Faculty Learning Communities

Connect and Grow: Join a Faculty Learning Community

Faculty Learning Communities (FLCs) are your space to connect with colleagues across campus and deepen your teaching practice. These vibrant groups provide a supportive environment to explore pedagogical challenges, experiment with new ideas, and enhance student learning.

Why Join an FLC?

• Collaborate with Peers: Engage with an interdisciplinary group of faculty to gain diverse perspectives and build your professional network.
• Explore Innovating Teaching: Investigate and implement evidence-based teaching strategies in a confidential, feedback-rich setting.
• Drive Your Own Learning: FLCs are member-driven. Your group will choose its own topic, set its own schedule, and define its own goals and projects.

Whether you want to solve a specific teaching problem, explore a new pedagogical theory, or simply connect with peers, an FLC provides the structure and community to help you achieve your goals.

Explore the Faculty Learning Communities (FLCs) for Fall 2025 below. To join, please register using the link provided below.

• Registration Deadline: Friday, September 26.
• Next Steps: After the deadline, your FLC facilitator will contact all members to establish a meeting schedule.

Register Here

1. Universal Design

• • Dr. Emma Wood, Assistant Dean for Educator Preparation, College of Education
    • Join colleagues from across campus in a collaborative exploration of Universal Design for Learning (UDL). Through reading and conversation, we’ll consider how this flexible framework can strengthen accessibility, engagement, and student success in higher education. This book club offers both theory and shared practice as we apply UDL principles to our own teaching contexts. BOOK PROVIDED

2. AI Integration Framework (Zoom)

• • Professor Kaywin Cottle, Clinical Instructor of Teaching and Educational Studies
    • Are you interested in responsible ways to include generative AI in your workflows as a faculty member? This Faculty Learning Community will bring together faculty from across disciplines to explore practical applications, discuss implementation challenges, and refine best practices for AI integration. Through collaborative dialogue and hands-on activities, participants will develop strategies for leveraging generative AI in teaching, research, and service while maintaining academic integrity and addressing ethical concerns. 

3. Trauma-Informed Pedagogy in Higher Education: A Four-Part Development Series

• • Mel Anderson, Director of Policy Administration and Policy Officer
    • Description: This professional learning community is designed to facilitate the discussion and understanding of trauma-informed pedagogy in higher education. Participants will critically examine the intersections of traumatic experience and academic success, and will learn to recognize signs of trauma in student behavior while avoiding pathologizing and overstepping professional boundaries. The sessions emphasize the development of inclusive, resilient learning environments through practical classroom strategies that prioritize psychological safety, community trust, and instructor flexibility without compromising academic rigor.