In our work at CELT, faculty members frequently tell us that a highlight of participating in our programs is having the opportunity to converse with other colleagues across departments about teaching and learning strategies. Additionally, they have noted how they have enhanced their teaching practices and built a sense of community with other faculty members as a result of participating in these programs.
In this vein, we are seeking proposals to support a limited number of Faculty Learning Communities (FLC) beginning in September 2018. Faculty Learning Communities are self-directed interdisciplinary groups of 8 or so faculty members who meet over the course of a year (with a schedule they determine), to discuss a particular aspect of teaching and learning that either poses a challenge or an opportunity for improvement.
These communities, facilitated by the members of the group, support faculty to explore teaching more deeply with peers through reading and reflecting, sharing new ideas with each other and colleagues outside Tufts, and implementing changes to enhance student learning. Examples of potential topics for a Faculty Learning Community may include, but are not limited to: teaching potentially sensitive topics (e.g. courses that center on aspects of identity, power, and privilege), assessment practices, contemplative practices, diversity and inclusion in STEM, or other topics that may be of interest to you and your colleagues.
CELT will provide the space, funding for food and materials such as books, local guest speakers, and assist with getting the group started.
If you are interested in being part of such a group, please complete a brief Qualtrics survey (approximately five minutes in length).
Please contact Ryan Rideau (Ryan.Rideau@tufts.edu) or (617) 627-0897 if you have any questions.
These are self-directed interdisciplinary groups of up to 12 faculty who meet over the course of a year (with a schedule they determine). They learn together from the literature, other universities, experts on these topics, and connect to their personal experience.
Drawing upon the appropriate resources for each community, we hope for the groups to be self-directed and reflective, to consider how to make changes in their own teaching, and through that process capture useful principles and best practices to share with other faculty. Each group will have a small budget to buy books, invite local experts, and share meals. This will be a great opportunity to get to know some of your colleagues well and to share in meaningful conversation.
We invite faculty interested in joining or initiating a learning community focused on teaching to contact Annie Soisson for more information.
Research on Mindfulness has demonstrated benefits to student health and learning by using these practices in class. Join a community of like-minded faculty who will explore the literature and best practices to bring Mindfulness to your classroom.
The Large Lecture consortium is an interdisciplinary faculty community composed of faculty who teach classes of over 70 students. Members of the consortium share experiences and strategies for enhancing learning for students in their large classes. Some sessions feature host speakers who facilitate discussions on topics of interest to the group.
This interdisciplinary learning community is composed of faculty who have participated in one or more of CELT’s programs. Facilitated by the members of the group, it offers an opportunity to discuss teaching strategies with peers, hear from others about new ideas to enhance student learning, read articles about teaching and learning, and explore other areas of interest.