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. 

How do I join an FLC?

Enrollment for Spring 2019 FLCs is currently open. Please fill out an application if you are interested in one of the Spring communities. 

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).


Spring 2019 FLCs:

Online Course Design Learning Community (re-opened enrollment!) 
FLC Coordinator: Louisa Nkrumah, Teaching and Learning Transformation Center

We had so much interest in the Fall that we're offering this one again! 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.  This FLC is open to any instructor of record at UMD, and the TLTC will provide a copy of the book for FLC participants. This FLC meets in-person on a biweekly basis. Two distinct sections will be offered: Mondays from 1:30-3pm starting February 11th or Tuesdays from 3-4:30pm starting February 12th.  Limited spots available on a first-come, first-served basis.

Diversity and Inclusion Learning Community: Teaching Neurodivergent Students (this FLC has met its registration limit)
FLC Coordinator: Mira Azarm, Academy for Innovation and Entrepeneurship

This FLC will expand upon the work of the Fall 2018 group, and welcomes new members to join. 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. This FLC is open to any instructor of record at UMD, and will meet biweekly from 2-3pm on Thursdays starting January 31.

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.


Threshold Concepts Learning Community: Pedagogical Applications for Course Designs

FLC Coordinator: Tom Mierzwa, Teaching and Learning Transformation Center

Threshold concepts can be described as ‘learning portals’ that transform ways of understanding ‘troublesome knowledge’ of a subject, discipline, or professional practice (Meyer and Land, 2005).  This FLC will examine explanations of threshold concepts through selected articles, curated presentations, and case examples. Building on these explanations, FLC participants will explore and develop applications of threshold concept pedagogy to selected learning activities in courses they teach. This FLC meets in-person bi-weekly on Wednesdays from 3:30-5pm starting February 13th. 

Sign up Today!