Faculty Learning Communities

Faculty Learning Communities (FLCs) are cohorts of 8-12 faculty who meet regularly over the course of a semester or year to engage in collaboration and discussion about teaching and learning (based on a specific theme or topic). Each spring, faculty have the opportunity to propose themes for faculty learning communities, followed by a period of application for participation. In addition, our Class of 1969 Teaching Fellows and Hesburgh Award Teaching Fellows programs are annual cohort-based FLCs for tenure track and tenured professors, and the Research Faculty Teaching Fellows program is an annual partnership with the Office of the Executive Vice President for Research (EVPR).

2017-18 Faculty Learning Communities

  • Best Practices in Teaching Innovation
    The main goal of this FLC is to explore and develop tools for effectively teaching innovation skills to students. During the 2016-17 academic year this FLC met regularly to explore the relationship between pedagogy and entrepreneurship/innovation. It will continue through the summer and Fall semesters with discussions and evaluations of methods and tools. New members are welcome to join the group for summer meetings and/or in the Fall semester. The overarching goal is to produce an innovation learning module designed to equip faculty from all disciplines to effectively incorporate fundamental “innovation skills” into their course objectives.

    Meeting Frequency Twice per month
    Semesters Fall (and Summer for those interested and available)
    Facilitators Brandy Stanfield-Nagel, Enterprise Innovation Institute
    Carol Subiño Sullivan, Center for Teaching and Learning
  • Connecting Across Generations
    As faculty, we grow older each year--and yet our students do not! Our shared experiences become fewer, and the world continues to change. What does this mean for our teaching? Members of this FLC will read and discuss relevant scholarly and popular articles focused on topics that affect our students' learning.  For instance, what's helpful to know about how the adolescent brain works? What is the impact of technology and social media on task performance, attention, individual agency, social integration or isolation? How can we connect with our students in meaningful ways even when the gap between our ages is growing? Our goal will be to create an online kit of materials that can be made available to faculty and incorporated into general faculty meetings, specific faculty mentoring programs, and departmental teaching groups.

    Meeting Frequency

    Every two weeks
    Semesters Fall
    Facilitators Dennis Hess, Chemical and Biomolecular Engineering

    Joyce Weinsheimer, Center for Teaching and Learning

  • Vertically Integrated Projects (VIP)
    The purpose of this FLC is to create opportunities for VIP instructors to learn from each other. We will focus on identifying and sharing effective pedagogical practices for the VIP context, considering issues like grading, team organization and management, funding, student persistence, cultivating student mentors, working with graduate students, and setting expectations for students with varied academic backgrounds and experience. Ultimately the group will produce a “VIP Advising for Dummies” resource guide for both new and returning VIP instructors.

    Meeting Frequency Every three weeks
    Semesters Fall and Spring
    Facilitators VIP Faculty Facilitators -- tba
    CTL facilitator -- Ruth Poproski

Teaching Fellows Programs

2016-17 Theme-Based FLCs
  • Best Practices for Teaching Innovation
    Facilitators: Brandy Stanfield-Nagel (Enterprise Innovation Institute) and Carol Subiño Sullivan (CTL)
    The main goal of this FLC is to explore effective methods for teaching topics like entrepreneurship and innovation. We will discuss and evaluate teaching methods used in some classes (e.g., flipped classrooms, journal-keeping, team projects, video projects, guest lectures, etc.), paying attention to evidence-based best practices and research. Ultimately, we will produce a web-based resource for faculty to help them navigate their options, optimize campus resources, and provide students with an education that effectively builds skills necessary for successful entrepreneurs and innovators.
  • Gathering and Responding to Feedback on Teaching
    Facilitators: Ruth Poproski (CTL), Monica Miller (Literature, Media, and Communication), and Ben Yang (GTRI)
    In this FLC, we will explore and assemble a collection of methods for objectively gathering feedback to measure instructional effectiveness and classroom climate throughout the semester. We will also identify best practices for interpreting and responding to the data that has been collected. (A curated list of relevant references will be provided to those interested in learning more.)
  • Stronger Together: Linking On-campus Instruction to Global Goals and Initiatives
    Facilitators: Joseph Bankoff (International Affairs) and Teresa Snow (Applied Physiology)
    Graduating "good global citizens" is a primary component of Georgia Tech's strategic plan. But, preparing global-ready students in the 21st century requires more than just including a study abroad experience in the undergraduate curriculum. In this learning community, we will explore the question of what we can do in on-campus courses to prepare students to be global leaders. We will explore how to embed activities that help students experience and value diversity into on-campus courses and how to involve on-campus students in virtual classes with students in major institutions abroad (e.g., Sciences Po, Moscow State University, and Tsinghua). The outcome of participation in this learning community will be a shared list of tangible ideas for building global leadership skills for students in our on-campus classes and a plan for coordinated virtual experiences for our students in Atlanta with major institutions abroad.
  • Team Science: Creating Scholars to Work Effectively on Interdisciplinary Research Teams
    Facilitators: Pamela Bhatti (Electrical and Computer Engineering) and Nancy Devino (Office of the Vice Provost for Graduate Education and Faculty Development)
    The main goal of this FLC is to explore effective methods for promoting skills and confidence among graduate students and postdoctoral scholars for participation in interdisciplinary research teams — referred to as "Team Science." We will begin by assessing existing Team Science tools (e.g., TeamScience.net and teamsciencetoolkit.cancer.gov). Then, we will further develop and evaluate Team Science training tools for the campus community. Ultimately, we hope to produce a web-based resource for faculty that provides a Team Science curriculum and a collection of road-tested strategies and exercises for faculty to support effective implementation of Team Science methods.