Faculty learning communities: improving teaching in higher education
Faculty learning communities: improving teaching in higher education
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教师学习社区：改善高等教育教学
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Paula M. Selvester
中科院分区：
文献类型：
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作者：
H. C. Ward;Paula M. Selvester
教师学习社区（FLC）是教师和其他教学人员的协作合议团体，他们有兴趣并致力于通过小组讨论，反思和目标设定来改善教学，以适应多样化的学生群体。在这篇文章中，我们描述了我们的FLC的经验，由联邦拨款支持，以确保在我们的校园无障碍学习环境。该项目名为“通过合作和技术确保无障碍”（EnACT），旨在向一所中型州立大学的教师介绍一个教学框架，为所有学生提供普遍获得课程的机会，并鼓励教师采用无障碍技术。我们描述了招聘过程，FLC会议结构，我们的预期成果和我们在满足他们所面临的挑战。
Faculty learning communities (FLCs) are collaborative collegial groups of faculty and other teaching staff who are interested in and committed to the improvement of their teaching to accommodate a diverse student population through group discourse, reflection and goal setting. In this article, we describe our FLC experiences that were supported by a federal grant to ensure accessible learning environments on our campus. The project, Ensuring Access through Collaboration and Technology (EnACT), sought to introduce faculty at a medium‐sized state university to a pedagogical framework to provide universal access to the curriculum for all students and to encourage faculty to adopt accessible technologies. We describe the recruitment process, the FLC meeting structure, our intended outcomes and the challenges we faced in meeting them.