Faculty Learning Communities

Overview

Learning Communities are diverse, interdisciplinary groups of faculty who come together to enhance their instructional approaches, investigate instructional change, and share their experience in employing equity-focused and research-based strategies in their teaching. Our communities participate in an exploration of topics central to pedagogy in higher education with the aim of developing a deeper understanding of their own teaching practice, while engaging in activities that provide a foundation for becoming educational innovators.

Climate Change Course Development Faculty Learning Community

The effects of climate change have never been more apparent, the need for education around climate change more urgent. The Center for Educational Effectiveness is pleased to announce a new Faculty Learning Community (FLC) for Winter-Spring 2026: Climate Change Course Development. Offered in partnership with Dr. Mark Huising (Department of Neurobiology, Physiology and Behavior) and Dr. Stephen Wheeler (Department of Human Ecology), this new FLC will support faculty course (re)designs that aim to integrate climate change into diverse disciplines. Faculty from across the UC Davis campus will come together to discuss climate change topics and pedagogical best practices.

Participants will engage with UC Davis faculty and guest speakers with experience in developing and delivering Climate Change classes. Join a cohort of colleagues across the academic disciplines to (re)imagine courses that incorporate climate change topics in the face of growing impacts of climate change. Half of the meetings will be led by CEE instructional designers and will focus on best pedagogical practices, with the other half focusing on guest speaker Climate Change topics. Whether you’re interested in redesigning an existing course to include climate change topics or developing a new course entirely to integrate climate change into your discipline-specific area, this faculty learning community provides faculty with a space to brainstorm, communicate, collaborate, and build community.

About FLCs

Learning communities are designed to bring together instructors from a number of disciplines to explore topics and themes around learning and teaching. The community provides a supportive environment where members can engage in a variety of activities and experiment with new approaches to teaching, share successes and challenges, engage in pedagogical projects, and dissemination of instructional practices and tools.

As the learning community progresses, members will support each other in the completion of individual projects relating to the theme of the community and their own teaching interests and trajectory.

Benefits

You will become a member of a community of peers with shared interests in learning, teaching, and scholarship at UC Davis. The community is an inclusive space where members exchange experiences, ideas and strategies about teaching; experiment with research-based practices; build skills; and reflect on their roles as educators. You will also interact with colleagues with shared interests and specific pedagogical issues and questions.

Learning outcomes and intended impacts

Learning Community participants will:

Integrate research-based, learner-centered, inclusive pedagogical practices into their teaching practice. Related activities include: actively preparing and participating in Learning Community meetings (meetings will likely occur bi-weekly). Review and revise course materials (e.g., syllabi, learning outcomes, and class activities).
Leverage collaborative relationships with cross- and interdisciplinary colleagues on topics related to learner-centered instructional innovation and success. Related activities include: sharing experiences, successes, and challenges with peers in Learning Community meetings.
Articulate the process for the development of skills for reflective teaching. Related activities include: writing reflections on the impact of participation in the Learning Community; undergoing a Mid-Quarter Inquiry (MQI).
Disseminate practices and scholarship to the broader teaching community at and beyond UC Davis. Related activities include: sharing work by providing a presentation, instructional resource materials (e.g., a classroom activity), and/or publication of findings at a UC Davis event and/or external venues.

Eligibility

Any full-time member of the Academic Senate or Academic Federation at UC Davis may apply.

How to apply

Applications are currently closed for the 2026 Climate Change Course Development Faculty Learning Community cohort.

Contact

Learning communities program lead: Patricia Turner, Ph.D., [email protected].

FAQs
What are the requirements of Learning Community members?

1) Actively prepare for, attend, and participate in all meetings (Learning Communities will likely meet bi-weekly; the schedule will be set prior to or during the kickoff meeting based on participant availability).
2) Share their work with a larger audience (either at UC Davis or at an external venue) by selecting one or more of the following options (likely during Fall terms):
• Present on their learning community experience or classroom innovation (e.g., at a teaching event, First-Gen forum, or symposium);
• Provide instructional resource materials (e.g., an instructional tool or teaching strategy) on a topic of significance for the larger teaching community at UC Davis);
• Publish their findings (e.g., in a teaching portfolio or as a white paper).
3) Undergo a Mid-Quarter Inquiry (MQI within one year of their Learning Community experience
4) Complete an individual project relating to the theme of the community and in alignment with their own teaching interests and trajectory.
5) Submit a reflective analysis of their participation in the Learning Community.
6) Complete a short survey providing feedback about their experience in the Learning Community at the end of their participation in the Community.

