Faculty Learning Communities

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What is a Faculty and Professional Learning Community?

FLC International Conference Held in Conjunction with 2009 Lilly Conference

One-Day Workshop on Designing and Implementing FLCs

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

Necessary Qualities for Building Community

30 Components of FLCs

Partnerships / Resources

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

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

Table of Contents

Foreword

Acknowledgements

1. Overview
   1. Inspirational Quotations About Learning Communities
   2. What are Faculty Learning Communities (FLCs)?
2. The Role of Leadership and change for Faculty Learning Communities
3. Examples
   1. Faculty Learning Communities at Miami University and Brief Descriptions of 129 FLCs of 54 Types
   2. B. The 2001-2004 FIPSE FLC Project - Their 60 FLCs, and Contact Information
4. 30 Components of a Faculty Learning Community: Connections, Perspectives, FAQs, and Examples

   Mission and Purpose

   1. Goals for the institution
   2. Objectives for each FLC

   Curriculum

   3. What FLCs have to offer
   4. Issues, opportunities, and topics for each FLC

   Administration

   5. Facilitation: The facilitator of a particular FLC (by Roben Toroysan) and the FLC Program Director
   6. Selection procedures and criteria for membership
   7. Public relations
   8. Financial support and budgets

   Connections

   9. Community
   10. Partnerships, including serving as consultants
   11. Engagement

   Affiliated Participants

   12. Faculty, professional staff or administrative partners, mentors
   13. Student associates

   Meetings and Activities

   14. Seminars
   15. Retreats
   16. Conferences
   17. Social amenities and gatherings

   Scholarly Process

   18. The literature (including focus books)
   19. Focus course
   20. Individual teaching project
   21. Presentations, both on campus and at conferences
   22. Course mini-portfolio
   23. Publication
   24. The scholarship of teaching and learning

   Assessment

   25. Of faculty development of the FLC participants
   26. Of FLC program components
   27. Of student learning in courses of FLC participants

   Enablers/Rewards

   28. Reassigned (release) time for participants and the FLC facilitator
   29. Professional expenses for participants and the FLC facilitator
   30. Recognition by provost, deans, department chairs, colleagues

5. FLC Program Director Items
1. A Classification Scheme for FLCs
2. FLCs as Change Agents
3. Becoming a Learning Organization
4. Senge’s Five Components for a Learning Organization and Ways FLCs Enable Them

6. Key Items of Support for Both FLC Program Directors and Facilitators

1. The Helix of Change: Support Provided by FLCs
2. The FLC Website
3. A Summary of Recommendations for Initiating, Continuing, and Institutionalizing FLCs
4. A Faculty Learning Community Goals Inventory (FLCGI)
5. Interpretation of the Results of FLCGI
6. The Planning Inventory for FLCs
7. Getting Started: Planning Guide and Checklist
8. 2009 Summer Institute for New and Experienced FLC Developers and the FLC Conference

7. Bibliography/References (Specially Noted Focus Books and Key Articles Used in Miami’s FLCs)

Appendicies

1. Documents illustrating an online process that enables faculty and staff to submit a proposal to their Teaching Center to have an FLC at their institution.
2. An example of a teaching and learning expo that showcases the work of several FLCs and additional faculty development programs.
3. Learning Communities Journal

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.