LCs by Series

Cohort-Based LCs

Contemplative Pedagogy LCs

Effective Teaching: Classic and Contemporary Thought LCs

Fostering Belonging in the Classroom and Community LCs

Strong Start Initiative LCs

Topic-Based LCs

Women In Academia LCs

Engineering Pedagogy

Winter 2024

How might understanding the way we process information and make decisions help inform teaching and learning in engineering?

Kahneman's work describes two modes of thinking, fast (emotional, intuitive) and slow (deliberative, logical), and applies that knowledge to cognitive bias and decision-making. Discussion of these topics can add insight into how we process knowledge and make decisions. This insight will inform pedagogy and allow participants a deeper understanding of student learning. 

Meeting Dates/Times: TBD

Location/Campus: Pew Campus

Facilitator: Wendy Reffeor, Engineering, [email protected]

Co-Facilitator: Chris Pung, Engineering, [email protected]

Interested? You can register for this LC by completing an LC Application.

Facilitating Student Learning in Biomedical Sciences

Winter 2024

What Strategies can we incorporate into out biomedical sciences courses to help students reflect on their learning, apply strong study skills and increase motivation?

BMS faculty will read Saundra Yancy McGuire's Teach Students How to Learn and meet biweekly to discuss key points. We will also use meetings to brainstorm ideas for integrating new strategies to our specific courses.

**This Learning Community is open to BMS faculty only.***

Meeting Dates/Times: TBD

Location/Campus: Allendale Campus

Facilitator: Jennifer Bourbina, Biomedical Sciences, [email protected]

Interested? You can register for this LC by completing an LC Application.

Psychology DEI-AB

Winter 2024

What resources (books, podcasts, articles) and research-informed methods might help faculty in the Psychology Department facilitate equity and belonging among students, faculty, and staff from marginalized communities?

Members of the Psychology Department's DEI-AB community will work in pairs to explore and discuss several books and articles, and podcasts with relevance to arranging, supporting, and evaluating more equitable and inclusive experiences for students with marginalized social identities, as well as all students, faculty, and staff in the department.

***This Learning Community is open to Psychology Department DEI-AB community members only.***

Meeting Dates/Times: TBD

Location/Campus: Allendale Campus

Facilitator: Amanda Karsten, Psychology, [email protected]

Co-Facilitator: Gwenden Dueker, Psychology, [email protected]

Interested? You can register for this LC by completing an LC Application.

Teaching Trauma-Sensitive Mindfulness

Winter 2024

What are the considerations to keep in mind to ensure that mindfulness practices are beneficial for students? 

Mindfulness has been shown to have a wide range of physiological and psychological benefits, and it is being increasingly used in academic settings to foster student wellbeing and resilience. Its intimate connection to trauma invites both hopefulness and caution, as its widespread adoption comes with the potential for both beneficial and adverse effects. "First Do No Harm" also applies to mental health, and this FLC will explore David Treleaven's seminal work, "Trauma-Sensitive Mindfulness," to ensure that safe and transformative mindfulness practices are offered throughout GVSU. 

Meeting Dates/Times: Meeting on the following Tuesdays at 2:00 on Zoom

• January 23
• February 6 & 20
• March 12 & 26
• April 9 & 23

Location/Campus: Virtual (Online with Zoom)

Facilitator: Karen Gipson, School of Interdisciplinary Studies, [email protected]

Co-Facilitator: David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow, [email protected]

Interested? You can register for this LC by completing an LC Application.

Teaching with AI

Spring/Summer 2024

AI is here—what should instructors know and do?

Should I let students use ChatGPT to complete assignments? What about academic integrity? Should I include a policy statement in my syllabus? What is particular about AI use in my discipline and the subjects I teach? Can I prepare students to use it effectively and thoughtfully, given that they may need it in their jobs? Tacking these questions together, participants will read and discuss Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins UP, 2024), by C. Edward Watson and José Bowen. Participants will also receive a month subscription to the paid AI platform of their choosing and experiment with various AI tools (ChatGPT, Calude, Copilot, DALL-E, etc.) in order to get a sense of their capabiltities and limitations. Perhaps we'll even come up with ways in which AI can enhance our teaching and help our students learn.

Meeting Dates/Times: TBD

Location/Campus: Three sections, one online on Zoom, one on the Health Campus in-person, and one in Allendale in-person -- times and dates TBD depending on group schedule polling

Facilitator: Rachel Anderson, English, [email protected]

Co-Facilitator: David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow, [email protected] 

Interested? You can register for this LC by completing an LC Application.