What is the time commitment?

On average, members may spend five to ten hours per month on Learning Community activities (e.g., participating in discussions, reading), including the Learning Community meeting(s). The number of hours spent on Learning Community activities will vary for individual participants and by learning community.

What is the format of the Learning Community meetings?
Each Learning Community will meet for 8-10 sessions (approximately 1-2 times a month). CEE staff will help facilitate meetings. Below is a general description of the meeting format and activities:
Meetings are held bi-weekly for 60-75 minutes. Meetings are arranged based on participants’ schedules. Each community will determine the time/location of the monthly sessions during the “Kickoff” meeting. Meeting activities: Meetings feature activities designed to promote participants' active engagement in pedagogical topics. Examples include leading discussions of the focus books, reviewing scholarly articles, providing feedback one another’s ongoing projects, engaging in group activities, and interacting with experienced faculty and campus leaders.
2025 Cohort
Generative AI Faculty Learning Community: Katerina Ziotopoulou, Civil and Environmental Engineering, Ali Moghimi, Biological and Agricultural Engineering, Bwalya Lungu, Food Science and Technology, and Anthony Thomas, Electrical and Computer Engineering
Past Cohorts
2024
Engaged Learning and Teaching Community: Whitney Duim, Chemistry, Maria Maldonado, Plant Biology, Marshall McMunn, Entomology and Nematology, Laura Vidal Chiesa, University Writing Program

GenAI Learning Community: Korana Burke, Mathematics, Juliana de Moura Bell, Biological and Agricultural Engineering/Food Science and Technology, Sara Dye, Plant Pathology, Mark Verbitsky, Political Science, Xianglong Wang, Biomedical Engineering

GenAI Learning Community: Noli Brazil, Human Ecology, Victoria Cross, Psychology, Miriam E Markum, Microbiology and Molecular Genetics, Amir Saeidi, Materials Science and Engineering, Carl Whithaus, University Writing Program. Not pictured: Heather Hether, Communication, Soojong Kim, Communication
2023
First-Gen Faculty Learning Community: Rebekka Anderson, University Writing Program, Glaucia Carvalho do Prado, Chemical Engineering, Jorge Rodrigues, Land Air and Water Resources, Cheemeng Tan, BioMedical Engineering

PCI Diversity, Equity, and Inclusion Learning Community: Julia Chamberlain, Chemistry, Kathleen Cruz, Classics, Sara Dye, Plant Pathology, Rob Furrow, Wildlife Fish and Conservation Biology, Irene Joe, School of Law, Bwalya Lungu, Food Science and Technology, Hannah Minter Anderson, Human Ecology, Ali Moghimi, Biological and Agricultural Engineering, Xianglong Wang, Biomedical Engineering
2022
Engaged Learning and Teaching Community: Lucas Smith, Neurobiology, Physiology, and Behavior, Tiffany Lowe-Power, Plant Pathology, Glaucia Carvalho do Prado, Chemical Engineering, Md Shamim Ahamed, Biological & Agricultural Engineering, Zahra Sadeghizadeh, Mechanical and Aerospace Engineering

Anti-Racist Pedagogy Faculty Learning Community: Debbie Fetter, Nutrition, Laci Gerhart, Biological Sciences, Claudia Sánchez Gutiérrez, Spanish and Portuguese, Gregory Patterson Downs, History, Lee Martin, Education
2021
Engaged Learning and Teaching Community: Maria Chondronikola, Nutrition, Kathleen Cruz, Classics, Sara Dye, Plant Pathology, Ali Moghimi, Biological & Agricultural Engineering, Jaroslav Trnka, Physics and Astronomy

