Learning Communities are diverse, interdisciplinary groups of participants who come together to enhance their instructional approaches, investigate instructional change, and share their experience in employing research-based strategies in their teaching. CEE offers two faculty learning communities: Engaged Learning and Teaching and First-Generation. Each community participates in an exploration of topics central to pedagogy in higher education with the aim of developing a deeper understanding of their own teaching practice, while engaging in activity that provides a foundation for becoming educational innovators. Participants receive a $1,000 award of academic enrichment funds to put toward instructional enhancement activities (e.g., conference travel, software, other teaching materials). Participants also receive a certificate of completion.
A letter of support is also required with every application. A template for the Chair's Letter of Support can be found here: Chair’s Letter of Support Template
What are Learning Communities?
Learning communities are designed to bring together instructors from a number of disciplines to explore topics and themes around learning and teaching. The community provides a supportive environment where members can engage in a variety of activities and experiment with new approaches to teaching, share successes and challenges, and engage in the introductory research projects, and dissemination of instructional practices and tools.
As the learning community progresses, members will support each other in the completion of individual projects relating to the theme of the community and their own teaching interests.
Why should I apply?
You will become a member of a community of peers with shared interests in learning, teaching, and scholarship at UC Davis. The community is an inclusive space where members exchange experiences, ideas and strategies about teaching; experiment with research-based practices; build skills; and reflect on their roles as educators. You will also interact with colleagues with shared interests and specific pedagogical issues and questions. See What topics will be covered (below).
Who is eligible?
Any full-time member of the Academic Senate at UC Davis may apply to participate in a Learning Community. Pre-tenure faculty may apply, with priority given to pre-tenure faculty hired since July 1, 2016. Members who have previously participated in a Learning Community may reapply, but preference will be given to first-time applicants.
NOTE: The First-Generation Faculty Learning Community is open to any full-time member of the Academic Senate at UC Davis who is a first-generation college graduate.
- 2020 Cohort
Engaged Learning and Teaching Community First Generation Faculty Learning Community Ga Young Chung, Asian America Studies Mona Monfared, Molecular and Cellular Biology Xiaoli Dong, Environmental Science and Policy William Sewell, University Writing Program Debbie Fetter, Nutrition Joseph Sorensen, East Asian Languages and Cultures Rucha Joshi, Biomedical Engineering Cecilia Tsu, History Emily Merchant, Science and Technology Studies Faheemah Mustafaa, School of Education Cameron Pittelkow, Plant Science Wang Liao, Communication
- 2019 Cohort
Engaged Learning and Teaching Community First Generation Faculty Learning Community Scholarship of Teaching and Learning Community Julia Chamberlain, Chemistry Louise Berben, Chemistry Joseph Anistranski, Human Ecology Po-Yen Chou, Veterinary Surgical and Radiological Science Elizabeth Montano, School of Education Silvia Carrasco Garcia, Molecular and Cellular Biology Maureen Kinyua, Civil and Environmental Engineering Sascha Nicklisch, Department of Environmental Toxicology Amanda Crump, Plant Sciences Alexander Nord,
Center for Neuroscience
Lisa Pruitt, School of Law Debbie Fetter, Nutrition Luxin Wang, Food Science and Technology Eduardo Silva, Biomedical Engineering Jason White, Chemical Engineering
- 2018 Cohort
Engaged Learning and Teaching Community Scholarship of Teaching and Learning Community Geoffrey Attardo, Entomology & Nematology Julia Chamberlain, Chemistry Clare Cannon, Human Ecology Victoria Cross, Psychology Gerardo Con Diaz, Science and Technology Studies Susan Gentry, Materials Science and Engineering Heather Hether, Communication Amy McLean, Animal Science Mona Monfared, Molecular and Cellular Biology Jennifer Mullin, Biological and Agricultural Engineering Hooman Rashtian, Electrical and Computer Engineering Mark Verbitsky, Political Science
