Professional Learning Communities
2009-2010
Department Chair PLC
Supporting One Another in Developing Leadership
Facilitators:
Michele Acker, Dept. of Psychology
Andrew Mills, Dept. of Religion and Philosophy
New Faculty PLC
Facilitators:
Karen Steigman, Dept. of English
Leslie Ortquist-Ahrens, CTL
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General
Description
A Professional Learning Community offers a cross-disciplinary group
of five to ten participants the opportunity to meet regularly to
study pedagogical topics of shared interest in an in-depth, ongoing,
scholarly, and systematic manner while, at the same time, forging
and strengthening collegial bonds. During the academic year, PLC
participants, who will meet at least twice a month for two hours,
delve into existing research on their common area of inquiry, then
design and pursue individual projects that require them to apply
and test new ideas and information about student learning.
PLCs offer a more structured, intensive, student-centered and outcome-driven approach to faculty development than do more traditional methods, such as one-time workshops or ongoing but informal brown bag conversations. Research has shown that, in these latter approaches, participants often encounter and appreciate new ideas about teaching and learning but are less likely to internalize and incorporate them into teaching practice. In addition, the supportive and safe environment provided by a learning community encourages participants to take risks with new approaches to teaching as well as to critically reflect upon findings with colleagues.
Purpose
Beginning with a pilot project during the winter and spring terms
of number of 2003, Otterbein College has joined a number of colleges
and universities have had great success in offering development
activities in the form of "learning communities." This
approach to professional development provides a number of advantages
for participants and for the larger community. Among other
things:
- participants have the chance engage in an in-depth and sustained professional development activity, rather than a one-shot workshop with little or no follow up
- participants deepen their understanding of a topic of shared interest related to teaching and learning, such as active learning strategies, teaching with technology, diversity in the classroom, etc.
- participants develop a sense of community with an interdisciplinary group of colleagues.
Professional Learning Communities
2009-2010 PLC -New Faculty and Department Chairs
2008-2009 PLC -Teaching Writing
2007-2008 PLC -New Faculty and Global Learning
2006-2007 PLC -New Faculty and General Education Outcomes
2005-2006 PLC -New Faculty, First Generation, Greater Expectations, and SoTL
2004-2005 PLC- New Faculty, Undergraduate Research, and SoTL
2003-2004 PLC- New Faculty, Issues of Diversity, and SoTL
For more information about the history and nature of learning communities, visit Miami University's learning community site.