Senior Faculty Learning Community (SFLC)

*Graphic credit- University of Oklahoma Center for Teaching Excellence. Web. 12 June. 2014.

The Faculty Learning Community at California State University, Chico is a group of highlighted successful faculty, specifically senior faculty. This campus wide SFLC (Senior Faculty Learning Community) is effective at enabling a learning and sharing practice for all faculty and staff at CSU Chico.  This community is a cross-disciplinary diverse group of empowered, scholarly, and teaching professionals of faculty and staff essentially sharing teaching approaches, pedagogies, and syllabi. Senior FLC practices developing and implementing pedagogies that engage and reach the 21st century student. The faculty learning community explores pedagogy that strategically uses face to face time most effectively for skills/understanding development and other time for information transfer.    

FLC face-to-face meetings are productive and enlightening in terms of discussion and revision of the policy on online instruction and in sharing with one another understandings and insights individuals retained from any webinars. The FLC converses about how to balance pedagogy and technology discussions. The highlighted members of SFLC  are not biased in mindset by understanding that other teaching professionals have different assessing program outcomes. Each member is a committed and engaged individual who always delivers by having: a curriculum, activities, ongoing assessment, products resulting from their work, and a professional development stipend for participants.

The SFLC focuses on developing faculty expertise on assessment of student learning. Faculty Learning Communities have participants concept map the research cycle for each of their disciplines to compare and contrast to the action research cycle. The FLC practices exploring and implementing high-impact practices to enhance higher-order learning.  The emphasis is on optimizing the use of valuable classroom time for synthesis, application, analysis, and evaluation of ideas and concepts.  Each FLC member has incorporated high impact learning practices by implementing student assessment practices of more extensive lab activities, portfolio work, and career oriented projects. 

The current 2014 highlighted and successful SFLC members are: 

1.Cindy S. Ratekin (CHLD)

High impact practice-

"I initially focused on moving the reflective portfolio to an electronic presentation, which will allow students more flexibility in their use of the portfolio.  With this task I benefitted from the thoughts of others in the Faculty Learning Community as they shared their experiences and thoughts on how to move this assignment to an electronic format. Several other ideas emerged which I was able to share with members of the FLC beginning Fall 2013. One idea was to the role of the University’s Career Center to incorporate real-life interviewing and presentation skills.  This will allow students to better prepare for the transition from higher education to their career by utilizing a wider circle of “more competent others.”

2. Kristopher A. Blee (BIOL)

High impact practice-

"The lab provided more opportunity for student practice quantitative transfer of small volumes of liquids or micro-pipetting. The new lab activity also allowed the students to independently measure their pipetting accuracy and precision and to graph it for visual display. The new lab activity is a now a sustainable component of the laboratory course for the foreseen future. I enjoyed design of lab coursework that developed a motorskill and assessed it (micro-pipetting). I think support from members in the FLC group from nursing and kinesiology, departments where motor function skills are taught and developed, was very encouraging leading to my success."

3. Anthony J. Graybosch (PHIL)

High impact practice-

"The majority of students expressed preference for blog assignments over traditional writing assignments. Students expressed preference for public blogging over public speaking.  Students reported increased understanding of the passages prompted by the comment and revision design." 

4. Cathrine Himberg (KINE)

High impact practice-

"My students are engaged in higher level thinking as they read and reflect in their journals. My colleagues in the FLC showed great support for my endeavors. The vast majority of my students did read an academic book and kept a journal based on the criteria and rubric presented in the syllabus. The depth of reflection on the content of the book chapters is a great sign to me that my students are engaging in the material. I will continue to use the enhanced learning objectives and assignments I developed during this FLC." 

5. Suzanne L. Zivnuska (MGMT)

High impact practice-

MGMT 304 practiced a Community Based Learning component. 

"I collaborated with two community partners (our campus Career Center and Gallo Wines, an active recruiter of our students).  Together, we hosted a real-time, field-based experiential learning opportunity related to interviewing.  Following up on formal instruction in interviewing, students are provided with a chance to apply their learning in the real world setting of a recruitment meet and greet event hosted by our corporate sponsor (Gallo) and supported by our Career Center partners."

6. Jennifer Lillibridge (NURS)

High impact practice-

"N620, a first semester nursing research and theory course in the MSN degree (Nursing Leadership Option) in the School of Nursing. The high impact practices I implemented were First Year Experiences and Collaboration. The Work Done/Assessment Planned is a combination of both high impact practices. First Year Experiences:  N620 is one of two, first semester courses in the MSN graduate program. High impact practices in this area include: small group work including faculty and student-student interaction; critical inquiry; frequent writing; information literacy; collaborative learning; learning about scholarship at graduate level in terms of writing expectations and beginning discussion about research generally and their culminating research specifically. Collaboration: N620 uses collaboration in several ways. Both goals of collaboration are used in this course; learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences."

7. John M. Roussell (CDES)