First-Gen Faculty Learning Community: Eleftheria Arapoglou, American Studies, Robert Bayley, Linguistics, Erin Gray, English, Jeanette Ruiz, Faculty Lead for First Gen Initiatives, Communication, Emily C Vázquez Enríquez, Spanish & Portuguese
2020
Engaged Learning and Teaching Community: Ga Young Chung, Asian America Studies, Xiaoli Dong, Environmental Science and Policy, Debbie Fetter, Nutrition, Rucha Joshi, Biomedical Engineering, Emily Merchant, Science and Technology Studies, Faheemah Mustafaa, School of Education, Cameron Pittelkow, Plant Science, Wang Liao, Communication

First-Gen Faculty Learning Community: Mona Monfared, Molecular and Cellular Biology, William Sewell, University Writing Program, Joseph Sorensen, East Asian Languages and Cultures, Cecilia Tsu, History
2019
Engaged Learning and Teaching Community: Julia Chamberlain, Chemistry, Po-Yen Chou, Veterinary Surgical and Radiological Science, Maureen Kinyua, Civil and Environmental Engineering, Alexander Nord, Center for Neuroscience, Luxin Wang, Food Science and Technology

First-Gen Faculty Learning Community: Louise Berben, Chemistry, Elizabeth Montano, School of Education, Sascha Nicklisch, Department of Environmental Toxicology, Lisa Pruitt, School of Law, Eduardo Silva, Biomedical Engineering

Scholarship of Teaching and Learning Community: Joseph Anistranski, Human Ecology, Silvia Carrasco Garcia, Molecular and Cellular Biology, Amanda Crump, Plant Sciences, Debbie Fetter, Nutrition, Jason White, Chemical Engineering
2018
Engaged Learning and Teaching Community: Geoffrey Attardo, Entomology & Nematology, Clare Cannon, Human Ecology, Gerardo Con Diaz, Science and Technology Studies, Heather Hether, Communication

Scholarship of Teaching and Learning Community: Julia Chamberlain, Chemistry, Victoria Cross, Psychology, Susan Gentry, Materials Science and Engineering, Amy McLean, Animal Science, Mona Monfared, Molecular and Cellular Biology, Jennifer Mullin, Biological and Agricultural Engineering, Hooman Rashtian, Electrical and Computer Engineering, Mark Verbitsky, Political Science
2017
Engaged Learning and Teaching Community: Juliana Leite Nobrega de Moura Bell, Food Science and Technology, Gerardo Mackenzie, Department of Nutrition, Thomas Maiorana, Department of Design, Steven Sadro, Environmental Science and Policy, Claudia Sanchez-Gutierrez, Department of Spanish and Portuguese, Alexandra Sofroniew, Art History, Ameer Taha, Food Science and Technology, Rachel Vannette, Department of Entomology & Nematology, Mark Verbitsky, Political Science, Katerina Ziotopoulou, Civil and Environmental Engineering

Scholarship of Teaching and Learning Community: Colleen Bronner, Civil and Environmental Engineering, Victoria Cross, Department of Psychology, Marina Crowder, Molecular and Cellular Biology, Heather J. Hether, Department of Communication, Bwalya Lungu, Food Science and Technology, Jeanette Ruiz, Department of Communication
2016
Engaged Learning and Teaching Community: Catherine Brinkley, Human Ecology, Marcela Cuellar, Education, Mark Huising, Neurobiology, Physiology & Behavior, Kristin Kiesel, Agricultural and Resource Economics, Helen Koo, Design, Bret McNabb, Population Health and Reproduction, Linn Normand, Student Academic Success Center, Cindy Shen, Communication, Eduardo Silva, Biomedical Engineering, Chris Smith, Sociology, Stefan Hoesel-Uhlig, Comparative Literature

Scholarship of Teaching and Learning Community: Natalia Caporale, Neurobiology, Physiology, and Behavior, Julia Chamberlain, Chemistry, Jennifer Choi, Biomedical Engineering, Marina Crowder, Molecular and Cellular Biology, Ozcan Gulacar, Chemistry, Miriam Martin, Microbiology and Molecular Genetics, Mona Monfared, Molecular and Cellular Biology, Derek Stimel, Economics, Talitha van der Meulen, Neurobiology, Physiology & Behavior