Fall 2025
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 faculty learning communities offered through FCETL. Below are brief descriptions of each of them. We hope you will apply for/join us for any one that appeals to you! Please select an FLC below for more details.
FCETL is excited to launch our new Communities of Practice (CoPs) for the fall semester! These informal, peer-driven groups are designed to provide faculty with a dedicated space to share their experiences, troubleshoot challenges, and celebrate successes related to specific classroom practices. Each CoP will bring together instructors who are experimenting with shared practice so that participants can learn from one another, refine their methods, and build confidence in their teaching.
CoPs will meet every other week for approximately one hour, with the goal of creating a supportive network for faculty engaging in innovative teaching practices. CoPs are open to all instructors of any rank. Whether you are already experienced in a particular practice or are just getting started, these groups offer an opportunity for collaboration and professional growth. Each CoP will run for the entire semester. Regular attendance is not required, but it is encouraged.
How to Apply: To express your interest, please email the group leader listed below. Once we have an idea of the interested participants, we will work to schedule meetings based on your availability.
Group 1: AI in the Classroom
This CoP is for faculty who are incorporating artificial intelligence into their teaching practices to develop AI literacy in their students. This group will explore how AI can be integrated into classroom activities, assessments, and student learning experiences to help students understand and engage with AI technologies ethically and responsibly. Faculty members using AI as a tool to help students build critical literacy in this evolving field are encouraged to join and share strategies, challenges, and successes.
If you would like to be part of this group, please email Ashley Black at ablack5@csustan.edu. Meeting times will be determined based on applicant schedules, with an effort to accommodate as many participants as possible. Faculty who register by September 12 will receive priority in scheduling.
Group 2: Active Learning
This CoP is designed for faculty interested in exploring and sharing active learning strategies that engage all students in the learning process. Active learning moves beyond traditional lecture formats by encouraging students to participate through writing, discussion, problem solving, reflection, and collaborative activities. Whether you’re just starting to integrate active learning or looking to deepen your practice, this group offers a supportive space to exchange ideas, troubleshoot challenges, and celebrate successes in creating dynamic, student-centered classrooms.
If you’d like to join this group, please email Lauren Fletcher at lfletcher@csustan.edu . Meeting times will be determined based on applicant schedules, with an effort to accommodate as many participants as possible. Faculty who register by September 12 will receive priority in scheduling.
Group 3: Gamification
Facilitator: Kamal Dulai
Gamified Learning Guilds (GLGs)
We are thrilled to announce the launch of our new Gamified Learning Guilds (GLGs) for the upcoming semester! These informal, peer-driven groups are designed to provide faculty with a dedicated space to share their experiences, troubleshoot challenges, and celebrate successes in the world of gamified teaching. Each Guild will bring together instructors who are experimenting with shared practices, so that participants can learn from one another, refine their methods, and build confidence in their design of engaging, game-based learning.
GLGs will meet every month for approximately one hour, with the goal of creating a supportive network for faculty who are engaging in innovative teaching practices. The Guilds are open to all instructors of any rank, from "novice" to "master." Whether you are just getting started with a single game mechanic or are already a pro at building complex, semester-long narratives, these groups offer an opportunity for collaboration and professional growth. Each GLG will run for the entire semester. Regular attendance is not required, but it is encouraged to help your "team" progress!
How to Join the Guild:
To express your interest, please email the Guild Master listed below. Once we have an idea of the interested participants, we will work to schedule meetings based on your availability.
Guild 1: Escape Room Puzzles
This Guild is for faculty who want to design and implement escape room-style games to teach complex, difficult concepts. This group will explore how to build a narrative around core course material, create puzzles that require students to apply knowledge, and use the escape room format to foster problem-solving and collaboration. Faculty members interested in building a low-stakes "mission" or a high-stakes "challenge" for their students are encouraged to join and share strategies, challenges, and successes.
Guild Master: Kamal Dulai at kdulai@csustan.edu. Quest-Log Deadline: Meeting times will be determined based on applicant schedules, with an effort to accommodate as many participants as possible. Faculty who register by 21st September, 2025 will be prioritized in the scheduling.
Guild 2: Game-Based Learning Modules
This Guild is designed for faculty interested in exploring and sharing strategies for creating full, game-based learning modules. This group will move beyond single assignments to explore how to transform a unit or a full course into a rich, interactive game experience. Participants will exchange ideas on building a points system, designing quests and side quests, awarding badges for achievements, and leveraging student choice to create dynamic, student-centered learning.
Guild Master: Kamal Dulai at kdulai@csustan.edu. Quest-Log Deadline: Meeting times will be determined based on applicant schedules, with an effort to accommodate as many participants as possible. Faculty who register by 21st September, 2025 will be prioritized in the scheduling.
