Learning Communities
Learning Communities are diverse, interdisciplinary groups of faculty who come together to enhance their instructional approaches, investigate instructional change, and share their experience in employing equity focused and research-based strategies in their teaching. Learning, Teaching, and Assessment offers three faculty learning communities: Anti-racist Pedagogy, 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 also receive a certificate of completion and $1000 in academic enrichment funds (if eligible) to put toward instructional enhancement activities (e.g., conference travel, software, other teaching materials).
Applications are due at 5PM PT on January 13th, 2023
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, engage in pedagogical 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 and trajectory.
What Learning Communities will be offered?
- The Anti-Racist Pedagogy Learning Community (ARPLC) seeks to foster reflection, connection, and community among faculty members that are personally committed to incorporating anti-racist pedagogical practices into their teaching. The group will discuss a variety of topics related to anti-racist pedagogy and anti-racist teaching practices that can support equity and inclusion in the classroom.
- The Engaged Learning and Teaching Community (ELTC) will provide support for pre-tenure faculty members who seek to build and enhance their instructional abilities and teaching skills, share pedagogical successes and challenges, and establish a foundation for research-based teaching. Topics will focus on shared issues and the resources that will support their instructional efforts.
- The First-Generation Learning Community (FGLC) seeks to foster connection and community among first-gen faculty, defined as faculty whose parents or guardians did not complete four-year college degrees. The group will discuss issues related to first-generation students and their learning needs and explore how to support first-generation faculty in their teaching and research. The First-Generation Faculty Learning Community builds on the First Gen Initiative at UC Davis (https://firstgen.ucdavis.edu) and in the UC System.
Each Learning Community will consist of up to 8 members. More about each can be found below.
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. Priority will be given to those hired since July 2019 for the ELTC community. The FGLC is open to any full-time members of the faculty at UC Davis who is a first-generation college graduate. Participants will receive a $1000 award of academic enrichment funds to put toward instructional enhancement activities (e.g., conference travel, software, other teaching materials) upon completion of learning community requirements.
A letter of support is also required with every application. A template for the Chair's Letter of Support can be found here.
Will the Learning Communities be held in-person?
The Learning Communities will be held in-person with adherence to UC Davis Classroom Instruction policies.
Contact
Learning communities program lead: Kem Saichaie, Ph.D., Director of Learning, Teaching, and Assessment, kemsaichaie@ucdavis.edu.
- What are the requirements of Learning Community members?
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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 prior to or during the kickoff meeting based on participant availability).
♦ 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 learning community experience or classroom innovation (e.g., at a teaching event, First-Gen 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).
♦ Undergo a Mid-Quarter Inquiry (MQI or Engagement, Equity, and Inclusion-MQI within one year of their Learning Community experience
♦ Complete an individual project relating to the theme of the community and in alignment with their own teaching interests and trajectory.
♦ Submit a reflective analysis of their participation in the Learning Community by June 30, 2023.
♦ 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 2023 Learning Communities
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The Learning, Teaching, and Assessment unit offers three faculty learning communities where you can connect with peers and talk deeply about how to pursue instructional success in your classrooms. We are looking for a diverse group of participants who would like to share their instructional approaches, investigate educational change, and think through how to apply research in the field to their teaching practice. LTA staff will facilitate or co-facilitate each community. A description of each community is below:
♦ The Anti-Racist Pedagogy Learning Community (ARPLC) seeks to foster reflection, connection, and community among faculty members that are personally committed to incorporating anti-racist pedagogical practices into their teaching. The group will discuss a variety of topics related to anti-racist pedagogy and anti-racist teaching practices that can support equity and inclusion in the classroom. Dr. Cecilia Gómez will facilitate the ARPLC.
♦ The Engaged Learning and Teaching Community (ELTC) will provide support for pre-tenure faculty members who seek to build and enhance their instructional abilities and teaching skills, share pedagogical successes and challenges, and establish a foundation for research-based teaching. Topics will focus on shared issues and the resources that will support their instructional efforts. Dr. Patricia Turner will facilitate the ELTC.
