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Senge's Five Components

Senge's five components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Faculty learning communities enable these components by providing time, funding, and safety for multidisciplinary teams to discover, reflect on, and assess pedagogical and institutional systems through individual teaching projects and the scholarship of teaching with multidisciplinary perspectives. This contributes to a culture that values colleagueship across disciplines and participation as an honor, with rewards for faculty contributions to institutional goals and solutions.

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Krishna Kumar
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89 views1 page

Senge's Five Components

Senge's five components of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. Faculty learning communities enable these components by providing time, funding, and safety for multidisciplinary teams to discover, reflect on, and assess pedagogical and institutional systems through individual teaching projects and the scholarship of teaching with multidisciplinary perspectives. This contributes to a culture that values colleagueship across disciplines and participation as an honor, with rewards for faculty contributions to institutional goals and solutions.

Uploaded by

Krishna Kumar
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Senge's Five Components of a Learning Organization and Ways That Faculty

Learning Communities Enable Them

Home
General Description Transforming Colleges and Ways That Faculty Learning Communities
2004 International Conference Senge (1990) Universities Into Learning Enable Senge's Five Components of a
on FLCs and New Developer's
Institute Organizations Learning Organization
Patrick & Fletcher (1998)
The Consortium: Participating
Institutions, Their Systems View of the system as a Creation and recovery of a common Time, funding, safety, teams, and rewards to
Communities, and Program Thinking whole, a conceptual language and processes across enable multidisciplinary participants to discover,
Directors
framework providing departments and divisions; setting and reflect on, and assess pedagogical and
2003 Hesburgh Awards connections between units and honoring institutional missions, goals, institutional systems; members' discovery and
members; the shared process actions, and rewards appreciation of the synergy of connected campus
What is a Faculty and
Professional Learning
of reflection, reevaluation, units
Community? action, and reward

Necessary Qualities for Personal Support for individuals to Support for faculty to continue as experts Development of individual teaching projects to
Building Community Mastery achieve their maximum in their disciplines, yet broaden their address opportunities or shortcomings in one's
potential as experts in their scholarship beyond discovery to include teaching and learning; a developmental
The FLC Program Director's
and FLC Facilitator's fields and to address integration, application, and teaching, introduction to and practice of the scholarship of
Handbook opportunities and problems in particularly multidisciplinary perspectives teaching with multidisciplinary perspectives;
new and creative ways becoming an expert teacher inside and outside
30 Components of FLCs
one's discipline
FLCs and the Scholarship of
Teaching
Mental Culture and assumptions that Change from a culture of autonomy and Members' opposition to the isolation and
Models shape how an organization's rewards for individual work to one of fragmentation of the academy; high value of
Recommendations for Initiating members approach their work community building; rewards for faculty colleagueship across disciplines; participation an
and Implementing an FLC and its relationship to society; contributions to institutional goals and honor with financial rewards; discovery and
The FIPSE Project and Other
relationship of employees to solutions of problems appreciation of differences among students and
Information about FLCs the organization, peers, and their development; value of students as
clients associates and sojourners
The Ohio Learning Network:
Faculty Learning Communities Building Collaborative creation of Sharing of departmental and disciplinary Development of pedagogial goals and joint
Initiative
a organizational goals, identity, visions across disciplines; identifying joint approaches in each community and sharing these
Bibliography / References Shared visions, and actions shared by approaches to issues such as with the campus, e.g., using technology in
Vision members; outcomes a result implementing student learning teaching, inclusiveness of classroom and
Miami University Faculty of teamwork, with each communities, improving student learning, curriculum, active learning, assessment of
Learning Communities
individual's contribution an integration of technology, creation of an learning; discussion of campus-wide issues;
Lilly Conference on College integral part intellectual community taking positions and action
Teaching
Team Creation of opportunities for Colleges and universities with “learning Team learning—the heart and purpose of a
Journal on Excellence in Learning individuals to work and learn communities for teaching and research faculty learning community
College Teaching together in a community with colleagues and students” (p. 162)
where it is safe to innovate,
learn, and try anew

This project is supported in part by a grant from the US Department of Education Fund for the Improvement of Post-Secondary
Education (FIPSE) and the Ohio Board of Regents.

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