Facilitator: Ashley Black & Erin Littlepage
This semester, join our Faculty Learning Community, “Teaching for Impact: Community-Engaged Project Learning,” where we’ll focus on designing real-world projects that engage students, encourage collaboration, and build meaningful partnerships beyond the classroom. Drawing from both project-based learning and service learning models, this FLC offers the opportunity to reimagine how we structure learning experiences that connect classroom knowledge to real-world challenges and community needs.
Throughout the FLC, we will explore how to:
- Design projects with real-world stakes that challenge students to solve meaningful problems.
- Build equitable community partnerships that bring external perspectives, expertise, and social impact into your course.
- Incorporate reflection and community-engaged learning to help students connect their academic work to broader social contexts.
- Foster collaboration and teamwork with strategies and resources to manage group dynamics effectively.
- Assess large-scale, service-based projects in ways that honor both student learning and community contribution.
This FLC will meet for 5 sessions of 90 minutes each. We will accept up to ten faculty, who will receive a stipend of $500 upon completion, with an option for follow-up support and additional stipend if you choose to implement a project in the spring semester.
If you would like to participate, please email Ashley Black at ablack5@csustan.edu no later than September 10. Meeting times will be determined based on participant availability, with an effort to accommodate as many schedules as possible.
An opportunity for enhancing your pedagogical practices through a Faculty Learning Community (FLC) through the Warrior Fab Lab. This FLC will help participants think about teaching and learning focused on innovative design for new technology in the classroom. The goals for participants in this FLC are to:
- Learn about and develop a project or modify course curriculum that involves the new Warrior Fab Lab processes and equipment.
- Gain collegial support for teaching innovative design with digital making processes across disciplines.
- Work collaboratively to identify and design pedagogical approaches to teach students by investigating possible projects together.
Faculty
- Jake Weigel, Professor of Art + Director, Warrior Fab Lab
- Dr. Adam Devitt, Associate Professor of Science Education + Director of Maker Pedagogy and K12 Outreach
Fab Lab Equipment
A partial list of equipment for use is below. For a full list of equipment and software, visit the Warrior Fab Lab Equipment Software
- 3D Scanners
- 3D Printers
- Laser Cutters
- Vinyl Cutter
- AI in Design and Coding
FLC Participation Requirements
- Committed preparation for and active participation in at least six of the seven 90-minute sessions scheduled, with some reading and projects expected between sessions
Expected Deliverables
- The redesign of a course component (assignment, assessment, course activity, etc.) to integrate material or processes in the Warrior Fab Lab. This should be reflected in the syllabus of one course taught in Spring 2026.
- Create a presentation of the implemented course component to present in Spring 2026 (tentatively scheduled for the Fab Lab and Maker Symposium on May 1, 2026).
Meetings are in the Warrior Fab Lab (Vasche Library, Room 259). Dates and times TBD (approximations listed below). We will find a time that works for all participants.
FLC Membership, Compensation, and Support
The FLC will be comprised of ten faculty members representing different departments and colleges. The FLC members will receive a stipend of $750 each plus material for their class project. The FLC will be supported by the Warrior Fab Lab.
Spring 2025
This faculty learning community is designed for faculty, department chairs, and program directors interested in learning how to use Canvas tools to facilitate course- and program-level assessment of student learning. Specifically, this FLC will focus on how to connect existing course assessments to program-level learning outcomes in Canvas and create simple Canvas rubrics to assess student learning. Approaching assessment in this way maintains faculty autonomy in evaluating student learning within their classes while also producing useful data for program and department level self-study. Additionally, the FLC will introduce participants to faculty-facing, course-level data dashboards centered on equity gaps in student achievement.
Participants in the FLC must:
- Be a current Stan State faculty of any rank or discipline
- Be available to attend in-person or virtually (ie via zoom) two one-hour sessions, one in March and one in April. Scheduling will be based on participant availability
- Implement at least one Program Learning Outcome (PLO) into a spring semester course-level rubric
Faculty compensation:
Faculty who attend both meetings and implement at least one PLO in a spring semester course will receive a $250 stipend. Questions? Please contact Erin Littlepage elittlepage@csustan.edu, Jey Strangfeld jstrangfeld@csustan.edu, or Jungha An jan@csustan.edu. Up to 8 faculty members can participate. If there are more than 8 applicants, priority will be given to faculty who are directly involved or responsible for program-level and/or GE assessment within their departments/programs
COIL Description:
The Collaborative Online International Learning (COIL) program 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. COIL offers meaningful international, intercultural, and sometimes interdisciplinary learning experiences in support of institutional learning and course 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.
A COIL collaboration partners a Stan State faculty member with a faculty member at an institution in another country, who then create collaborative course projects that support shared student learning outcomes and foster active learning as issues are explored through diverse cultural perspectives/contexts.
