Faculty Learning Communities

Communities of Practice that Support, Inspire, Engage and Transform Higher Education Classrooms

Edited by:
Kristin N. Rainville, Sacred Heart University
David Title, Sacred Heart University
Cynthia Desrochers, California State University (CSU) Northridge

A volume in the series: Transforming Teaching and Learning in Higher Education. Editor(s): Kristin N. Rainville, Sacred Heart University. David Title, Sacred Heart University. Cynthia Desrochers, California State University (CSU) Northridge.

Call for Chapters

This volume of the Transforming Teaching and Learning in Higher Education Series will focus on faculty learning communities (FLC’s) in higher education. Faculty learning communities, which occur across disciplines, rank, and for many different purposes at universities and colleges, have the potential to transform higher education classrooms. This edited book will explore faculty learning communities as a form of professional learning for faculty in higher education.

The editors invite chapter proposals investigating or describing faculty learning communities in higher education. Contributions may include research or practice pieces that: describe faculty learning community initiatives across different fields of study and within dynamic and flexible teaching and learning models, provide a framework for faculty learning communities, show the impact of faculty learning communities on teaching practices or student learning, or describe how these communities of practice can lead to institutional change.

Topics of Interest include:

• FLCs as a lever to improve student learning
• Online faculty learning communities
• FLC to support Scholarship of teaching and learning (SoTL)
• FLCs to support and extend diversity and equity initiatives
• Research in the impact of FLCs
• FLCs imact on pedagodgy
• FLCs impact on student engagement and learning
• Communities of Practice

Proposals: Authors interested in submitting a chapter for this edited book should submit a chapter proposal that includes authors’ names, affiliations, contact information, a tentative title and abstract (200-250 words). Include a 1-3-page outline of the proposed chapter. Please include an additional page with a brief biography of each author (200-250 words) and relevant professional publications. All proposals should be sent as a word file to: Kristin Rainville at:

Chapter Submission: Authors of accepted proposals will be notified by January 30, 2022, about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double-spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by March 31, 2022. Manuscripts should conform to 7th edition APA style conventions. See Author Guidelines. Graphics and images may be included.


Abstract Submissions: January 15, 2022

Notification of acceptance to submit chapter: January 30, 2022

Submission of book chapter: March 31, 2022

Reviews of book chapter manuscripts sent to author(s): May 31, 2022

Receipt by editors of final draft of book chapters: July, 31, 2022

Final book submitted to publisher: September 31, 2022

Anticipated publication: Winter, 2022/23

  • This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125
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