doesn’t “drive the train” this process only “lays the tracks” • You don’t have to measure everything all of the time.

16. Small Group Discussion • What would you gain from implementing a FLG? • What would an FLG program look like at NIU? • How would you start this program? Who would be involved? • What resources would be needed? Nice to have?

17. A Quote… “The next time someone asks you how you ‘get’ faculty to do this, I think you should tell them it is because you have established a relationship with us in which we work together and do not have a sense of you trying to get us to do things, that you are respectful of our ideas and engage us in a project for the good of the university. That is so rare in university administration that they probably will not understand it, but from my point of view it is why I have continued to do this, almost certainly past what should have been my expiration date.”

18. Questions??