Author's Keywords: faculty development, learning communities, scholarship of teaching	Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p20344_index.html Direct Link: HTML Code:

Albers, Cheryl. "Faculty Development Benefits of Teaching in a First-Year Learning Community" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p20344_index.html>

Albers, C. , 2005-08-12 "Faculty Development Benefits of Teaching in a First-Year Learning Community" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2008-12-12 from http://www.allacademic.com/meta/p20344_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Assumptions from psychology, anthropology, and sociology regarding knowledge, teaching, and the process of changing practice, are used to analyze narrative and survey data collected from teachers in first-year learning communities. The interactions required to sustain collaboration over a semester were found to contribute to faculty development in these ways. First, faculty learning about teaching is strongly motivated by being imbedded in practice. Second, structuring learning communities to foster ongoing collaboration encourages using colleagues as resources in an iterative cycle of discovering, enacting, and evaluating new practices. Third, the communities of practice that result from these collaborations have complex influences on the social structures that compose the institution.

First Amendment Knowledge of Leading High School Journalism Students in Southeast Louisiana: A 10-Year Perspective

Perceptions of Students, Faculty, and Community Pharmacists regarding Community Advanced Practice Experiences (APE).

Interactive Sessions/Discussions for Clerkship Students, Preceptors, and Faculty: A Collaborative Learning Opportunity

Assessment of Experiences in Community Practice Settings for Pharmacy Students in their First Professional Year

Achieving Success: Learning Communities and First-Year Latino Students