CTL Learning Communities

CTL Learning Communities (LCs) are open to all SHU instructors (full-time and part-time faculty, staff and graduate students) interested in regularly discussing their teaching practice in community with colleagues. The program was recently renamed to “CTL Learning Communities” from “Faculty Learning Communities (FLCs)” given our SHU participants extend beyond faculty to include interested SHU staff and graduate students.

SHU instructors who participate in an LC receive a free physical copy of the selected reading, and e-book versions are available for the SHU community from the SHU Library. Example readings include:

Opposite of Cheating book cover Book cover of What Inclusive Instructors Do Cover of Picture a Professor Book cover for Reach Everyone Teach Everyone Universal Design for Learning in Higher Education Book cover of Plantation Politics and Campus Rebellions Book cover for The Hidden Curriculum Book cover of Teaching with AI: A Practical Guide to a New Era of Human Learning by Jose Antonio Owen & C. Edward Watson

CTL LC participants frequently comment in program exit surveys on the value of regularly reflecting on their teaching practice with colleagues from across disciplines and departments.

SHU instructors interested in joining a CTL LC should be on the lookout for CTL email newsletters for registration announcements. You can also email ctl@sacredheart.edu with questions or for more information.

Learning Community Participant Testimonials

“I loved the community we created. It felt very comfortable – that I could share what I was thinking/feeling without being judged. The LCs always cultivate this type of community and I’m deeply grateful.” (The Opposite of Cheating, Summer 2025)

"This LC allowed me the opportunity, in a safe and comfortable environment, to explore and practice using AI without restrictions or judgement." (Teaching with AI, Spring 2025)

"It was a thought provoking LC! It was nice to hear lots of perspectives on (AI). It helped me shape (and reshape) my own thoughts." (Teaching with AI, Fall 2024)

"Thank you for conducting the FLC by modeling the safe learning environment we all need to create for our students. I learned a great deal and appreciate the facilitator's styles and the open invitation for all to share." (What Inclusive Instructors Do, Spring 2023)

"I appreciate interacting with colleagues whom I would never see on campus based on schedules." (Picture a Professor, Spring 2023)

"I appreciated the structure of each session with the expectation of which chapter we would be discussing and the framing questions to guide the conversation." (What Inclusive Instructors Do, Spring 2023)

"I loved every session! I have gained new insight into my own positionality through an entirely fresh lens, and how it is shaped by all my past/present circumstances and experiences." (Picture a Professor, Spring 2023)

"Thank you for providing this space for us to come together and learn!" (What Inclusive Instructors Do, Spring 2023)

"Loved this!! It felt so great to feel a part of this community. I definitely felt comfortable to share things that could have been sensitive. Thank you for choosing a fantastic read." (What Inclusive Instructors Do, Fall 2022)

The Scholarship of FLCs

Dr. Quianna Daniels-Smart earned her Ph.D. in Social Work at SHU in 2025. During her time as a Ph.D. student, Quianna also served as a SHU Adjunct Instructor and CTL’s Equitable & Inclusive Pedagogy Lead. Quianna studied faculty learning communities as part of her dissertation. Below she writes about the importance of FLCs in the higher education landscape.

Faculty Learning Communities (FLCs) unite faculty and staff in either cohort-based or topic-based groups, aiming to enhance their teaching and learning practices (Cox, 2004). These groups participate in a collaborative program, spanning either a semester or a full year term. The FLC involves an active curriculum, incorporating regular activities to facilitate learning, promote professional growth, encourage the scholarship of teaching & learning, and foster a sense of community among participants (Cox, 2004). As highlighted by Cox (2001), Faculty Learning Communities are recognized as one of the most effective programs for faculty learning and development. FLCs are recognized for their adaptability across diverse content areas, and can serve as effective mechanisms for driving institutional change (Cox, 2001). Faculty development initiatives play a crucial role in supporting faculty members, spanning from novices to seasoned educators, across a spectrum of disciplines. The establishment of FLCs is motivated by the goal of sustaining the integration of research-based instructional strategies and fostering the development of lifelong reflective practitioners (Dancy et al., 2019).

References

Dancy, M., Lau, A. C., Rundquist, A., & Henderson, C. (2019). Faculty online learning communities: A model for sustained teaching transformation. Physical Review Physics Education Research, 15, 020147. https://doi.org/10.1103/PhysRevPhysEducRes.15.020147

Cox, M.D. (2004), Introduction to faculty learning communities. New Directions for Teaching and Learning, 2004: 5-23. https://doi.org/10.1002/tl.129 

Cox, M. D. (2001). Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations. To Improve the Academy, 19, 69-93. https://doi.org/10.1002/j.2334-4822.2001.tb00525.x