How Do I Use FLCs to Strengthen Institutional Assessment?
Assessment efforts are expanding and there is an untapped resource that can help you give accreditors the information they need—FLCs, or Faculty Learning Communities. With their emphasis on deep learning experiences, FLCs are able to explore assessment in a comprehensive manner, addressing the concerns of both administrators focusing on accreditation and of instructors concentrating on student learning.
Assessment efforts are expanding at colleges and universities across the country
Assessment efforts are expanding at colleges and universities across the country, and every indication is that this emphasis on accountability, evidence, and demonstrating achievement of institutional goals and objectives will only intensify.
In addition to the increasing scrutiny accreditors are devoting to student learning and faculty development, a wide variety of stakeholders are clamoring for campuses of all kinds to show the facts behind the academic façade.
Yet despite the interest in assessment at the institutional level, faculty and staff tend to be most familiar with assessment in their disciplines.
How will you be able to give accreditors, professional associations, funders, donors, alumni, and prospective students the information they are looking for?
The good news is that there’s an untapped resource available to help you meet this challenge—faculty learning communities, or FLCs.
With their emphasis on deep learning experiences, FLCs are able to explore assessment in a comprehensive manner, addressing the concerns of both administrators focusing on accreditation and of instructors concentrating on student learning.
Find out how you can use an FLC to improve assessment on your campus with How Do I Use FLCs to Strengthen Institutional Assessment?, a Magna 20-Minute Mentor. Presenter Milton Cox draws on his extensive experience as an FLC program director working side by side with university assessment colleagues to show you how working with an FLC can help your college or university do far more than receive accreditation.
It can help you transform your campus into a learning institution.
You’ll explore two approaches to working with FLCs in How Do I Use FLCs to Strengthen Institutional Assessment? The first focuses on working with FLCs on institution wide assessment, and the second is a two-tiered approach to using FLCs on departmental assessments. Cox provides plentiful examples, drawn from his experience with similar practices at Miami University, Ohio. You’ll learn about:
- The three special strengths of FLCs and how you can use them to improve your assessment program
- The 14 decision points you need to address to establish a successful collaboration with an FLC
- What to look for in a facilitator
You’ll also discover plenty of practical tips, such as:
- How to work with your teaching and learning center (TLC) to engage with an FLC
- Potential sources for financial support for your assessment project
- Optimal frequency and length of FLC meetings
- The best size for departmental team representation on an FLC
Cox designed this informative program to guide you through two levels of Bloom’s Taxonomy, moving from comprehension to analysis. After participating in this session, you’ll be able to:
- Describe how you can work with FLCs to initiate or strengthen assessment programs
- Analyze how a TLC can partner with administrators, faculty, and other campus units to build assessment on your campus
If your campus is concerned about assessment issues—and no campus today can afford to ignore them—this seminar will give you information you can use in a format that fits even the busiest schedule. The program is just 20 minutes long.
With its overview of assessment projects at Miami University, it will be particularly helpful for upper-level professionals interested in the big-picture ramifications of assessment. It is appropriate for audiences drawn from all different types of higher education institutions and at all levels of experience with FLCs and assessment. It will be particularly useful for:
- Department chairs
- Teaching and learning center directors and staff
- Faculty members
Make this program available for ongoing training
Order the Campus Access License and load the CD content onto your institution’s internal web site for unlimited, convenient, on-demand access for all members of your campus community.
Product Code: PM13HA
Milton D. Cox, Ph.D., is founder and Director Emeritus of the Center for the Enhancement of Learning, Teaching, and University Assessment at Miami University, Ohio, where he founded and continues to direct the annual International Lilly Conference on College Teaching. He is also founder and Editor-in-Chief of the Journal on Excellence in College Teaching and the Learning Communities Journal.
He facilitates the Hesburgh Award-winning Teaching Scholars Faculty Learning Community, now in its 34th year. Milt has been project director of state and federal grants establishing faculty learning community programs at other institutions, is co-editor of the book, Building Faculty Learning Communities, and has visited over 75 institutions in the U.S. and abroad to consult on various issues in higher education. He incorporates student learning portfolios and Howard Gardner's concept of multiple intelligences in his mathematics classes.
He is recipient of the C. C. MacDuffee Award for distinguished service to Pi Mu Epsilon, the national mathematics honorary, and a certificate of special achievement from the Professional and Organizational Development Network in Higher Education in recognition and appreciation of notable contributions to the profession of faculty, instructional, and organizational development.
See product details for pricing.
$99 - CD
$49 - On-Demand
$99 - CD
$49 - On-Demand