Learning Communities are composed of four sessions, usually devoted to a shared topic or concern. They provide a space for instructors to consider their own identities, ethics, and practices within the classroom, often by engaging with pedagogical literature. The Poorvu Center runs a limited number of communities per semester, on topics like “Teaching as an Embodied Practice,” “Investigating Contemporary Controversies in Pedagogy,” and “Antiracist Teaching.”   

Certificate of College Teaching Preparation Requirements

CCTP Participants are required to participate in two learning communities that focus upon teaching (as opposed to research). These groups can be as small as 3-5 people, or much larger. Importantly, they should meet at least four times. While the Poorvu Center sponsors one or two learning communities per semester, participants are responsible for convening or identifying their own learning communities. In fact, you may already be a part of a learning community, if you are a TF or PTAI in a course with regular faculty meetings. Participants frequently create these communities

1. through their department, 
2. Through their social or professional networks (such as the Women’s Faculty Forum or learned societies), or 
3. alongside participants they may meet in sessions.  

Potential focuses for a learning community might include

• Job market working groups, which can workshop teaching materials in preparation for applications
• Disciplinary pedagogy, focused on teaching within a given field
• Interdisciplinary pedagogy, focused on broad topics such as antiracist teaching, accessibility, active learning, or STEM education. 
• At the links on the lefthand sidebar, you can find annotated bibliographies curated by past Learning Community participants and facilitators. We encourage you to draw on these resources as you create your community!

To learn more about the Learning Community Requirement for the CCTP, please watch this brief video: