Faculty Learning Communities

Programs & Services

WHAT IS AN FLC?

Faculty Learning Communities (FLCs) are informal cross-disciplinary groups that meet regularly to explore topics of shared interest. At 91¿´Æ¬, the Office of Teaching and Learning facilitates FLCs to bring faculty together across multiple disciplines and ranks to discuss meaningful issues related to teaching and learning. Within these groups, participants learn from each other, investigate and assess teaching methods within a supportive cohort, and reflect and become more purposeful about their current practice.

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a group of people discussing and writing notes

Definition

Faculty Learning Communities (FLCs) are not casual meetings of continuously revolving faculty. Unlike teaching circles, book clubs, seminars or lunch discussion groups, FLCs require a longer-term commitment from faculty members, usually over the course of multiple academic terms. Faculty participants invest their time, energy, and expertise, sometimes sharing their vulnerabilities within the group. FLCs are intended to be more intensive than the typical professional development programs, and aim to foster deep, positive, and collaborative relationships across the university. When done well, FLCs can mitigate the individualism of departmental structures and reduce the sense of isolation some faculty may experience.

FLC vs. CoP

While faculty learning communities (FLCs) and communities of practice (CoPs) share similarities, they differ in professional development approaches. Here are the main distinctions:Ìý

ElementsFaculty Learning Communities (FLC)Communities of Practice (CoP)
FacilitationFLCs have a pre-determined facilitator who structures the program and guides community development.In CoPs, facilitation is shared with distributed leadership or coordinators.
MembershipFLCs have defined, continuous membership throughout the full duration of the gatherings, with a strong encouragement of multidisciplinary membership.In CoPs, membership is not application-based, attendance expectations are more flexible, and multidisciplinary membership may or may not be of interest depending on the domain.Ìý
Level of ParticipationFLC members are expected to meet specific participation metrics.CoP members engage at varying levels depending on available time, relevance, and need for knowledge.Ìý
DeliverableFLC members are expected to generate a scholarly product.CoP members may also generate scholarship, but it is not a required expectation.Ìý

Examples of FLC/CoP Schedules

The FLC/CoP example schedule document provides a look at various ways to structure meetings based on meeting type and frequency.Ìý

Download FLC/CoP Schedule Document

FLC/CoP Opportunities

  • Current FLCs

    Thriving with AI FLC 25-26
    Exploring AI as a learning tool CoP
    Thriving in the classroom FLC
    International Society for Scholarship of teaching and learning research FLC
    Beyond the Institute: Neurodiversity in Higher Ed CoP

  • Upcoming FLCs/CoPs

    Thriving with Neurodiversity Advantage FLCÌý
    Complicated Authenticity in the Classroom CoPÌý

  • Recent FLCs/CoPs

    Exploring AI as a Learning Tool Community of Practice (CoP) 2024-2025
    ePorfolio Innovations Circle (ePIC) FLC 2024-2025
    Thriving in Color FLCÌý
    Allies and Advocates for Racial Justice in Educational Environments FLCÌý
    Keepin’ It Real FLCÌý

  • Past FLCs/CoPs

    Parenting and Productivity FLCÌý
    Trans* in College FLCÌý
    White Fragility FLCÌý

Resources

Community Agreements

Learn more about how to establish community agreements to facilitate a safe and open environment within your FLC or CoP.

View Community Agreements

Learning Community Engagements

Learn more about ways to engage with the OTL through consultations, communications, and co-sponsorships.

View Engagements

Have an idea for a new FLC? Email the OTL at otl@du.edu to submit your concept.

Email OTL