Faculty Learning Communities (FLCs) are focused on "a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done" (McGill & Beaty, 2001, p. 11). Faculty learning communities are more than just seminar series, formal committees, project teams, or support, self-development, or counseling groups.
College of Arts and Letters FLCs meet for a period of at least six months; have voluntary membership; meet at a designated time and in an environment conducive to learning; develop empathy among members; operate by consensus, not majority; develop their own culture, openness, and trust; engage complex problems; energize and empower participants; have the potential of transforming institutions into learning organizations; and are holistic in approach.
CAL FLCs typically meet once a month for an academic year, and activities range from some discussion around projects and/or readings to more hands-on building, creating, and doing. Some learning communities have specific products (e.g., grant proposals, courses, collaboratively constructed conference presentations, or manuscripts); others do not have set or specific products.
Building Bridges: Language, Acquisition, and Teaching
This year’s FLC will seek to engage participants in discussions about language acquisition and how it informs classroom practice. In monthly meetings, educators from all levels will discuss research findings, teaching approaches and techniques, and their intersection. Discussions will be tailored to the contexts and needs of the FLC participants.
Participants will meet on the last Wednesday of each month (January-April) in B342 Wells Hall. Additionally, meetings will be broadcasted/recorded through Zoom in order to allow flexible participation.
Language Learning in Online Environments (2014-15, 2013-14)
This FLC focused on language learning in online environments with the goal of expanding and enhancing blended and online course offerings across the College's language programs. In monthly meetings, faculty and academic staff discussed relevant topics on online learning, language learning, and their intersection. They also engaged in hands-on experience creating blended/online course models.