As part of the Faculty Center for Excellence in Teaching and Learning’s mission to promote transformative learning experiences for faculty at Stan State, we are excited about offering you opportunities for six different Faculty Learning Communities this year. Here are brief descriptions of each of them. We hope you will apply for/join us for any one that appeals to you! Please click on each FLC below for more details.

Fall 2023

We all know that course redesign is a challenging, lengthy process that requires abundant support and resources. Through the combination of two funding sources, we are excited to be offering a new faculty learning community (FLC) for STEM faculty who are ready to take a long-term, scaffolded approach to revising their curriculum and pedagogy towards equity-mindedness. This program will take place over a year and a half and will provide the guided support and collaboration that is needed for faculty to embrace and enact teaching practices that meet the unique needs of Stan State students.

Transforming Student Experience & Success in Gateway STEM Courses

This year-long FLC is designed for early and intermediate-level online/hybrid instructors who have a desire to advance their knowledge of the Quality Learning and Teaching (QLT) rubric, universal design for learning (UDL), and diversity, equity, inclusion, and sense of belonging (DEIB) in online/hybrid courses. Participants will design or remodel an online/hybrid course to align with course learning outcomes and DEIB commitments; expand understanding and implementation of active learning strategies in online courses; learn how to incorporate tech tools and work with instructional designers to support student learning and community; and engage in an informal course review utilizing the QLT rubric. The FLC will meet synchronously, online for a total of 10 sessions (five in the Fall, five in the Spring).

Quality Learning & Teaching (QLT)

Are you interested in learning more about the scholarship of teaching and learning? Are you looking to explore/improve your teaching practice through academic inquiry and publish/present this work? Using Cathy Bishop-Clark and Beth Dietz-Uhler’s Engaging in the Scholarship of Teaching and Learning: A Guide to the Process, and How to Develop a Project from Start to Finish, members of this collaborative FLC will support each other to develop research projects within their classrooms with the goal of enhancing teaching practices and contributing to the scholarship surrounding effective pedagogy.

Scholarship of Teaching & Learning (SoTL)

Collaborative Online International Learning (COIL) supports the achievement of global and transnational engagement goals through online course projects and international collaboration. The goal of COIL is to build community among Stan State faculty interested in global issues. COIL enhances faculty understanding of global learning, cross-cultural competency, and online active learning strategies.

Collaborative Online International Learning (COIL)

Throughout the 2023-2024 academic year, faculty will engage with the Critical Internationalization Studies Masterclass, produced by Drs. Santiago Castiello-Gutiérrez and Jhuliane Evelyn da Silva. Through an open-access online library of videos and supplemental resources, this masterclass will invite participants to understand the enduring colonial politics of knowledge while deepening and complexifying their engagements with internationalization in more self-reflexive and socially accountable ways.

Critical Internationalization Studies

Faculty will develop a deeper understanding of the relevance of globalizing the curriculum, recognizing the impact it can have on students' educational experiences and their future careers in an increasingly interconnected world. Faculty will learn how to effectively incorporate global content, examples, and collaborative projects into their teaching materials and course activities. Faculty will also explore various methods and tools for assessing global learning outcomes.

Internationalizing / Globalizing Your Curriculum

Spring 2023

Do you wish you had strategies to turn to when responding to and grading student writing? Are you teaching a WP course and want to develop or strengthen your ability to incorporate writing into your course (in any discipline)? Do you want to incorporate peer review into your courses but haven’t been happy with how that’s turned out? Join this FLC! Within this FLC, you’ll explore best practices in designing writing assignments, incorporating drafting and peer review, responding to student writing, and assessing student writing. We will also highlight current scholarship related to antiracist writing pedagogy.

Teaching Writing Across the Curriculum

Using Wendy Laura Belcher’s Writing Your Journal Article in 12 Weeks Second Edition: A Guide to Academic Publishing Success, members of this faculty learning community (FLC) will support one another in our individual quests to have an article accepted for publication in an academic journal. The FLC members will meet for one hour each week for twelve weeks (beginning the week of February 27, 2023) to discuss progress and provide assistance to one another. Participants will receive a copy of the book, and each week we will read a chapter and complete the associated writing tasks. Chapters include advice related to topic and journal selection, strengthening the structure of the article, presenting evidence, providing feedback, editing, and responding to journal decisions.