♦ The First-Generation Learning Community (FGLC) seeks to foster connection and community among first-gen faculty, defined as faculty whose parents or guardians did not complete four-year college degrees. The group will discuss issues related to first-generation students and their learning needs and explore how to support first-generation faculty in their teaching and research. The First-Generation Faculty Learning Community builds on the First-Gen Initiative at UC Davis and in the UC System. Dr. Kem Saichaie will facilitate the FGLC. - Important Dates for Learning Communities
- ♦ November 8, 2022: Call for applications
♦ January 13, 2023: Applications due at 5PM.
♦ Week of January 16-23, 2023: Award letters to participants
♦ Week of January 23, 2023: Kickoff Meetings
♦ June 30th, 2023: Final Learning Community Project report due - 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?
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Each Learning Community will meet for 8-10 sessions (approximately 1-2 times a month). LTA 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 “Kickoff” meeting. Meeting activities: Meetings feature activities designed to promote participants' active engagement in pedagogical topics. Examples include leading discussions of the focus books, reviewing scholarly articles, providing feedback one another’s ongoing projects, engaging in group activities, and interacting with experienced faculty and campus leaders.
- What topics will be covered?
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The Anti-Racist Pedagogy Learning Community focuses on issues related to anti-racist pedagogical practices and teaching practices that support equity and inclusion in the classroom. Sample topics include:
♦ Advancing equity: how to move from equity talk to equity walk
♦ Adopting an equity-minded mindset for teaching
♦ Structural racism in the US and in higher education
♦ Obstacles and opportunities for achieving more equitable classrooms
♦ Principles and practices of anti-racist pedagogy
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:
♦ Addressing Imposter Syndrome (as educators and scholars)
♦ Sharing first generation stories and experiences as first-gen faculty members
♦ Pathways to higher education (and beyond) 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?
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Generally, 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 equity-focused and evidence-based teaching practice.
♦ Cultivate reflective practitioners. - What are the specific goals of each Learning Community?
- ♦ The goal of the Anti-Racist Pedagogy Learning Community is to increase knowledge and application of anti-racist pedagogical practices and other teaching practices that can support equity and inclusion in the classroom
♦ 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?
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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). Note: for the ARPLC, participants will undergo an EEI-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?
- LTA staff will evaluate all applications. Recommendations from the Review Committee will be forwarded to the Interim Vice Provost and Dean of Undergraduate Education for approval.
- Questions
- For specific questions regarding the learning community experience, contact Kem Saichaie (kemsaichaie@ucdavis.edu), learning community program lead.
- 2023 Cohort
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First Generation Students Faculty Learning Community Pathway Courses Innovation Diversity, Equity, and Inclusion, Learning Community Rebekka Anderson, University Writing Program Julia Chamberlain, Chemistry Glaucia Carvalho do Prado, Chemical Engineering Kathleen Cruz, Classics Jorge Rodrigues, Land Air and Water Resources Sara Dye, Plant Pathology Cheemeng Tan, BioMedical Engineering Rob Furrow, Wildlife Fish and Conservation Biology Irene Joe, School of Law Bwalya Lungu, Food Science and Technology Hannah Minter Anderson, Human Ecology Ali Moghimi, Biological and Agricultural Engineering Xianglong Wang, Biomedical Engineering
- 2022 Cohort
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Engaged Learning and Teaching Community Anti-Racist Pedagogy Faculty Learning Community Lucas Smith, Neurobiology, Physiology, and Behavior Debbie Fetter, Nutrition Tiffany Lowe-Power, Plant Pathology Laci Gerhart, Biological Sciences Glaucia Carvalho do Prado, Chemical Engineering Claudia Sánchez Gutiérrez, Spanish and Portuguese Md Shamim Ahamed, Biological & Agricultural Engineering Gregory Patterson Downs, History Zahra Sadeghizadeh, Mechanical and Aerospace Engineering Lee Martin, Education - 2021 Cohort
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Engaged Learning and Teaching Community First Generation Faculty Learning Community Maria Chondronikola, Nutrition Eleftheria Arapoglou, American Studies Kathleen Cruz, Classics Robert Bayley, Linguistics Sara Dye, Plant Pathology Erin Gray, English Ali Moghimi, Biological & Agricultural Engineering Jeanette Ruiz, Faculty Lead for First Gen Initiatives, Communication Jaroslav Trnka, Physics and Astronomy Emily C Vázquez Enríquez, Spanish & Portuguese - 2020 Cohort
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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
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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
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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
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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
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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