(389) Auto-Focus Your Professional Development: Use of Faculty Learning Communities

Objective: Faculty learning communities (FLCs) at the Southwestern Oklahoma State University (SWOSU) College of Pharmacy are intentionally and voluntarily formed groups of individuals with similar interests who want to advance their knowledge and skills. Members are engaged in collaborative learning through a series of virtual meetings and initiatives.

Methods: Professional and administrative areas for exploration were identified based on faculty interest or perceived need to enhance professional development. Next, email invitations were sent to recruit interested SWOSU faculty to join the FLCs. At each initial meeting, goals and activities were set based on members’ desired outcomes. Meetings were conducted virtually every two to three months. Toward the end of each FLC endeavor, future topics of interest were discussed.

Results: Since 2012, five FLCs have been conducted, each one having a different life cycle depending on interest and scope of activities. On average, each FLC had five to nine participants. Topics have included the exploration of active learning methods, scholarship of teaching and learning, peer-reviewed literature and book discussion, development of peer review tools for teaching, and administrative and leadership development. The FLCs have yielded a variety of outputs, ranging from internal discussions to the provision of college-wide professional development activities. The current FLC cohort includes development of a process for peer review of teaching.

Conclusion: The implementation of FLCs has provided self-governed and low-barrier-to-entry mechanisms to enhance professional development opportunities, increase engagement between practice and science faculty, and initiate a culture of appreciation for the scholarship of teaching and learning at the SWOSU College of Pharmacy.