A Faculty Learning Community (FLC) is a group of trans-disciplinary faculty and professional staff engaged in an active, collaborative, year-long program focused on a specific topic or concern that is collaboratively pursued with an aim to enhance student outcomes and personal development. FLC participants, including facilitators, complete a project to try out innovations, assess resulting student and personal outcomes, and shows these results in a mini-portfolio. FLCs are fantastic stepping stones to full Scholarship of Teaching and Learning research, providing faculty with time to research a specific topic, create a mini-trial project, and design assessment protocols all with support from peers and CETL. Evidence shows that FLCs increase faculty interest in teaching and learning and provide safety and support for faculty to investigate, attempt, assess, and adopt new (to them) methods.

You can apply for Faculty Learning Communities online. Applications are due January 6. You may apply for two FLCs, but can only participate in 1. We allow multiple applications for instances in which FLCs receive too few or too many applications. FLCs will operate with 5–9 participants for each topic. 

  1. Active and Experiential Learning in Large Classes
    Facilitator: Joe Simard

    This FLC will focus on the teaching of larger classes (40+ students) using active and/or experiential learning techniques. If you use active/experiential teaching in smaller classes and would like to discuss how to continue these techniques in larger classes, or you teach large classes and would like to improve your use of these techniques then this FLC is for you.  
  2. High Impact E-Portfolios for 21st Century Learning 
    Facilitator: Jennifer Gennaco

    Student e-portfolios are student-controlled digital space (a website) for collecting, selecting, reflecting, and connecting their academic and co-curricular experiences at UNE. This FLC will provide a supportive environment for experimentation with e-portfolios with the aim of incorporating e-portfolio use and meaningful student reflection into course work. Specifically, this learning community will address Strategic Plan 1.4.2, “Establish an electronic portfolio platform for students that will allow them to create and build a professional digital presence and enhance their ownership of their learning experiences.”
  3. Inquiry-Based Learning
    Facilitator: Craig Tennenhouse

    Inquiry-Based Learning (IBL) is an active learning method that starts with a question that leads students to be the producers of their own learning materials, teaching themselves and their peers through collaborative efforts in the classroom. It can be enacted as simply as flipping a few class meetings or using think-pair-share throughout the semester, and as thoroughly as being given a framework of material coverage with well-constructed questions while experiencing the production of topical principles oneself. All IBL involves student participation and presentation of work in the classroom, with the instructor serving as a coach or facilitator to direct conversation and provide clarification only when necessary.
  4. Integrating Digital Health into your Curriculum
    Facilitators: Nan Solomons and Susan Wehry

    Revising an already packed curriculum to include digital health content is a herculean task for anyone. This FLC is envisioned as a one-year initiative where health professions faculty will work together to reframe their course content to include greater digital health content. The focus of the FLC will be on changes you can make in your own classes, not on larger, program-level curricular mapping. 
  5. Self-Reflection to Enhance Student Engagement, Academic Performance, and Clinical Judgment
    Facilitators: Debra Kramlich and Adrienne McAuley

    Self-reflection is an important component of development across all domains of learning. Facilitating meaningful self-reflection in our students fosters their habits of mind and ensures that they will be lifelong learners. Self-reflection is especially relevant for experiential learning in which the students are likely to gain different benefits from the same opportunities depending on their prior knowledge, skills, and attitudes. In addition, the ability to reflect openly on one's own strengths and areas needing improvement — albeit one small part of self-reflection — is a very desirable quality that colleagues, mentors, and supervisors all value in recent graduates. Studies have demonstrated that fostering self-reflection in health profession education promotes deeper learning, improves clinical decision-making skills, and enhances empathy. This FLC will strive to enhance our own self-reflection as educators, as well as facilitating self-reflection skills in our learners.

We will schedule a kick-off event once membership in each FLC has been determined that describes the FLC process and at which groups will set objectives, start forming a group identity, and guidelines for operation. Inquiries about FLCs and the application process should be directed to Marc Ebenfield at (602-2845) or mebenfield@une.edu.

Participant agreement (PDF)

Criteria for selecting FLC participants:

  • Diversity of departments, colleges, programs (unless otherwise specified by FLC facilitator)
  • Participation in prior FLCs (spread the wealth)
  • One FLC per faculty member per year
  • Quality of answers to specific questions posed within each FLC application
  • Feasibility of the proposed topic
  • Limit of $3,000 to provide stipends of $500 for adjuncts to participate

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