Faculty Learning Communities

Faculty Learning Communities

As part of the CITL's mission to promote transformative learning experiences for IUB instructors, the CITL sponsors multiple Faculty Learning Communities (FLC) each year. FLCs at Indiana University Bloomington are cohorts of faculty members, often from different disciplines or fields of study, who ask questions about teaching and learning, try out teaching innovations, assess student learning, create new models of practice, and publish scholarship about their work. Each FLC shares a question, a set of problems, or an interest in a topic, as members deepen their knowledge and expertise in this area by interacting on an ongoing basis.

Like the Communities of Inquiry that are at the core of the CITL's Scholarship of Teaching and Learning Program, FLC members work together to produce outcomes or products about teaching and learning. Faculty members in such communities engage in scholarly teaching and student-centered learning, collaborating within a collegial framework that offers peer review and support. Participants receive $750 for professional development needs, such as travel to present findings and resources for additional work in the FLC. All full-time IUB faculty members, both tenure track and non-tenure track, are eligible to participate in funded FLCs.

Upcoming FLCs

Students as Partners in SoTL

“Students as Partners in higher education re-envisions students and [faculty] as active collaborators in teaching and learning” (Mercer-Mapstone, et al., 2017, p. 1). These partnerships may occur in subject-based research and inquiry, scholarship of teaching and learning (SoTL), curriculum design and pedagogy, or learning, teaching, and assessment. In this FLC, faculty and undergraduate student participants will explore what collaborating as partners looks like in SoTL, including the benefits, challenges, and opportunities from each perspective.  We will explore the utility of SoTL as a viable undergraduate research experience for the students as well as the utility of undergraduates as research support for faculty members involved in SoTL work. As a final product, participants will make recommendations to create a plan for engaging IUB faculty and undergraduate students in collaborative SoTL work.    

Gender Diversity in STEM

This FLC, co-sponsored by CITL and CEWiT, will support STEM instructors who want to create equitable and inclusive classrooms that support the learning of each student. Topics will include raising awareness around gender climate in STEM classes, identifying issues around retention of both students and instructors in STEM fields, designing accessible content, and implementing inclusive practices. Members will transform their courses to increase gender diversity and enhance academic success. The results will be documented and shared to extend the impact of these transformations.

Providing Students Feedback Through the Student Engagement Roster

How can we provide students with meaningful feedback, particularly in ways that cut across their various classes at IUB? This learning community will bring together faculty members and advisors to explore the possibilities of the new Student Engagement Roster (SER), a tool designed to provide students with a wide range of feedback about their academic performance, as well as to make recommendations for improvement. Participants will learn more about SER’s functionality, identify best practices for making SER-generated feedback meaningful to students, and explore ways that faculty, advisors, and other support staff can work together to promote student success.

Professional Development for Non-Tenure Track Faculty

What opportunities for professional development are available at IUB for non-tenure track (NTT) faculty? Whether you’re new to IUB or have been at the university for a longer time, you may not be aware of all the possibilities. This FLC will focus on identifying and exploring paths for professional development for NTT faculty in the areas of teaching, research, and service. FLC participants will create a plan for their own professional development by articulating strategies to address areas in their professional lives that they would like to develop further. In addition, as a way of supporting the wider NTT community at IUB, participants will identify paths and activities available for the professional development of NTT faculty at all levels. Participants will also have opportunities to network and collaborate with colleagues both within the FLC and in the broader campus community. All full-time non-tenure track faculty, regardless of time at IUB, rank, or discipline, are welcome to apply. 

Note: This FLC does not provide funding for participants.

Developing Local Pedagogy Leaders FLC

We recognize that departmental efforts to support teaching and learning are often more successful and sustainable when faculty members take leadership roles in those endeavors. Such local leaders understand departmental culture, unique curricular and disciplinary contexts, and specific student needs. In this learning community, we will explore ways to best develop and utilize local pedagogy leaders to meet departmental needs. Participants will:

 

  • Identify their departments’ goals regarding teaching and learning
  • Identify and utilize department-level knowledge and expertise on teaching
  • Identify and practice skills for mentoring junior faculty on teaching issues
  • Examine various approaches to supporting teaching and select ones that best match departmental needs and culture
  • Build effective partnerships with CITL staff members to support departmental efforts
  • Explore strategies for engaging colleagues and building support for new teaching initiatives
  • Develop a pilot project for addressing teaching concerns and/or goals in their departments

 

Since participants in this FLC will be taking some leadership roles in their departments, we ask that you talk with your department chair to gain their support before applying.

Other Active FLCs

Past FLCs