Faculty Learning Communities (FLCs)
In Fall, 2013, three Faculty Learning Communities (FLCs) were formed as part of the UA AAU Undergraduate STEM Education Project. Members of the AAU Project Leadership Team developed the curriculum and acted as Facilitators. During the first year, the groups studied important peer-reviewed literature that documents the compelling evidence regarding the effectiveness of active learning strategies. They used the Learning Cycle as a foundation for creating learning tasks that encourage students to explore topics before concepts are introduced and to apply what they have learned after the concepts have been explained.
In subsequent semesters, the FLCs read books such as Make It Stick by Brown, Roediger and McDaniel, 2014 and Small Teaching by James M. Lang, 2016. To learn from one another, they often perform peer observations. The program has grown considerably. Nine groups (with new and returning members) met in Fall 2016, Spring 2017, Fall 2017 and Spring 2018.
In Spring 2017, the semester began with an All-Members Kickoff that focused on teaching students how to learn and the groups often focused their discussions on the learning strategies included in the Learning to Learn Series. The semester wrapped up with a workshop with renowned educator, Saundra McGuire. In Fall 2017, the theme was inclusive excellence and in Spring 2018, the theme was formative assessment. The groups of 7-10 faculty members meet seven times throughout the semester.
In Summer 2017, Tom Wilson, Honors College, led efforts to clearly define and document the Mission, Goals, Expected Outcomes, Assessment Plan and Implementation Strategies for the UA Faculty Learning Communities Program. With support from the Association of American Universities (AAU), Mary Sorcinelli, University of Massachusetts Amherst, contributed to this effort.
FLC Schedule - Fall 2018
Typically, nine or more FLC groups of 7-10 people meet for one-hour seven times throughout the semester. In addition, the members of all of the groups meet together for a kick-off at the beginning of the semester and a wrap-up at the end of the semester. The FLC Meeting Schedules for Fall 2018 are available at the link below.
Registration for Fall 2018
Registration for Fall 2018 is currently underway. Please contact Sarah Grace at email@example.com if interested in joining an FLC.
Fall 2018 FLC Registration - please contact firstname.lastname@example.org
Guide to the UA Learning Initiative Faculty Learning Communities
The Mission, Goals, Expected Outcomes, Assessment Plan and Implementation Strategies for the UA Faculty Learning Communities Program are available at the below links. To learn more, please contact Tom Wilson at email@example.com.
FLC Learning Logs and Reflections
FLC members are encouraged to maintain a FLC Learning Log, individually or as a group. The Learning Logs can be used to prepare summative FLC Reflections at the end-of-semester. The FLC Reflections may be useful when preparing teaching portfolios which are required in all promotion dossiers. The end-of-semester-reflections could include:
- short reflections on the FLC experience;
- a summary of increased knowledge and confidence;
- a brief report on resources and services that were beneficial;
- a reflection on the participant's own engagement;
- an action plan for making changes to teaching;
- ideas for scholarly contributions; and
- needs and desires for further resources and services.
If you wish to learn more about Learning Logs and Reflections, please contact Mascha Gemein, firstname.lastname@example.org, in the Office of Instruction and Assessment.
Assessment Plan for UALI Faculty Learning Communities
The Assessment Plan for the UALI Faculty Learning Communities details the Individual and Institutional goals and defines the metrics that are used to ensure that the expected outcomes are achieved.
FLC Policies and Procedures
Policies and Procedures (P&P) have been established for the UALI Faculty Learning Communities to ensure that the necessary actions take place in a timely fashion in order to support the individual and institutional goals and objectives. The P&P provide guidelines for program directors, program administrators and faculty facilitators.