Transforming the College Classroom

Spring/Summer 2024

How might creating a classroom environment that is conducive to learning benefit students for the world beyond college?

This learning community is focused on the book, The New College Classroom (Harvard UP 2022), and is open to all faculty who are seeking innovative ways to improve the learning environment in their classrooms. Participants will discuss research related to the science of learning and explore pedagogies which can be integrated into their classroom.

Meeting Dates/Times: TBD

Location/Campus: TBD (hybrid)

Facilitator: Elizabeth Davis, [email protected]

Co-Facilitator: David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow, [email protected] 

Interested? You can register for this LC by completing an LC Application.

ADHD & Higher Education

Spring/Summer 2024

How might a basic knowledge of explicitly designed instruction and other evidence-based practices assist with successfully supporting those with ADHD at the university level?

Do you know someone, or have you been diagnosed, with ADHD? In this community, members will learn about the characteristics and explore the literature regarding people with ADHD, as well as share experiences, strategies, and solutions to achieving success while at the university. A Universal Design for Learning (UDL) approach and the International Classification of Functionality (ICF) framework will be used to suggest inclusive supports needed to assist those with ADHD and/or neurodivergent characteristics.

Meeting Dates/Times: TBD

Location/Campus: TBD (hybrid)

Facilitator: Monica Harris, Teaching and Learning, [email protected]

Co-Facilitator: Mai MohamedNour, eLearning Technologies, [email protected]

Interested? You can register for this LC by completing an LC Application.

Generations

Spring/Summer 2024

How might greater understanding of the characteristics of our students, as compared to those of previous cohorts and our own demographic, help us connect with and teach them more effectively?

Curious (or clueless) about what makes the current cohort of students tick? How and why are they different from our previous students? What unexamined presuppositions and formative experiences characterize our own age group? San Diego State University psychology professor Jean Twenge examines six generations in the U.S., beginning  with what she calls Silents (b. 1925-45), and distills her findings in Generations: the Real Differences between Gen Z, Millennials, Gen X, Boomers, and Silents–and What They Mean for America's Future (Simon & Schuster, 2023). Participants will read and discuss the book and, hopefully, glean insights to help us connect with and teach the current generation more effectively

Meeting Dates/Times: TBD

Location/Campus: Online/Virtual (with Zoom)

Facilitator: David Eick, Modern Languages and Literature and Pew FTLC Faculty Fellow, [email protected]

Co-Facilitator: Grace Coolidge, History, [email protected]

Interested? You can register for this LC by completing an LC Application.

This series works to gather faculty or staff from a wide variety of disciplines around a single topic of interest

