Faculty Learning Communities
Faculty Learning Communities (FLCs) are cross-disciplinary cohorts of faculty who come together for a semester- or year-long exploration of a central topic related to teaching and/or scholarship. The FLC program offers faculty an opportunity to go beyond one-off workshops or discussions and build an interdisciplinary community around a guiding topic (Cox, 2004). FLCs can take many forms including monthly conversations guided by readings; working groups focused on a common problem (e.g., transitioning to R from other statistical programs, best practices for student peer review); or the development of a toolkit or other product to meet goals related to teaching, research, and learning.
2022-2023 Faculty Learning Communities
Faculty Learning Community: Alternative Grading Methods to Support the Learning Process for STEM Faculty
with Dr. Santiago Toledo, Associate Professor, CAS-Chemistry
Tuesday 12:30pm-2:00pm EST
Grading is an underutilized tool of course design. It has the potential to change the narrative of how students perceive and utilize feedback to grow in their learning process. Additionally, grading is a powerful tool to provide faculty with insights on the actual progress students make during a course. In the past few years, STEM faculty have started to embrace alternative grading methodologies that emphasize learning centered feedback and de-emphasize point systems. This faculty learning community will introduce the methodologies of specifications and mastery-based grading. The facilitator will launch this topic with a workshop based on his prior experience with these methodologies and continue with a semester-long opportunity to re-think how we structure grading in our courses.
Faculty Learning Community: Accessible Classrooms 101
with Dr. Tanja Aho (they/them), Professorial Lecturer, American Studies
Wednesday 1:00pm-2:30pm EST
This faculty learning community will offer practical tools to make your classrooms more accessible. We will use universal design principles to expand our knowledge of and practice in building accessible learning spaces. Based on disability justice principles, we will think through how to create access intimacy that cherishes disabled and neurodivergent students and faculty. We will cover various components of teaching, from syllabi and reading materials to classroom practices and testing strategies. Each session will offer concrete strategies as well as a space to ask questions and discuss access-related concerns.
The FLC creates a space for faculty to collectively think through and actively respond to these issues in our classrooms. Participants will:
Understand how power dynamics, including systemic racial, class, disability, sexual & gender expression inequalities and their intersections, shape our classrooms and our lives;
Recognize culturally sustaining pedagogy as a self-reflexive ongoing practice, rather than only as a set of skills and tools;
Build some nuanced culturally sustaining curricular and pedagogical strategies including syllabi, assignments, and classroom policies;
Develop a community of practice to engage these questions in an ongoing and critically supportive manner.
Past Faculty Learning Communities
FLC 2019 - 2020
Three FLCs were facilitated during the Spring 2020 semester. Each FLC includes the description, facilitator, and final products if applicable.