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

  • Reeves Shulstad Appalachian State University
Keywords: music, pedagogy, faculty learning communities, professional development

Abstract

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. 

Author Biography

Reeves Shulstad, Appalachian State University

Reeves Shulstad, PhD, is Associate Professor of Musicology at Appalachian State University. She teaches music history, introduction to world music, and music and gender. Her publications include a chapter in the Cambridge Companion to Liszt on the composer’s symphonic poems and symphonies and “Orpheus as Civilizing Deity: Pierre-Simon Ballanche and Franz Liszt†in “Hands On†Musicology: Essays in Honor of Jeffrey Kite-Powell.  Currently, Shulstad is working on a book about microtonalist composer Tui St. George Tucker, a contemporary of John Cage who split her time between Greenwich Village and Camp Catawba, a boys camp outside of Blowing Rock, NC. She is also working on a critical edition of Tucker's music.

Published
2013-10-01
Issue
Vol 4 No 2 (2014): Spring 2014: Essays in Honor of Douglass Seaton
Section
Articles

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