Faculty Learning Communities


The LMU Faculty Learning Communities (FLC) program brings faculty together to discuss ideas about teaching, teaching challenges, and educational research. Faculty interested in leading an FLC submit a proposal to the CTE, identifying a central theme related to teaching and learning to be discussed in-depth over the year. Each FLC group consists of 6 to 10 members, typically from different disciplines.  The facilitator works with the CTE Director to organize a group.  Typically, groups commit to meeting for 1.5 to 2 hours every three weeks for one year.  Groups that elect to meet at the CTE will have food provided for their meetings.  In groups that want to have in-depth discussion of books on teaching, each member of the group will be provided with a copy of the book to be discussed.  Some groups may elect to meet virtually using Zoom video conferencing software.


Both tenure-line and term LMU faculty may participate in the FLC program. 


All groups are expected to submit a brief report to the CTE at the end of the year. FLC members are encouraged to assess changes in their classes that result from participation in the FLC activities and group discussions, and determine whether improvements occurred in teaching and learning as a result.  FLC members are encouraged to give presentations open to the LMU faculty through the CTE, engage in educational research, present results in publications where appropriate, and to apply for externally funded educational grants.


A small stipend is available for members of an FLC who participate in a majority of FLC activities. Each FLC facilitator will be provided a baseline stipend of $2,000, distributed upon submission of the final brief report.


FLC Proposals should be no longer than 2 single-spaced pages and describe the theme, facilitator’s background related to the theme and/or why they are interested in forming an FLC on that theme. Faculty should identify a key text (or alternative) that will serve as the basis of the FLC in-depth discussions. Faculty should articulate individual Learning Outcomes for members (e.g., revise course syllabi) and describe anticipated group goals, including ideas for assessing outcomes. Finally, faculty should describe the general structure of the FLC (i.e., anticipated activities and needs) and identified costs.

Faculty interested in being an FLC facilitator should email their proposals to: teachers@lmu.edu


2020-2021 Faculty Learning Community: Anti-Racist & Anti-Imperialist Pedagogies

In this yearlong learning community, faculty explored anti-racist and anti-imperialist pedagogies, as well as developed their understanding of the barriers to such work in the university setting.  Collectively, they curated a reading list that grounded their discussions.  The goals of this FLC were threefold: (1) To understand the history of anti-racist and anti-imperialist resistance within the university setting; (2) To facilitate conversations on best practices in anti-racist and anti-imperial pedagogy; and (3) To imagine a third university.

2021-2022 Faculty Learning Community: Access Pedagogy

Access Pedagogy is a Faculty Learning Community designed to explore and learn principles of universal design and disability justice and apply them to existing and new courses at LMU. Guided by feminist and anti-racist activist scholarship, our concepts of universal design and disability justice critique constructions of space, communication, and flourishing that reflect only a slim subset of human bodyminds. The goal of this FLC is to identify ableism at work in our syllabi, language, classrooms, and pedagogy, and operationalize what we learn to revise and re-construct. Individual faculty will revise their syllabi and teaching philosophy to reflect principles of universal design and disability justice.