Center for Innovative Teaching & Learning (CITL)
Faculty Learning Communities
Faculty Learning Communities (FLCs) provide a deep dive into a single subject over a year. FLCs are faculty-led communities of six to 12 members that are designed to foster communication across disciplines and drive innovation in teaching and learning. Members spend the year reading, researching, discussing and exploring solutions to an issue or question at the heart of their community’s inquiry. At the end of their projects, FLCS will share their work and products with the university community through various outreach events. Communities are formed and begin working at the start of the academic year (fall semester).
2021-2022 CITL Faculty Learning Communities
Below are the specific communities, faculty facilitator(s) and a description of the work they are engaging in throughout the current academic year. Please contact individual facilitators with questions about that group. For general questions about the FLC program, please contact CITL at firstname.lastname@example.org
Learning Analytics to Address Inequities in STEM
Facilitator: Sarah Lee, Integrative Biology (email@example.com)
Before disparities like achievement gaps in STEM can be addressed, they must be documented and understood. The long-term goals of this learning community are to:
- Identify questions about students and courses,
- Access, analyze and visualize de-identified data specific to each question,
- Reflect on data,
- Communicate results to home departments, and
- Develop strategies to address findings.
Language Teachers for Technology Literacy and Innovation
Facilitator: Matt Kessler, World Languages (firstname.lastname@example.org)
This faculty learning community is devoted to developing language teachers' literacy when it comes to engaging with and/or adopting different technologies in the classroom. Group sessions will focus on expanding teachers' knowledgebases of digital games and tools through a combination of peer-to-peer sharing activities, invited guest presentations discussing tips and best practices, and more.
Working the Process
Facilitator: Brianne Stanback, Health Sciences (email@example.com)
The purpose of Working the Process is to bring together a faculty community interested in learning more about different process writing assignments and activities, drafting or updating process writing assignments, developing strengths-based review strategies, and creating resources for future use. This FLC might make students, and maybe ourselves, better authors.
Developing Tomorrow's Researcher
Facilitator: Heather O’Leary, Anthropology (firstname.lastname@example.org)
Adjusting from mentoring in a classroom to actively structuring and managing a research lab is an abrupt transition that faculty receive surprisingly limited training to overcome. This FLC is designed to focus on innovative student research management techniques to streamline key dimensions like record-keeping, personnel development, and maintaining the heart of research.
Taking the Stress Out of Teaching Classes with International Students
Facilitators: Meghan Bratkovich, Foreign Language and ESOL Education (email@example.com) and Jane Harvey, INTO USF (firstname.lastname@example.org)
Since 2010, the number of international students at USF has risen from 1300 to around 4500, with the onus of adapting to teaching increasingly multilingual/multicultural classes left on faculty of all disciplines. This FLC is intended to explore teaching approaches and classroom strategies that reduce faculty stress and support the learning of all students, both domestic and international.
Developing Open-Access Media to Support Florida Interdisciplinary Climate Justice Education
Facilitator: Alexandra Panos, Literacy Studies (email@example.com)
Climate change, or the climate crisis, is widely understood to be a mega-challenge that exacerbates existing inequities and injustices. Teaching about the climate crisis, and how to act towards ecological justice, locally drives this Faculty Learning Community. As a group of cross-disciplinary and cross-campus faculty, we seek to develop, implement, and research interdisciplinary curricular materials that span the educational lifespan of Florida students in engaging with the unique needs of our precious and precarious environment.
Facilitating Critical Thinking through Student Writing
Facilitators: Morgan Gresham, English (firstname.lastname@example.org) and Alaina Tackitt, English (email@example.com)
Our Faculty Learning Community focuses on facilitating critical thinking by creating and cultivating resources for faculty and administrators related to the development, evaluation, and assessment of writing tasks that allow students to demonstrate critical thinking skills. Our broad goal is to expand conversations around critical thinking across the university and to contribute to a robust, interdisciplinary understanding of the concept. By co-constructing disciplinary definitions of critical thinking, synthesizing elements that are essential to our institutional goals and curriculum, and connecting them to broad contexts, such as the AAC&U Value Rubric, our FLC will design resources on teaching critical thinking skills, developing critical response tasks, evaluating student writing for critical thinking, and assessing the samples as connected to student learning outcomes. Members will be encouraged to construct writing tasks for their courses, which will allow us to include students and their feedback in our conversations and to operationalize evaluation and assessment approaches.