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Building Online Faculty Learning Communities: Current Challenges and Opportunities for Minority Serving Institutions for Higher Education

Building Online Faculty Learning Communities: Current Challenges and Opportunities for Minority Serving Institutions for Higher Education

Muhammad Haseeb
Copyright: © 2022 |Pages: 14
ISBN13: 9781668453322|ISBN10: 1668453320|EISBN13: 9781668453339
DOI: 10.4018/978-1-6684-5332-2.ch002
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MLA

Haseeb, Muhammad. "Building Online Faculty Learning Communities: Current Challenges and Opportunities for Minority Serving Institutions for Higher Education." Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities, edited by Rebecca J. Blankenship, et al., IGI Global, 2022, pp. 36-49. https://doi.org/10.4018/978-1-6684-5332-2.ch002

APA

Haseeb, M. (2022). Building Online Faculty Learning Communities: Current Challenges and Opportunities for Minority Serving Institutions for Higher Education. In R. Blankenship, C. Wiltsher, & B. Moton (Eds.), Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities (pp. 36-49). IGI Global. https://doi.org/10.4018/978-1-6684-5332-2.ch002

Chicago

Haseeb, Muhammad. "Building Online Faculty Learning Communities: Current Challenges and Opportunities for Minority Serving Institutions for Higher Education." In Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities, edited by Rebecca J. Blankenship, Cheree Y. Wiltsher, and Brandon A. Moton, 36-49. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5332-2.ch002

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Abstract

The higher education at the 1890 land-grant universities is constantly changing. This is due to advances made in the academic disciplines, technology, and demands of the employing organizations in the nation and globally. Therefore, academic faculty need to adjust their instruction and student learning outcomes based on these changes and demands. In recent years, numerous minority-serving institutions have allocated more resources and opportunities toward professional development to improve instruction and student success rates. For example, Florida Agricultural and Mechanical University (FAMU) has updated its learning management system (LMS) to enhance synchronous and asynchronous instruction. This has helped the university better serve the students and community during the COVID-19 challenge. This chapter highlights and explains current challenges and opportunities for faculty in the minority-serving institution for higher education with a reflection on the FAMU, a leading minority institution of higher education in the United States.

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