Faculty Learning Community (FLC) as a Conceptual Framework
An FLC is generally defined as a small group of cross-disciplinary faculty who “engage in an active and collaborative program with a curriculum focused on enhancing teaching and learning.”[i] FLCs have “the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing student learning.”[ii] In FLCs, faculty work together to “reflect on pedagogy and make changes in their own teaching practices to improve student learning outcomes.”[iii]
Participation in an FLC allows faculty to build relationships that enable them to learn from others, tackle practical problems, and develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring educational challenges.” [iv]
FLCs are designed to be collaborative spaces where participants can talk about what they are doing in their classrooms and strategize with peers as they encounter a variety of different pedagogical and technical challenges and successes. Recent research suggests that FLCs have significant value to educators, including strengthening relationships among colleagues, creating new instructional tools, and disseminating effective teaching practices.[i]
[i] Lisa Bosman & Philip Voglewede (2019) How Can a Faculty Community of Practice Change Classroom Practices?, College Teaching, 67:3, 177-187, DOI: 10.1080/87567555.2019.1594149
[i] Cox, M. (2004). “Introduction to Faculty Learning Communities.” in Building Faculty Learning Communities, Number 97, Spring 2004 issue of New Directions for Teaching and Learning. pg. 8.
[ii] Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005) Creating and sustaining professional learning communities. Research Report Number 637. London, England: General Teaching Council for England, Department of Education and Skills; 145.
[iii] McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (Vol. 45). Teachers College Press.