Faculty Learning Communities


Faculty learning communities (FLC) provide one way to enhance teaching and learning by instilling community and scholarly discussions (Harrington & Zakrajsek, 2017). Cox (2004) defined FLCs as a group of faculty who engage in reflective and collaborative conversations about teaching and learning. Comprised of a recommended group of 8-12 faculty members, a FLC meets every 3 weeks to explore a multidisciplinary topic and create a plan to implement teaching strategies (Cox, 2004). FLC facilitators design, implement, and evaluate the FLC with a final showcase where FLC members present and reflect on their learning experiences (Cox, 2016).


FLC Goals

  • Build a community of faculty to engage in conversations on teaching and learning
  • Enhance collaborative relationships among faculty in different disciplines
  • Foster reflection on teaching and learning
  • Foster application of teaching and learning strategies


Faculty Learning Communities

  • Team-Based Learning (TBL)

    Team base learning in the Social Sciences and humanities book cover


     In spring 2018, Dr. Michael Sweet, who is one of the leading scholars in Team-Based Learning (TBL), delivered a workshop on the Edinburg and Brownsville campus. Based on wonderful feedback and engagement among UTRGV faculty. In this FLC, we will explore four essential elements: (1) using teams effectively, (2) readiness assurance tests, (3) application activities, and (4) student-to-student evaluation. Faculty will identify important elements of TBL, practice using TBL principles, and reflect on how to apply TBL principles to teaching and learning.

  • Dynamic Lecturing

    dynamic leacturing | Research based strategies to enhance lecture effectiveness book cover

    Lecture has been an important part of teaching and learning in postsecondary education (Harrington & Zakrajsek, 2017). Due to recent findings about active learning (Freeman et al., 2014; Prince, 2004), some researchers and teachers contend that college instructors should eliminate lectures in favor of active learning. However, when instructors use interactive and dynamic lectures to tell a story, emphasize main points, and build foundational knowledge, lectures play an important role in teaching and learning (BaetenDochy, & Sruyven, 2013; Harrington & Zakrajsek, 2017). In this FLC, we will explore different types of lectures as well as strategies to activate prior knowledge, capture attention and emphasize main points, use multimedia and technology, foster reflection, and use retrieval practice. After participating in this FLC, faculty will be able to create dynamic lectures with active learning strategies to enhance learning.

  • Scholarship of Teaching and Learning (SOTL)

    Scholarship of teaching and learning book cover

    The purpose of this FLC is for faculty to engage in conversations about the Scholarship of Teaching and Learning (SOTL). SOTL is the study of effective teaching and learning through research and reflection as well as disseminating findings through publications, presentations, and public displays (Bishop-Clark & Dietz-Uhler, 2012). When faculty members conduct a SOTL project, they create and evaluate research studies in teaching and learning. Such a shift from a discipline-specific research question to SOTL (e.g., Does lecture or lecture plus active learning produce greater benefits in first-year college students' learning and academic performance?) creates opportunities to improve and understand teaching and learning. In this FLC, we will identify create a plan to (1) generate a research idea, (2) design the study, (3) collect data, (4) analyze data, and (5) present or publish results. After participating in this FLC, participants will be able to design a research study with implications for teaching and learning.