Enhancing the Scholarship of Teaching and Learning at Georgia Southern University: The Impact of the Faculty Learning Community Program on Participating Faculty

The purpose of the study was to evaluate the effectiveness of the Faculty Learning Community (FLC) Program and its impact on scholarship of teaching and learning (SoTL) at Georgia Southern University during its first year implementation. Quantitative and qualitative data were analyzed using the modified Kirkpatrick’s model that examined reaction, learning, behavior and results within individual, group, and community contexts. The sample consisted of 32 participants, 10 facilitators and 11 FLCs. Reaction to the program was overwhelmingly positive: 94% of participants found the experience valuable; 97% would recommend participation to a colleague. Learning was a pivotal part of FLC experience. Learning from other members within the FLC scored the highest (3.8/5), while the impact on the understanding of and interest in the SoTL scored moderate (3.25/5). In terms of behavior and results, findings are less conclusive. However, 41% reported doing publications or presentations and 9% would like to do it in the future.