Faculty Learning Communities

 

 

What are Faculty Learing Communities (FLCs)?

FLCs are small groups of instructors that come together periodically to discuss a particular topic, issue, or practice. The goal is to advance teaching and learning through reflection, dialogue, and peer support, while building networks among instructors with common interests and a diversity of experience. There are a number of different opportunities to join an FLC on campus, including the TLTC's Elevate Fellows Program, the Office of Undergraduate Studies' Faculty Fellows Program, and various groups organized within colleges and departments. The TLTC routinely hosts a number of FLCs in the Fall and Spring semesters. 

 

Fall 2019 FLCs:

 

Diversity and Inclusion Learning Community: Queer Faculty Learning Community
FLC Coordinator: Alice Donlan, Teaching and Learning Transformation Center

Back by popular demand! The Queer Faculty Learning Community is a space for instructors from the LGBTQ+ community to discuss teaching and learning at the University of Maryland. We will use the TLTC's Fearless Teaching Framework to guide discussions of classroom climate, course content, evidence-based teaching practices, and valid assessment strategies through a queer lens. We will work to grow in our teaching practices, build community, and support LGBTQ+ instructors on campus.

Biweekly: Friday's from 1-2pm. Starting mid September.

If interested email adonlan@umd.edu

 

Online Course Design Learning Community (Registration Currently Full for this FLC)
FLC Coordinator: Louisa Nkrumah, Teaching and Learning Transformation Center

Are you new to teaching online? Do you have a speciic fully-online course to create or revise? If you answered "yes" and you can make the meetings joing us! This community will use the book, Jumpstart Your Online Classroom, to discuss aspects of online course design. Over the semester, participants will specifically work to create or revise an online course within ELMS.  During the last learning community session, participants will share their newly designed or revised course. This FLC is open to any instructor of record at UMD, and the TLTC will provide a copy of the book for FLC participants. Limited spots available on a first-come, first-served basis.

Biweekly: Wednesday's from 10-11:30am. Starting September 11th.

 

Diversity and Inclusion Learning Community: Teaching Neurodivergent Students
FLC Coordinator: Mira Azarm, Academy for Innovation and Entrepeneurship; Mary Beth Furst, Robert H. Smith School of Business

This FLC will expand upon the work of the Fall 2018 & Spring 2019 groups, and welcomes new members to join. Neurodiversity is a concept and a social movement that views differences in thought process or brain function as natural variations in the human genome, rather than diseases or disorders to be cured. Neurodivergent students (e.g. students with dyslexia, dyspraxia, autism spectrum disorder or ADD/ADHD) are enrolling in higher education in record numbers. When surveyed, many instructors feel that they are not trained to fully understand and meet the needs of these highly capable individuals with specific instructional strategies. The focus of this semester will be to better understand the gaps in serving neurodivergent students on the UMD campus, and to brainstorm ways to fill those gaps.
 
Biweekly: Monday's from 10-11am. Starting September 16th.
 
If interested email mazarm@umd.edu
 

 

Graduate Student Learning Community: Course Design for the Job Market
FLC Coordinator: Marissa Stewart, Assistant Director for Graduate Programs, TLTC

Graduate student instructors have a variety of different roles: they are students and teachers, mentees and mentors, trainees and also future colleagues. It can be difficult to manage these various identities and to know where there are resources to help prepare for their future careers. In addition to providing a space for graduate students to discuss their experiences as instructors at UMD, this learning community will also help graduate students prepare to develop their own course that they can use in their job application materials. We will discuss the process of backward course design,design learning outcomes for a hypothetical course, and work towards creating a sample syllabus. This learning community is open o any graduate student or postdoc at UMD with an interest in teaching. 
 
Biweekly: Wednesdays at noon. Starting September 11th
 
If interested email stewart7@umd.edu

 

Please note:

  • The FLC will be offered if we get at least 6 participants. Some in-person FLCs will be capped at approximately 12 participants.

  • Unless indicated otherwise in the description, the FLC meeting times will be decided based upon a schedule that works for the majority of interested participants.

  • Unless indicated otherwise, FLC meetings are in-person. 

  • FLCs will be expected to identify a deliverable that benefits the individuals within the group (e.g. completion of a teaching portfolio or ELMS course space), groups within the UMD, or broader higher education community (e.g. summary of best practices, recommendations or guidelines for faculty).

  • Where applicable, TLTC will consider requests for funding to disseminate an FLC’s deliverable(s) to a broader audience (e.g. campus workshop or conference presentation).