Integrating Adaptive Practices in an FLC: Centering Trauma-Informed Principles Across a Learning Community Program
Authors: Richie D. Gebauer, Bethany L. Van Brown, and Nancy L. Watterson
Source: Faculty Learning Communities: Communities of Practice that Support, Inspire, Engage and Transform Higher Education Classrooms, Edited by: Kristin N. Rainville, Sacred Heart University; Cynthia G. Desrochers, California State University, Northridge; David G. Title, Sacred Heart University, Information Age Publishing, 2024
Type of Publication: Chapter in a book
Abstract: Like many faculty learning communities (FLCs), a learning community (LC) council, composed of faculty serving as LC directors, has long been dedicated to collaboration and collective inquiry to improve students' success, especially when transitioning to the first year of college. The efforts of the LC Council FLC results in an environment that promotes intentional collaboration committed to remaining a transformative space, one where faculty risk raising challenging issues and share feelings of vulnerability. This study provides a specific example of an FLC directed at improving student learning and empowering students to success, spotlighting a cohort spanning the disciplines who elected to be part of the LC program and participated in the processes that guide their design and delivery of curriculum and co-curriculum. A distinctive feature of the FLC is its adaptation and implementation of trauma-informed educational practices (TIEP), a lens attuned to practices that center a framework committed to diversity, equity, inclusion, and belonging while also employing culturally responsive pedagogies. Over time, the LC Council has transformed into an FLC devoted to sharing integrative assignment prompts, evaluating student capstone assignments that respond to these prompts, and assessing their work in light of AAC&U's integrative learning VALUE rubric. This approach to ensuring student learning is occurring marks a cultural shift for faculty participation toward embodying TIEP. In the process, a welcoming and liberatory space has been established where faculty feel enabled to shift their view of teaching from a private endeavor to a shared experience with their colleagues (Boix Mansilla, 2008).