In this FLC, faculty will discuss the basics of the COIL methodology for virtual global exchanges, share examples of partnership activities, explain the resources available to faculty in this FLC, and explore the campuses Stan State is already developing relationships with for COIL projects in the future. For more information, see the COIL website.
Meeting Expectations & Eligibility:
- This FLC will meet for 5-6 90-minute virtual sessions (via Zoom - dates/times to be determined by those who pre-register by February 27) offering an introduction to the COIL model, support for developing faculty partnerships, and strategies for developing collaborative projects. The online meeting format provides an opportunity to practice/use online collaboration tools commonly utilized in COIL projects.
- To participate in this FLC, you must be a current Stan State faculty (of any rank), and must have the reasonable expectation of teaching at the university sometime in the 2025-26 academic year.
- Faculty must be available to attend and actively engage in at least 80% of the synchronous online meetings. Throughout the FLC faculty will submit notes/reflections on each FLC session, and will complete the FLC with a final reflection on how they anticipate incorporating what was learned through the FLC in future courses (this may or may not include an intention to engage in a COIL project in the near future).
- 12 spots are available in this FLC - every effort will be made to find a meeting time that fits the schedules of all who register by February 27.
Faculty Compensation: Those who successfully complete the FLC will receive a $500 stipend. If you've already completed this FLC, you can attend again, but won't be eligible for a stipend.
Register for COIL FLC by February 27 at noon
If you have questions, please contact Betsy Eudey, Stan State COIL Coordinator, at beudey@csustan.edu or coilcoordinator@csustan.edu.
FLC Description: Are you passionate about enriching your courses with global perspectives and sustainable development principles? Our semester-long Faculty Learning Community is designed to empower faculty to incorporate the United Nations Sustainable Development Goals (SDGs) and global learning into their curriculum. Through interactive sessions, collaborative activities, and expert-led discussions, you will gain the knowledge and tools to create transformative learning experiences for your students. Join us to be part of a vibrant community committed to fostering global citizenship and addressing the world's most pressing challenges through education.
FLC Goals:
By participating in this Faculty Learning Community, participants will be able to:
- Understand and Articulate the UN SDGs:
- Demonstrate a comprehensive understanding of the 17 UN Sustainable Development Goals and their significance.
- Explain the relevance of the SDGs to higher education and global learning.
- Integrate Global Learning into Curriculum:
- Design and implement course modules and assignments that incorporate global learning principles.
- Identify and apply best practices for integrating global perspectives into various disciplines.
- Advance Gender Equality:
- Foster gender-responsive learning environments and curricula.
- Design projects and assignments that address and promote gender equality.
- Reduce Inequalities:
- Incorporate social justice and equity-focused content into their teaching.
- Develop inclusive teaching strategies that address and reduce inequalities.
- Engage Students in Climate Action (SDG 13):
- Integrate environmental sustainability and climate action into course content.
- Create project-based learning experiences that inspire students to take action on climate change.
- Adopt Interdisciplinary Approaches:
- Collaborate across disciplines to create integrated course designs that address multiple SDGs.
- Develop interdisciplinary projects that enhance global learning and sustainable development education.
- Assess and Reflect on Learning Outcomes:
- Implement effective assessment strategies to measure student learning outcomes related to SDGs and global learning.
- Reflect on their teaching practices and share insights and experiences with the learning community.
Participants in this FLC should be willing to commit to:
- Actively attend and participate in at least 80% of the meetings through the duration of the FLC, which will be virtual.
- Present at the culminating showcase at the end of the FLC sharing takeaways/actions that draw upon learnings from engagement in the FLC.
- Completing two deliverables- one addressing SDGs and global learning in the curriculum at the course level and one relating to a more meta-change to help the campus in its active work, sharing of progress, and mutual support and accountability.
FLC Application & Meeting Schedule:
- Please apply by February 27, 2025 for full consideration.
- Participants must be Stanislaus State faculty members (any rank, FT or PT) from any discipline, with an expectation to teach at Stan State at some point Summer 2025-Spring 2026.
- We will meet virtually 6-7 times in Spring 2025. Our meeting schedule will be determined using a Doodle poll among those who register by Feb 27th.
Faculty Compensation: Upon successful completion of the FLC, faculty attending / participating in a minimum of 80% of all gatherings, completing the deliverables, and engaging in the campus-wide showcase will receive $500 as a stipend.
Questions? Please contact Drs. Betsy Eudey, beudey@csustan.edu or Shradha Tibrewal, stibrewal@csustan.edu.
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).
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.
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.
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.
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.
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.
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.
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.
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)
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.
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.
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)
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.
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.
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.
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.
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.
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.
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.
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.
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: September 10, 2025