Faculty learning communities are defined as “cross-disciplinary faculty and staff group of 6-15 members that engage in ‘an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building’” (Newman, 2017, p. 428).
At Peabody, the Learning Innovation team in collaboration with Institute Studies provides the frameworks and financial and structural supports for faculty to initiate, participate in, and report out of learning communities. These communities are provided platforms to share their findings, outcomes, and recommendations with both their peers and leadership, with the goal of improving the teaching and learning experience across the institution in a variety of ways.
A faculty learning community eligible for funding includes some or all of the following:
Funding up to $1250 per learning community per year will cover purchases for educational purposes, including but not limited to materials (books, research materials, etc.) and guest speaker stipends.
Each learning community should have one Chair and one Co-Chair to administer the community and keep it on track. Chairs and Co-Chairs of a learning community will:
* The first formal learning communities will be piloted at Peabody in Spring semester of 2022. These abbreviated learning communities will meet 2 or more times during the semester, receive up to $750 for educational expenses, and each Chair and co-Chair will receive a $400 stipend.
Chairs: Elizabeth Futral and Anicia Timberlake
We use principles of non-violent communication to practice facilitating difficult conversations with students. This form of communication focuses on using empathy to identify shared needs and from there developing strategies to meet others’ needs, instead of immediately launching into debate. The bulk of our work includes role-playing situations drawn from participants’ own experiences. Topics are varied and respond to faculty needs: boundary-setting, counseling and mentoring, microaggressions, arts and justice, etc.. We meet approximately every 3 weeks on Wednesdays at 4:00 PM. All are welcome!
Chair: Eric Rasmussen
This FLC will evaluate music education research and explore the science behind music learning, music potential, and the psychology of music. Understanding good research in music education theory and practice can make a profound difference in performance, theory, pedagogy, and ear-training from early childhood to the collegiate level. We’ll focus on these questions:
Chair: Lyn Goeringer and Bryan Jacobs
We invite practitioners and scholars from Peabody and the broader Johns Hopkins community whose research intersects and engage in Sound Studies and Sonic/Media Arts. Though we intend to allow a broad interpretation for these fields, we are looking more specifically at Sound Studies as a field of research that theorizes and engages with sound from a cultural and phenomenological standpoint, with Sonic and Media Arts as a stage where these concepts are explored for more public audiences.
Over the last twenty years, sound studies has become a major component in musicological and media studies discourse around electronic music, sonic arts/sound art, and new media practices. For many, this has become a critical framework from which new music, sound art works are created, and informs daily practice within the field. For researchers, this framework has allowed new methods of analysis and critique so that we can better investigate contemporary sonic practices and their cultural impact.
Chairs: Ahlam Musa and Kathleen DeLaurenti
Since international students constitute over 30% of the Peabody student body, it is imperative that their needs are met in and outside the classroom. This PLC focuses on improving the experience of international students at Peabody by understanding their needs and addressing teaching issues as well as providing opportunities for linguistic and cultural enrichment. Sample topics may include the following: teaching non-native speakers of English, bridging differences and capitalizing on prior knowledge, assessment challenges, and course design that engages students’ background and prior knowledge.
Chair: Lily Kass
Are you curious about different ways to effectively teach online? Would you like to read about best practices in online teaching? Would you like to share your experiences teaching online? Are you considering teaching online but don’t know where to start? This FLC began last semester when a diverse group of faculty with varying experiences in online teaching began discussions about theory and practices in online pedagogy. Join us as we continue the conversation and transform our learning into practical resources for the Peabody community. In our first meeting we will decide on a plan of action based on the interests and needs of the group members.
Chair: Agustin Muriago
This community explores technology resources that enhance piano instruction, analyzing its effectiveness in classroom and private lesson settings. The goal is to create a space where members can share their experiences, learn from one another, and interact with guest speakers who are using technology in innovative ways.
All learning communities are open to any interested faculty from the Conservatory or Preparatory, and any student (with Chair approval). Please use the link below to express your interest and to be connected with the Chairs of these communities.