Faculty members often collaborate on research and service projects, but teaching remains a relatively solitary activity (Gizir & Simsek, 2005 ; Ramsden, 1998 ). While students attend classes taught by various faculty members, faculty members remain largely unaware of the innovative and pedagogical improvements in teaching made by their colleagues. Exceptions occur when colleagues present and share ideas through organized activities like teaching workshops, published articles, or through informal settings such as social events. Creating a culture where faculty members frequently interact formally and informally can result in fruitful discussion of issues related to undergraduate education (Massy, Wilgar, & Colbeck, 1994 ). Collaboration amongst faculty can be a powerful vehicle to promote faculty learning and professional development and an effective way to maximize the impact of institutional investments in faculty (Baldwin & Chang, 2007 ). Thus, collaborative faculty development is an essential tool to maintain a dynamic institutional climate that sustains productive faculty members and ultimately promotes a healthy learning environment for students. This article describes the design, implementation, and experience of a collaborative faculty-driven voluntary hybrid teaching and learning community, and synthesizes lessons that can be learned for other similar initiatives in the future at this and other institutions. Recognizing the diverse needs of a remote satellite campus community, various professional development opportunities are introduced in an online course called Quest. Faculty members from across disciplines and ranks meet to exchange ideas (online and face-to-face) and learn together using a newly adopted learning management system (LMS). This pedagogical study seeks to assess whether a collaborative teaching development program might impact the culture of teaching and learning on a remote multidisciplinary satellite campus. Furthermore, it attempts to answer the following questions: (a) Can elements of gamifi cation increase participation/ engagement in the program? (b) Will participation lead to organic improvements in teaching quality and can the grades earned in the course be used as a proxy for teacher and teaching effectiveness? Since the program involves human subjects, the necessary approval from the institution's institutional review board was obtained.

中文翻译：

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任务：混合教师教学和学习社区

教职员工经常在研究和服务项目上进行合作，但教学仍然是一项相对独立的活动（Gizir & Simsek，2005 年；Ramsden，1998 年）。虽然学生参加由不同教职员工教授的课程，但教职员工在很大程度上仍然不知道他们的同事在教学中所做的创新和教学改进。当同事通过有组织的活动（如教学研讨会、发表的文章）或通过社交活动等非正式场合提出和分享想法时，就会出现例外情况。营造一种让教职工经常进行正式和非正式互动的文化，可以对与本科教育相关的问题进行富有成效的讨论（Massy、Wilgar 和 Colbeck，1994 年）。教师之间的合作可以成为促进教师学习和专业发展的有力工具，也是最大化机构投资对教师的影响的有效途径（Baldwin & Chang，2007 年）。因此，协作式教师发展是维持动态机构氛围的重要工具，可维持教师的生产力并最终为学生促进健康的学习环境。本文描述了协作式教师驱动的自愿混合教学和学习社区的设计、实施和经验，并综合了该机构和其他机构未来可以为其他类似举措吸取的经验教训。认识到远程卫星校园社区的多样化需求，名为 Quest 的在线课程介绍了各种专业发展机会。来自不同学科和职级的教职员工会面交流思想（在线和面对面），并使用新采用的学习管理系统 (LMS) 共同学习。这项教学研究旨在评估协作教学发展计划是否会影响远程多学科卫星校园的教学文化。此外，它试图回答以下问题：(a) 游戏化元素能否增加参与度/参与度？(b) 参与是否会导致教学质量的有机提高？课程中获得的成绩能否作为教师和教学效果的替代指标？由于该计划涉及人类科目，