TLC Learning Communities

What is a learning community?

A learning community (LC) brings together a small, cross-disciplinary group of faculty through regular meetings over the course of the academic year. LC members explore a teaching and learning topic, exchange ideas and experiences, try new approaches in courses, and reflect on their learning with each other on a shared topic related to teaching and learning. 

Typically, LCs follow one of two models: cohort-based communities support specific groups such as early-career faculty, while topic-based communities are open to those interested in shared pedagogical topics like inclusive teaching or active learning (Cox, 2004). Unlike stand-alone workshops, LCs provide sustained opportunities for collaboration, experimentation, and reflection. Through evidence-based teaching practices and iterative refinement, members provide each other support and build meaningful connections that strengthen their teaching (Cox, 2004; Brydges et al., 2013). 

 

2026-2027 TLC Learning Communities

For the 2026-2027 Academic Year, the TLC is offering two learning communities designed to support instructors’ collaboration and professional growth: the New Instructor Learning Community and the GenAI Learning Community. Explore the details below to learn more about each opportunity.

New Instructor Learning Community

The New Instructor Learning Community supports instructors of record who are new to teaching at UCLA as they navigate teaching responsibilities with research work and other faculty commitments. Across our sessions, participants will explore foundational topics for teaching for impact that include course design, inclusive teaching practices, assessment, and lesson planning, while engaging in community-building activities to foster a supportive network of peers. This LC is grounded in the belief that excellence in evidence-based teaching practices can enhance research and other areas of faculty work, particularly when instructors have access to appropriate resources and benefit from a supportive network of colleagues.

  1. Apply evidence-informed teaching practices that promote student learning, engagement, belonging, and success.
  2. Reflect systematically on teaching and identify specific changes to support student learning objectives.
  3. Navigate UCLA more effectively by identifying institutional resources, expectations, and networks that support faculty and students.
  4. Develop sustainable approaches to faculty work, including strategies for managing teaching responsibilities, workload, boundaries, and competing professional priorities.
  5. Build a collegial network that supports continued development beyond the LC.

Participants will complete and submit the following at the end of the learning community:

  • Newly developed or revised course artifact(s) for a current or future course. Artifacts may include but are not limited to syllabi, assessments, assignments or lesson plans.
  • A short reflection on what they learned in the LC meetings, including key takeaways, insights from other participants, or ideas they might apply in their teaching. A reflection template will be provided.
  • A brief survey on the LC experience.
  • Attend the orientation meeting on Tuesday, January 12 at 10-11:30 AM
  • At a minimum, participants are required to attend 6 of the 8 scheduled LC meetings.
  • Complete a short reflection about their experience in the New Instructor Learning Community.
  • Complete a brief survey about their experience in the New Instructor Learning Community.
  • Submit final deliverables.

Contact

For questions regarding the New Instructor Learning Community, contact Lisa Felipe at lfelipe@teaching.ucla.edu.

GenAI Learning Community

The Generative AI Learning Community is a cohort-based program for instructors interested in thoughtfully integrating AI into their courses. Participants will design a course innovation (activity, assignment, or other course asset) that integrates the use of AI, along with some specific research questions about the intervention. In collaboration with peers across the disciplines, TLC instructional designers, and the TLC AI specialist, participants will be able to explore different tools and strategies for their innovation. Peer consultation and feedback will allow participants to exchange ideas and learn about new ways AI may be integrated thoughtfully into course design across the disciplines. 

  1. Explore various examples of AI use cases from courses across the disciplines.
  2. Develop a research question(s) related to your own course to inform an AI innovation.
  3. Experiment with a variety of AI tools and approaches for consideration for your own course innovation
  4. Design a course innovation – assignments, assessments, or other activities – that thoughtfully integrate AI.
  5. Develop a communication plan for how to talk to your students about the AI use in your course. 
  6. Build a collegial network that supports continued development beyond the LC.

As part of the learning community, participants will have the opportunity to apply what they are learning, reflect on their experience, and share feedback. Participants will:

  • Design a newly developed or revised course AI innovation for a current or future course. Artifacts may include but are not limited to assessments, assignments, lesson plans, and other course assets.
  • Submit a 1-2 page individual reflection or a project proposal that may be submitted as an Educational Innovation grant.
  • Contribute to a collaborative showcase repository describing the AI innovation for your course. Materials that might support members of the broader UCLA community in integrating AI into their own courses.
  • Present your ideas and insights at a future workshop, event, flash talk, or GenAI LC cohort.
  • Share a copy of your revised syllabus that includes information for students about how AI is integrated into your course. 
  • Complete a short feedback survey on the LC experience.
  • Attend the kickoff / orientation meeting on Friday, January 12 at 9:30-11:00 AM.
  • At a minimum, participants are required to attend 6 of the 8 scheduled LC meetings. 
  • Engage with support staff through office hours, consults, and small-group meetings by topic coordinated by program leads.
  • Complete program assessments about the experience.
  • Submit final deliverables.

Contact

For questions regarding the GenAI Learning Community, contact Jess Gregg at jessgregg@ucla.edu. 

Support

Participants who successfully complete the LC and submit all deliverables will receive $1000 payable to a research or professional development fund. This funding will be transferred directly to the participant’s home department. Departments are responsible for ensuring these funds are administered in compliance with university personnel and purchasing policies and procedures.

Eligibility

The TLC Learning Communities are open to UCLA instructors who teach undergraduate, graduate, or professional courses in the College and Professional Schools. A maximum of eight instructors may participate in each 2026–27 cohort. UCLA Extension, UCLA Lab School, and Geffen Academy instructors are not currently eligible to participate.

How do I apply?

The application is now open!

All applicants must complete the application and upload the Department Chair or Program Director Approval Form as part of their submission.

You may preview the application questions and download the Department Chair or Program Director Approval Form before submitting your application.

Submission Deadline: Monday, November 9, 2026, by 5:00 PM Pacific Time.

Information Session

Interested in learning more? RSVP for an informational session on Thursday, October 22 at 10:00 AM or Monday, October 26 at 2:00 PM to learn more about the TLC Learning Communities and get your questions answered.

 

References

Brydges, S., Chilukuri, L., Cook, G., Feeley, M., Herbst, M., Tour, E., & Van Den Einde, L. (2013). Building a faculty learning community at a research university. Currents in Teaching & Learning, 5(1–2), 17-35.

Cox, M. D. (2004). Introduction to faculty learning communities. New directions for teaching and learning, 2004(97), 5-23.