Action Learning and Engaged Scholarship: A dual program for faculty development and enhanced student learning
Conference Tracks
Academic/ Professional Development - Research
Abstract
The abstract (maximum of 100 words)
With the growing interest in the Carnegie Foundation’s elective classification for Community Engagement more faculty are seeking new ways to grow their own teaching practice and scholarship of engagement. In the last three years, faculty at our two-year college have participated in the scholarship of teaching and learning through the establishment of formal and informal learning communities. Members of this presenting team, working as a faculty learning community, will share how they are using action research and action learning to evaluate their own teaching practice and the incorporation of community engagement in their classes.
Session Format
Presentation
Location
Room 5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Wlheel Carter, Karen D. Dr.; Davison, Mary Bethel; Hercules, Jane; and Tyler Boucebci, Mary Elizabeth, "Action Learning and Engaged Scholarship: A dual program for faculty development and enhanced student learning" (2019). SoTL Commons Conference. 18.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/18
Action Learning and Engaged Scholarship: A dual program for faculty development and enhanced student learning
Room 5
The abstract (maximum of 100 words)
With the growing interest in the Carnegie Foundation’s elective classification for Community Engagement more faculty are seeking new ways to grow their own teaching practice and scholarship of engagement. In the last three years, faculty at our two-year college have participated in the scholarship of teaching and learning through the establishment of formal and informal learning communities. Members of this presenting team, working as a faculty learning community, will share how they are using action research and action learning to evaluate their own teaching practice and the incorporation of community engagement in their classes.
