365体育投注

Office of the
Provost

Faculty Learning Communities

The Office of the Provost and Executive Vice Chancellor, as part of RooSTRONG, is funding faculty participation in learning communities to explore their teaching practice. Each semester the Provost Office will announce faculty learning communities across a range of topics related to student success and the strategic plan.

Faculty Learning Communities

365体育投注FLCs are cohorts of faculty members, across all ranks, including non-tenure track, from different disciplines or fields of study. The faculty members meet, explore areas of teaching and learning, try out teaching innovations, assess student learning, create new models of practice, and publish scholarship. The community provides a supportive environment where faculty can tune into a variety of activities and experiment with new approaches to teaching, share successes and challenges, launch scholarly work, and disseminate instructional practices and tools. FLCs are inclusive spaces where members exchange experiences, ideas, and strategies about teaching, experiment with research-based practices, build skills, and reflect on their roles as educators. Faculty have a significant voice in shaping the program based on their own needs, skills, and goals.

FLCs meet a minimum of six times throughout the spring semester. Participant availability, to the extent possible, will determine the dates, times, and locations of each FLC meeting. The goal is to begin the first or second week of classes, meet approximately every other week, excluding the week before and the week of spring break, and conclude by mid-April. Faculty participants will share a summary reflection of their experiences at the end of the semester. All facilitators and participants in the FLCs will meet just after the end of the semester to share their outcomes and to provide feedback for FLCs for the fall semester 2020.

Expectations:

  • Integrate new practices into their teaching. Related activities include: actively preparing and participating in the FLC meetings (six times per semester) and review and revise course materials (e.g., syllabi, learning outcomes, and class activities).
  • Build collaborative relationships with colleagues. Related activities include sharing experiences, successes, and challenges with peers in the FLCs.
  • Articulate the process for the development of skills for reflective teaching. Related activities include writing reflections about outcomes of the FLCs on teaching, networking, and scholarship.
  • Disseminate practices and scholarship at and beyond UMKC. Related activities include: sharing work by providing a presentation, instructional resource materials (e.g., a classroom activity), or publication of findings at a UMKC event or external venues.

A faculty facilitator will lead each FLC with logistical support from Alexis Petri.

Stipends are available for each participant for $500, which participants can receive either as extra salary or transferred to a research account for use for travel, technology, or teaching tools. Each FLC will have a minimum of five and a maximum of ten participants.

365体育投注If you are interested in being a facilitator for fall FLC, please share your interest and your idea by completing .

Trauma and its effects can impact students of all ages and it’s just as important to integrate trauma-informed practices in postsecondary courses as it is in the K-12 setting. Trauma affects many UMKC students, including their physical and mental wellness, and the ability to learn and succeed in reaching their goals. Students with trauma exposure, particularly when it has been recurrent and interpersonal in nature, may miss more class, have difficulty completing assignments, seem disrespectful to course instructors, and behave in ways that are disruptive to others and counter-productive to their success. Fortunately, there are concrete ways faculty can foster resilience and help all students succeed. Trauma-informed openness and growth benefit our effectiveness as faculty and it can improve our students’ outcomes.

A traumatic experience is an experience where an individual’s internal resources are not adequate to cope with external stressors (Education Northwest, 2015; Hoch, Stewart, Webb, & Wyandt-Hiebert, 2015). A majority of college students (66% to 85%) report they have experienced trauma, whether the traumatic experience happened once or is ongoing. This faculty learning community will meet six times throughout the semester to explore principles that can be applied in the classroom to foster well-being, academic safety, support, and resilience. Faculty may also find that a trauma-informed classroom facilitates better outcomes for all – not just trauma-exposed – students.

The facilitator will be Dr. Erin Hambrick365体育投注, Assistant Professor of Psychology. Dr, Hambrick focuses her research on children who have been exposed to trauma or adversity. Specific lines of research include identifying risk and protective factors following exposure to trauma or adversity.

