The foundational premise of Faculty Learning Communities (FLCs) and Communities of Practice (CoPs) is that learning is socially situated. Both FLCs and CoPs are facilitated by faculty scholar-practitioners in the Center for Teaching and contribute to teaching and learning excellence. 

CoPs are dedicated to developing each instructor’s knowledge around a shared domain of practice, while FLCs also facilitate the production, dissemination, and use of evidence-based practice (Cox and McDonald, 2016). 

Joining a Faculty Community

If you are interested in joining a faculty community or learning more about its topic and process, you can contact that community's faculty leaders and liaison which are listed below.  

Please contact the Center for Teaching if you have general questions about faculty communities. 

Current CoPs

Explore our Communities of Practice to connect with faculty and staff around shared teaching interests, goals, and challenges.

Data-Informed Teaching

This CoP meets to explore student data available to UI faculty with two goals: 1) identify barriers to student learning and 2) generate solutions to implement at the course or program level.

Generative AI in Teaching

Co-sponsored by the Office of Teaching, Learning, and Technology, this CoP will meet monthly to explore the implications of generative AI, such as ChatGPT, in higher education. Members will discuss ideas and practices related to generative AI in the classroom.

Excellence in Engineering Education

The Engineering Education Community of Practice (the 3E Community) is a dynamic network dedicated to enhancing engineering education through the sharing of best practices, innovative teaching strategies, and collaborative learning experiences. By fostering a culture of continuous improvement and mutual support, members aim to elevate the quality of engineering education, ensuring it meets the evolving needs of students and the industry. Together, we strive to create engaging learning environments that inspire the next generation of engineering leaders.

Cognitive Support for Student Learning

This CoP, co-sponsored by the P3-funded Learning at Iowa project, explores strategies to nurture students’ reflection on their learning. Our aim is to discuss how to foster students’ metacognition and support their learning using empirically supported practices from cognitive science. 

Current FLCs

Explore our current Faculty Learning Communities or connect with us to discuss forming a new FLC.

Assessing Assessment to Enhance Student Motivation

This FLC explores strategies for helping students move away from grade-centered motivations. 

Scholarship of Teaching and Learning (SoTL)

This FLC provides a place for faculty to learn about SoTL, support each other in pursuing SoTL, and discuss ways to make it more visible. 

Community-Engaged Teaching and Research

This FLC will work in tandem with university strategic planning efforts to develop policies and tactics that advance the goals, strategies, and objectives of the University of Iowa strategic plan related to community engagement. The FLC members will explore the potential and process of developing partnerships with community partners, promoting skills for community-engaged course faculty, and nurturing students' experience in this course context. 

Faculty Mentoring

This FLC explores ways to enhance the mentorship of faculty on campus across tracks and ranks, engage with evidence-based mentoring research and training, and expand their personal mentor networks. Members may also use this space to reflect on the effectiveness of their own experiences as mentees and plan for their futures as mentors.

Other Elements

Assessing Impact

One critical component of this work is assessment, which measures and understands the impact of the FLC or CoP. The Center for Teaching uses assessment frameworks that facilitate faculty member’s understanding of the changes in their process (e.g., their teaching practice) and also represent changes in institutional culture. One model of authentic assessment for these communities includes participants in the design of assessment strategies and criteria and addresses the learning that is important to participants (Hubball et al., 2004). 

Structure and Process
  • Two to three faculty members serve as leaders of each faculty community. Leaders are invited to attend a leaders’ coffee session at the beginning of the academic year to share ideas and get support. 
  • FLCs and CoPs often begin the academic year by sharing short readings to jump-start discussion. 
  • Faculty communities meet at least three times per semester; some choose to meet as frequently as every three weeks. 
  • The goals, discussions, content, agendas, and outcomes develop iteratively throughout the academic year.

Funding and Support
  • The Center for Teaching liaison provides expertise in the form of literature recommendations, thought partnering, and collaboration for FLCs and CoPs.  
  • Administrative staff can provide additional support for meeting scheduling as needed. 
  • Funding from the Center for Teaching can provide books to spark discussion during FLC meetings, enable FLC members to attend relevant community events, invite speakers, or participate in working dinners.

Previous Learning Communities
  • Student Research Teams
  • Community Engaged Research
  • Playing with Education: Gamifying the Classroom
  • Transparent Assignment Design
  • Experiential Education