• Winter 2023 & Fall 2023
  • FULL—Assessing Student Learning through Digital Media—How can integrating digital skills into course assessments strengthen students' abilities to create with technology, preparing them for today's workforce? 
• Fall 2023
  • Ableism in Academia—What does it mean to be and to work outside the so-called norm?
  • As We have Always Done—How might we practice and teach anti-colonialism in our classrooms?
  • Bringing Global Perspectives into the Classroom by Introducing International Virtual Exchange—How might we incorporate virtual exchange projects in our courses to promote intercultural dialogue and foster collaboration, problem solving, and global awareness in our students?
  • ChatGPT and the Humanities—How can we make pedagogically-sound, ethical use of generative-AI in our classrooms?
  • Cultivating Resilience and Stamina in the Elementary Classroom—In this post-COVID world, how might we better support elementary teacher interns, both emotionally and academically, building up their professional stamina?
  • Demystifying Disability--- How can we be proactive and intentional in our efforts to design syllabi and inclusive classroom environments that support and respect individuals with disabilities?
  • Finding the Sweet Spot: Challenging and Supporting Students—How do we support AND challenge students?
  • Internships: Approaches, Strategies, and Best Practices—How can we help students get the most out of their internship?
  • Living and Learning from the Environment: An Environmental Humanities Perspective—How might we "teach" environmental humanities, broadly conceived?
  • Supervising the Elementary Teacher Apprentice—In this pos-COVID world, how might we better support elementary teacher apprentices, both emotionally and academically, as they begin their first intense fieldwork experience?
• Fall 2023 & Winter 2024 (year-long)
  • Designing Groupwork—How can we create tasks for student groupwork in math that are effective for heterogeneous groups?
  • How to Incorporate Undergraduate Research into Courses—How can undergraduate research be incorporated into the courses in a regular undergraduate curriculum without increasing faculty and student workload?
  • Teaching Adult Learners in the LEADS Format—What are some effective strategies for connecting with adult learners in the accelerated LEADS format?
  • Unity Amongst Unit Heads—How can unit heads/department chairs support each other in navigating their roles?
• Winter 2024
  • Coaching Colleagues, Students, and Ourselves—How might we draw on successful coaching strategies in our supervision and mentorship of colleagues and students?
  • Collaborating for Student Success—How can teaching faculty and support staff work together to build students' confidence and encourage belonging outside the classroom to foster academic success?
  • Cultivating Resilience and Stamina in the Elementary Classroom—In this post-Covid world, how might we better support elementary teacher interns, both emotionally and academically, building up their professional stamina?
  • Disability Visibility: The Myth of Normal—How can faculty come together to recognize ableism, the myth of normal, and the voices of the disabled so they can best support students' learning around disability?
  • Generative AI and the Humanities—How might we make responsible and pedagogically-sound use of generative AI in our classrooms?
  • International Exchange: Introduction, Ideas, and Implementation—How might we incorporate virtual exchange projects in our courses to promote intercultural dialogue and foster collaboration and global awareness in our students?
  • Internships: Approaches, Strategies, and Best Practices—How can we help students get the most out of their internships?
  • Small Teaching-—What can we learn and apply from Lang’s classic?
  • Ungrading II— Can rethinking assessment help students learn more?
  • We Were Made for These Times — What are the best ways to face all the changes that confront us, including those we initiated on our own?
• Spring/Summer 2024
  • How to Integrate AI in Advertising and Public Relations Teaching— How can AI improve the teaching practice in Advertising and public relations?
  • ADHD & Higher Education—How might a basic knowledge of explicitly designed instruction and other evidence-based practices assist with successfully supporting those with ADHD at the university level?
  • Four Thousand Weeks: Time Management for Mortals — Do you feel there is never enough time to get things done? Are you holding yourself to, and judging yourself by, standards of productivity or performance that are impossible to meet?
  • Cheating, Yesterday and Today — In the age of AI, how can instructors foster academic honesty?

As We Have Always Done

Fall 2023

How might we practice and teach anti-colonialism in our classrooms?

In this Learning Community, we will read As We Have Always Done: Indigenous Freedom through Radical Resistance by Leanne Betasamosake Simpson. Situating political action within Indigenous communities' resistance, Simpson's book demonstrates how refusing to accept the continuance of settler colonialism can transform our interactions to cultivate a generative future. The goal of this Learning Community is for us to move beyond merely acknowledging harm, come together in solidarity, learn how we might engage anti-colonial practices in meaningful ways, and implement them in our classrooms.

Meeting Dates/Times: TBD

Location/Campus: Virtual (Online with Zoom)

Facilitator: Dawn Rutecki, School of Interdisciplinary Studies, [email protected]

Interested? You can register for this LC by completing an LC Application.

Bringing Global Perspectives into the Classroom by Introducing International Virtual Exchange

Fall 2023

How might we incorporate virtual exchange projects in our courses to promote intercultural dialogue and foster collaboration, problem solving, and global awareness in our students?

International Virtual Exchange (IVE) is a pedagogical approach in which faculty from different cultural regions develop and facilitate a collaborative project for students enrolled in their respective courses. Because IVE provides a structured, meaningful intercultural work experience, it has the potential to expand their cultural perspectives and to foster communication and collaboration skills that are valued in the workplace. This learning community is designed for faculty who are already using IVE as well as faculty who want to explore its use. Participants will read selected chapters from The Guide to COIL Virtual Exchange and discuss topics including:

• Typical models for using IVE and suggestions for finding international partners, developing projects, and sustaining partnerships
• Ideas for using IVE to meet student learning outcomes in different disciplines
• On and off-campus resources and support for implementing IVE

Meeting Dates/Times: TBD

Location/Campus: Hybrid—some meetings online and some meetings in-person.  In-person meetings will be held on the Allendale Campus.

Facilitator: Ellen Shupe, Psychology, [email protected]

Co-Facilitator: Zsuzsanna Palmer, Writing, [email protected]

Interested? You can register for this LC by completing an LC Application.

