Stop, Collaborate, and Listen: A Faculty Learning Community Developed to Address Gaps in Pre-Service Education about Interdisciplinary Collaboration

Autor/inn/en	Hoeh, Emily; Bonati, Michelle L.; Chatlos, Suzannah; Squires, Maureen; Countermine, Bradley
Titel	Stop, Collaborate, and Listen: A Faculty Learning Community Developed to Address Gaps in Pre-Service Education about Interdisciplinary Collaboration
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 17 (2023) 1, Artikel 25 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Communities of Practice; Preservice Teacher Education; Interdisciplinary Approach; Teacher Collaboration; College Faculty; Video Technology; Computer Simulation; Special Education; Case Method (Teaching Technique); Preservice Teachers; Cooperation; Individualized Education Programs + Suchen Sie Ihr Suchwort? Community; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Fakultät; Computergrafik; Computersimulation; Special needs education; Sonderpädagogik; Sonderschulwesen; Case method; Fallmethode; Co-operation; Kooperation; Individualized education program; Individualisierendes Lernen
Abstract	There is a notable lack of opportunity for students in pre-service professional training programs and faculty in higher education to collaborate and work together, across disciplines within a common area of professional expertise. In this case, a faculty learning community (FLC) was formed to create a set of video-based simulations based on relevant topics for Committee on Special Education (CSE) meetings, used to inform the development of an Individualized Education Program. These materials were made available across departments and universities, establishing a common language and set of CSE practices. Additionally, a structured three-level text reading and discussion provided faculty with an opportunity for professional development, networking, and scholarship. The project was completed following Cox's 16 Recommendations for a Faculty Learning Community as a guideline for the successful implementation of the project, the creation of course materials, and analysis of faculty learning outcomes. It is important to note that the FLC process applies to a wide range of disciplines as a means of engaging faculty in responsive and reflective teaching practices as well as professional development. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01