- 2017 Cohort
Engaged Learning and Teaching Community Scholarship of Teaching and Learning Community Juliana Leite Nobrega de Moura Bell, Food Science and Technology Colleen Bronner, Civil and Environmental Engineering Gerardo Mackenzie, Department of Nutrition Victoria Cross, Department of Psychology Thomas Maiorana, Department of Design Marina Crowder, Molecular and Cellular Biology Steven Sadro, Environmental Science and Policy Heather J. Hether, Department of Communication Claudia Sanchez-Gutierrez, Department of Spanish and Portuguese Bwalya Lungu, Food Science and Technology Alexandra Sofroniew, Art History Jeanette Ruiz, Department of Communication Ameer Taha, Food Science and Technology Rachel Vannette, Department of Entomology & Nematology Mark Verbitsky, Political Science Katerina Ziotopoulou, Civil and Environmental Engineering
- 2016 Cohort
Engaged Learning and Teaching Community Scholarship of Teaching and Learning Community Catherine Brinkley, Human Ecology Natalia Caporale, Neurobiology, Physiology, and Behavior Marcela Cuellar, Education Julia Chamberlain, Chemistry Mark Huising, Neurobiology, Physiology & Behavior Jennifer Choi, Biomedical Engineering Kristin Kiesel, Agricultural and Resource Economics Marina Crowder, Molecular and Cellular Biology Helen Koo, Design Ozcan Gulacar, Chemistry Bret McNabb, Population Health and Reproduction Miriam Martin, Microbiology and Molecular Genetics Linn Normand, Student Academic Success Center Mona Monfared, Molecular and Cellular Biology Cindy Shen, Communication Derek Stimel, Economics Eduardo Silva, Biomedical Engineering Talitha van der Meulen, Neurobiology, Physiology & Behavior Chris Smith, Sociology Stefan Hoesel-Uhlig, Comparative Literature
- What are the responsibilities of Learning Community members?
Learning Community members are required to:
♦ Actively prepare for, attend, and participate in all meetings (Learning Communities will likely meet bi-weekly; the schedule will be set during the first meeting).
♦ Share their work with a larger audience (either at UC Davis or at an external venue) by selecting one or more of the following options (likely during Fall terms):
• Present on their experience or classroom innovation (e.g., at a teaching event, First-Get forum, or symposium);
• Provide instructional resource materials (e.g., an instructional tool or teaching strategy) on a topic of significance for the larger teaching community at UC Davis;
• Publish their findings (e.g., in a teaching portfolio or as a white paper).
♦ Submit a reflective analysis of their participation in the Learning Community by June 30, 2020.
♦ Complete a short survey providing feedback about their experience in the Learning Community at the end of their participation in the Community.
- Descriptions of the 2020 Learning Communities
Learning Communities are designed with the unique needs and challenges of the faculty groups they serve in mind. A description of each community is below:
♦ The Engaged Learning and Teaching Community provides support for tenure-stream faculty members who seek to build and enhance their instructional abilities and teaching skills; share instructional successes and challenges; and establish a foundation for research-based teaching. Topics focus on shared issues and the resources that support participants’ instructional efforts. Principally, this community explores “how learning works” with a focus on active learning, assessing student learning, student motivation, and integration of inclusive practices. This Learning Community consists of up to 8 members.
♦ The First-Generation Learning Community (FGLC) is seeks to foster connection and community among first-gen faculty. The second goal is to provide a setting where first generation faculty can engage in dialogue on important issues related to building a community of educators committed to the success of first-generation students at UC Davis. The First-Generation Faculty Learning Community builds on the First Gen Initiative at UC Davis and in the UC System.
- Important Dates for Learning Communities
- ♦ November 1, 2019: Call for applications
♦ January 3, 2020: Applications due EXTENDED DEADLINE: January 13, 2020
♦ Week of January 13, 2020: Award letters to participants
♦ Week of January 27th, 2020: Kickoff Meetings
♦ June 30th, 2020: Final Learning Community Project report due
♦ Fall 2020: Present findings, practices and results at a learning and teaching event (e.g., teaching forum, meeting or showcase)
- What is the time commitment?