Congratulations to the faculty participants

 
Faculty participants spring 2020
Name Title Academic Unit Academic Unit
Anthony Vatterott Assistant Professor Henry W. Bloch School of Management Marketing and Supply Chain
Clara Irazabal Professor College of Arts and Sciences AUPD/LLAS
Cynthia Jones Lecturer College of Arts and Sciences English
Lindsey Arbuthnot Clancey Assistant Teaching Professor College of Arts and Sciences Criminal Justice and Criminology
Alison DeSimone Assistant Professor Conservatory Music Studies
Anne-Marie Bixler-Funk Adjunct Professor School of Education Curriculum and Instruction
Gayle Gordon Adjunct Professor School of Education Curriculum and Instruction
Jamie Hatchette Assistant Clinical Professor School of Nursing and Health Education Nursing

When teaching courses with large enrollment, supporting the individual learner can be a challenge. This FLC will examine ways to promote classroom cultures in courses with large enrollments to foster equity and unlock student potential. Potential topics of this FLC include:

  • Low-stakes, formative assessment, and early feedback;
  • Models for small group engagement;
  • Using Canvas to foster engagement in both online and F2F courses;
  • Summative assessment that is effective for students but manageable to grade and managing grading in general; and
  • Supporting students / using Connect to make sure students are connected to campus resources.

This FLC will feature a hybrid design with three face to face (F2F) meetings and a variety of asynchronous shared learning using Canvas that will be equivalent to three additional sessions but may require more frequent but shorter duration involvement.

The facilitators will be Dr. Brenda Bethman, Associate Teaching Professor, and Dr. Crystal Doss365体育投注, Associate Teaching Professor.  

Crystal Gorham Doss is an Associate Teaching Professor in English and Women’s, Gender, and Sexuality Studies. She teaches online, hybrid, and face-to-face classes in literature, WGSS, and writing, including Anchor, Focus A (arts and humanities), and Discourse courses. In all of her courses, she strives to create a student-centered learning environment where students develop and share expertise from which we all learn, helping students become more independent and critical thinkers.

Brenda Bethman has served as Director of the Women’s Center since January 2007 and as Associate Teaching Professor in the Women’s, Gender, and Sexuality Studies Program since August 2019. Before coming to UMKC, she was founding Program Coordinator of the Women’s Center and then Director of the Women’s & Gender Equity Resource Center at Texas A&M University. She is a past chair of the  (NWSA) Women’s Centers Committee, as well as past Secretary for NWSA. Brenda was a member of the committee that revised the CAS Standards for Women Student Programs and Services

Congratulations faculty 

Faculty participants spring 2020
Name Title Academic Unit Academic Unit
Stephanie Frank Assistant Professor College of Arts and Sciences Architecture, Urban Planning + Design
Adriana Paez Assistant Teaching Professor College of Arts and Sciences Social Work
Caitlin Horsmon Associate Professor College of Arts and Sciences Communication Studies
Jennifer Frangos Associate Professor College of Arts and Sciences English
Robert Schmitt Adjunct Instructor College of Arts and Sciences Mathematics
Sirisha Naidu Associate Professor College of Arts and Sciences Economics
Meghan Wendland Assistant Professor School of Dentistry School of Dentistry
Margaret Kincaid Associate Teaching Professor Dental Public Health & Behavioral Sciences Molecular Biology and Biochemistry
Brian Hare Associate Teaching Professor School of Computing and Engineering Computer Science Electrical Engineering
Abramovitch, Kenneth Professor School of Dentistry Oral Pathology, Radiology and Medicine
Bart Patenaude Assistant Teaching Professor School of Medicine Basic Medical Science
Amanda Grimes Assistant Professor School of Nursing and Health Studies Health Sciences
Cameron Lindsey Professor School of Pharmacy Department of Pharmacy Practice and Administration

Service-learning is a teaching method that combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. From the assignment of a project that addresses community needs, students learn from community members and develop leadership skills while practicing theoretical knowledge gained in class. Service-learning can be a powerful teaching and learning tool, providing opportunities for students to apply academic concepts to authentic community needs, issues, and problems. Course Redesign for Service-Learning Faculty Learning Community will support faculty interested in enhancing existing courses or creating a new service-learning course. Participants will learn about service-learning through a course design model with hands-on activities and tools. Faculty participants will develop student learning outcomes, reflection assignments, and assessment for service-learning.

