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The Center for Teaching, Learning, and Technology
2006-2007 Learning Communities
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Reflective Teaching
An interdisciplinary group of faculty reflecting upon specific teaching challenges and successes, while forming new ways to
improve their classroom learning environments.
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New Faculty
The New Faculty Learning Community is comprised of a diverse group of new BGSU faculty and focuses on discourse and experiences
central to the members’ professional growth as teachers.
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Active Learning in the Natural Sciences
Natural science faculty involved in teaching introductory-level science classes and/or large classes explore strategies for
transforming traditional lecture-based classrooms into interactive learning environments.
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Initiatives for the Future (IF) at Firelands
Delve into the FUTURE!
Learn how to teach about the future, teach for the future and teach in the future!
- Look Backward to the Future.
- Deduce how Choice, Chance, Chaos & Wildcards impact the future.
- Perfect your Trend Watching Skills.
- Open the Futurist Toolbox: Get some practice.
- Retool your mind! Expand the possibilities!
- Assess your “Seventh Generation yet Unborn” Responsibility.
- Create basic futures exercises to use in your course.
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Transition to Digital
Interdisciplinary faculty and graduate students exploring technology questions centered on student learning and faculty work,
focusing on providing an overview of educationally promising current or emerging technologies.
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Research and Teaching
Interdisciplinary faculty exploring a variety of solutions to the problems of balancing and/or integrating research and scholarly
activities with teaching commitments, ultimately enhancing the learning experiences of all students.
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Research in Science and Mathematics Education
Faculty, graduate students, and others with interest in the science of learning critiquing research articles and design, conduct,
and present collaborative research projects related to how K-16+ students learn science and mathematics.
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Publication
Members collectively confronting the pressure to publish and present faculty research by focusing on writing and publishing,
particularly in the areas of Humanities, Social Sciences and Pedagogy.
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Grant Writing
An interdisciplinary group of faculty working together as peer mentors to help each other achieve their grant writing goals
- seeking external funding for professional development and research and teaching initiatives.
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Life Science Scientific Teaching and Reform
Life science educators focusing on teaching scientifically through incorporating interactive and effective teaching and learning
pedagogies into the classroom or teaching laboratories.
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Pedagogies in the Arts and Humanities
Faculty from various fields exploring ways to teach integrated arts and humanities in order to encourage students to "embrace
the arts" in effective and meaningful ways.
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Web 2.0
Members collectively confronting the pressure to publish and present faculty research by focusing on writing and publishing,
particularly in the areas of Humanities, Social Sciences and Pedagogy.
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Learning Community Guidelines
What follows are descriptive guidelines regarding the learning communities for the Center, the Learning Community Facilitator,
and the Learning Community Member.
The Center provides consultation and development for learning community programming and projects; facilities and technology support as
requested by a facilitator and/or member; administrative support for community organization, facilitator meetings, assessment
feedback, and learning community, end-of-year dinner; and budget transfer of development money.
The Facilitator provides the Center with a learning community proposal, including goals and outcomes; activities, topics, and/or projects;
and member application. The facilitator coordinates and organizes learning community meetings each semester for the academic
year and oversees the development of each member as specified in the community’s goal statement. A facilitator may only propose
one learning community for each academic year and will receive an award that can be used for professional development in accordance
with University policy.
The Community Member applies for membership in a learning community that supports one or more of the member’s professional development goals. The
member attends the community meetings and participates in the community activities, topics, and/or projects. The member offers
assessment feedback to the Center and the Facilitator. The member will receive an award that can be used for professional
development in accordance with University policy.
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