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.
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Recommended Citation
Hoeh, Emily; Bonati, Michelle L.; Chatlos, Suzannah; Squires, Maureen; and Countermine, Bradley
(2023)
"Stop, Collaborate, and Listen: A Faculty Learning Community Developed to Address Gaps in Pre-Service Education about Interdisciplinary Collaboration,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 17:
No.
1, Article 25.
Available at: https://doi.org/10.20429/ijsotl.2023.17125
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