- On average, members may spend five to ten hours per month on Learning Community activities (e.g., participating in discussions, reading), including the Learning Community meeting(s). The number of hours spent on Learning Community activities will vary for individual participants and by learning community.
- What is the format of Learning Community meetings?
Each Learning Community will meet for 8-10 sessions (approximately 1-2 times a month). CEE staff will help facilitate meetings. Below is a general description of the meeting format and activities:
Meetings are held bi-weekly for 60-75 minutes. Meetings are arranged based on participants’ schedules. Each community will determine the time/location of the monthly sessions during the “Welcome” meeting. Refreshments are provided during meetings. Meeting activities: Meetings feature activities designed to promote participants' active engagement in pedagogical topics. Examples include discussing articles, discussing one another’s ongoing projects, engaging in group activities, and hearing from experienced faculty and campus leaders.
- What topics will be covered?
The Engaged Learning and Teaching community explores the question “How does learning work?” and covers topics related to student preparedness, motivation, class climate, the role of feedback, and ways students develop mastery to ultimately become self-directed learners. Sample topics include:
♦ Motivating Students
♦ Fostering Inclusivity
♦ Assessing Learning
♦ Promoting Critical Thinking
♦ Integrating Technology
The First-Generation Faculty Learning Community focuses on issues related to navigating the academy as a first generation faculty-member and the role of first generation faculty members in providing equitable learning environments for current and future first-generation students. Sample topics include:
♦ Sharing first generation stories
♦ Pathways to higher education for first generation students
♦ Fostering community and social integration for first generation students
♦ Strategies to promote academic engagement and success for first generation students
- What are the goals of the Learning Communities?
The goals of the Learning Communities are to:
♦ Create collaborative spaces in which faculty can connect with cross- and interdisciplinary colleagues.
♦ Increase faculty interest and capacity to engage in campus discourse about evidence-based teaching practice, and
♦ Cultivate reflective practitioners
- What are the specific goals of each Learning Community?
- ♦ The goal of the Engaged Learning and Teaching Community is to increase knowledge and application of evidence-based, student-centered pedagogies to enhance teaching effectiveness.
♦ The goal of the First Generation Faculty Learning Community seeks to foster connection and community among first-gen faculty and share strategies to promote success for first generation faculty and and first generation students.
- What are the outcomes for Learning Community participants?
Learning Community participants will:
♦ Integrate research-based, learner-centered, inclusive pedagogical practices into their teaching practice. Related activities include: actively preparing and participating in Learning Community meetings (meetings will likely occur bi-weekly). Review and revise course materials (e.g., syllabi, learning outcomes, and class activities).
♦ Leverage collaborative relationships with cross- and interdisciplinary colleagues on topics related to learner-centered instructional innovation and success. Related activities include: sharing experiences, successes, and challenges with peers in Learning Community meetings. Providing feedback on observations and/or research design and implementation.
♦ Articulate the process for the development of skills for reflective teaching. Related activities include: writing reflections on the impact of participation in the Learning Community; undergoing a Mid-Quarter Inquiry (MQI).
♦ Disseminate practices and scholarship to the broader teaching community at and beyond UC Davis. Related activities include: sharing work by providing a presentation, instructional resource materials (e.g., a classroom activity), and/or publication of findings at a UC Davis event and/or external venues.
- Who will review the Learning Community applications?
- CEE staff will evaluate all applications. Recommendations from the Review Committee will be forwarded to the Vice Provost and Dean of Undergraduate Education for approval.
- General questions about the Learning Communities or the application process may be directed to the Center for Educational Effectiveness. Specific questions regarding the Engaged Learning and Teaching Learning Community and First-Generation Faculty Learning Community, contact Kem Saichaie at 530-752-9088.