Cheating, Yesterday and Today

Spring/Summer 2024

In the age of AI, how can instructors foster academic honesty?

What does the research say about why students cheat? Does my course design invite cheating? How might we motivate students not to use ChatGPT to do assignments (unless we want them to)? How can we get them to do the work requisite for learning? Participants will tackle these questions as we read Cheating Lessons (Harvard UP, 2013), by James Lang, our 2023 Fall Conference keynote speaker. Arguably more relevant today than when first published, Lang’s first book offers strategies to reduce academic dishonesty and promote deeper learning.

Meeting Dates/Times: TBD

Location/Campus: TBD—Zoom

Facilitator: David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow, [email protected] 

Interested? You can register for this LC by completing an LC Application.

Coaching Colleagues, Students, and Ourselves

Winter 2024

How might we draw on successful coaching strategies in our supervision and mentorship of colleagues and students?

As we strive to be better mentors and supervisors, we can learn from the field of coaching to ask better questions and help our colleagues, students, and ourselves grow professionally and personally. In this learning community, we will read Co-Active Coaching: The proven framework for transformative conversations at work and in life (4^th ed.), the book that changed the field of professional coaching forever. This book provides practical guidance for embracing coaching as a core competency to improve workplace engagement. We will also read the newer book, Coach the Person, Not the Problem: A Guide to Using Reflective Inquiry, in which Marcia Reynolds cites the latest brain science to show why reflective inquiry works and provides techniques, tips, and structures for creating breakthrough conversations.

Meeting Dates/Times: TBD

Location/Campus: Online/Zoom

Facilitator: Ashley Rosener, University Libraries, [email protected]

Interested? You can register for this LC by completing an LC Application.

Cultivating Resilience and Stamina in the Elementary Classroom

Winter 2024

In this post-COVID world, how might we better support elementary teacher interns, both emotionally and academically, building up their professional stamina?

Our elementary interns are GVSU seniors who are completing their academic training with an all-day field placement where they assume full classroom responsibility. Our interns began their college careers experiencing COVID-related trauma and emotional distress. The responsibilities of elementary classroom teachers have increased greatly in meeting the needs of young student who have also experienced trauma. Educator stress is high, and teacher burnout is tremendous. (70 percent of teachers quit within their first five years of teaching.) We seek to explore ways to better support our interns and to help them weather the storms so they are better prepared academically and emotionally to be resilient in the classroom. This LC will use the book, Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar, concentrating discussions on the second half of the book, and making adjustments to course content, practices and pedagogy in a collective effort toward improvement.

***This Learning Community is open to EDI 430 faculty only.***

Meeting Dates/Times: TBD

Location/Campus: In-person on the Pew Grand Rapids Campus

Facilitator: Liz Storey, Education Programs—Teaching and Learning, [email protected]

Co-Facilitator: Megan Freudigmann, Education Programs—Teaching and Leanring, [email protected]

Interested? You can register for this LC by completing an LC Application.

Demystifying Disability-Becoming an Intentional Ally

Fall 2023

How can we be proactive and intentional in our efforts to design syllabi and inclusive classroom environments that support and respect individuals with disabilities?

This learning community seeks to bring together faculty in education to explore how we can be proactive and intentional in our teaching to ensure our language. course design, and assessment practices are inclusive of individuals with disabilities. To accomplish this, we will read Emily Ladau's book, Demystifying Disability, which will help structure our conversations around what disability is, the impact of the Disability Rights Movement, how conceptions of disability intersect with ableism and accessibility, and the intentional moves we can implement to ensure we are both designing our own inclusive courses, but also modeling for our teacher candidates, how to do so. These moves will include applying a critical lens to our syllabi, assignments, and other instructional tools to ensure we're being inclusive and thoughtful in our efforts to help demystify disability.

***This Learning Community is open to faculty from the Early Childhood and Special Educations programs only.***

Meeting Dates/Times: TBD

Location/Campus: Hybrid—some meetings online and some meetings in-person.  In-person meetings will be held on the Pew Grand Rapids Campus.

Facilitator: Kathryn Ohle, Educational Programs, [email protected]

Co-Facilitator: Julia Snider, Educational Programs, [email protected]

Interested? You can register for this LC by completing an LC Application.

Disability Visibility: The Myth of Normal

Winter 2024

How can faculty come together to recognize ableism, the myth of normal, and the voices of the disabled so they can best support students' learning around disability?

