Faculty Learning Communities
What are FLCs?
Faculty learning communities are structured groups of faculty members who voluntarily meet and work on teaching and learning issues, for example, teaching circles (Quinlan, 1996), book clubs, seminars, courses, or a group coming together over “brown bag” lunches to read and discuss articles on teaching and learning. Faculty learning communities are involved in “a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done” (McGill & Beaty, 2001, p. 11). FLCs can also be considered a special kind of “community of practice” as defined by Wenger (1998).
What are the elements for FLCs?
- Clear and well-understood mission, vision, and goals
- Committed faculty leadership, wide connections, and solid volunteer workforce
- Purposeful and well-implemented curriculum, pedagogy, and structure
- Appropriate and ubiquitous assessment
- Ongoing, well-subscribed formal and informal instructional development for both faculty and staff
- Staff and faculty rewards and incentives commensurate with the valuable contribution learning communities make to student learning and success, faculty and staff development, and institutional transformation
- Continual cross-divisional attention to implementation issues, e.g., recruitment, marketing, advising, registration, student assignment into residential learning communities
- Sustained and adequate mixture of resources to enable the above
Cal Maritime Learning Communities
- Instructional Technology Learning Community (Spring 2011)
- Student Engagement in the Classroom (2011-2012 Academic Year)
Read more about FLCs