Learning Communities Faculty Scholars Course

The Learning Communities Faculty Scholars (LCFS) Course is an online, asynchronous, six-week course designed to encourage and support the development of scholarly teaching and the scholarship of teaching within the context of learning communities.  The central goal of the course is for participants to apply what they have learned to their own learning communities. Upon successful completion of the course, participants will be able to:

  • Articulate their teaching philosophies and broad goals for student learning based on the application of knowledge of educational psychology.
  • Describe the unique challenges faced by first-year students and students in transition and demonstrate how these challenges will be addressed in their own classrooms.
  • Differentiate between learning communities and other cohort models, identify the particular learning communities model used at their institutions, and explain the benefits learning communities provide to faculty and students.
  • Create integrative assignments to be used in their learning communities.
  • Design an empirical research study for conducting Scholarship of Teaching and Learning in the learning community, and explain how to apply for IRB approval for this research.

Upcoming Course Dates: TBD

Course Fee:

  • Standard Rate: $199.00 (non-KSU employees)
  • Group Rate: $149.00 (for non-KSU employees registering with a group of five or more from an institution)
  • There is no charge for current KSU Learning Communities Program faculty.

For more information, contact course facilitator Dr. Hillary Steiner at hsteiner@kennesaw.edu or 470-578-6147.

  • Click here to register!

    Please have the participant name(s), title(s), method of contact, and credit card information ready before you proceed.

    • Hillary H. Steiner, Ph.D.

      Hillary H. Steiner, Ph.D.

      Hillary H. Steiner, Ph.D., is an Associate Professor of Educational Psychology in the Department of First-Year and Transition Studies and a Faculty Fellow for Learner-Centered Teaching at the Center for Excellence in Teaching and Learning at Kennesaw State University. She received her Ph.D. in Educational Psychology with a concentration in Applied Cognition and Development from the University of Georgia in 2003. Currently, she teaches graduate courses in first-year studies as well as undergraduate first-year seminars and introductory psychology in a variety of learning communities. Her current research and professional interests include theoretical foundations of the Scholarship of Teaching and Learning (SoTL), faculty development, metacognition and self-regulation, and integrative learning. She has served as a University System of Georgia SoTL Fellows Mentor since 2015, and is a recipient of the 2017 USG Board of Regents' Award for SoTL. In 2017 she was honored with the University College Distinguished Faculty award.

      • The University System of Georgia Office of Faculty Development recognized the Learning Communities Faculty Scholars program in a "Program Spotlight" on their website on November 9, 2016. Click here and scroll to the date to read the article.

      • The Learning Communities Faculty Scholars course was mentioned as a “first-of-its-kind online course” (p. 29) in a feature article about KSU’s Learning Communities Program in the Spring 2017 edition of Kennesaw State University Magazine. Click here to read the article.

      • The Learning Communities Association lists the Learning Communities Faculty Scholars course among its recommended Professional Development Resources.

      What are participants saying about LCFS?

      “I loved the videos, the structure of assignments, and the timing of the assignments. The course was well-designed, well-laid out, and thought provoking.”

      “This course is a great starting point for an instructor new to the learning community world, and it is even helpful for those with some level of experience already.”

      “This is a very well designed course! I have learned a lot despite the course being so short in duration. I would definitely recommend this course to my colleagues.”

      "I feel much better prepared and ready to make connections to [my LC partner's subject] than I was last semester! Now that I understand how a learning community works and the way an effective learning community benefits student learning, I’m ready for the challenge to make a lasting impact."

      "The idea of integrative learning and its different levels has certainly helped me in understanding the importance of learning communities."

      "Getting to know more about SoTL was helpful since I have always has questions about my own teaching and its effectiveness. I have engaged in "scholarly teaching" that involved peer observation, modifying courses based on feedback, and some high-impact practices involving out-side the classroom activities, but this course has convinced me of going beyond that and engaging in a more purposeful and shared scholarly approach to teaching and learning. It has certainly gotten me interested in designing a SoTL project in the near future."

    • The Learning Communities Program is proud to spotlight some of the participants who have completed the Learning Communities Faculty Scholars course.

      • Dr. Jörg Waltje

        Dr. Jörg Waltje

        Executive Director, Center for Faculty Excellence
        Texas Women’s University

        Jörg Waltje is the Executive Director of the Center for Faculty Excellence at Texas Woman’s University. He works with faculty and institutional leaders to collaboratively assess needs, develop programming, and evaluate strategies to enhance the knowledge and skills of faculty in achieving their goals related to teaching, scholarship, service, and leadership.

        He participated in the LCFS course in Summer 2017 and thoroughly enjoyed the opportunity of being a part of this online community and finding out more about integrative learning and successful setup of SOTL studies, as well as doing guided readings and reflections he otherwise might not have found the time to do in a methodical fashion.