The purpose of this learning community is to bring together faculty to explore the myth of normal through the lens of the disabled, using the themes of Alice Wong's book, Disabled Visibility. Social constructs, such as the disability and ableism will be defined and explored; theoretical and experimental models of disability will be discussed; and multiple perspectives on disability will be shared and critiqued. As faculty come into their own around their expanding notions around this topic, action plans for how to share these understandings with students, colleagues, and community members will be explored.

***This Learning Community is open to CECI faculty only.***

Meeting Dates/Times: Meeting from 3:00pm–4:00pm on the following Wednesdays,

• January 31
• February 14 & 28
• March 20
• April 3 & 17

Location/Campus: In-person on the Pew Grand Rapids Campus

Facilitator: Kathryn Ohle, Education Programs—Teaching and Learning, [email protected]

Co-Facilitator: Monica Harris, Education Programs—Teaching and Learning, [email protected]

Interested? You can register for this LC by completing an LC Application.

Four Thousand Weeks: Time Management for Mortals

Spring/Summer 2024

Do you feel there is never enough time to get things done? Are the standards of productivity and efficiency you are holding yourself to impossible to achieve?

We all perceive that there isn't enough time and are consumed with our to do list, jam-packed in boxes and increasing distractions, regardless of our occupation. Ways to become more productive are limitless. Unfortunately, these productivity tricks often make things worse for us and we continue to rush through our days, proceeding to miss the most significant parts of our lives.

In Four Thousand Weeks, Oliver Burkeman provides a map to time and time management. Instead of focusing on "getting everything done," Burkeman encourages the reader to accept that time is limited and that many of the ways we think about time can be changed. We can do things differently.

Meeting Dates/Times: TBD

Location/Campus: Online/Zoom

Facilitator: Martina Reinhold, Physician Assistant Studies, [email protected]

Interested? You can register for this LC by completing an LC Application.

Generative AI and the Humanities

Winter 2024

How might we make responsible and pedagogically-sound use of generative AI in our classrooms? 

Participants will familiarize themselves with generative-AI tools such as ChatGPT and hone a responsible and pedagogically sound approach to their use in our classrooms.

Meeting Dates/Times: Meeting on the following Tuesdays from 3pm–4pm over Zoom

• February 6 and 20
• March 12 and 26
• April 9 and 23

Location/Campus:  Virtual over Zoom

Facilitator: David Eick, Modern Languages and Literatures, [email protected]

Co-Facilitator: Rachel Anderson, English, [email protected]

Interested? You can register for this LC by completing an LC Application.

How to Integrate AI in Advertising and Public Relations Teaching

Spring/Summer 2024

How can AI improve the teaching practice in Advertising and public relations?

This learning community will explore how to integrate AI technology into the courses of Advertising (Ad) and public relations (PR). This learning community will collaboratively learn how to use some of the popular AI tools for writing, designs. and data analysis in the field of advertising and public relations/ The professors in the community can help each other to keep up with the most important tech trends and prepare our students for a future in which competence in AI is a requisite.

Meeting Dates/Times: TBD

Location/Campus: TBD

Facilitator: Faye Yang, School of Communication, [email protected]

Interested? You can register for this LC by completing an LC Application.

Internships: Approaches, Strategies, and Best Practices

Winter 2024

How can we help students get the most out of their internship? 

Internships serve different purposes for different students. For some students, an internship can serve as a starting point for their academic and professional aspirations. For others who have a clearer vision, an internship can help them apply their knowledge and skills in a "real world" setting. Much of the responsibility for helping students understand the purpose and value of an internship falls on the shoulders of internship directors. 

Meeting Dates/Times: TBD

Location/Campus: Hybrid—meetings online and last meeting is in-person held on the Pew Grand Rapids Campus.

Facilitator: Dauvan Mulally, Writing, [email protected]

Interested? You can register for this LC by completing an LC Application.

Living and Learning from the Environment; An Environmental Humanities Perspective

Fall 2023

How might we "teach" environmental humanities, broadly conceived?

At a time when it is so easy to be despondent, how might we teach environmental humanities in a way that is more hopeful and change precipitating? We constantly hear how the world is hurtling toward a point of no return. Yet, we continue to live and breath. For our students, so impacted by this pandemic, much of the new environmental research about human induced planetary change can feel debilitating rather than charging them with action. In this LC, we will explore some cutting-edge environmental humanities perspectives and research to reflect on possible pedagogical responses that reorient student learning towards asking new questions and reframing despondent narratives to more actionable analytical ones.

