Faculty Learning Communities

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What is a Faculty and Professional Learning Community?

Necessary Qualities for Building Community

The FLC Program Director's and FLC Facilitator's Handbook

30 Components of FLCs

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

Partnerships / Resources

Bibliography

11. Engagement

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 deans and chairs who have been community members

• Currently, 1 of 6 academic deans and 21 of 45 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)

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.