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Faculty Learning Communities

Faculty Learning Communities (FLCs) are small, cross-disciplinary groups of faculty engaged in collaborative learning around a specific teaching/learning or academic career topic over the course of a semester. The heart of each FLC takes place during regular meetings as members engage in collective, scholarly inquiry about their topic. Members of FLCs provide one another with collegial feedback as each member works to apply what they are learning to their own teaching practices or academic career.

 FLC Proposal Form (deadline for Fall FLC proposals:)

The goals of FLCs are to:

  • ​​​​​Support faculty learning and reflection around topics related to teaching/learning and academic career success.
  • ​​​Build community through discussions of our shared work.
  • Provide a supportive framework for faculty who seek to implement specific changes to their teaching or academic career.
  • Support teaching and career enhancement.
  • Promote the production of scholarship (e.g., presentations, publications) that disseminates innovations.

Faculty Learning Communities:

  • Meet 6-8 times over the course of one semester.
  • Meet at a regular time/place.
  • Led by knowledgeable facilitators.
  • Form each semester based on faculty ideas and interest.
  • Provide a framework for faculty to plan or implement concrete change by the end of the semester.

FLC topics:

Faculty members propose FLC topics that focus on our roles as educators and as professional academics.  FLCs could tackle topics like:

  • Contemplative practice in the classroom
  • Where to now? The tenured associate professors path
  • Digital storytelling
  • New department chairs
  • Making scientists: teaching STEM
  • Being an effective research mentor

Submit your proposal to lead a FLC by

FLC facilitator:

  • Proposes the topic of the FLC.
  • Recruits participants (4-6) (the CFD will assist).
  • Develops a meeting schedule and topics.
  • Develops a core set of readings/resources.
  • Facilitates regular meetings.
  • Submits a final product that describes the work of the FLC.
  • Disseminates the work of the FLC at a CFD and/or school/college seminar.
  • Receives $250 in PD funds for their leadership.


FLC participant:

  • Participates in scheduled meetings.
  • Develops a personal project related to the FLC topic.
  • Discusses and receives feedback on their project from other FLC members.
  • Produces a short summary (1-2 page) of their project and progress for the FLC Facilitator.


Final product: 

The final product may take either of the following forms:

  • A 1-2 page narrative from each FLC participant of course changes as a result of participation in the FLC with evidence of the changes (e.g., description of new learning modules; revised syllabi, assignments, pedagogies, or assessments). The FLC coordinator will collate these materials and will provide a cover narrative that summarizes the purpose of the FLC and introduces each member’s contributions.
  • A scholarly “white paper” authored by all members of the faculty learning community that articulates the issue of teaching and learning in postsecondary education that was the focus of the FLC. The white paper will include: (a) an abstract, (b) background information on the issue and problems addressed, (c) recommended strategies or solutions, (d) a conclusion, and (e) references (works cited).

 The final product submitted by the facilitator (by May 30, 2018)

Faculty Learning Community Proposal Form

Proposal Deadline:  (11:59 pm)


 Faculty Learning Communities Fall 2017


 Undergraduate Research

This Faculty Learning Community will engage in research-based discussions related to supporting student involvement in research in a classroom setting. We will develop resources to support faculty who currently or plan to engage in undergraduate research projects and support each other in redesign or development of research-based activities in the classroom. 

Facilitator: Lindsey Hamilton, Psychology

Meeting Dates/Times: 

Fridays, September 15, 29, October 13, 27, November 10 &17


Location: Lawrence Street Center, Suite 320

You only need to register once.

​​​​​​Register Here​

 Using Writing to Promote Learning

Facilitator: Rodney Herring

Meeting Dates/Time:  

Friday, February 17, 11-noon (CFD Conference Room, 320 Lawrence Street Center)

Friday, March 10, 11-noon (ORDE Conference Room, 300 Lawrence Street Center)

Friday, March 31, 11-noon (CFD Conference Room, 320 Lawrence Street Center)

Friday, April 14, 11- noon (ORDE Conference Room, 300 Lawrence Street Center)

Friday, April 28, 11-noon (CFD Conference Room, 320 Lawrence Street Center)​

You only need to register once.

Description: Writing-Intensive (WI) courses require students to write regularly as a means of learning course content. Writing has been shown to improve students' mastery of practical knowledge in fields of study across the university. So writing in such courses is not primarily a tool for assessing learning; it is a tool students use to develop their learning. WI courses are not limited to particular disciplines or class sizes. A large lecture in biology or history can use writing as successfully as an engineering or psychology seminar can. In this Faculty Learning Community, we will examine the writing-to-learn approach to writing pedagogy, consider examples of writing assignments and sequences in WI courses, and discuss strategies for responding to and evaluating student work. Participants will work toward creating one new project--e.g., a writing assignment, a revised assignment sequence, a syllabus that incorporates WI approaches to learning--and we will use some FLC meeting time to workshop these projects. This FLC will be facilitated by Rodney Herring, Assistant Professor of English and Director of Composition.



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