Faculty Learning Community

Designing for Learning in the 21st Century  

This Faculty Learning Community (FLC) will combine learning science with effective course design and delivery.  During our time together, we will discuss what the research says about learning and the brain, and explore specific course design and delivery applications of the theory in order to promote evidence-based practice with academic technology.

Participation in the Faculty Learning Community

This Faculty Learning Community represents a unique opportunity to learn from peers and leverage support of diverse experts in the field of teaching and learning with technology. Participants work with and learn from a cohort of colleagues who can share ideas, provide feedback, and offer support during the design and development phase of each person’s project.  Academic professionals from ATSS, CEI, the University Libraries, and DRC will also be on hand to guide the project development and provide support.

The FLC is project-driven: at the beginning of the program each participant will identify course enhancements with outcomes to work toward. A suitable range of project topics might include: course redesign, the inclusion of rich media resources or affordable content into an existing course, redesign of Moodle sites, or the use of technology to increase engagement, community, student motivation, and interest.  The facilitators can help participants identify a suitable project and formulate the timeline to make sure the project is a success.  

Program Agenda

The FLC is open to faculty and instructional staff at the Twin Cities campus.  The FLC is a two semester program beginning in the spring of 2017.  During the first semester participants will meet together four times to learn about methods for incorporating 21st century approaches into their teaching and course design.  They will also be expected to meet individually with consultants who will help them develop their projects.  

During the second semester (fall 2017) participants will be expected to pilot their project in a class they teach.  As a capstone to the FLC program, participants will be encouraged to share their innovative practice with the wider University community.  Successful completion of the program entitles the participant to a small monetary grant.    



In order to qualify for participation in the FLC, instructors must be available to meet with the cohort four times during the spring of 2017.  Meetings are scheduled for the following Thursdays:

February 2, 11:00 - 12:15

March 2, 11:00 - 12:15

March 30, 11:00 - 12:15

April 27, 11:00 - 12:15


Bill Rozaitis

Bill Rozaitis is an Education Program Specialist in the Center for Educational Innovation. He is the coordinator of the Preparing Future Faculty program, where he also offers courses such as “Teaching in Higher Education,” “Practicum for Future Faculty,” and “Teaching for Learning: An Online Course.” One of Bill’s primary areas of interest is the use of learning technologies in post-secondary education. He offers a variety of workshops and presentations on this topic and others related to teaching at the university level and consults with members of the University of Minnesota community about best practices in these areas. Bill received a B.A. in English from Gustavus Adolphus College, an M.A. and PhD in English and American literature from the University of Minnesota, and an M.Ed. in learning technologies from Minnesota’s department of Curriculum and Instruction.


Lauren Marsh

Lauren Marsh is an academic technology consultant in Academic Technology Support Services. She helps members of the University community to leverage academic technology and improve the educational experience. From 2003 - 2013, she managed the Faculty Fellowship Program, an 18-month multidisciplinary program committed to innovation, research, and leadership in the area of technology-rich education. Of particular interest to her is exploring and discovering ways to scale the urgent conversations around teaching and learning with technology that are happening within the academy. She received her Ph.D. from the University of Minnesota in English.