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Faculty Learning Communities

Faculty Learning Communities

Faculty Learning Communities (FLCs) provide an opportunity for OHIO instructors to collaborate with their peers to explore a topic of interest related to teaching and learning.

Most FLCs include faculty from different disciplines, which helps to foster discussion that includes a broad range of backgrounds and experiences. Learning communities typically meet for a semester or a year, and participants work toward completing goals related to the community topic.

FLC program outcomes include:

  • Contribute to building a University-wide community committed to teaching excellence
  • Increase faculty interest in teaching, learning and assessment
  • Foster scholarly teaching and instructional strategies supporting student academic success
  • Expand evaluation of teaching and/or assessment of learning
  • Increase faculty collaboration across disciplines
  • Encourage reflection on teaching practice

Learn more about FLCs

What Are FLCs? | Deliverables | Facilitating an FLC | Recommendations for Facilitators | Proposing an FLC | Past Topics

Current Faculty Learning Communities

  • AI and Teaching and Learning in Higher Education

    In direct response to ongoing and robust interest in the role of AI (ChatGPT, Bard, Bing, Dalle-3, et al) and teaching and learning, CTLA has offered FLCs on the topic for three consecutive semesters. The third FLC, which begins in spring 2024, includes faculty from a number of disciplines exploring how to leverage and/or mitigate the impact of this new technology. Members of past FLCs have presented to colleagues at the Spotlight on Learning Conference, a Regional Faculty Fall Workshop and other CTLA sessions on the topic. They have also contributed to the digital resources webpage on the topic and shared assignments and assessments they developed during their exploration.

    The spring 2024 FLC is full; however, if you would like to be placed on a waitlist or are interested in summer or fall 2024 opportunities, please email CTLA. Announcements of additional offerings will be made in our newsletter, which is distributed every other week.

  • Teaching Excellence on Regional Campuses

    The nature of regional campus instruction at OHIO has shifted. For many years, over 90% of regional campus classes were taught in person. Now, over half of classes are being taught online (both synchronous and asynchronous), hybrid or utilizing some form of Ohio University Learning Network (OULN) support. In addition, students in a single course are being taught across campuses. The goal of the RHE Learning Community is to review the unique situation of teaching and learning in the regional system and to provide productive feedback about ways to ensure high-quality, effective teaching given the current context. It will also provide a venue for faculty and students to provide insights into these educational experiences. 

    This FLC bridges fall 2023 and spring 2024. For more information about the FLC, contact Dean of Campus and Community Relations for the Eastern Campus David Rohall.

  • Building Student Engagement through Peer Assessments

    Peer assessment is an active learning approach that impacts student learning and critical thinking. Through the practice of assessing their own work, students reflect on gaps in their understanding, a practice that makes them more resourceful, confident and, ultimately, better performers. Peer assessments provide students with more timely feedback from multiple perspectives and also develops metacognition (thinking about how one thinks), strengthens independent critical thinking and aids in the development of organizational skills such as conducting performance evaluations as a manager or team performance feedback.

    This will be a fall 2025 FLC. Registration is currenlty being accepted.

Faculty Learning Community Facilitators

Paul Shovlin
Paul Shovlin, Ph.D.
Associate Professor of Instruction and Director of Composition, College of Arts & Sciences; Co-facilitator, AI and Teaching and Learning in Higher Education FLC
Center for Teaching, Learning, and Assessment
Lindley Hall
Erin Morgenstern
Erin Morgenstern, Ph.D.
Assistant to the Vice President for Priority Projects Co-facilitator of the AI and Teaching and Learning in Higher Education FLC
Center for Teaching, Learning, and Assessment
Dean of Campus and Community Relations; Facilitator, Teaching Excellence on Regional Campuses FLC
Center for Teaching, Learning, and Assessment
Professor of Management; Director, Bachelor of Science in Business (BSB); Facilitator, Building Student Engagement through Peer Assessments FLC
Center for Teaching, Learning, and Assessment
512 Brasee Hall, Lancaster Campus

More Information About Faculty Learning Communities

Eager to learn more about FLCs? This section provides in-depth information about FLCs, including: what it's like to participate, who can facilitate or lead an FLC and facilitator responsibilities, how to propose an FLC, possible deliverables, recommendations for facilitators and past FLCs.

What Are Faculty Learning Communities?

A Center for Teaching, Learning and Assessment (CTLA) Faculty Learning Community (FLC) comprises a small group of instructors who investigate and provide solutions for just about any teaching, learning and assessment problem or opportunity.  

FLCs can be organized by cohort or topic. Cohort FLCs address teaching, learning, and assessment development specific to a cohort of instructors. For example, those teaching in STEM disciplines, Graduate Student Instructors or faculty teaching large-enrollment courses. Topic-based FLCs focus on a theme like game-based learning, teaching with a global perspective or implementing reflective practice.

FLCs generally comprise eight to 12 instructors. FLCs meet synchronously (face-to-face or online) a minimum of four sessions over a semester and engage in activities and topical conversations.

FLC facilitators work with participants to determine the meeting schedule and help set the group’s goals. Previous OHIO FLCs have focused on topics such as teaching challenges, Team-Based Learning strategies and global perspectives in diverse classrooms.

Possible Deliverables Following FLC Participation

The CTLA asks FLC members share their findings with the OHIO community and/or at conferences.

The following are possible deliverables:

  • Development of a CTLA digital resource page
  • A LMS module
  • Blog posts
  • Podcast episode(s)
  • Conference presentation (Spotlight on Learning, symposia, etc.)
  • A white paper to be shared on the CTLA website

Who Can Facilitate or Lead an FLC and What Are the Responsibilities?

