Opportunities to Engage in Dialogue About Faculty Learning Communities

You are invited to the

Institute for New and Experienced FLC Developers / Facilitators
June 18-21, 2008

and the

FLC Conference
June 21, 2008

at Claremont Graduate University
in Southern California

FLC developers and facilitators have been identified as the most important keys to FLC success. Developers/Facilitators can learn successful strategies and methods for designing, implementing, and facilitating FLCs and FLC programs at the 9th annual FLC Summer Institute and Conference. The 5th annual FLC Conference also is open to presenters and participants not in the institute.


Interested in starting or enhancing
Faculty Learning Communities on your campus?

Join colleagues at the 9th Annual
Institute & Conference
for Faculty Learning Community Developers / Facilitators

June 18-21, 2008

Institute participants will develop plans for their own FLCs. The 2008 Institute will be conducted by Milton D. Cox, Miami University and Leslie Ortquist-Ahrens, Otterbein College. The Institute has been cited as the most efficient way to prepare to facilitate or to enhance an FLC. The FLC Conference is part of the Institute for Developers/Facilitators.


Join us at the 5th Faculty Learning Community Conference!

June 21, 2008

Even if you are not attending the Institute, you are invited to share your FLC's outcomes, challenges, impact, and results and hear from others who have developed and participated in FLCs. See the call for proposals for more information.


Institute and Conference Site
Claremont Graduate University, Claremont, (Southern) California

Photo of Claremont Graduate University

What is a Faculty Learning Community?

A faculty learning community (FLC) is a cross-disciplinary group of faculty and professional staff of size 6-15 (8 to 12 is the recommended size) engaging in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, interdisciplinarity, the scholarship of teaching and learning, and community. A participant in a faculty learning community may select a focus course or project to try out innovations, assess resulting student learning, and prepare a course or project mini-portfolio; engage in biweekly seminars and some retreats; work with student associates; and present project results to the campus and at national conferences. 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.

FLCs have been implemented successfully at over 100 institutions - a full listing (in Microsoft Excel format) is available.

How do we start an FLC program?

The single most important element in their success has been the preparation of developers and facilitators. The FLC Developers' and Facilitators' Institute has been a primary source of preparation and support for FLC development. Although not required, we recommend you register in teams of 3 for maximum impact. There are a limited number of places available and individuals/teams will be accepted on a first-come, first-registered basis.

Where can I find more information?

Links to information about cost, location, meals, lodging, and registration for the Institutes and Conference are on the sidebar.

More information on creating and facilitating FLCs is available in Cox, M.D. & Richlin, L. (2004). Building Faculty Learning Communities. New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass or at the international FLC website.

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.