Faculty Learning Community (FLC)
Engaging students in classroom discussions is a common teaching strategy that takes place across disciplines, class sizes, and course levels.
Equitable and inclusive classroom discussions can support students' learning (Tanner, 2013). Yet fostering such discussions can be challenging:
- Some students may hesitate to participate in discussions, while others may dominate discussions.
- Instructors may find it difficult to facilitate discussions when a topic is “charged” – whether politically, socially, racially, etc.
- Instructors and students may be concerned with making (or addressing) a microaggression and may self-censor to the point of scarcely contributing.
Want to foster equitable and inclusive classroom discussions?
Take part in an interdisciplinary exchange where you can share with and learn from other instructors and the literature. As part of an FLC cohort, you'll participate in (five) monthly meetings held over the course of a term. All instructors are welcome!
The Fall 2025 cohort is now closed
The current FLC cohort meets in person for five monthly meetings, from 10:00 - 11:30am.
Scheduled meeting dates:
Thurs., Sept. 4 | Thurs., Oct. 9 | Thurs., Nov. 6 | Tues., Dec. 2 | Thurs., Jan. 8, 2026
Details
At each meeting, we'll discuss and practice different strategies for fostering equitable and inclusive classroom discussions that you can apply in your own course. Participants should be prepared to contribute to all meetings and share lessons learned with colleagues at or beyond, to support strategy implementation and information sharing.
This FLC aligns with 's and .
Time commitment
- 20-minute initial conversation
- Five 1.5-hour monthly meetings (held over the course of a term)
- Time to implement strategies in a course and gather feedback.
Benefits
Learn along with an interdisciplinary group of colleagues about evidence-based practices; share implementation ideas and experiences.
What is a Faculty Learning Community?
- A Faculty Learning Community (FLC) brings instructors together to connect with each other and engage in collaborative learning, encourage reflection, and support action around a central topic or challenge.
- FLCs are a well-established format for focusing on teaching development and supporting cultural transformation (Cox & McDonald, 2017; Petrone, 2004).
References
Cox, M. D., & McDonald, J. (2017). . In J. McDonald & A. Cater-Steel (Eds.), Communities of practice (pp. 47–72). Springer.
Petrone, M. (2004). . New Directions for Teaching and Learning, 97, 111–125.
Tanner, K. (2013). . CBE Life Sciences Education, 12(3), 322–331.
