Center for Excellence in Teaching and Learning

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To find out more about professional development funds and other rewards and expectations of FLC, please visit: FLC-FAQs


Please Cick on the FLC Title of Your Choice for More Information:


Facilitators: Nancy Bacharach (Teacher Development), and Teresa Heck (Kinesiology)

Co-teaching is a powerful framework that provides new opportunities for enhancing student learning. This FLC will explore the many ways the concept of co-teaching can be utilized in not only the delivery of instruction, but in assignments and coursework.

Flipping the Classroom

Facilitator: Jeanne Anderson (Information Media)

In this FLC faculty members will explore how we can turn the classroom on its head by delivering instruction online outside of class so that active learning, group collaboration, instructor feedback/support and homework can be addressed during class time.

Backward Design

Facilitator: Kate Pound (Earth and Atmospheric Sciences)

Briefly, Backward Design is a process in curriculum and lesson planning starts not by preparing lectures (i.e. learning experiences), but first by identifying the desired results. After that, the educator determines what acceptable evidence for those results having been achieved is, and only then plans the learning experiences and instruction to meet the goals.

Laboratory Pedagogy

Facilitator: Nate Winter (Chemistry and Physics)

The overarching purpose of this FLC is to explore and examine the current research and thinking of the pedagogy of laboratory experiences with a view to incorporating some of the strategies into the courses taught by the members.

Collaborative Learning

Facilitator: Miguel Chavez (Ethnic and Women's Studies)

The purpose of this FLC is to increase student engagement by redesigning courses to embed structured Collaborative Learning strategies that take into account scholarship on the relationship between group dynamics and student learning and create and redesign their courses.

LGBTQ Issues

Facilitator: Rachel Wexelbaum (Library Resources Services)

The members of this FLC are SCSU faculty, instructional staff, and other SCSU community members engaged in research on and teaching of LGBTIQ populations and issues. The purpose of this FLC is to explore theories and practices of heteronormativity in the attempt to identify heteronormative practices at SCSU.

Service Learning

Facilitator: Isolde Meuller (Foreign Languages)

The FLC on Service Learning would combine various aspects of three main focus areas: student learning, impact on community partner/s, and/or faculty. The group would conduct research and assessment on one or more of several topics in each of those areas.

Anti-Racist Pedagogy

Facilitator: Kyoko Kishimoto (Ethnic and Women's Studies)

The participants in this FLC are faculty who organize and/or have participated in the Anti-Racist Pedagogy workshop sponsored by CARE and the Multicultural Resource Center.

Contemplative Practices

Facilitator: Patricia Hauslein (Biological Science)

The purpose of this FLC would be to investigate various contemplative practices (CP) and explore implementation methods into teaching, learning, and pedagogy.


Introducing a New Opportunity from CETL:

Communities of Practice (CoP)!

If you are interested in learning more about a focused topic related to teaching and learning and in having on-going pre-scheduled reflective dialogues, here’s a new opportunity: CETL’s Communities of Practice Initiative.

Please click HERE to learn more about Communities of Practice and to access descriptions and applications for the 2013-2014 CoPs.


2012 -2013 FLC Program

For more information on last year's Faculty and Professional Learning Communities:

Please visit 2012 - 2013 FLCS


Lilly Conferences

We are proud to announce that our BYOD FLC, facilitated by Plamen Miltenoff, presented this spring at the Lilly Conference in Bethesda, MD




Definition of FLC

Milton Cox (2004) defined Faculty and Professional Learning Communities (FLCs) as “ cross disciplinary faculty and staff groups of six to fifteen members (eight to twelve is the recommended size) who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building” (pp. 8).

Expectations for Faculty and Professional Learning Communities

The most important thing to remember is that FLCs are intended to provide a supportive structure for whatever faculty currently do in relation to their professional development plans, not in addition to it. For instance, if a faculty member’s goal is to investigate the impact of an instructional strategy on the students taking a course, the FLC is expected to provide a supportive community of colleagues who have a similar goal.

True to their definition,

  • FLCs meet on a regular schedule throughout the school year. 
  • Every FLC has a facilitator who is also a participant.  FLC Facilitators meet regularly with other FLC facilitators and the CETL director to keep in contact, share ideas, and work through challenges as they arrive.
  • FLCs must have a strong sense of community.  Without that an FLC is no different than a series of independent faculty workshops.
  • FLCs must create a well-defined goal or goals culminating in a final project, completed within one academic year after which the group may continue to meet informally or formally.

Ideally projects are:

  • Interdisciplinary, related to teaching and learning.
  • Publish-able in an appropriate public platform:  a scholarly journal, a conference at a national, regional or local level, or even at SCSU as a technical report.
  • Reflective of qualitative and quantitative inquiry – anchored in existing research, rigorous, peer reviewed, etc.

Support from CETL for FLC projects:

We are very committed to supporting the FLCs in their work.  Here are some things we could do for you:

  • Help with locating mentors from among faculty to work with you.
  • Provide refreshments during FLC meetings
  • Provide or find funds in the university for supplies and resources such as software, books, speakers, etc.
  • Provide or help you find funds for travel to a teaching/learning workshop or conference.
  • Work with supervisors to ensure faculty get credit for this work in their retention, tenure, promotion proces


Now accepting applications for the 2013-2014 Interactive Teaching and Learning e-Handbook Team!

For detailed description of process, tasks, rewards, and expectations for the e-Handbook, please click on: 

Interactive Teaching and Learning e-Handbook