Full-time faculty (instructional, tenure-track and clinical), as well as staff dedicated to leading instructional support and with pedagogical expertise related to teaching, learning and/or assessment may serve as facilitators. Small stipends are available for facilitators and completing participants.

Facilitators are responsible for:

  • Identifying resources (texts, articles, digital materials, etc.) to support the FLC
  • Setting FLC meeting dates, times and locations/modalities
  • Establishing agendas and activities for each FLC meeting (a minimum of 4)
  • Sending meeting reminders and updates to participants and tracking participation
  • Working with the CTLA Associate Director for Faculty Programming to identify assessment and evaluation processes and collect artifacts or reflections from FLC members
  • Working with the CTLA Associate Director for Faculty Programming to submit a final FLC report to the CTLA

Recommendations for FLC Facilitators

The CTLA offers recommendations to ensure FLCs offer a meaningful experience for participants and facilitators:

  • Limit your FLC to 12 to 15.
  • Make FLC membership voluntary; develop an interest form with the CTLA Associate Director for Faculty Programming.
  • Consider bringing in OHIO expert resources in the form of FLC affiliates. Affiliates may include librarians, technologists and consultants who can attend meetings at the group's invitation.
  • Select applicants for diverse FLC membership: Consider each candidate's campus role, rank, experience and whether they have a multidisciplinary background. Three reasons for these considerations: participant curiosity, robust innovations and broadened perspectives.
  • Schedule the FLC for one semester with a second semester possible for deeper dives and/or exploration. Identify meeting times before the first meeting using a meeting platform or Outlook, as well as teaching schedules, to guide selection.  
  • Build in community building activities and ways for FLC members to socialize at each meeting.  
  • Allow members, with the facilitator, to refine outcomes, meeting topics and procedures.
  • Focus on obtaining and maintaining FLC member commitment. Plan productive meetings. Note progress made, outcomes to be achieved, and deliverable dates if applicable.
  • Consider assessing 3 areas of the FLC's impact: member development, student learning and/or effectiveness of the FLC's innovation, and value of FLC approaches engaged.
  • Focus on evidence-based, scholarly approaches.

Proposing an FLC

CTLA encourages instructors and staff with instructional expertise to consider developing and leading an FLC. Those facilitators are encouraged to think creatively and to determine the best approaches to meeting goals and outcomes identified for the FLC.

CTLA accepts FLC proposals on an ongoing basis, but review deadlines are set Oct. 15 in the fall and March 15 in the spring. CTLA offers small stipends for facilitators and up to 12 participants and is also able to provide some administrative and communications support.

FLC Proposal

To propose an FLC, complete the online form. In the form, you will be asked to complete and submit information related to your proposed FLC topic:

  • Proposed FLC Title: We recommend a name that clearly indicates theme and may create interest in the learning community.
  • FLC Short Description: A summary of the proposed FLC’s overarching goal, content, format, focus, and/or purpose. (Maximum 250 words.)  
  • Anticipated FLC Outcomes: What do you want the faculty to know, be able to do and/or value as a result of their participation in the FLC. (5 maximum)  
  • Delivery modality
  • FLC Session Descriptions: Briefly describe the focus of and activities associated with each planned session (4 required). We understand that the design may be revised during further development of the FLC. 
  • FLC Materials: List specific reference materials (e.g., book titles, journal article references, videos, guest speakers) you will or may use to design or deliver the FLC. We understand this list may change as your planning progresses.
  • Assessment: Describe how you plan to assess the impact or effectiveness of this FLC? How will you know the goal and outcomes have been met? (250 words maximum)

Submit a Proposal

Past FLCs

To help you gain a better understanding of FLC topics and potentially inspire the creation of new FLCs, explore previous FLC topics and their descriptions.

  • Digital Game-based learning for Experiential Education -- This FLC considered how video games facilitate experiential learning and what adaptations must be made to current teaching practices to fully leverage digital game-based learning. Participants engaged with video games as both text in hands-on activities, as well as theoretically, to understand video games as a literacy. (Spring 2023)
  • AI and Teaching and Learning in Higher Education -- This FLC explored current developments in higher education and ChatGPT/AI, instructional concerns and strategies for leveraging or mitigating the impact of this ever-evolving technology, including development of course policies, assignments and assessments. (Spring 2023, Fall 2023)
  • Facilitating Student Career Development – This FLC helped faculty identify opportunities for enhancing confidence and skills in leading career-related conversations with students in any discipline. Participants identified strategies to engage students in career planning and career development discussions both in and out of the classroom. (Year: 2020)
  • Teaching with a Global Perspective – This interdisciplinary FLC focused on how to better create classroom environments and learning experiences that help students become global citizens. The group explored and addressed issues encountered when assessing and redeveloping a course from a global perspective. (Year: 2019)
  • Large-Enrollment Course FLC – This FLC focused on supporting instructors who taught courses with high enrollment — either one or more sections of the same course with a total enrollment of 100 or more students in one term. (Year: 2018)
  • Reflective Practice FLC – In this FLC, faculty reflected on their teaching and learning practices and scholarship. Their theme was: “How do faculty create a more engaging classroom for today’s university students? (Year: 2017)
  • Start an FLC

    The Center for Teaching, Learning, and Assessment accepts proposals for Faculty Learning Communities on a rolling basis and offers three to four FLCs each academic year. Faculty are invited to submit a proposal via the online form. Proposals include information about facilitators, as well as the following:

    • A summary of the proposed FLC’s overarching goal, content, format, focus, and/or purpose. 
    • Anticipated FLC Outcomes
    • FLC Session Descriptions
    • Anticipated FLC Materials 
    • Description of how you plan to assess the impact or effectiveness of this FLC.
  • FLC Questions

    Question mark icon

    Have questions about FLCs or need more information about participating, facilitating or submitting a proposal? Send an email to the CTLA.