Faculty Learning Communities provide faculty the opportunity for sustained reflection on a substantial and timely teaching question. Grounded in the belief that teaching best happens in community, FLCs seek to bring faculty together across disciplines to investigate questions that matter to all our classrooms.
See below for details about our spring 2014 FLC on Engaging Students in the "Flipped" Classroom.
Who leads the FLC?
FLCs are typically facilitated by a faculty pair who take responsibility for organizing and convening the FLC, although all members participate in shaping the group's focus and conversations.
What is the time commitment?
FLCs are typically organized as a discussion group that meets regularly (usually biweekly) over the course of a semester to discuss readings chosen by the facilitators and participants. All participants will be expected to submit a brief final report assessing the impact of the FLC on their teaching within a semester of its conclusion.
Is there a stipend?
Faculty who participate in the FLC receive a stipend of $500.
How do I sign up?
Interested faculty should drop a note to Stacy Grooters by December 16th indicating which FLC they are interested in participating in. The FLC organizers will then be in touch regarding next steps.
Spring 2014: Engaging Students in the "Flipped" Classroom
Led by Heather Bleakley (Biology) and William Ewell (Political Science), this FLC will explore the theory and practice of "flipping" the classroom, moving content coverage outside the classroom so that class time can be devoted to more active engagement with the material. Working from a broad definition of "flipping" that doesn't necessarily involve technological solutions, this FLC will look at some of the recent research on inverted course design and invite faculty to experiment with "flipping" in their own classes.