Students studying outside the library

CIL Faculty Learning Communities

Starting in the fall of 2015, the CIL launched a new program of Faculty Learning Communities (FLCs) designed to bring together faculty and professional staff across the college in order to explore pedagogical theories and innovations in higher education. The communities are proposed and lead by interested faculty, and each will focus on a topic central to teaching and student learning. The focus of the various communities' inquiries might range from inquiries into classroom-based practices to broader questions of curriculum design.

2016-17 Faculty Learning Community (FLC) on Interdisciplinary & Integrative Learning

The Faculty Learning Community on Interdisciplinary & Integrative Learning is a three-semester learning community designed to support faculty and professional staff who wish to investigate collaboratively critical questions about students' learning in interdisciplinary or integrative programs, courses, or assignments. The goals of the community, which begins in fall 2016 and runs through fall 2017, are as follows:


  1. to examine the student experience in interdisciplinary/integrative learning spaces; 
  2. to gain a better understanding of how students make their way through interdisciplinary/integrative work; 
  3. to reflect on how intentional we are (or want to be) in scaffolding those experiences for students.


The community is open to all faculty and professional staff, whether you are new to this kind of work or are experienced in it as a teacher or scholar. Our intent is to keep the group small (around a dozen people) so participants can contribute to and learn from one another's work and collaborate together on the selection, design, and development of a shareable product. For more information, please contact Laura Barbas Rhoden, Beate Brunow, or Anne Rodrick.


If you are interested in proposing an FLC, please see our Request for Proposals.

Previous FLCS:

2015-16 Digital Learning and ePortfolios 

The FLC on Digital Learning and ePortfolios is a year-long faculty group exploring pedagogical theories related to teaching with technology. With the help of a Mellon grant, Wofford has implemented ePortfolios for all first-year students in the 2015-2016 school year, and one of the goals of this FLC is to examine portfolio-based pedagogy and assessment. We'll discuss Pathbrite in particular (the ePortfolio platform our students are using), as well as ways to best leverage the use of student portfolios both inside the classroom and at a programmatic level. Availing ourselves of the technological affordances of ePortfolios will entail looking into the possibilities and limits of digital pedagogy practices. We'll meet periodically throughout the fall and spring semesters to explore these ideas, and we'll hopefully implement some of what we learn in our spring courses.   

As a group, we will read and discuss Writer/Designer: A Guide to Making Multimodal Projects and Documenting Learning with ePortfolios.