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What are Faculty Learning Communities (FLCs)?

Professors may encounter similar issues in teaching, or questions about how to improve their teaching. The CTL encourages professors facing similar questions or issues to form FLCs, that is, informal work groups to investigate and discuss ways to improve their teaching. These undertakings are supported by the CTL, and can contribute to improving their own teaching skills, as well as the quality of education at KU.

Faculty members interested in a particular issue can propose an FLC team project, when calls for FLCs go out in the spring or summer. Upon acceptance of the team proposal, team members will meet regularly over a seven-month period to discuss and research their topic. They will then present their findings and conclusions at a final meeting for all the FLC teams.

Who are FLCs designed for?

Two types of FLC teams are possible.

Type 1

A team consisting entirely of tenure track professors.

Type 2

A team of both tenure track and non-tenure track professors or instructors (*including part-time lecturers)

Lecture and presentation skills for classroom teaching and/or conference presentations Type 2 teams should have at least one tenure track faculty member.

Topics for research

Any topic related to teaching, within these general parameters:

Topics related to teaching improvement can be discussed and summarized. Topics should be closely related to the improvement of particular courses.

Coaching sessions can be conducted either in English or in english, depending on the professor's preferences. Coaching is a requirement for most new faculty members (i.e., for those who come under the PTP requirements), but is open to all other KU professors as well.

Development of interdisciplinary curricula

Examples: Interdisciplinary communication; improving curricula within one's field; developing creative curriculum contents within one's field; managing a course with different sections taught by multiple professors.

Research and development of teaching methods

Examples: Teaching methods for in-depth major study; making courses more practical; sharing teaching experiences; developing and adapting creative teaching methods; developing better teaching methods to improve student understanding.

Improvement of English-Mediated Courses (EMC)

Examples: Improving EMC in one's field; effective delivery of class contents; encouraging student participation in EMCs.

Adapting new media to classes

Examples: Using clickers and other tools; using smart devices in education; effective use of G-Class.


Calls for new FLC teams will go out in the late spring or summer, and faculty members can propose teams and team projects for their topics of interest. If approved, each team will meet regularly to work on and discuss their topic, and will keep CTL updated on their progress by turning in meeting reports. At certain times in the process, funds will be disbursed to the account(s) of the team leader and/or members. Several meetings will be held, which all teams must attend: an initial orientation meeting; a mid-point progress meeting; and a final meeting at which the teams will present posters and summaries of their research findings.

All faculty members participating in FLCs are to gather to present and share their research results at this final meeting.

STEP1 Team Selection / Orientation  
STEP2 Initial Payment of Expenses Support  
STEP3 Interim Meeting  
STEP6 Second Payment of Expenses Support  
STEP5 Final Report Submission / Third Payment of Expenses Support  
STEP4 Selection of the Best Teams / Poster Presentation  

Program requirements

The following are mandatory for all FLC participants:

Regular attendance at team meetings Meeting reports from each team for its regular team meetings Attending the initial orientation session and mid-point meeting Participating in the final poster presentation session