What is a PLC?
A Professional Learning Community (PLC) is a cross-disciplinary group of 8-12 faculty and academic staff who engage in a collaborative semester-long program to ask questions about innovations in teaching and learning, explore teaching innovations, and generate products of value to the campus community (e.g., surveys, policy papers, teaching tools, presentations, and manuscripts).
A PLC usually consists of several basic traits:
Cross-disciplinary (often combining faculty and professional staff)
8-12 members (plus 1-2 facilitators)
Active, collaborative learning experience
Regular structured scholarly activities and discussions
Semester-length (though some run one year)
Often creates an end product (e.g., scholarship, conference, presentation, syllabus revision).
Spring 2022 Professional Learning Communities*
The Noel Studio/Faculty Center for Teaching and Learning are monitoring safety requirements related to COVID-19 as we plan for the spring 2022 semester. It is anticipated that spring 2022 PLCs will be held entirely, or mostly, face-to-face. However, remote components may be included, as determined by the facilitator.
PD transcript confirmation will be offered to those who participate during the entire length of the PLC. Please contact us at email@example.com with any questions or for more information.
Examining Active Learning
Facilitators: Cindy Judd and Dr. Bill Staddon
Format: Meets from 10:00 – 11:00am on the following Fridays in 2022:
February 18, March 4, March 25, April 8, April 22
Active learning (AL) is generally considered superior to passive. There are a variety of approaches to bring AL into the classroom. This PLC will introduce participants to some of these. Each approach will be explored in depth to assess their strengths and weaknesses.
From Data to Publication
Facilitator: Dr. Sara Incera
Format: Meets from 2:30pm – 3:30pm on the following Tuesdays in 2022:
February 1, February 15, March 1, March 8, March 22, April 5, April 19, May 3
Max: 10 participants
Do you have publishable data that is becoming more and more irrelevant every semester that you do not write it up? Do you have trouble finding the time to sit and write those pesky results? If so, this PLC is for you!
We will have biweekly meetings in which we will cover the full process from data to publication. Participating in this PLC you will find a good journal, clean your data, run the analyses, create relevant figures and/or tables, interpret the results, write a draft, and submit for publication. All this while being supported by an interdisciplinary group of faculty who are struggling through this process just like you are!
Activities of this PLC include:
1) Choosing a journal
Evaluate different journals in order to select the appropriate one.
2) Finding an example results section
Analyze different results sections to understand what to report.
3) Data Visualization in R
Create figures and/or tables that best represent the findings.
4) Cleaning/organizing the data
Recognize different data structures and choose the appropriate one.
5) Checking Assumptions
Evaluate the data to determine what analysis is most appropriate.
6) Running / Interpreting the analyses
Understand the results and their implications.
7) Share a final draft with the group
Create a cohesive results section with all relevant information.
8) Submit for publication
Create a journal submission for the final draft of the manuscript.
Open Educational Resources
Facilitators: Kelly Smith and Dr. Erin Stevenson
Format: This PLC will meet bi-weekly in the fall. Exact dates/times are TBD, depending on participants’ schedules.
Recipients of Alternative Textbook Challenge Grants are required to attend this PLC, and any faculty interested in exploring Open Educational Resources (OERs) and open pedagogy are welcome to register as well.
1. Identify Open Educational Resources (OERs) and discuss their use in open pedagogy.
2. Examine the ways OERs can enhance teaching and learning and contribute to equity in the classroom.
3. Develop a zero textbook cost course using OERs, public domain, and library resources.
Optimization of Internships/Co-ops at EKU
Lead Facilitator: Dr. David Stumbo
Co-Facilitator: Michael Taylor, Associate Director for Career Services
Format: Meets online via Zoom, every other Thursday from 1-2pm (Dates: 2/24, 3/10, 3/24, 4/7, 4/21)
Internships/co-ops provide a huge value to student interns, host employers, and the university. Academically, internships/co-ops have been recognized as a high impact practice. Administratively, they offer opportunities for enhanced recruitment and relationships with private and public sector organizations. This PLC seeks to provide a means for sharing information regarding EKU’s various internship/co-op programs among faculty and staff, as well as a forum in which opportunities for improvement may be identified.
Texts that will be referenced:
- Neill, N. O. (2010). Internships as a High-Impact Practice: Some Reflections on Quality. Peer Review, 12(4), 4–8. Link
- Sanahuja Vélez G, Ribes Giner G. Effects of Business Internships on Students, Employers, and Higher Education Institutions: A Systematic Review. Journal of Employment Counseling. 2015;52(3):121-130. doi:10.1002/joec.12010 Link
- TUCCIARONE, K. (2014). HOW UNIVERSITIES CAN INCREASE ENROLLMENT by ADVERTISING INTERNSHIPS. College & University, 90(2), 28–38.
- Weible, R. (2009). Are Universities Reaping the Available Benefits Internship Programs Offer? Journal of Education for Business, 85(2), 59–63. Link
- Hall, E., & Butler, C. (2018). First-Year Internships: Driving Impactful Outcomes. Experience Magazine, 7–13.