Meeting Dates/Times: TBD

Location/Campus: Hybrid—some meetings online and some in-person.

Facilitator: Ramya Swayamprakash,
Integrative, Religious, and Intercultural Studies, [email protected]

Co-Facilitator: Aaron Eddens, Area and Global Studies, [email protected]

Interested? You can register for this LC by completing an LC Application.

Supervising the Elementary Teacher Apprentice

Fall 2023

In this post-COVID world, how might we better support elementary teacher apprentices, both emotionally and academically, as they begin their first intense fieldwork experience?

The seniors who are entering their elementary apprenticeship semester began their college careers experiencing COVID-related trauma in the form of unprecedented lockdowns, social isolation, adjusted content delivery and emotional distress. Some have also experienced significant childhood trauma. Many students are arriving in their field practicum year unprepared for the emotional and academic challenges they will face, as they carry unresolved trauma into their classrooms. With CARE reports at an all-time high, we seek to explore ways to better scaffold and support students both academically and emotionally in this critical semester of introduction to daily classroom responsibilities. This Learning Community will use the book, Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners, by Kristen Souers, as a starting point and will adjust course content, practices and pedagogy in a collective effort toward improvement.

***This Learning Community is open to adjunct faculty who supervise Elementary Teacher Apprentices.***

Meeting Dates/Times: TBD

Location/Campus: In-person on the Pew Grand Rapids Campus

Facilitator: Sheryl Vlietstra, Education Programs—Department of Teaching and Learning, [email protected]

Interested? You can register for this LC by completing an LC Application.

Ungrading II

Winter 2024

Can rethinking assessment help students learn more?

“Ungrading” caught on as a response to the pandemic when suddenly we had to think about how to grade during a crisis. Many of us have not gone back to traditional grading, finding that students actually work harder when learning is emphasized over chasing grades, and their motivation becomes intrinsic rather than extrinsic. But how exactly does one ungrade when at semester’s end we must still give an A, B, C, D or F? Jesse Stommel’s blogs served as an instructor’s manual during the pandemic, and now he has published a book distilling his insights, Undoing the Grade: Why We Grade, and How to Stop (Hybrid Pedagogy 2023). This LC will welcome ungrading veterans who can share lessons learned, curious newbies, and even skeptics.

Meeting Dates/Times: Meeting from 12:30pm-1:30pm on the following Thursdays,

• February 8 & 22
• March 14 & 28
• April 11 & 25

Location/Campus: Online (Zoom)

Facilitator: David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow, [email protected] 

Interested? You can register for this LC by completing an LC Application.

We Were Made for These Times

Winter 2024

What are the best ways to face all the changes that confront us, including those we initiated on our own?

We all go through tough times when it feels like the ground is being pulled out from under us. What we relied on as steady and solid changes or even appears to vanish. In this era of global disruption, as challenges to our individual, social, and planetary wellbeing abound, the pivots that life requires can feel overwhelming. In We Were Made For These Times, Kaira Jewel Lingo shares accessible advice on navigating difficult times of transition. Each chapter unfolds a step-by-step process to nurture deeper freedom and stability in daily life. Time- honored teachings will help you develop ease, presence, and self-compassion, supporting you to release the fear and doubt that is holding you back.

Meeting Dates/Times: TBD

Location/Campus: Online (Zoom)

Facilitator: Martina Reinhold, Physician Assistant Studies, [email protected]

Interested? You can register for this LC by completing an LC Application.

Learning Communities (LCs) bring faculty and staff together to foster a 1-2 semester-long conversation on a topic of mutual interest and encourage an application of the knowledge gained.  Each LC consists of a facilitator and a group of at least four faculty or staff.  If you are interested in registering for an LC, simply apply for a Learning Community in the FTLC Grant System.  All faculty are eligible to apply, and staff may participate with supervisor approval.

If you are interested in forming or leading a Learning Community for the current or upcoming academic year, complete a Learning Community Letter of Intent Form. If you are leading an LC, visit the LC Facilitator Resources page.

Looking for inspiration?  Visit our Past Faculty Learning Communities webpage to see a complete list (with descriptions) of FLCs from past academic years.

Apply for an LC

View Current List of Open LCs

Submit an LC Letter of Intent
(to propose an LC)

View Past LCs

LC Facilitation Resources