Writing Your Journal Article in 12 Weeks

The Writing Café will be a hybrid space (alternate in-person and online sessions) for faculty to dedicate time to writing their research, scholarship, and creative activities (RSCA). The Writing Café will also be a space for faculty to come together in support of each other’s RSCA pursuits. Each session, faculty will check in about their writing goals for the week; engage in weekly planning; and solicit feedback, advice, and encouragement from each other. The next 50 minutes will consist of two, 20-minute writing pomodoros with a 5-min break between them and a 5-min check-in at the end. Faculty can work on writing manuscripts for publication, preparing research talks, writing grant applications, working on creative projects, or engaging in other scholarly pursuits. Please feel free to join us whenever you are able.

Spring 2023 Writing Café!

Join a faculty learning community to learn more about Collaborative Online International Learning (COIL), and the possibilities for incorporating a COIL project into one or more of your in-person, hybrid, and/or online courses. The FLC will include six 90 minute gatherings via Zoom in Spring, offering an introduction to the COIL model, support for developing faculty partnerships, and strategies for developing collaborative projects.

Introduction to Collaborative Online International Learning (COIL)

Fall 2022

Join us for a 4-week virtual workshop series if you might be interested in learning and practicing mindfulness meditation: paying attention, on purpose, in the present moment and without judgment. Participants will learn a variety of mindfulness skills to practice both in and outside of class, ideally leading to better management of emotional stress and experiencing healthier lives.

What is Koru?
Koru Mindfulness is a national program developed at Duke University by college mental health professionals. This is a four-session mindfulness training program specifically designed to meet the developmental needs of college students, but is applicable to anyone wanting support creating a mindfulness practice. Participants leave the very first session with tools they can use immediately.

Fall 2022 Koru Mindfulness Program

Click here to participate

As current events highlight the dynamics surrounding race and racism, this FLC provides some essential resources to facilitate productive discussion about issues related to equity, justice and racial awareness in the classroom and beyond.

We understand that this journey to design antiracist learning environments is a lifetime commitment that is active, not passive. We, as a community, will join in this work not as experts on this subject, but as partners in the ongoing learning process. As Parker Palmer (1998, p. 144) once said: "The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by trial and error, to be sure--but our willingness to try, and fail, as individuals are severely limited when we are not supported by a community that encourages such risks". In this year-long FLC, we will collectively focus on learning about and incorporating equity/justice-minded and anti-racist pedagogy into our teaching practice. This FLC purports to support/promote the University mission and commitment to embracing diversity, equity, inclusion and social justice as vital components of educational quality.

2022-2023 FLC: Teaching for Equity, Social Justice, and Anti-Racism (ESJAR)

Click here to apply

The members of this Faculty Learning Community will support one another in their individual quests to develop research projects within their classrooms, with the goal of submitting their pedagogy research for peer-reviewed publication. The FLC members will meet to share progress and provide assistance to one another. Participants will be provided access to Cathy Bishop-Clark and Beth Dietz-Uhler’s Engaging in the Scholarship of Teaching and Learning book, which will guide the discussions. Additional resources and support will be provided for navigating the Institutional Review Board process for working with human subjects. We will accomplish this through hosting a two-part faculty learning community that will help faculty develop, enact, and write/present about a teaching and learning project.

Click here to apply

Throughout the 2022-2023 academic year, we will be engaging with the Critical Internationalization Studies Masterclass, produced by Drs. Santiago Castiello-Gutiérrez and Jhuliane Evelyn da Silva as a component of a Spencer Foundation project. They have curated an open-access online library of videos and supplemental resources that draw upon a range of critical and decolonial perspectives, all of which seek (in their own ways) to identify, challenge, and ultimately interrupt the ways that mainstream approaches to the study and practice of internationalization have contributed to the reproduction of systemic harm in education and beyond. The masterclass invites participants to: denaturalize and problematize the enduring colonial politics of knowledge that prioritizes and venerates knowledge produced in the Global North by western-educated scholars while diminishing and invisibilizing knowledge produced in the Global South and from Indigenous and other non-western epistemological standpoints; pluralize the seemingly viable possibilities for the study and practice of internationalization; and deepen and complexify their engagements with internationalization in more self-reflexive and socially accountable ways.

