Main takeaways

1. PLCs are business models with an educational flavor.

2. Barnes and MacKenzie (2024) wrote the first large-scale evaluation of the PLC at Work model in Arkansas.

   • Weighted scores: 0-150, mean = 51.8, SD = 16.7
   • All students: ATE = -0.721, SE = 0.834
   • Economically disadvantaged: ATE = -1.026, SE = 0.743

Main takeaways

3. I ask you to consider taking an economic approach to thinking about the evolution of our PLCs.

4. Was there a teaching approach, an assessment method, or some other non-cascaded material which changed the way you teach students (or enabled students to learn)?

5. The focus on outcomes casts a shadow over the decision process.

Three issues to pierce through

1. Paulynne was asked by Arlene to represent CLTSOE at LCC meetings. The aim is “to ensure that our curriculum remains up-to-date, relevant, and responsive to the changing landscape of higher education” – technical writing was identified as an important component

2. An increasing amount of anecdotal evidence suggests that math, reasoning, and communication skills of our economics majors are poor.

3. We have a “blank slate” for the new economics curriculum.

Background and motivation

1. First time I ever heard of a PLC is in DLSU – January 2024

2. PLC stands for Professional Learning Communities.

   • Is it in furtherance of our profession?
   • Is there any learning which will happen?
   • Is a community being formed?

3. I was assigned the AEF PLC this month.

   • What is it supposed to do?
   • How do we keep things simple?

Definition buried in Google Drive

A group of academics who collaborate and meet regularly to seek and share knowledge to exchange ideas and identify courses of action to ensure:

• continuous curriculum and teaching-learning (TL) process improvement

• alignment between TL process and DLSU’s core values and pedagogical framework

• integration between teaching, research and social engagement

Inherent contradictions 1

1. Why? “To ensure student learning and foster a culture of mutual support and collaboration in developing effective TL strategies” – research and social engagement not explicit
2. When? “Finals week or term break, During the term (meet if necessary or use Animospace), End of curriculum cycle” – not regular

Inherent contradictions 2

3. What?

   • evaluate achievement of learning outcomes in past term, course content
   • share effective teaching practices and assessments
   • exchange ideas on how to address course issues and concerns in the following term
   • identify appropriate courses of action
   • design the syllabus according to department guidelines

Inherent contradictions 3

4. Who?

   • PLC head: no explicit term limits, no rotation
   • Participating “depends on your past and current teaching load and is not fixed”: no continuity
   • Chair/vice chair may assign faculty members to PLCs as needed

Inherent contradictions 4

5. How?

   • Head: report, elevate concerns, review syllabi, handle TL concerns

   • Members: ??

Bombit’s 2018 AUN report

1. “informal groups within departments committed to discussing pedagogical issues and sharing experiences”

2. PLC output and good practice: “periodic Teaching Brownbags”

3. “Teaching Brownbags are organised to discuss applications of OBE that are specific to Economics.”

Operations Manual 2012/2023

1. The main driving forces for organizing PLC(s) are:

   • to ensure student learning
   • to foster a culture of mutual support and collaboration in developing effective teaching-learning strategies
   • to optimize faculty and student involvement in research and community engagement: missing earlier

Operations Manual 2012/2023: Functions

1. Engage in regular reflection sessions to share effective teaching practices, exchange ideas on how to address issues and concerns related to teaching, and identify appropriate courses of action to improve teaching and learning

Operations Manual 2012/2023: Functions

2. Collaborate on initiatives to:

   • Ensure the integration of the Lasallian Guiding Principles in curricular and co-curricular programs
   • Design syllabi anchored aligned with the university’s vision of becoming a learner-centered research university

Operations Manual 2012/2023: Functions

2. Collaborate on initiatives to:

   • Generate research agenda and identify strategies to enhance research and publication productivity
   • Develop and implement community engagement programs reflective of the college or departmental thrusts and core competencies

Operations Manual 2012/2023: Functions

2. Collaborate on initiatives to:

   • Organize research teams composed of faculty and students to carry out disciplinal, interdisciplinary or multidisciplinary researches to operationalize the university/college or departmental research agenda;

Operations Manual 2012/2023: Functions

2. Collaborate on initiatives to:

   • Work together in creating a culture of excellence within the department, the college and the university
   • Identify strategies to foster a deep sense of commitment to the university mission and the creation of a distinctive Lasallian culture and identity.