The Office of Faculty Development

Faculty Learning Communities

A Faculty Learning Community (FLC) is a cross-disciplinary faculty and staff group from six to fifteen members. These members engage in an active, collaborative, semester- or year-long program with a set curriculum and specific objectives and deliverables. Faculty Development FLCs include a focus on enhancing teaching, learning and scholarship. An FLC has frequent seminars and activities that provide learning, development, discussion of relevant scholarship, and community building practices. Members of an FLC may select a focus course or project in which to try out innovations, assess student learning, and prepare a course or project mini-portfolio; pursue an intellectual question or body of scholarship in order to become more current in their field; or work with colleagues to solve a common disciplinary or institutional problem.

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  • Chair Learning Community (Fall 2021 & Spring 2022)

    Brief DescriptionThe purpose of the Chair Learning Community (CLC) is to provide professional learning and support to new and future Department Chairs in alignment with Chico State’s commitment to shared governance, transparency, and inclusivity. This community will nurture an ongoing culture of mentorship to inspire and empower future faculty leaders. Department Chairs starting their first year of service as chair will have priority. Vice Chairs or other faculty who plan on serving in the role in the future are also encouraged to apply. Read the full call for applications. (Google Doc)

    CLC Lead: Holly Nevarez (Chair of Public Health and Health Services Administration/Executive Chair) & Kevin Patton (Chair of Kinesiology)

  • Raising Critical Consciousness: Working Toward Establishing Anti-Racist Learning Environments (Fall 2021)

    Brief DescriptionFaculty Development invites all faculty (tenured, tenure-track, and lecturers) to participate in a new Raising Critical Consciousness faculty learning community. In this FLC, participants are invited to critically examine systems of power in order to explore their own racial literacy and begin to plan concrete steps toward developing and nurturing anti-racist learning environments. Possible strategies include removing barriers to opportunity for diverse student populations, improving representation in curricula, and revising assessment practices to reduce inequities. The FLC workshop meetings will be offered virtually via Zoom, while the team meetings can be scheduled either virtually or in person based on the team member's preferences (but according to the University Covid-19 guidelines).  Read the full call for applications. (Google Doc)

    FLC Lead: Paul Bailey, Lecturer, Department of Mathematics & Statistics and School of Education

Spring 2022

  • Closing the Equity Gaps FLC (Spring 2022)

    Brief Description: In this FLC, participants are invited to think about the effects of equity and inclusion on our primary goal of student success. During the FLC, participants will be asked to access the Faculty Grades and Equity Gaps Dashboard and engage with data from their courses. The goal is to create a space for faculty to understand the meaning of this data, discuss best practices for increasing elements of equity and diversity in their classes, and design assignments and activities that promote inclusion. Read the full call for applications. (Google Doc)

    FLC Lead: Erik Wasinger

  • Faculty Writing Community (FWC) (Spring 2022)

    Brief Description: The Office of Faculty Development (FDEV) is sponsoring a Faculty Writing Community in Spring 2022 with the goal to create a space for faculty to share their research ideas and publication goals, while supporting and motivating each other. Faculty will be working in cohorts led by four to five facilitators (depending on the number of applications received). The key deliverable of the Writing Community is the completion of a preliminary draft for publication or other purposes (conference paper and/or presentation, book or dissertation chapter, book proposal, article, grant proposal, etc.). Read the full call for applications. (Google Doc)

  • Hyflex and Inclusive Pedagogy (HIP) FLC (Spring 2022)

    Brief Description: In this FLC, participants are invited to think about Universal Design for Learning, inclusion, and accessibility in the design of their assignments, assessments, and activities as primary goals of student success. During the FLC, participants will be guided through the creation of interactive lectures, activities, and assignments that align to principles, guidelines, and checkpoints of Universal Design for Learning. The goal is to create a space for faculty to discuss and trial pedagogies focused on enhancing student engagement, increasing access within their classes, and promoting the Universal Design of assignments and activities to promote inclusion. Read the full call for applications. (Google Doc)

    FLC Lead: Jamie Gunderson

  • Teaching Climate Change & Resilience (TCCR) FLC (Spring 2022)

    Brief Description: In this FLC, participants are invited to think about teaching and learning with a focus on climate change and resilience. Our goal is to support teaching across the disciplines by creating a workshop that does not require you to leave your existing subject matter. We will come to you with class materials that are well researched, relevant, and relatable! Our conversations will be driven by the questions that emerge from participants’ existing classes. What is keeping you from discussing climate change more in your classes, and how can we solve it together? Read the full call for applications. (Google Doc)

    FLC Lead: Mark Stemen

    Visit the Teaching Climate Change & Resilience page!