Learning isn’t just for students.
In fact, James Heller Sutton’s primary mission as Chaminade’s assistant provost for Faculty Development is helping faculty members learn how to take their teaching skills to the next level.
And Faculty Learning Communities at the University are designed to make that happen, offering collaborative environments for faculty members to engage with one another around teaching and learning.
The faculty learning communities program was launched at Chaminade in Fall 2022 and has matured and grown since then, offering faculty members outlets to learn about everything from advances in educational technology to yoga to Hawai’i history (complete with walking tours). One of the newest FLCs will tackle generative AI.
Groups are typically kept small—with 12 faculty members or less—and together they tackle semester- or year-long projects together.
“These communities are structured to promote active participation and the exchange of ideas among faculty,” Sutton explained.
FLCs focus on four primary categories: Teaching, scholarship, service and social activities or wellness. Each group of faculty members gather for a variety of activities aimed at fostering collaboration, professional development and community-building, Sutton said.
“It gives those faculty who really want to explore a topic deeply the opportunity to do that,” Sutton said.
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Koreen Nakahodo, Ph.D., who teaches English at Chaminade, led a faculty learning community whose members read and analyzed Laudato Si, an encyclical from Pope Francis focused on caring for the environment.
She has also participated in several more FLCs, from a Catholic intellectual tradition reading group to a hands-on learning effort to create an aquaponic pond on campus.
“The FLCs allow me to connect with other colleagues through common interests or academic pursuits,” Nakahodo said. “We are all so busy that it is an opportunity for us to take some time to learn from each other or serve the community. The FLCs allow us to break those silos.”
That’s music to Sutton’s ears.
He said the end goal of the effort is to create a “stronger, more connected faculty community, drive innovation in teaching and learning practices, and support the personal and professional development of faculty members”—and to have some fun along the way.
Sutton added that each FLC has a liaison from Chaminade’s Center for Teaching and Learning, ensuring not only that the group has the resources they need but also that they’re able to make key professional development connections aimed at elevating their practice.
“The activities within the FLCs support faculty in becoming better teachers and mentors by providing a structured, supportive space for reflection, collaboration, and feedback,” Sutton said, noting FLCs are also interdisciplinary so faculty members from across campus build relationships.
“By engaging in discussions with colleagues from diverse disciplines and perspectives, faculty expand their professional networks, learn from each other’s experiences, and gain fresh insights into teaching and mentoring. This cross-disciplinary collaboration ultimately enriches their own practices, making them more adaptable and innovative educators.”
