Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities (FLCs)

27 Pages Posted: 1 Nov 2015

See all articles by Mariela Tovar

Mariela Tovar

McGill University

Rosalie Jukier

McGill University - Faculty of Law

Jennie Ferris

McGill University

Kristen Cardoso

McGill University

Date Written: July 13, 2015

Abstract

This article describes a multi-year Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline-specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, we articulate key factors that had a major role in the success of the FLCs, framed within Lee, Hyman and Luginbuhl’s (2007) concept of readiness. We also suggest contextual questions to consider when transferring our experience to other institutional contexts.

Suggested Citation

Tovar, Mariela and Jukier, Rosalie and Ferris, Jennie and Cardoso, Kristen, Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities (FLCs) (July 13, 2015). Available at SSRN: https://ssrn.com/abstract=2630329 or http://dx.doi.org/10.2139/ssrn.2630329

Mariela Tovar

McGill University ( email )

1001 Sherbrooke St. W
Montreal, Quebec H3A 1G5
Canada

Rosalie Jukier (Contact Author)

McGill University - Faculty of Law ( email )

3644 Peel Street
Montreal H3A 1W9, Quebec H3A 1W9
Canada

Jennie Ferris

McGill University ( email )

1001 Sherbrooke St. W
Montreal, Quebec H3A 1G5
Canada

Kristen Cardoso

McGill University ( email )

Montréal, Quebec
Canada

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