Student Engagement through Faculty Engagement: Faculty Learning Communities as Professional Development

Reeves Shulstad


The meaningful collaboration I experienced as a gradate student working with Douglass Seaton at Florida State University created an appreciation for professional development with long-lasting impact. I have recently benefitted from returning to that high level of collaboration with my colleagues in a Faculty Learning Community (FLC). FLCs are long-term, sustainable groups investigating pedagogy in higher education. This article quickly reviews the basic ideas of FLCs, describes the Scholarly Teaching Academy at Appalachian State, and details my research on student engagement in introductory music courses with large enrollments. 


music; pedagogy; faculty learning communities; professional development

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ISSN 2155-109X