Bruce A. Rothwell Center for Teaching and Learning Excellence (RCTLE), Worldwide Campus
Embry-Riddle Aeronautical University’s Worldwide RCTLE was established in 2005 under the advisement of the Faculty Senate. It was created to provide all ERAU-W faculty with a community to enhance scholarly teaching and learning. In 2010, the Worldwide center was renamed in order to commemorate Bruce A. Rothwell’s dedication to academic quality and ceaseless advocacy with regard to higher academic standards within the Worldwide Campus. When considering the renaming of the center, the Faculty Senate’s expectation was that the center would then be associated with a broad and deep commitment for serving all Worldwide Campus Faculty inclusively; thus, mirroring the person behind the name.
The vision of the Worldwide RCTLE is to inspire, empower, connect, and inform all Embry-Riddle Aeronautical University Worldwide faculty and others regarding best practices in teaching and learning. We strive to foster a supportive community that encourages engagement in regular dialog with academic professionals who are an integral source of current strategies in teaching and learning, particularly in an online environment.
The Worldwide RCTLE’s mission is to empower faculty members in their pursuit of professional growth through diverse offerings for the universal goal of student success. RCTLE will research and continuously improve/innovate to ensure we are a source and model of the most accurate and current strategies in teaching and learning. We offer friendly and informed opportunities for faculty to reflect on their practice and increase student engagement and learning.
Contact the RCTLE at email@example.com.
Location: ERAU-Worldwide Headquarters Building 4 – Daytona Beach, Florida
Mailing address: RCTLE, Embry-Riddle Aeronautical University Worldwide; 1 Aerospace Boulevard, Daytona Beach, FL 32114-3900
Virtual Faculty Learning Communities (VFLC)
Virtual, collaborative opportunities are becoming a trend in faculty development. These opportunities exist because geographic location no longer limits the institution’s faculty can work for. Although online learning and teaching have opened doors for many instructors, distance from a campus location can lead to feeling isolated (Dolan, 2011). FLCs promote faculty engagement and a sense of belonging (McKenna, Johnson, Yoder, Guerra, & Pimmel, 2016). Furthermore, FLCs encourage instructors to utilize institutional, instructional support (Nordin & Anthony, 2014).
However, virtual faculty learning communities have been underexplored. According to Cox and McDonald (2017), FLCs can be initiated by a center for teaching and learning. With this knowledge of traditional FLCs as well as the understanding that virtual collaborations can lead to knowledge sharing and innovation (Sarma & Matheus, 2015), the Rothwell Center for Teaching and Learning Excellence (RCTLE) created Virtual Communities of Practice based on the principles of faculty learning communities. These are part of our Virtual Faculty Learning Community Implementation Framework. This framework consists of twelve questions to ask as you begin developing a V-FLC, answers to these questions based on our experience, as well as a visual representation of the framework.
Read more about the Virtual Faculty Learning Community Implementation Framework (PDF) in the Scholarly Commons.