Faculty Learning Communities 2020-2021
The Center for Engaged Teaching and Learning (CETAL) is seeking proposal submissions for the 2020-2021 Academic Year. The CETAL would like to propose a central topic for FLC proposals for the 2020-2021 academic year that focuses on the student body at LSSU which consists predominately of First-Generation Students and Pell Grant recipients, “Serving the Students That We Have.” While other topics for FLCs will be considered, the CETAL hopes to sponsor at least one FLC with this focus.
Do you have an area of interest within this focus? Would you like to work with others to investigate this topic further? Then apply to run an FLC.
An FLC or Faculty Learning Community is a small, “specifically structured, yearlong, academic community of learners that includes the goals of building community, engaging in scholarly (evidenced-based) teaching and learning, and the development of the scholarship of teaching and learning (SoTL).” (2004, Cox and Ritchlin, New Directions in Teaching and Learning, Volume 97, Josey-Bass.)
An FLC is not a committee, task force, course, book club, or action learning set; an FLC is a small-group learning structure with a process that enables its participants to investigate and provide solutions for just about any significant problem or opportunity in higher education.
Leadership roles with respect to FLCs are:
(1) “investigative team,” who are those interested in learning about FLCs and leads the efforts to bring related information to the institution; and
(2) “facilitator,” the person at the institution who has the idea for a particular FLC, determines the FLC name and goals, applies to have the FLC offered, and advertises and recruits FLC membership.
Once the FLC moves to the meeting stage, the facilitator assumes a neutral position, assisting the FLC in meeting its objectives. The facilitator is usually a faculty member who wants to investigate an opportunity with colleagues.
The outcomes of implementation science confirm that FLCs provide the most effective educational development programming for implementing evidence-based interventions and innovations.
The structure of the FLC will entail:
1) 8-10 members
2) Voluntary membership (if your proposal is selected a call will be made for membership)
3) A one year commitment to the FLC if selected for membership
4) The FLC will meet every 3 weeks for 2 hours for the academic year 2020-2021
5) Development of community and commitment building. An FLC is not a committee, task force, or course
6) Members, will determine objectives, meeting topics, etc
7) An evidence based, scholarly approach leading to SoTL
8) A presentation of the FLC outcomes to the campus