Faculty Learning Communities
As part of the CITL's mission to promote transformative learning experiences for IUB instructors, the CITL sponsors multiple Faculty Learning Communities (FLC) each year. FLCs at Indiana University Bloomington are cohorts of faculty members, often from different disciplines or fields of study, who ask questions about teaching and learning, try out teaching innovations, assess student learning, create new models of practice, and publish scholarship about their work. Each FLC shares a question, a set of problems, or an interest in a topic, as members deepen their knowledge and expertise in this area by interacting on an ongoing basis.
Like the Communities of Inquiry that are at the core of the CITL’s Scholarship of Teaching and Learning Program, FLC members work together to produce outcomes or products about teaching and learning. Faculty members in such communities engage in scholarly teaching and student-centered learning, collaborating within a collegial framework that offers peer review and support. Participants receive $750 for professional development needs, such as travel to present findings and resources for additional work in the FLC. All full-time IUB faculty members—both tenure track and non-tenure track—are eligible to participate in funded FLCs.
The deadline for applying for the 2016-17 FLCs listed below is May 20, 2016. Download the 2016-17 application form as a Word document. Please note that individuals can only receive funding for one CITL-sponsored project at a time (e.g., no simultaneous FLC and grant funding).
Active Learning in Large Classes
Engaging students in active learning is known to increase student learning, both in the short and long term, but that level of engagement seems challenging in large classes. This FLC will explore ways that instructors can introduce active learning in even the largest of classes, help participants design and implements class activities, and introduce ways of determining their impact on student learning.
Developing Inclusive Teaching Practices
This FLC will examine the benefits of diverse classrooms and explore ways we can develop inclusive classroom climates that open learning to all students, including (but not limited to) individuals with identities related to race and ethnicity, sexual orientation and gender identity, international/national origin, dis/ability, religion, socioeconomic status, and veteran status. Topics may include implicit bias, managing discussion of hot topics, fostering diverse student interaction, and inclusive instructional approaches.
Improving Teaching and Learning through Ongoing Feedback
Improving teaching and learning is best accomplished when instructors have information and evidence to guide their work, and gathering student feedback throughout the semester can be key to this process. This feedback can include asking direct questions about how the course is going, collecting information about students’ understanding and performance, and helping students understand their own progress toward course goals. This FLC will explore various ways of gathering these different types of information—including through instructional technologies—as well as finding ways of taking action based on that feedback.
Other currently active FLCs:
- The Student Learning Analytics Fellows Program
- Fostering Classroom Inclusion
- Non-Tenure Track Faculty
- Preparing Future Professors
- History Learning Project
- Informatics Collegium
Past FLCs and related projects:
- Active Learning Online (2015-16)
- Collaborative Learning (2015-16)
- Media Production and Integration (2015-16)
- Envisioning Meaning and Visual Literacy (2014-15)
- Backward Course Design in Action (2014-15)
- Active Learning Spaces (2014-15)
- Flipping the Class
- Engaging Differences
- Transforming Undergraduate Education in STEM
- International Collaborative Across Bloomington (ICAB)
- Intrinsic Motivation and Play
- Paths to the Professoriate
- Affective Learning Project
- iPad Mobile Tablets
- Innovation in Large Courses
- Freshman Learning Project
- Informatics New Pedagogies—New Technologies Project