Skip to main content

Call for Applications: 2020 Design for Student Success Faculty Learning Community


Faculty are invited to apply to participate during spring semester and fall semester 2020 in the Designing for Student Success Faculty Learning Community (FLC). Participants will explore how intentional course design focused on student success can be used to support students who may otherwise drop a course or leave the university without achieving their educational objectives. An additional goal is to develop processes and workflows to create a full system of support for struggling students (for example, handoffs from faculty to the Advising and Academic Support Center or other relevant campus unit).

Faculty in the FLC will explore how course design, timely communication, and early intervention can help students to develop a sense of belonging and can contribute to both student success and student retention. In particular, the project will focus on students with the following characteristics:

  • first in their family to attend college (first-generation students)
  • eligible for Pell grants
  • living off campus

Design choices that research suggests will best support these students are also likely to benefit other students.

Activities of the Faculty Learning Community

In pursuit of the goals described above, faculty will participate in the Faculty Learning Community as a cohort, completing the following activities:

  • Attend seven mandatory cohort meetings during spring semester 2020.  Meetings will introduce a variety of tools and strategies for design and intervention related to student learning and success. All meetings are scheduled for Tuesdays at 1:30-3:30 PM in RFH 301 on the following dates: January 21, February 4, February 18, March 3, March 17, March 31, and April 14, 2020.
  • Develop a plan for incorporating student success strategies in one or more Fall 2020 classes.
  • Provide the principal investigators with “before and after” data about student success and student retention.
  • Respond to a survey at the end of each semester to assess your satisfaction with the experience of being part of a Faculty Learning Community and to assess your perception of the value of that experience.

Goals of the Faculty Learning Community

After participating in this Learning Community, faculty will be able to do the following:

  • Identify ways to proactively intervene to increase student retention in their courses.
  • Describe the importance of course design that supports intervention, retention, and equitable learning.
  • Explore and reflect on methods for incorporating transparency into course design.
  • Demonstrate course design elements and strategies that meet the unique needs of most students, including those in the target population.
  • Use technological tools for retention effectively and efficiently.
  • Identify resources around campus that can be of assistance in retaining students and with intervention.
  • Describe how principles of Universal Design for Learning can support efforts to engage and retain students.
  • Develop such tools as workflows and boilerplate language that can be used to improve student success and retention rates in the target student population.
  • Share ideas about course design and implementation with peers.

What do past faculty participants say?

  • I appreciated the structure of each meeting that gave us a specific idea to focus on, and also allowed us to talk to each other . . . [and] hear from other amazing teachers.
  • Viewing and discussing the disaggregated data early in the FLC was transformative for me. Looking at not only my own data, but the data of instructors that I view as exceptional and then realizing we still had gaps in success made me realize just how much more work there is to be done.
  • The group was very thoughtful and aware that this was not going to be a one-size-fits-all approach. It gave us space to ideate.
  • This FLC increased my awareness on issues of equity in the classroom and has changed the way that I think of teaching and my role as an educator. 


All Boise State instructors are eligible to apply to participate, including adjunct faculty, lecturers, and tenure-track faculty.

Financial Support

Each participant in the Faculty Learning Community will receive a stipend of $600, paid as supplemental salary ($300 for one semester of planning and $300 for one semester of implementation).

Application Process and Deadline

To apply, complete this application form before 5:00 PM on Friday December 6, 2019.

Selection Criteria

Applicants will be selected, in part, on the strength and thoroughness of answers to the questions on the application form. However, our selection of faculty will also be guided by our desire to assemble a Faculty Learning Community with members from a variety of disciplines and colleges, as well as members of various faculty rank (professor, assistant professor, associate professor, adjunct, etc.).

Preference will be given to faculty who are teaching large-enrollment classes attended by students who share the following characteristics:

  • Idaho resident student
  • eligible for Pell grants
  • living off campus


This program grew out of conversations in the campus-wide Student Success and Retention Committee. This program is a joint effort by staff of the Center for Teaching and Learning, the IDEA Shop, and Learning Technology Solutions, with assistance from the Advising and Academic Support Center. Funding for the program is provided by the Center for Teaching and Learning.


Please direct any questions to Susan Shadle, Executive Director, Center for Teaching and Learning (, phone 208.426.3153).