The FLC Program Director's and Facilitator's Handbook, Sixth Edition

Table of Contents

Foreword

Acknowledgements

  1. Overview
    1. Inspirational Quotations About Learning Communities
    2. What are Faculty Learning Communities (FLCs)?
  2. The Role of Leadership and change for Faculty Learning Communities
  3. Examples
    1. Faculty Learning Communities at Miami University and Brief Descriptions of 129 FLCs of 54 Types
    2. B. The 2001-2004 FIPSE FLC Project - Their 60 FLCs, and Contact Information
  4. 30 Components of a Faculty Learning Community: Connections, Perspectives, FAQs, and Examples

    Mission and Purpose

    1. Goals for the institution
    2. Objectives for each FLC

    Curriculum

    1. What FLCs have to offer
    2. Issues, opportunities, and topics for each FLC

    Administration

    1. Facilitation: The facilitator of a particular FLC (by Roben Toroysan) and the FLC Program Director
    2. Selection procedures and criteria for membership
    3. Public relations
    4. Financial support and budgets

    Connections

    1. Community
    2. Partnerships, including serving as consultants
    3. Engagement

    Affiliated Participants

    1. Faculty, professional staff or administrative partners, mentors
    2. Student associates

    Meetings and Activities

    1. Seminars
    2. Retreats
    3. Conferences
    4. Social amenities and gatherings

    Scholarly Process

    1. The literature (including focus books)
    2. Focus course
    3. Individual teaching project
    4. Presentations, both on campus and at conferences
    5. Course mini-portfolio
    6. Publication
    7. The scholarship of teaching and learning

    Assessment

    1. Of faculty development of the FLC participants
    2. Of FLC program components
    3. Of student learning in courses of FLC participants

    Enablers/Rewards

    1. Reassigned (release) time for participants and the FLC facilitator
    2. Professional expenses for participants and the FLC facilitator
    3. Recognition by provost, deans, department chairs, colleagues
  1. FLC Program Director Items
    1. A Classification Scheme for FLCs
    2. FLCs as Change Agents
    3. Becoming a Learning Organization
    4. Senge’s Five Components for a Learning Organization and Ways FLCs Enable Them
  1. Key Items of Support for Both FLC Program Directors and Facilitators
  1. Bibliography/References (Specially Noted Focus Books and Key Articles Used in Miami’s FLCs)

Appendicies

  1. Documents illustrating an online process that enables faculty and staff to submit a proposal to their Teaching Center to have an FLC at their institution.
  2. An example of a teaching and learning expo that showcases the work of several FLCs and additional faculty development programs.
  3. Learning Communities Journal

This project has been supported in part by a grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.