Faculty Learning
Groups:
More Than Just Another
Committee
Dr. Catherine Wehlburg, Ph.D.
Assistant Provost for Institutional Effectiveness
Texas Christian University
c.wehlburg@tcu.edu
Northern Illinois University – October 16, 2009
Introductions
Who are you?
 Why are you here?
 What do you hope to gain?

What is an FLG?
A space? A place? A respite from grading?
 A sanctuary?
 “A cross-disciplinary faculty and staff
group of 6 to 12 members who engage in
an active, collaborative, yearlong program
with a curriculum about enhancing
teaching and learning” (Cox, 2004)

FLGs Often…
 Have
voluntary membership
 Meet at a designated time in an
environment conducive to learning
 Have both individual and group
projects, group suggestions, and
schedule to completion
 Share empathy among the members
 Operate by consensus, rather than
majority vote
FLGs Often…
 Develop
their own culture, openness,
and trust
 Engage complex problems
 Energize and empower participants
 Have the potential of transforming
institutions into learning
organizations
 Are holistic in nature
Elements of a Successful FLG



Safety and Trust. In order for participants to
connect with each other, there must be a sense
of safety and trust.
Openness. In an atmosphere of openness,
participants can feel free to share their
thoughts and feelings without fear of
retribution.
Respect. In order to coalesce as a learning
community, members need to feel that they are
valued and respected as competent
professionals.
Elements of a Successful FLG


Responsiveness. Members must respond
respectfully to each other, and the facilitator(s)
must respond quickly to their participants.
Collaboration. Collaboration allows for all
members to feel that they are a part of the
larger process.
Elements of a Successful FLG



Relevance. Learning outcomes are enhanced
by relating the subject matter to the
participants’ teaching, courses, scholarship, and
life experiences.
Challenge. Expectations for the quality of
outcomes should be high, engendering a sense
of progress, scholarship, and accomplishment.
Enjoyment. Activities must include social
opportunities to lighten up, bond, and should
take place in invigorating environments.
Elements of a Successful FLG


Esprit de Corps. Sharing individual and
community outcomes with colleagues in the
academy should generate pride and loyalty.
Empowerment. In the construction of a
transformative learning environment, the
participants gain a new view of themselves and
a new sense of confidence in their abilities.
Faculty leave their year of participation with
better courses and clearer understanding of
themselves and their students.
One Example




Faculty Learning Groups for General
Education
◦ Office of the Core Curriculum (Gen. Ed)
◦ Office for Assessment
◦ Center for Teaching Excellence
2 Facilitators for Each FLG
Regular Facilitator Lunch Meetings
Faculty have authority over the FLG
decision-making
Engaging Faculty in FLGS
Motivation to participate is highly personal
– how will it impact the individual faculty
member?
 People will always resist things that they
perceive not to be in their best interest.

Levels of Possible Resistance
1.
2.
3.
Need for additional information – “I need to
clarify some things so that I have a better
understanding of what you are asking me to
do”
Emotional attachment to current situation –
“I have to much at stake to buy in – this
could hurt me.”
Values-based attachment to current situation
– “This is in total conflict with my beliefs
about how an organization should be run.”
Lessons Learned
 Gather
faculty together
 Provide timelines that are structured
but flexible
 Request regular updates from the FLGs
 Allow faculty leaders to share with each
other – ideas, suggestions, support
Lessons Learned
 Provide
some resources – even the
perception of resources is important
◦ Ideas/suggestions
◦ Space
◦ Food/refreshments
◦ Ongoing administrative support
 Value the work done by the FLGs –
institutionally and personally
 Send out regular “friendly” reminders
Lessons Learned
 This
process will take time!
 Don’t give “easy” assessment
answers
 Trust the faculty
 E=MC2
 Assessment doesn’t “drive the train”
this process only “lays the tracks”
 You don’t have to measure
everything all of the time.
Small Group Discussion
What would you gain from implementing a
FLG?
 What would an FLG program look like at NIU?
 How would you start this program? Who would
be involved?
 What resources would be needed? Nice to
have?

A Quote…
“The next time someone asks you how
you ‘get’ faculty to do this, I think you
should tell them it is because you have
established a relationship with us in
which we work together and do not have
a sense of you trying to get us to do
things, that you are respectful of our
ideas and engage us in a project for the
good of the university. That is so rare in
university administration that they
probably will not understand it, but from
my point of view it is why I have
continued to do this, almost certainly
past what should have been my
expiration date.”
Questions??