30 Components of FLCs

The degree of engagement in the components selected for an FLC can vary and may differ by type of FLC and institution. As an institution's experience with FLCs increases, the degree of engagement with each component and number of components involved will usually increase. When appropriate, the components should be considered globally with respect to the overall FLC Program and locally for each particular FLC. The links indicated below connect to more information and examples.

The material in this section of the website is organized by component to support the development of those components involved in directing an FLC Program and facilitating an FLC.

Click on an item below for more information on that item.

"F" below denotes a component is primarily the responsibility of an FLC Facilitator.
"D" denotes a component is the primary responsibility of the FLC Program Director
"FD" denotes a component is engaged jointly by the FLC Program Director and a Facilitator

Mission and Purpose

1 D Goals for the institution (What do you want the FLC Program to accomplish?)
2 FD Objectives for an FLC (How do you plan to bring about the above goals through specific objectives for an FLC?)


3 D What FLCs to offer for the year (cohorts, topics)
4 FD What issues and opportunities to address within each FLC


5 FD Leadership of the FLC Program and facilitation of an FLC
6 FD Selection procedures and criteria for membership in each FLC (striking a balance among disciplines, needs, gender, experience)
7 FD Public relations (advertising each FLC, recruiting applicants, and publicizing FLC activities and accomplishments)
8 FD Financial support and budgets


9 F Community (bonding of participants within the FLC; support; safety)
10 FD Partnerships (bridging to and cosponsoring with other programs and units inside and outside the institution)
11 FD Engagement: (serving the broader community: student and faculty organizations, K-12, other institutions, state-wide agencies, etc.)

Affiliated Participants

12 FD Faculty, TAs, administrative, or staff partners (mentors, consultants, practitioners, etc.)
13 F Student associates (undergraduate peer mentors, TAs, consultants, etc)

Meetings and Activities

14 F Seminars (length, frequency, topics; selection procedures by participants)
15 F Retreats (getting away, working and learning together)
16 F Conferences (getting away, learning from others)
17 F Social amenities and gatherings

Scholarly Process (Overview)

18 F The literature (articles and focus book)
19 F Focus course or project (syllabus, TGI, CATs, SGID, pilot, assessment)
20 F Individual teaching project or other project
21 FD Presentations, both on campus and at conferences (by individual members of the FLC and/or the entire group)
22 F Course or project mini-portfolio (prepared by each FLC member for his or her focus course or project)
23 F Publication (usually in a later year after the FLC)
24 F The scholarship of teaching and learning

Assessment (Overview)

25 FD Of faculty or staff development of the participants: Case report, Likert and open-ended survey, and Results
26 D Of FLC program components: Case report, Likert and open-ended survey, and Results
27 FD Of student learning in the classes of FLC participants: Survey and Results

Enablers/Rewards (Overview)

28 FD Reassigned (release) time for participants and the FLC facilitator
29 FD Professional expenses for participants and the FLC facilitator
30 FD Recognition by provost, deans, department chairs, colleagues

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.