Previous ALCs

2019-2020

  • Scholarship of Teaching and Learning (SOTL)

    Want to know more about taking your teaching up a notch or even taking it to the world? Join the Scholarship of Teaching and Learning Academic Learning Community this year. Join us as we take a practical, step-wise approach to creating a SoTL project this year. This workshop-formatted Academic Learning Community will meet the needs of SoTL novices to SoTL experts.

    Goal:

    To expose faculty to theoretical and practical issues in teaching and learning and so encourage them to implement evidence-based teaching strategies in their own classes. This will be good, not only for pre-service teachers, but for all students.

    Participants:

    New tenured/tenure-track faculty plus any others who want to attend.

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

  • Community of Instructors and Lecturers (COIL)

    Members of this learning community will be lecturers and instructors (tenured/tenure track and non-tenure track) across campus with a primary interest in improvements and innovations related to pedagogy.

    Goal:

    To expose faculty to theoretical and practical issues in teaching and learning and so encourage them to implement evidence-based teaching strategies in their own classes. This will be good, not only for pre-service teachers, but for all students.

    Participants:

    Lecturers and Instructors, tenured/tenure track or non-tenure track

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

  • Teacher-Scholar Transition

    The purpose of this ALC is to explore issues which surround novice faculty transition for professionals moving from a non-academic/private sector position or new rank appointment, to that of teacher-scholar in the academic setting.

    Participants:

    Lecturers and Instructors, tenured/tenure track or non-tenure track

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

  • Inclusive Intelligence

    The purpose of this ALC is to discuss concepts and issues related to creating inclusive classrooms and institutions by exploring intersectionality in the context of higher education.

    Participants:

    Lecturers and Instructors, tenured/tenure track or non-tenure track

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

2018-2019

  • Learning About Learning

    The Learning About Learning program is an outgrowth of the TBR's Teaching Quality Initiative (TQI). In this program new faculty from across campus are introduced to theoretical and practical aspects of teaching practices that evidence has shown enhance student learning, and are encouraged to implement them in their own classes.

    Goal:

    To expose faculty to theoretical and practical issues in teaching and learning and so encourage them to implement evidence-based teaching strategies in their own classes. This will be good, not only for pre-service teachers, but for all students.

    Participants:

    New tenured/tenure-track faculty plus any others who want to attend.

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

    Meetings with departmental mentors: Will concentrate more on specific issues and strategies for specific disciplines or areas.

    Planning: Participants may also review existing implementations on campus and carry out and assess small-scale interventions in their own classes. They will plan for possible broader-scale implementation the following year.

    Incentives: (New tenured/tenure-track faculty only)

    Funding to help support related travel (e.g. education conference) or other related purchases for new tenured/tenure-track faculty. Other incentives as budget allows. Each participant will also receive at least two books related to teaching and learning.

2017-2018

  • Graduate Students

    This learning community is a collaborative network of graduate students that provides support, resources, and ideas related to teaching and learning in higher education.

    Goal:

    To expose faculty to theoretical and practical issues in teaching and learning and so encourage them to implement evidence-based teaching strategies in their own classes. This will be good, not only for pre-service teachers, but for all students.

    Participants:

    Graduate students looking to teach in higher education.

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

    Dates: Spring 2018

  • Gameful Learning

    This learning community will look at what makes games, video and otherwise, so appealing and how we as educators can bring some of those traits to the classroom. Members will participate in roundtable discussions, attend the Gameful Learning workshop, and potentially implement a new strategy in their classroom. This ALC is open to any faculty, staff, and graduate students looking to discuss the importance of games in education.

    Goal:

    To expose faculty to theoretical and practical issues in teaching and learning and so encourage them to implement evidence-based teaching strategies in their own classes. This will be good, not only for pre-service teachers, but for all students.

    Participants:

    Lecturers and Instructors, tenured/tenure track or non-tenure track

    Structure:

    General Meetings: All participants will meet several times over the course of the year to consider issues about how people learn and what teaching strategies have been shown to support and enhance learning. These meetings will focus on general issues of relevance to all disciplines.

    Dates: Spring 2018

2016-2017

  • Online Teaching and Learning

    Dates: Fall 2016

    Goal: An ALC focused on supporting instructors who teach (or want to teach) online and hybrid courses.

  • Qualitative Research

    Dates: Fall 2016

    An ALC focused on peer support and professional development for faculty who engage in qualitative research projects.

  • Alchemy

    Dates: Fall 2016

    An ALC focused on interdisciplinary conversations about the boundaries and intersections between the sciences, social sciences, arts, and humanities.

  • Creative Inquiry

    Dates: Fall 2016

    An ALC focused on interdisciplinary conversations about inquiry-based teaching and learning (in support of Tennessee Tech's QEP).

  • International Students

     

    Dates: Fall 2016

    An ALC focused on peer support and professional development for faculty and staff who interact with international students. Exploring perceived issues, possible solutions, and additional perspectives. Participants received a free copy of Americanah by Chimamanda Ngozi Adichie.

    Facilitated by: Ashley Watson, Office of International Education, and Jacob Kelley, CTLE.