Title

CTLL Faculty Academies and Reshaping Faculty Identities

Academic Title

Associate Professor and Interim Assistant Director, CTLL; Associate Professor and Interim Director, CTLL; Associate Professor and Interim Assistant Director, CTLL; Associat Professor and Interim Associate Director, CTLL

College

Arts & Letters; Education; Science and Mathematics

Department

CTLL

Primary Campus

Dahlonega

Keywords

community of practice; faculty development; focus groups; faculty writing

Abstract

The University of North Georgia’s Center for Teaching, Learning, and Leadership (CTLL) implemented two faculty academies to support faculty now facing increased scholarly productivity demands that resulted from institutional change: The Scholarship of Teaching and Learning Academy and the Write Now Academy. Drawing on the community of practice model (Wenger, McDermott, & Snyder 2002), CTLL academies fostered interdisciplinary, cross-rank and cross-campus support for collaborative or individual research projects. These academies helped faculty re-envision their roles as a teacher-scholars capable of engaging in systematic, peer-reviewed studies of teaching and learning (Booth & Woolacott 2018) and complete a publication using Wendy Belcher’s Writing Your Journal Article in 12 Weeks.

In researching the effectiveness of these academics, we ask the following question: What is the effect of academies designed to support the scholarly productivity on faculty perceptions and ability to meet shifting institutional expectation? In this proposed poster presentation, we illustrate how these academies fostered interdisciplinary, cross-rank, and cross-campus scholarship among faculty participants. Data culled from focus interviews with participating faculty illustrate that these initiatives helped faculty re-envision their roles as a teacher-scholars amid institutional change. We situate our findings within literature on supporting faculty writers (Geller and Eodice 2013) at teaching-intensive universities (Cox & Brunjes 2013).

Biography

Michael Rifenburg: J. Michael Rifenburg, associate professor of English at the University of North Georgia, serves as director of First-Year Composition and Senior Faculty Fellow for Scholarly Writing within UNG’s Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). His next book, Drilled to Write: A Longitudinal Study of a Cadet at a Senior Military College, is currently under contract. Rebecca Johnston: Rebecca Johnston is Associate Director currently serving as Interim Director of the Center for Teaching, Learning, and Leadership at the University of North Georgia, where she administers a team of center directors and associated fellows who provide faculty development programming to the university at large. In her role, she oversees the management of leadership and teaching awards, conducts assessment of faculty programs, develops and presents programming on a wide range of pedagogy topics, serves on the Georgia LEAP State steering committee, and provides leadership in carrying out the CTLL strategic plan. Dr. Johnston holds the Ph.D. in music education from the University of South Carolina, the M.M. in music education from the University of South Carolina, and the B.M. in music education from Georgia State University. She additionally holds early childhood music certification from GIML (The Gordon Institute of Music Learning). Her fields of scholarly expertise are affective response to music, vocal pedagogy, quantitative human studies research, and teaching and learning pedagogies, and her work is published by the international journal Psychology of Music. Forthcoming publications include a book chapter regarding faculty development, to be published by Routledge, and a music appreciation textbook to be published by Affordable Learning Georgia. In addition, Dr. Johnston is an active clinician and has presented at state and national conferences across the United States. Lindsay Linskey: Catherine Lindsay Linsky serves as the coordinator of the Gifted Endorsement Program, facilitator of the Master of Arts in Teaching and Post Baccalaureate Programs, assistant professor of Middle Grades Education, and one of two edTPA facilitators for the College of Education. As the Gifted Endorsement Program coordinator, Dr. Linsky’s role includes recruiting students, managing rosters, hiring adjunct professors, and teaching the courses. In 2014, she led a group of professors to rework the fully online endorsement program to boost student engagement and add a fourth course. Additionally, Dr. Linsky created an undergraduate track for the program and co-developed Camp Appalachia, a summer camp for local gifted and talented students. As facilitator for the Master of Arts in Teaching and Post Baccalaureate Programs, Dr. Linsky assigns faculty to courses, manages students’ supervisors, advises Master of Arts in teaching students in their plans of study, and teaches courses in the sequence. Currently, she is leading the MAT/PB faculty in revamping the program to improve course assessment rubrics, enhance assignment rigor, and include more opportunities for students to work with research. In her role as edTPA Facilitator, Dr. Linsky supports all middle grades, secondary, MAT, PB, Health/PE, music education, and art education students in their edTPA implementation process. Currently, she is developing a series of online modules to prepare interns for the edTPA process. Carl Ohrenberg: Carl J. Ohrenberg, Associate Professor of Chemistry, currently serves as the Interim Associate Director of the Center for Teaching, Learning, and Leadership. As a founding member of the UNG Chapter of the AAUP (American Association of University Professors), he is a promoter of academic freedom and shared governance. Dr. Ohrenberg holds a Ph.D. in Inorganic Chemistry from Kansas State University and has recently written content for Cengage Unlimited. He is currently studying critical reading skills in students enrolled in freshmen science courses and investigating new methods for engaging undergraduate students through active learning in the classroom.

Proposal Type

Poster

Subject Area

Education

Start Date

15-11-2019 12:00 PM

End Date

15-11-2019 2:30 PM

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Nov 15th, 12:00 PM Nov 15th, 2:30 PM

CTLL Faculty Academies and Reshaping Faculty Identities

The University of North Georgia’s Center for Teaching, Learning, and Leadership (CTLL) implemented two faculty academies to support faculty now facing increased scholarly productivity demands that resulted from institutional change: The Scholarship of Teaching and Learning Academy and the Write Now Academy. Drawing on the community of practice model (Wenger, McDermott, & Snyder 2002), CTLL academies fostered interdisciplinary, cross-rank and cross-campus support for collaborative or individual research projects. These academies helped faculty re-envision their roles as a teacher-scholars capable of engaging in systematic, peer-reviewed studies of teaching and learning (Booth & Woolacott 2018) and complete a publication using Wendy Belcher’s Writing Your Journal Article in 12 Weeks.

In researching the effectiveness of these academics, we ask the following question: What is the effect of academies designed to support the scholarly productivity on faculty perceptions and ability to meet shifting institutional expectation? In this proposed poster presentation, we illustrate how these academies fostered interdisciplinary, cross-rank, and cross-campus scholarship among faculty participants. Data culled from focus interviews with participating faculty illustrate that these initiatives helped faculty re-envision their roles as a teacher-scholars amid institutional change. We situate our findings within literature on supporting faculty writers (Geller and Eodice 2013) at teaching-intensive universities (Cox & Brunjes 2013).