365体育投注Faculty contributing to community engagement, civic engagement, practicum or internship experiences for students, may also find this FLC useful. This FLC will focus on learning more about how to connect teaching and learning with communities.  

365体育投注Because community partners should be involved in course design, this FLC includes three community partners and seven faculty. Even if the community partner is not a fit for the particular course a faculty member is redesigning, the community partners participating in the project bring years of experience and insight into the course design. Final community partner selection based on FLC participant interest.

365体育投注Facilitator: Dr. Alexis Petri, Office of the Provost and Executive Vice Chancellor

Alexis Petri is director of faculty support in the Office of the Provost and Executive Vice Chancellor and associate research professor in the College of Arts and Sciences, Department of Psychology. She is passionate about social justice, inclusion, access, and public policy. Through her research, Alexis bridges theory and practice in an applied way that fosters results poised to make a difference for systems change and access to higher education. Alexis has extensive experience with service-learning, as well as in building and directing university-wide programs and the campus-community partnerships that are their foundation.

Congratulations faculty 

Faculty participants spring 2020
Name Title Academic Unit Academic Unit
David Freeman Associate Professor College of Arts and Sciences History
Greg Vonnahme Associate Professor College of Arts and Sciences Political Science
Misty Campbell Assistant Teaching Professor College of Arts and Sciences Criminal Justice and Criminology
Paul Tosh Associate Professor College of Arts and Sciences Art and Art History
Sirisha Naidu Associate Professor College of Arts and Sciences Economics
Baratijourabi Amir Adjunct Instructor College of Arts and Sciences English

 

Service-learning is a teaching method that combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. From the assignment of a project that addresses community needs, students learn from community members and develop leadership skills while practicing theoretical knowledge gained in class. Often, in professional schools, service-learning has other names such as community-based learning, community-engaged learning, practicum, clinic, or may be part of a capstone or fieldwork course. Regardless of what it is called, service-learning in professional schools often is part of specific accreditation, requires data collection, and brings with it a concern of clarity over what students can do in the field and what requires an on-site, experienced professional or faculty member.

The faculty participating in this FLC will largely shape what best practices, problem-solving, or scholarship of teaching and learning projects on which we focus. Possible topics might be critical service-learning, service-learning tune-up, new ideas in service-learning practice, equity and ethics in relationships with community partners, or publishing.

Facilitator: Dr. Alexis Petri, Office of the Provost and Executive Vice Chancellor

Alexis Petri is director of faculty support in the Office of the Provost and Executive Vice Chancellor and associate research professor in the College of Arts and Sciences, Department of Psychology. She is passionate about social justice, inclusion, access, and public policy. Through her research, Alexis bridges theory and practice in an applied way that fosters results poised to make a difference for systems change and access to higher education. Alexis has extensive experience with service-learning, as well as in building and directing university-wide programs and the campus-community partnerships that are their foundation.

Congratulations faculty 

Faculty participants spring 2020
Name Title Academic Unit Academic Unit
Brent Never Associate Professor Bloch School of Management Public Affairs
Jacob Wagner Associate Professor College of Arts and Sciences Architecture, Urban Planning and Design (AUPD)
Kristine Cody Assistant Clinical Professor School of Dentistry Dental Public Health and Behavioral Science
Julie Sutton Assistant Professor School of Dentistry Division of Dental Hygiene
Melanie Simmer-Beck Professor School of Dentistry Dental Public Health and Behavioral Science
Stefanie Ellison Professor School of Medicine Learning Initiatives and Service Learning
Susan Garrett Teaching Professor School of Nursing and Health Studies Bachelor of Health Sciences (BHS)
Cameron Lindsey Professor School of Pharmacy Department of Pharmacy Practice and Administration