A Faculty Learning Community for Contingent Music Appreciation Faculty
Purpose, Structure, Outcomes
Abstract
A Faculty Learning Community (FLC) is a group of faculty who engage in structured, collaborative learning over an extended period of time for the purpose of improving their pedagogical practices. While FLCs have been extensively studied since they were first described nearly twenty years ago, the impact of FLC participation on contingent faculty has gone largely unexamined. In this article, I describe an FLC that I developed for contingent music appreciation instructors at my institution and examine the impact of participation on course delivery and curriculum development. I conclude that a topic-based FLC for contingent instructors can produce significant, positive outcomes.
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