Each year, the Center for Teaching and Learning sponsors and facilitates a number of faculty learning communities (FLCs), which are structured cohorts of faculty and staff that build community, engage in scholarly practice, and engage in the scholarship of teaching and learning (SoTL).
Acting on Data to Advance Teaching and Student Success Faculty Learning Community
The Acting on Data to Advance Teaching and Student Success (ADATSS) FLC will support the development of departmentally-based projects that aim to advance undergraduate student success and belonging through effective teaching practices. In the ADATSS FLC, departmental teams of 2-4 people will explore disaggregated course- and department- level data about student outcomes in your courses and plan strategies for addressing them through effective pedagogy. After considering how courses might better support success for all students, teams will develop an action plan which spans multiple courses to be implemented in AY 26-27.
Adjunct Faculty Learning Community
The Adjunct Faculty Learning Community (AFLC) provides a supportive space for adjunct instructors to engage in meaningful discussions about teaching and learning, deepen their understanding of evidence-based pedagogy, and connect with colleagues. Through guided conversations and collaborative activities, participants will be able to apply key pedagogical concepts to their own teaching practice, reflect on their strengths and areas for growth, and evaluate feedback to identify opportunities for improvement. Participants who successfully complete all requirements and activites of the AFLC will receive a $300 stipend.
Designing for Student Success Faculty Learning Community
The Designing for Student Success Faculty Learning Community (DSS FLC) is intended for instructors who want to better support student success in their courses. Instructors in the DSS FLC will explore elements of course design, communication approaches, and teaching strategies that have been shown to increase success for first-generation college students and low-income students. As a community, participants will brainstorm ways to implement these ideas in their courses and troubleshoot potential challenges and barriers to implementation.
Large Language Model Faculty Learning Community (LLM-FLC)
The CTL, in collaboration with the Research Computing Department (OIT) and the Department of Computer Science, is announcing a call for applications to the “Large Language Model Faculty Learning Community (LLM-FLC)“. The LLM-FLC will provide participants with the skills and knowledge to use this new LLM, or similar AI technology, to develop best practices and gain insights about the use of AI in education; participants will also have the opportunity to fine-tune a local LLM using prompts and targeted data sets through a web interface.
Service-Learning Faculty Learning Academy
The Experiential Learning & Community Engagement (EL&CE) Academy is an online academy designed for independent learners that provides a flexible, guided, asynchronous experience. Participants progress through six modules over 12 weeks, each designed to deepen their understanding of EL & CE models and essential practices. The EL&CE Academy is offered during the Fall semester.
Service-Learning Faculty Learning Community
The in-person SL Faculty Learning Community (FLC) is ideal for faculty who want to develop or refine a service-learning course in a collaborative, supportive setting. Participants explore SL models, try on best practices, design experiences with community partners, and prepare for successful SL course implementation. Faculty benefit from engaging with an interdisciplinary group of colleagues and have access to guidance throughout the process (six 90-minute sessions, with reading and course design in between). The SL FLC is offered during the Spring semester.
Writing in STEM Faculty Learning Community
The Department of Writing Studies, in collaboration with the Center for Teaching and Learning, invites applications for the Writing in STEM Faculty Learning Community (FLC). This semester-long community offers STEM faculty a space to reflect on and strengthen the role of writing in their teaching. Designed especially for instructors who may not see themselves as “writing teachers,” this community will explore how writing helps students learn disciplinary content, develop communication skills, and express their understanding in authentic ways.
All Boise State instructors in STEM disciplines are eligible to apply, including adjunct faculty, clinical faculty, teaching faculty, lecturers, tenure-track faculty, and professional staff with teaching responsibilities. If you would like to apply, please complete this application form no later than November 21st, 2025.