Faculty Learning Communities

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What is a Faculty and Professional Learning Community?

Western Washington University Fast Tracks 3 FLCs After 2008 Institute

A Teaching and Learning Expo That Showcases the Work of Several FLCs

Necessary Qualities for Building Community

The FLC Program Director's and FLC Facilitator's Handbook, Sixth Edition, 2009

30 Components of FLCs

Partnerships / Resources

The Consortium: Participating Institutions, Their Communities, and Program Directors

FLCs and the Scholarship of Teaching

Documents That Enable Planning for Design and Implementation of an FLC and FLC Program

Recommendations for Initiating and Implementing an FLC

FLC Conferences and Institutes in Review:
2008 | 2007 | 2006 | 2005 | 2004 | 2003 (PDF)

Bibliography

11. Engagement

With instructors and departments

• Once FLC participants have completed their FLC year, they have probably acquired the expertise to engage as consultant on the topic of the FLC. The networks formed contribute to an engaged institution. The teaching and learning center could involve these FLC members when instructors and departments have questions related to that FLC topic. Examples at Miami have included assessment, inclusion, and technology topics.

With the participants

• Partners in risk taking: Trying teaching and learning innovations
• Joint presentations
• A safe support group
• Lifetime friendships

Junior faculty and their mentors

• Increased understanding and interest in teaching and learning
• Scholarly teaching
• Assessment of student learning
• Providing a legacy using the scholarship of teaching
• Mentoring

With the scholarship of teaching

• The literature
• Scholarly teaching
• Assessment of student learning
• Presentations at national conferences

With the common good: increased civic contributions by former participants

• 50% of the university senate faculty members (22/43) at Miami
• 66% of the faculty teaching resource volunteers (116/175) at Miami
• Over one-half of the junior faculty FLC mentors (72/138) still at Miami

With department chairs who have been community members

• Currently, 25 of 48 department chairs

With undergraduate students

• Student associates

With graduate students

• Faculty Learning Community: Preparing Future Faculty

With assessment of learning

• FLC on Miami Plan (Liberal Education) Departmental Assessment
• Using Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993)
• For accreditation

With curriculum change

• Developing new courses (at Miami, FLC on US Cultures Course Development)
• Revising curriculum (at Miami, FLC on Integrating the Arts and the Curriculum; FLC Revising the American Studies Curriculum)
• FLC Revising the American Studies Curriculum
• Building a Degree: Bachelor of Integrative Studies

Transforming the university into a learning organization

• Senge's (1990) five components: systems thinking, personal mastery, mental models, building a shared vision, and team learning
• Close connections enabling the university to react quickly to change

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.