Campus Units

Horticulture, Human Development and Family Studies

Document Type

Article

Publication Version

Published Version

Publication Date

2017

Journal or Book Title

The Journal of Faculty Development

Volume

31

Issue

3

First Page

61

Last Page

78

Abstract

In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered connections between members, resulting in a need to give back to the community through mentorship. Results also showed members were eager to share their knowledge with the larger community and further research into TBL though scholarship, supporting the sustainability of the TBL community and further development of members' teaching and scholarly practice.

Comments

This article is published as Rands, Melissa L., Holly Bender, Meghan T. Gillette, and Lisa Orgler. "The Role of Faculty Learning Communities in Supporting Team-Based Learning." The Journal of Faculty Development 31, no. 3 (2017): 61-78. Posted with permission.

Copyright Owner

New Forums Press

Language

en

File Format

application/pdf

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