The Faculty Learning Community (FLC) structure provides a supportive, collaborative, low-stakes environment for sharing the successes and challenges of trying out new ideas for improving student learning.

An FLC is a cohort of faculty who meet regularly for 1-2 years to work toward a shared goal to improve teaching and learning. Over that time, the cohort works together to research, consider, test, and assess innovative teaching strategies or high-impact practices.

What do all FLCs have in common?

Shared goals
Regular (usually monthly) meetings over two consecutive semesters
Stable membership (usually five to twelve members)
Collaboratively organized and facilitated with a leader
Collective inquiry
- identify specific needs or question the status quo
- seek new methods of teaching and learning
- test and assess specific methods
- reflect upon the results
Data-informed
Embedded into context-specific needs of a particular setting
Encourages innovation and risk-taking in a supportive environment

What are the benefits of FLCs?

Actively supports a culture of inquiry and teaching innovation
Reduces isolation and “pedagogical solitude” for faculty
Increases faculty interest in teaching and learning and commitment to the college mission
Builds leadership capacity through groups of inquiry
Provides safety and support for faculty to investigate, attempt, assess, and adopt new teaching methods
For students, increased learning that is distributed more equitably
For students, smaller achievement gaps among students who learn in different ways

Tips for Starting or Leading an FLC

Personally reach out to people who you know have strong positive qualities and who will be “champions” for your cause. Invite them to co-facilitate your group.
Encourage people to join, but don’t penalize those who miss meetings; continually reach out to bring them back into the group and help them get caught up.
Use a Google Team site and/or some other visual space to share information.
Work with senior administrators to create a reward and recognition program for participation.
Realize that sometimes personalities or groups just don’t “gel” at first. Keep your level of enthusiasm up, and your positive attitude will set the tone and eventually become contagious!
Do not allow the FLC meetings to become gripe sessions. Keep the agenda packed and moving. Allow folks to vent a little when necessary, then quickly brainstorm to find solutions!
Encourage broad-based participation, including faculty and staff from various ranks, disciplines, age groups, and cultural backgrounds. Note the strength of these diverse perspectives.
Expect fluidity in group membership and task – accept that some members will drop out over time. You can always include new members as the group evolves.
Feed the group if your meetings are during a meal time. People relax and become more social over food. You could even hold occasional celebrations over happy hour. (It may seem awkward at first, but you will be surprised at how quickly people find their commonalities and bond.)
If you have the resources available, take the faculty who complete the program to a conference. In addition to learning from conference sessions, the experience strengthens friendships and bonds among group members.

For more information about Faculty Learning Communities, check out the information developed by Dr. Milton Cox on the Miami University of Ohio website: http://www.units.miamioh.edu/flc/