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.
Copyright Owner
New Forums Press
Copyright Date
2017
Language
en
File Format
application/pdf
Recommended Citation
Rands, Melissa L.; Bender, Holly; Gillette, Meghan; and Orgler, Lisa, "The Role of Faculty Learning Communities in Supporting Team-Based Learning" (2017). Human Development and Family Studies Publications. 71.
https://lib.dr.iastate.edu/hdfs_pubs/71
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.