Faculty Supporting Faculty: Lessons from a Sustained Faculty Online Learning Community

Despite numerous efforts to improve physics education through research-based instructional strategies, the uptake is not as frequent as the community would like. One reason could be the lack of support mechanisms for instructors who want to utilize research-based instructional strategies. Previous research has shown that a faculty online learning community (FOLC) effectively supports adopters of the Next Generation Physics of Everyday Thinking (NG PET) curriculum. The NG PET curriculum is primarily for postsecondary courses in physics or physical sciences for pre-service teachers. The NG PET FOLC has operated for over six years, including two years past the initial grant-funded period, with many members participating throughout that time. Sustained involvement has allowed members to use the FOLC to explore complex pedagogical topics and sustained professional development. In this talk, we will discuss some ways that sustained participation in the NG PET FOLC has supported and impacted faculty members. For example, FOLC members have been able to share and learn about teaching ideas, reflect on their teaching practices, engage with research, and take up leadership roles within the FOLC. The FOLC also provided critical support for those who had to switch to online instruction at the start of the COVID-19 pandemic. Additionally, we will discuss the sustainability efforts that have allowed for the NG PET FOLC (established in 2017) to continue being active to this day.