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 1. 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” 2. Emotional attachment to current situation – “I have to much at stake to buy in – this could hurt me.” 3. 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=MC 2 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??