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Faculty Learning Communities are intensive faculty development experiences which are academic year long, structured, multidisciplinary communities typically of 8 - 10 members. Membership may be full or part time faculty (including adjuncts), graduate students and staff. Typically the meet twice a month virtually or in person, but this varies by group, and tend to include a social component.
To join an FLC, please contact the leader(s) of the desired community.
Leader: Elizabeth Kauffman, Art
As the General Education reform continues, this FLC will continue to explore the theoretical understandings of what interdisciplinary learning involves and develop curriculum align to the current institutional curricular structures. Beyond course outlines and sample syllabi, the FLC will explore the need for shared instructional practices and common assessments.
Leader: Dorothea Winter, Nursing
Foster the interdisciplinary collaboration in health and human services and discuss opportunities to collaborate in student learning, course development, and research in the new College structure.
Leader: Larence Becker, Psychology
Continuation of last year’s FLC to explore cognitive science and to develop curriculum for a Minor in Cognitive Science. During the first year, faculty from Psychology, Philosophy, English, Education, Accounting and Biology along with scientists from the Salisbury community participated. One goal is to develop and offer an Introductory Cognitive Science course, “Mind, Brain, and Machine”.
Leaders: Kim Quillin & Les Erickson, Biological Sciences
Department of Biological Science is initiating a process to map the curriculum and provide faculty development opportunities to ensure that no matter which (official or unofficial) track the biology majors choose, they will graduate with sufficient mastery of core concepts and transferrable skills to prepare them for success in their careers after college. Curriculum alignment is based on last year’s Backward Design explorations.
Leader: Kathleen Arban, Social Work, Southern Maryland Satellite Location
Identify a set of best practices for teaching students in satellite distance education settings and to create avenues for interdisciplinary collaboration in developing and honing instructional strategies specific to this format. The ultimate goal is to share the results of the collaboration with other programs within Salisbury University that might be interested in adopting this method of instructional delivery.
Leaders: Samuel Geleta & Ann Barse, Biological Sciences and Lenoardo Arvi, Economics and Finance
The overall goal is to provide a local support structure that will help international faculty members with a smooth assimilation into the existing community and to develop a sense of belonging.
Leader: Douglas DeWitt, Education Leadership & Graduate Studies
To develop a deliberate and conscience effort to develop leadership capacity across the campus. The FLC has two primary objectives:  develop the leadership knowledge, skills, and capacity of the members and  begin to brainstorm and create a plan for leadership development opportunities for staff, faculty, students, and the community.
Leaders: Chrys Egan, Communication Arts and Mary Angela Baker, Center for Extended and Lifelong Learning
Continuation of a cohort-based FLC which will continue to unite academic women in various positions at Salisbury University and professional community women with ties to SU toward the common goal of enhancing mentoring and networking experiences for themselves and others.
Leaders: Becky Anthony, Social Work and Cristina Cammarano, Philosophy
Focus on the complex nature of teaching diversity and to design course materials that best help students learn about diversity.
Leader: Shawn McEntee, Sociology and University Academic Sustainability Committee
As General Education Reform moves forward, the committee intends to spend this year developing a Sustainability and Eco-Justice path through a new General Education program.