Faculty Learning Communities
A Faculty Learning Community (FLC) is defined as a cross-disciplinary group of 6-15 members who engage in an active, collaborative program that enhances teaching and learning with frequent activities that provide development (Cox, 2004). Some of the components of a FLC include: mission and purpose, curriculum, administration, connections, affiliated participants, meetings and activities, scholarly process, assessment, and rewards. Evidence is provided that FLCs increase intellectual development in teaching and learning, increase student learning, increase sensitivity for other points of view, and increase civic contributions.
Cox, M.D. (2004). Introduction to faculty learning communities. New Directions for Teaching & Learning, 2004 (97), 5-23.
Lane, J., Froyd, J., Morgan, J., & Kenimer, A. (2002). Faculty learning communities. Proceedings from ASEE/IEEE Frontiers in Education Conference, Session F1A-13, Boston, MA.
| A wonderful resource for FLCs can be found at the Miami University of Ohio Center for Teaching Excellence website. The FLC model was first initiated by Miami University in 1979 and provides the most comprehensive shared model for FLCs (Cox, 2004). The Miami University website provides comprehensive guides for the set-up and facilitation of FLCs including definitions, questionnaires, recommendations, and links to scholarly resources. |
| In addition, several other colleges can be referenced as excellent models, including Texas A & M (Lane, Froyd, Morgan, & Kenimer, 2002). It has been determined that through their participation in FLCs faculty feel validated about what they already know about teaching and learning, they provide a collaborative experience, build a sense of community, and provide a service to themselves and their peers. These are the same goals that the faculty at MATC desire when looking to create and promote a FLC within our community of teaching and learning. |
| Read excellent Faculty Focus article "Faculty Learning Communities: Five Skills Every Facilitator Should Capture" |
| Supporting Equity-oriented online professional development |
|
For the purposes of initiating a FLC at MATC the following should be included:
|