These FLC cohorts are continuing their work from 2006-2007. You can learn more about each FLC below.  

Some cohorts are accepting new members. If you’re interested in finding out more, contact the facilitators directly via their email addresses listed below.

FLC 1: Challenges and Opportunities in Blended Teaching and Learning

Facilitators:
Cathleen McGreal, Associate Professor, Psychology (mcgreal@msu.edu)
R. Joy Durding, Instructor, Writing, Rhetoric and American Cultures (durdingr@msu.edu)

Blended courses (hybrid) are those in which there is a mixture of traditional classroom pedagogies and computer-based technologies. But teaching courses using hybrid or blended instructional technology is relatively new territory for many faculty and staff. Although the use of online technology in courses can be a powerful enhancement to the learning experience, it presents unique challenges for both teachers and students. This FLC provides an opportunity for faculty and staff to communicate and explore the challenges of teaching such courses and to network with other colleagues who are experimenting with these new technologies. The FLC will itself also function as a hybrid/blended community through our ANGEL Group site.

FLC 2: Scientists and Writers: Sharing Our Knowledge of Teaching Writing in the Biological Sciences

Facilitators:
Terri Trupiano Barry, Visiting Assistant Professor, Writing, Rhetoric and American Cultures (barryter@msu.edu)
Michael Orth, Associate Professor, Animal Science (orthm@msu.edu)

Are you looking for new ways to help students write better lab reports or research projects? Do you wonder how you can squeeze teaching about writing into your syllabus when it is already overfilled with content that must be covered? As a writing teacher, are you stymied by your lack of knowledge about the conventions of scientific writing? In this FLC, writing teachers and science teachers can come together to learn from each other. Topics we investigate include developing writing assignments, responding to student writing, writing in different genres, and using writing assignments to help students learn content. We also study well-written articles from major journals to discuss ways to make the subtleties of science writing more visible for students. A major goal of this FLC is a reciprocal exchange of information on methods of facilitating student development as writers--writing teachers learning from scientists and scientists learning from writing teachers. The ultimate purpose of the FLC is to facilitate student writing in both Tier I and Tier II courses and to open lines of communication across the disciplines to foster an environment of mutual support between teachers in the sciences and in writing.

FLC 3: Creating an Inclusive Learning Environment

Facilitators:
Sandra Combs, Instructor, Journalism (slcombs@msu.edu)
Fayyaz Hussain, Assistant Professor, Center for Integrative Studies in Social Science (hussain3@msu.edu)

This FLC is designed to be an experiential and personal exploration of one’s understanding of how our encounters in life impact not only us but others in the classroom and beyond. The format is intended for every participant to be not only a learner, but also an instructor. This FLC is based on the premise that the more we learn about ourselves, the more effectively we can interact with those who are different from us. By sharing experiences and life-changing incidents through activities, guest speakers, special readings and inter-group dialogue, it is anticipated that each person will proceed along a course of reflective self-development. Differences discussed may include; class, gender, gender identity, race/ethnicity, age, religion, capabilities and others. The ultimate goal is that each participant will leave with a toolbox of useful methodologies to integrate healthy and productive approaches into their pedagogies as they relate to living in a diverse world.

FLC 4: Enhancing the First-Year Experience at MSU

Facilitators:
Kirk Kidwell, Assistant Director and Visiting Assistant Professor, Center for Integrative Studies in Arts and Humanities (kidwell@msu.edu)
Todd Tarrant, Senior Academic Specialist, Center for Integrative Studies in General Science (tarrantt@msu.edu)

The Boldness by Design task force on Enhancing the Student Experience foregrounds improving the first-year experience as essential to enhancing the overall student experience at MSU. As the Task Force report observes, “The freshman experience is absolutely critical to establishing the foundation for undergraduate education.” In the spirit of this initiative, this FLC seeks to foster a culture of teaching and learning that will enhance the first-year experience of students at MSU. The group member survey the existing scholarship on the first-year experience, investigate effective first-year teaching practices, and explore strategies for promoting first-year student success. We take a holistic approach to the first-year experience, drawing from and engaging with not only teaching faculty but also student services, residential life, and academic advising.