        He notes that “being involved with a community like this year’s Learning Communities Faculty Scholars helped me hone my own skills and it will build up my 'street cred' and enable me to disseminate the newly acquired insights to my colleagues around our three campuses.”

        • Smith-Sherwood

          Dr. Dawn Smith-Sherwood

          Associate Professor of Spanish
          Indiana University of Pennsylvania

          Dawn Smith-Sherwood, PhD, is an Associate Professor of Spanish in the Department of Foreign Languages at Indiana University of Pennsylvania in Indiana, PA. In addition to her faculty role, she is a Living-Learning Partner in IUP's Global Awareness Living-Learning Community, which engages IUP's international and domestic students in globally-themed programming and hosts Spanish-language and Asian Studies housing clusters. In 2016, she earned an IUP Center for Teaching Excellence Faculty Recognition Award for Living-Learning and was named to the IUP Advisory Board for Living-Learning Excellence. More recently, she was tapped to serve on the five-member IUP Living-Learning Executive Team. She completed the LCFS course in Summer 2017 and shares, "As a faculty member with abundant experience but little to no LLC ‘book knowledge,’ I gained most from this course by having the opportunity to explore the theoretical background of learning communities’ best practices."

          • Quinlan

            Dr. Meghan Quinlan

            Assistant Professor of Dance
            Kennesaw State University

            Meghan Quinlan is currently teaching in the Department of Dance at Kennesaw State University, and holds a PhD in Critical Dance Studies from the University of California, Riverside. Her research interests include Israel/Palestine studies, gender and sexuality, nationalism, neoliberalism, disability studies, and bodily technique, all of which are currently situated within a case study of Gaga, the movement language developed by Israeli choreographer Ohad Naharin. She is thankful for the support, resources, and personal development enabled by the Learning Communities Faculty Scholars course that prepared her for the unique challenges and opportunities present in teaching a freshman learning community for the first time this academic year.

            • Dr. Lisa Angermeier

              Dr. Lisa Angermeier

              Clinical Associate Professor

              Lisa Angermeier, PhD, MCHES, is a Clinical Associate Professor in the Department of Kinesiology in the School of Physical Education and Tourism Management (PETM) at Indiana University Purdue University Indianapolis (IUPUI).  In addition to her faculty role, she is the Coordinator of First-Year Learning Experiences in the School of PETM.  She has taught learning communities, first-year seminars, and summer bridge for over eight years.  She has been actively involved in IUPUI’s University College First-Year Seminar Faculty Learning Community and the Themed-Learning Community Advisory Board providing support and professional development for learning community and first-year seminar faculty across campus.

              • Dr. Ravi Ghadge

                Dr. Ravi Ghadge

                Assistant Professor of Sociology
                Kennesaw State University

                Dr. Ghadge is an Assistant Professor of Sociology in the Department of Sociology and Criminal Justice. His research and teaching interests focus on South Asia, particularly India, where he studies the urban and rural linkages of India’s emerging growth and how that translates into broad-based development. As a member of the Year of India planning committee, he is currently involved in planning various events at KSU for 2017-18, which include an international conference on Sustainable Urbanism and a Year of India Freshman Learning Community. He mentions that the KSU Learning Communities Faculty Scholars Course benefitted him greatly in preparing for this learning community.

                • Dr. Chris Stockdale

                  Dr. Chris Stockdale

                  Assistant Professor of Educational Foundations & Literacy
                  Department Chair, Academic Enrichment
                  University of Central Missouri

                  Chris Stockdale served as an armored tank crewman in the military before beginning a career as an educator at the secondary and postsecondary levels, which has included extensive service in American Indian tribal schools and colleges. With over a decade of experience in service-learning pedagogy, he often volunteers his time with students outside of the classroom, including twice leading groups of student veterans on service-learning trips to the Appalachian Trail. He holds an Ed.D. degree in curriculum and instruction from the University of South Dakota, and his research interests include exploring the social values of educational policy and curriculum.

                  • Charles “Richard” Kennedy

                    Charles “Richard” Kennedy

                    Limited Term Lecturer of Mechanical Engineering Technology
                    Kennesaw State University

                    Richard Kennedy brings more than 30 years of industry experience in Engineering, Engineering Management, Business Management, and Entrepreneurship to his courses in the Southern Polytechnic College of Engineering at KSU. As a Certified SolidWorks Professional (CSWP), he teaches Engineering Design Graphics and Manufacturing Processes in a variety of learning communities. In his spare time he enjoys bass fishing, outdoor activities, family activities, church activities, and gardening, and serves on the board of two non-profit organizations.