Fall 2022 FLC: Critical Internationalization Studies

Click here to apply

Join a faculty learning community to learn more about Collaborative Online International Learning (COIL), and the possibilities for incorporating a COIL project into one or more of your in-person, hybrid, and/or online courses. The FLC will include six 90 minute gatherings via Zoom in early Fall, offering an introduction to the COIL model, support for developing faculty partnerships, and strategies for developing collaborative projects.

“COIL” (Collaborative Online International Learning) at Stan State helps to support and enhance the achievement of global/transnational engagement goals, through online, collaborative course projects with international partners. The COIL model capitalizes on the myriad tech tools available for online teaching and learning to connect students at separate campuses for shared course projects and assignments. COIL activities offer meaningful and authentic international, intercultural, and sometimes interdisciplinary learning experiences in support of course and institutional learning outcomes without requiring international travel. COIL provides an opportunity to share our faculty expertise, incredible students, and regional/national resources with curricular partners around the world.

Fall 2022 FLC: Introduction to Collaborative Online International Learning (COIL)

Click here to apply

This is an opportunity for a Faculty Learning Community (FLC) in the new Warrior Fab Lab! This FLC will help participants think about teaching and learning focused on innovative design for new technology. This FLC includes preparing faculty to: learn about and develop a project or modify course curriculum that involves the new Warrior Fab Lab equipment and technology, gain collegial support for teaching innovative design with digital making processes across disciplines and work collaboratively to identify and design pedagogical approaches to teach students by investigating possible projects together.

Click here to apply

Fall 2021

As current events highlight the dynamics surrounding race and racism, this FLC provides some essential resources to facilitate productive discussion about issues related to equity, justice and racial awareness in the classroom and beyond. We understand that this journey to design antiracist learning environments is a lifetime commitment that is active, not passive. We, as a community, will join in this work not as experts on this subject, but as partners in the ongoing learning process. As Parker Palmer (1998, p. 144) once said: "The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by trial and error, to be sure--but our willingness to try, and fail, as individuals are severely limited when we are not supported by a community that encourages such risks". In this year-long FLC, we will collectively focus on learning about and incorporating equity/justice-minded and anti-racist pedagogy into our teaching practice. This FLC purports to support/promote the University mission and commitment to embracing diversity, equity, inclusion and social justice as vital components of educational quality.

Teaching for Equity, Social Justice, and Anti-Racism

The members of this Faculty Learning Community will support one another in their individual quests to develop research projects within their classrooms, with the goal of submitting their pedagogy research for peer-reviewed publication. The FLC members will meet to share progress and provide assistance to one another. Participants will be provided access to Cathy Bishop-Clark and Beth Dietz-Uhler’s Engaging in the Scholarship of Teaching and Learning book, which will guide the discussions. Additional resources and support will be provided for navigating the Institutional Review Board process for working with human subjects. We will accomplish this through hosting a two-part faculty learning community that will help faculty develop, enact, and write/present about a teaching and learning project.

This Faculty Learning Community explores best practices in designing writing assignments, incorporating drafting and peer review, responding to student writing, and assessing student writing. This FLC will also highlight current scholarship related to antiracist writing pedagogy. Through your participation in this FLC, you’ll have the opportunity to create or revise a writing assignment sequence (drafting, feedback, and grading), learn about specific strategies for responding to student writing, explore ways to incorporate peer review within writing assignments consider writing pedagogy as it relates to topics such as teaching for transfer across courses within your programs and approaches to antiracist writing pedagogy.

Teaching Writing Across the Curriculum

This year-long Faculty Learning Community to Design or Improve an Online Course is meant for faculty members scheduled to teach a wholly online course in Fall 2020, Spring 2021, or Fall 2021. In face-to-face and online sessions, participants will be introduced to the QLT instrument, obtain knowledge and access to resources in support of curricular redesign, and engage in self- and peer-evaluation of online courses; all from an anti-racism lens.

AR-Quality Teaching and Learning (for online courses)

Spring 2021

As current events highlight the dynamics surrounding race and racism, this FLC provides some essential resources to facilitate productive discussion about issues related to equity, justice and racial awareness in the classroom and beyond. We understand that this journey to design antiracist learning environments is a lifetime commitment that is active, not passive. We, as a community, will join in this work not as experts on this subject, but as partners in the ongoing learning process. As Parker Palmer (1998, p. 144) once said: "The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by trial and error, to be sure--but our willingness to try, and fail, as individuals are severely limited when we are not supported by a community that encourages such risks". In this FLC, we will collectively focus on learning about and incorporating equity/justice-minded and anti-racist pedagogy into our teaching practice. This FLC purports to support/promote the University mission and commitment to embracing diversity, equity, inclusion and social justice as vital components of educational quality.

