Give consideration to causes that central administrators are willing to support, for example early-career faculty (an important investment in the future), technology, diversity, and the first-year experience (retention). Look in the Examples section for descriptions of Miami FLCs.
Another source for FLCs will be faculty. For example, some faculty may have seen their majors graduate and enter graduate or professional programs that use problem-based learning (PBL). These faculty will lobby for an FLC on the topic of PBL. At Notre Dame, there is no statistics department, so faculty from various departments got together and initiated an FLC on Teaching Statistics.
There are planning documents that you can use to determine the components you wish to select for an FLC that you are designing.
This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.