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Faculty Learning Communities

What are faculty learning communities?

A faculty learning community (FLC) is a group of faculty and professionals from various disciplines who meet over a defined period of time. The specific purpose of each FLC varies, but they all are based on the premise that the opportunity to work together in a supportive and collaborative environment contributes to successful faculty and staff development. FLCs can be topic or cohort based. Topic-based communities allow a group of faculty to explore their mutual interest in a specific area. Cohort-based communities focus on the unique needs of faculty and staff at a specific stage of their career or in certain roles (academic advisor, department chair, etc.). The learning community approach to faculty development is more structured, long-lasting, and goal-oriented than brown bag discussions, book clubs, and workshops. Learning communities are also small and flexible to the needs of their members. Perhaps most importantly, learning communities are a grassroots way to meet a wide variety of needs and interests.

Each learning community requires at least one member to serve as the facilitator of that group.  The facilitator’s job is to help the community meet its objectives through scheduling meetings, retreats, and other events, selecting readings and other material for discussion, and working with other campus stakeholders involved with faculty development to help assess the effectiveness of their faculty learning community.

For more general information about FLCs visit the following website:

Why do we have faculty learning communities at Brockport?

As reported in its May 2006 report, the Provost’s Advisory Committee on Faculty Development found that many faculty and staff report feeling isolated and disconnected from their peers outside of their department. The primary goal of the FLC program is to address this sense of isolation. FLCs also address President Halstead’s initiative of “career span professional development for faculty.” While the cohort model obviously accomplishes this initiative, the topic model gives faculty at various stages of their career a way to meet their needs. For example, FLCs for faculty going up for tenure or full professorship can be proposed.  FLCs decentralize faculty development thus helping faculty and staff take ownership over their professional development in a way that programs run directly by CELT and other departments cannot.

What is the timeline for the faculty learning community selection and implementation process?

April 6, 2015 Facilitator proposals for FLCs due
April 27, 2015 Faculty applications for participation in FLCs due
May 4, 2015 2015-2016 FLCs selected and facilitators notified
May 12, 2014 End of year/kick-off lunch for 2014-15 and 2015-16 FLCs
Summer 2015

Faculty Learning Community Facilitator Orientation
Facilitators work with CELT Director to plan communities

Fall-Spring 2015-16 FLCs run and facilitators meet with CELT director
Fall-Spring 2016-17 FLC members present on accomplishments


Faculty Learning Communities and Facilitators

Click on the FLC title to view a report summarizing that FLC's accomplishments, what they learned about the topic, and who to contact for information about the topic.

"Online Tools for Collaboration & Discussion" - Morag Martin (History)
"Writing and Learning in the Disciplines" - Robert Baker (English)

"Disability Studies" - Jessica Sniatecki (Health Science)
"Using Mobile Technologies for Student Learning and Engagement" - Pat Maxwell (Drake Library)
"Writing and Learning in the Disciplines" - Robert Baker (English)
"Thinking about Teaching the Intersections of Science, Ethics and Public Policy" - Susan Orr (Political Science)
"New Faculty FLC"- Tamoya Christie (Accounting, Economics, Finance & MIS)

"The Flipped Classroom: Best Practices and Strategies for Implementation and Assessment" – Laurie Cook (Biology)
"Student-Faculty Collaborative Research" – Denise Copelton (Sociology)
"Integrative Learning of Global Perspectives" – Eric Kaldor (Sociology)
"New Faculty" – Michael Ray (Health Science)
"Hybrid Teaching and Learning" – Jie Zhang (Education & Human Development)

"Chaos" – Gabriel Prajitura (Mathematics)
"GIS" – Jim Zollweg (Earth Science)
"Mid & Late Career" – Celia Watt (Health Science)
"New Faculty" – Jessica Sniatecki (Health Science)

"The Sustainability Imperative: Investigating Approaches to Integrating Sustainability within the Brockport Curriculum" – James Cordeiro (Business Administration & Economics)
"Bringing Classes Alive with Case Studies" – Dale Hartnett (Communication)
"Maximizing the Student Internship/Practicum Experience" – Heidi Byrne (Kinesiology Sport Studies & Physical Education)
"New Faculty Learning Community" – Holly Perry (Recreation & Leisure Studies)

"Large Classes" – Craig Mattern (Kinesiology Sport Studies & Physical Education)
"Student Leadership" – Lauren Lieberman (Kinesiology Sport Studies & Physical Education)
"Popular Culture" – Merrill Melnick (Kinesiology Sport Studies & Physical Education)
"Technology and Comprehension" – Pat Maxwell (Drake Library)
"New Faculty" – Jason Morris (Mathematics)

"Conducting Qualitative Research and Analyzing Descriptive Data" – Douglas  Feldman (Anthropology)
"Online Blended Learning: An FLC for Faculty of All Levels of Experience" – Pamela Haibach (Kinesiology, Sport Studies, & Physical Education)
"Exploring Service Learning" – Dale Hartnett (Communication)
"Dialogue on Diversity" – Chris Price (CELT Director)

"Using Research as a Teaching Tool" – Jason Dauenhauer (Social Work)
"Writing College Textbooks" – Amy Guptill (Sociology/Delta College) Report
"Active Learning" – Dawn Jones (Mathematics)
"Quantitative Research in the Social and Behavioral Sciences" – Celia Watt (Health Science)