Disability Access Faculty Learning Community (Disability FLC)
Overview
Over the past several years, university instructors have navigated significant disruptions to teaching and learning—from adapting to legal digital accessibility mandates (WCAG 2.1 AA) to addressing technological shifts like Generative AI. These rapid changes frequently create emotional and workload exhaustion.
This Disability Access Faculty Learning Community (FLC) will provide space for dynamic pedagogical practices and discussions that center disability in our teaching for senate and non-senate faculty. In our collaborative time together, we aim to cultivate a cohort culture that grapples with the barriers for both students and instructors when centering disability. A space where we can have authentic sharing and trust with one another about the challenges we face when doing this work. Through this trusted, relationship-rich network of instructors, participants will collaborate to turn spaces of learning friction into spaces of community care, curiosity, and restoration.
Program Components
Participating Instructors will engage in a supportive, 8-session learning experience structured across the academic year:
- Monthly cohort seminars: Interactive sessions exploring disability justice, systemic and academic frictions that create barriers to learning and engagement, and well-being frameworks with guest scholars.
- Interdisciplinary working groups: Small, collaborative peer groups meeting 1–2 times monthly to problem-solve collective classroom challenges.
- Co-creation: A collaborative, supportive process where instructors receive feedback on course materials to adjust and revise.
Program outcomes
Adapted learning or assessment activity centering disability-sustaining pedagogies: Participating instructors will complete a revised disability-affirming course or assessment activity to help build a campus-wide disability-affirming exemplar library that exemplifies inclusive pedagogies.
Eligibility & Commitment
- Open to all active Senate and Non-Senate Instructors across all disciplines.
- Cohort Size: Limited to 12–15 participants per year.
- Expectations: Consistent attendance at all 8 monthly sessions, active contribution to a small peer working group, and the completion of a course instructional or assessment adaptation project centering disability.
Benefits & Stipend
- Course development stipend: A $2,000 stipend paid upon completion of cohort milestones.
- Instructional support: customized CTL consulting within the cohort program.
- Focus on community & wellbeing: Intentional spaces designed to mitigate instructor isolation, support feelings of burnout, and foster long-term peer mentorship.
Application process
Join us!! The application process should only take instructors 20-30 minutes to complete. It includes reflective questions focused on teaching curiosity related to ways to center disability in our instruction. It is not a requirement that instructors have background experience with accessible instructional strategies and supports.
- Applications Open: September 2026
- Cohort finalized: Late September 2026
- Cohort Kick-off: October 2026
Program dates
Program meetings will take place from 12 to 2 PM in the Academic Innovation Studio, and lunch will be provided. Attendance is essential to strengthening our community, so please align these dates with your teaching and professional schedules to ensure you are available during the fall and spring semesters at these times.
Oct 7, 2026, 12-2 PM, AIS
Nov 4, 2026, 12-2 PM, AIS
Dec 2, 2026, 12-2 PM, AIS
Jan 27, 2027, 12-2 PM, AIS
Feb 24, 2027, 12-2 PM, AIS
March 10, 2027, 12-2 PM, AIS
March 31, 2027, 12-2 PM, AIS
April 28, 2027, 12-2 PM, AIS
