Faculty Learning Communities

Click here to sign up for a 2021-2022 Faculty Learning Community!

The Center for Teaching and Learning offers UGA faculty and post-doctoral scholars the opportunity for cohort-based instructional development through its Faculty Learning Communities (FLCs) program.

A Faculty Learning Community is a specifically structured community of practice that includes the key goals of building community, engaging in scholarly (evidenced-based) teaching, and the development of the Scholarship of Teaching and Learning (Cox & Richlin, 2004). The CTL provides $750 to each FLC to support community activities. FLCs may have as few as six or as many as sixteen participants. Participants meet approximately once every three weeks during the academic year.

flc image with faculty memberCTL FLCs have the additional goal of sharing the outcomes of their discussions with the larger teaching and learning community (either at UGA or beyond). This FLC Engagement Project (the FLC EP) might take many forms, such as a CTL workshop, resources for instructors at UGA, the development of curriculum to be implemented in academic courses at UGA, the submission of a journal article, a conference presentation, etc.

2021-2022 Faculty Learning Communities

 

Meeting times tbd by the group. 

The purpose of this faculty learning community is to explore models of mentoring that improve capacity-building mentoring relationships by utilizing proven strategies that encourage buy-in, engagement, and growth. Rooted in motivational, transformational leadership and mentoring theories, we will have critical discourse around topics that address larger, campus-wide questions around cultivating an ecosystem of mentoring at the University. If you've ever thought, "How can I reach this person and get them to buy into the vision?” or "How can I get my direct report(s) to be more independent and reach their fullest potential?" or "How can I help this graduate student develop critical thinking skills?" This FLC is for you!  

(facilitated by Jeremy Daniel & James Anderson, II, financial support from Faculty Affairs) 

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This FLC is aimed at faculty who wish to develop collaborative learning components of their classes, whether online or face-to-face. The design of the FLC involves two components. First, regular relaxed discussions of ideas and with other faculty in FLC meetings using short readings to provide focus for these discussions — this year we will use of the book Collaborative Learning Techniques: A Handbook for College Faculty by Barkley, Major, and Cross as a starting point. Second, each member of the FLC will develop and implement in their courses at least one idea employing collaborative learning techniques. In addition, participants will contribute to a document describing these ideas, their implementation, and a reflecting on its effectiveness; this document will be made publicly available.  

(facilitated by Adrian Burd & Gaylen Edwards) 

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You know that your students develop important skills in your classroom – skills like critical thinking, effective written and oral communication, global fluency, and proficiencies in specific technologies. But do your students recognize that they are in fact honing these skills in your courses? Do they know how to articulate to others that they have developed these skills? In this FLC, we will explore ways for you to help your students recognize and communicate the skills they hone in your classroom, and help them understand the vital role your classroom plays in preparing them for post-undergraduate success. 

(facilitated by Maggie O’BrienSarah Shannon, & Justin Burnley) 

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To be effective, educators must not only master their discipline, but must also learn how to communicate with their students. They must deeply listen, engage appropriately, participate in the moment, and think on their feet. Not surprisingly, these same communication skills are essential for student success as well.  

Improvisational theatre is an approach that has been used in many settings to promote and improve robust communication skills. This FLC will provide an orientation for improv techniques for faculty new to improvisational theatre as well as giving more experienced faculty a forum to expand on their skills. As a locus for both experiential work and discussion, the FLC will explore how the theory and practice of improvisational skills apply to pedagogy, critical thinking skills, and creativity.  

(facilitated by Edwin Sperr & Jonathan Haddad) 

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This ongoing FLC continues to work on action items supporting faculty in non-tenure-track (NTT) roles (e.g., lecturer, academic professional, clinical faculty, public service, research scientist, librarian, etc.). Building on prior years' work, the FLC will focus this year on topics including supporting new NTT faculty, building community, supporting a mentoring program, reviewing relevant UGA and USG policies, disseminating data and information on best practices for NTT faculty support, and providing relevant information more strategically to department heads and other campus leaders, including through the new website (nontenuretrack.uga.edu).  

(facilitated by John Brocato & Paul Matthews, financial support from Faculty Affairs) 

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The Service-Learning Scholarship and Research FLC supports faculty participants to understand, design and undertake scholarship of teaching & learning projects around academic service-learning pedagogy and related forms of community engagement. Participants should have experience with service-learning/community-engaged teaching and ideally should have a research question in mind relating to the pedagogy (e.g., impacts on students, community, faculty, or institution) which can be undertaken individually or as a team, with FLC support. The FLC will also collaborate on piloting the assessment instrument (Service-Learning Quality Assessment Tool) being developed for national dissemination.  

(facilitated by Paul Matthews) 

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This FLC will bring together an interdisciplinary perspective to explore the integration of sustainability concepts into our classrooms. Using primary literature as a launching off point, we will discuss value systems, inclusion strategies, world views, and different ways of knowing and learning.  Using our own courses as examples and opportunities for piloting new strategies, faculty will investigate student engagement while broadening our own understanding of education and sustainable communities. 

(facilitated by Tyra Byers & Malcolm Adams) 

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Our hope with this FLC is to bring together an interdisciplinary group of faculty to reflect on inclusivity in the classroom. We will explore the relationship between assignments and syllabus design within the context of diversity, equity, and inclusion. Members of this FLC will reflect on their syllabi and course assignments, working toward refinements that increase inclusion and move toward decolonization. We will also consider developing templates of syllabi and assignment ideas that may be used as resources for the CTL.  

(facilitated by Ashley Harlow and & Leslie Gordon Simons) 

Meeting time tbd by group 

This FLC will create a community of faculty members interested in researching writing practices and pedagogy. Together, we will discuss research design, methodologies, qualitative and quantitative data sources, and existing studies. Participants will be encouraged to 1) develop research projects, 2) collaborate on projects in development, 3) share projects in process, and 4) peer review study materials, proposals, and manuscripts drafts throughout the year. As a group, this FLC will establish a research agenda to investigate writing in and beyond the classroom and support university initiatives to strengthen UGA’s writing curriculum. Though the research agenda will be driven by participants’ interests, possible research topics might include student engagement with written feedback, integration of no-stakes writing in large lecture courses, benefits of peer review in STEM courses, best practices in assessment, and others. In addition, this group will consider and compile information on funding for writing-related research, such as local and federal grants. Ultimately, members of the FLC will be invited to bring their research projects and ideas to be shared and discussed with the goal of moving these projects along into journal article manuscripts and/or conference presentations by the end of the year. Progress on this body of research will be showcased on write.uga.edu to document the group’s interests and accomplishments and help recruit interested faculty and graduate students to join a research group the following year.  

(facilitated by Lindsey Harding & Sara Steger) 

Follow this link for more information about past CTL FLCs, 2007-2021. (PDF)

For more information about the CTL’s Faculty Learning Communities, please contact Ashley Harlow.

    
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