This Faculty Learning Community explores best practices in designing writing assignments, incorporating drafting and peer review, responding to student writing, and assessing student writing. This FLC will also highlight current scholarship related to antiracist writing pedagogy. Through your participation in this FLC, you’ll have the opportunity to create or revise a writing assignment sequence (drafting, feedback, and grading), learn about specific strategies for responding to student writing, explore ways to incorporate peer review within writing assignments consider writing pedagogy as it relates to topics such as teaching for transfer across courses within your programs and approaches to antiracist writing pedagogy.

This faculty learning community purports to help faculty infuse sustainability into the curriculum and pedagogy using an approach that is interconnected and multi-disciplinary. Through this FLC, faculty will explore ways to support curricular development, make courses more connected, facilitate collaborations among faculty/courses, and make courses more visible to students. Additionally, this FLC hopes to explore how we can build stronger connections among faculty engaged in this work, identify ways to share resources or engage in collaborative activities, and discuss the future possibilities for curriculum/academic programs. I'm looking forward to developing better means to support our individual and collective efforts to address sustainability issues.

Fall 2020

This Faculty Learning Community will highlight the necessity of expanding on High Impact Practices (HIPs) for Online and/or Hybrid teaching and learning, particularly for transfer students. Specifically, this FLC will focus on two elements: 1. Faculty working on a HIP that they can implement through remote/online instruction in an upper division course, and 2. Faculty recruiting and working with a transfer student (funded position) to provide them the experience of a HIP through this project.

Transfer Students and Online High Impact Practices

This Faculty Learning Community will purport to identify ways to better support transfer students’ transition to Stan State through their first semester courses/experiences in an effort to promote a sense of belonging, success, and student achievement. Specifically, faculty will identify a course and create a plan to provide a more inclusive/welcoming learning environment for transfer students [in their first semester] that they can implement in fall 2020 or 2021.

Transfer Students and First Semester Experience

We hope this Faculty Learning Community will provide a venue for faculty-led dialogue and sharing collective expertise regarding online/hybrid instruction to help faculty further strengthen their virtual teaching. The project is designed to help faculty create, reflect on, or redesign/revise an online or hybrid course, and increase their familiarity with the Quality Teaching and Learning (QLT) instrument, which is a carefully developed and empirically-based standards and rubric for virtual courses. The discussions will also be grounded in access and equity-related issues that impact students and teaching and learning.

Online and Hybrid Teaching and Learning

This Faculty Learning Community will explore a multi-disciplinary approach to the scholarship of teaching sustainability and the use of the Stan State campus as a living lab. Meeting in ten weekly 90-minute sessions throughout the fall semester, faculty will explore sustainability through the lens of systems thinking, place and pedagogy, social equity, and indigenous perspectives as well as approaches to embedding sustainable practice as a core value on campus.

Teaching Sustainability/Campus as a Living Lab

The members of this Faculty Learning Community will support one another in their individual quests to develop research projects within their classrooms, with the goal of submitting their pedagogy research for peer-reviewed publication. The FLC members will meet to share progress and provide assistance to one another. Participants will be provided access to Cathy Bishop-Clark and Beth Dietz-Uhler’s Engaging in the Scholarship of Teaching and Learning book, which will guide the discussions. Additional resources and support will be provided for navigating the Institutional Review Board process for working with human subjects. We will accomplish this through hosting a two-part faculty learning community that will help faculty develop, enact, and write/present about a teaching and learning project.

This year-long Faculty Learning Community to Design or Improve an Online Course is meant for faculty members scheduled to teach a wholly online course in Fall 2020, Spring 2021, or Fall 2021. In face-to-face and online sessions, participants will be introduced to the QLT instrument, obtain knowledge and access to resources in support of curricular redesign, and engage in self- and peer-evaluation of online courses; all from an anti-racism lens.

Quality Teaching and Learning (funded through a grant from the CO)

Updated: August 30, 2023