What is a Faculty and Professional Learning Community?
Necessary Qualities for Building Community
The FLC Program Director's and FLC Facilitator's Handbook
The Consortium: Participating Institutions, Their Communities, and Program Directors
FLCs and the Scholarship of Teaching
Recommendations for Initiating and Implementing an FLC
FLC Conferences and Institutes in Review:
2008 | 2007 | 2006 | 2005 | 2004
Give consideration to causes that central administrators are willing to support, for example early-career faculty (an important investment in the future), technology, diversity, and the first-year experience (retention). See the descriptions of Miami FLCs and the types of FLCs initiated at the FIPSE institutions.
Another source for FLCs will be faculty. For example, some faculty may have seen their majors graduate and enter graduate or professional programs that use problem-based learning (PBL). These faculty will lobby for an FLC on the topic of PBL. At Notre Dame, there is no statistics department, so faculty from various departments got together and initiated an FLC on Teaching Statistics.
This project has been supported in part by a grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.