Each year, the Center for Teaching and Learning sponsors and facilitates a number of faculty learning communities (FLCs), which are structured cohorts of faculty and staff that build community, engage in scholarly practice, and engage in the scholarship of teaching and learning (SoTL).
Adjunct Faculty Learning Community
The Adjunct Faculty Learning Community (AFLC) is designed to address pedagogical questions that adjunct faculty may have, and to help them meet fellow adjunct educators. The AFLC will also provide opportunities for adjunct faculty to reflect on what they have learned about teaching thus far, their strengths and areas for growth, and who they are as instructors. Find more information on the AFLC website.
Each participant who completes all parts for the AFLC will receive a $300 stipend. To apply, complete this application form by 9:00am on January 24th, 2025.
Service-Learning Faculty Learning Community
The in-person SL Faculty Learning Community (FLC) is ideal for faculty who want to develop or refine a service-learning course in a collaborative, supportive setting. Participants explore SL models, try on best practices, design experiences with community partners, and prepare for successful SL course implementation. Faculty benefit from engaging with an interdisciplinary group of colleagues and have access to guidance throughout the process.
The time commitment is approximately 12 hours total across six 90-minute sessions, with reading and course design in between. Participants earn a $300 for full participation. This FLC runs every spring semester. See full details and dates for the SL Faculty Learning Community.
This FLC is also offered asynchronously in both fall and spring. See SL Academy. Contact KaraBrascia@boisestate.edu with questions.
Designing for Student Success Faculty Learning Community
The Designing for Student Success Faculty Learning Community (DSS FLC) is intended for instructors who want to better support student success in their courses. Instructors in the DSS FLC will explore elements of course design, communication approaches, and teaching strategies that have been shown to increase success for first-generation college students and low-income students. As a community, participants will brainstorm ways to implement these ideas in their courses and troubleshoot potential challenges and barriers to implementation.
This year the CTL is partnering with the College of Arts and Sciences to offer this professional development opportunity to faculty from COAS who are teaching large enrollment, first year courses. Interested in learning more? Please read the full description of the DSS FLC, which includes information about how to apply.