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Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223

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Part III of intro to Faculty Learning Communities by Milton Cox of Miami University for TLT Group online workshop 2/2009 about Information Literacy & Collaboration

Part III of intro to Faculty Learning Communities by Milton Cox of Miami University for TLT Group online workshop 2/2009 about Information Literacy & Collaboration

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Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223 Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223 Presentation Transcript

  • How and Why Faculty Learning Communities: in Support of Undergraduate Information Literacy Part III – Next Steps, Resources Milton D. Cox [email_address] Editor-in-Chief, Journal on Excellence in College Teaching and the Learning Communities Journal Director, Center for the Enhancement of Learning and Teaching Miami University Eric Resnis [email_address] Instruction Coordinator King Library Miami University NOTE: No audio narration for this slide and the 2 nd slide
  • http://tinyurl.com/TLTG-InfoLitCollab200902 Home Base Web Page - Google Doc for the TLT Group's Online Workshop Feb/Mar 2009
    • "Collaboration for Information Literacy"
    • Faculty Learning Communities and other Collaborative Approaches to Support and Improve Undergraduate Information Literacy
  • Your Next Steps Start an Organization-Wide Dialogue Think about, investigate, and discuss problems or opportunities that you and your colleagues have been encountering in courses or at your institution—what learner behavior or policy do you want to change—what institutional objective do you want to achieve? What colleagues and connections would you like to involve in finding a solution or initiating change? The FPLC approach can do it.
  • “ Dr. Cox, . . . . I can report (happily) that establishing learning communities was exactly what made for the successful implementation of the Montreal Protocol on Substances That Deplete the Ozone Layer.” — Penelope Canan, May 16, 2007 “ The book argues that we need to understand how the implementation of complex global environmental agreements depends on the construction and exploitation of social connections among experts who act collectively to define solutions to environmental problems.” — Back cover 2002 Sheffield, UK: Greenleaf
  • “ The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by private trial and error, to be sure – but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks.” — The Courage to Teach , Parker J. Palmer, Jossey-Bass, 1998 (p. 144)
  • Faculty and Professional Learning Community Website References are at this address as well as details about each of the 30 FLC components: http://www.muohio.edu/flc
  • FPLC Director’s and Facilitator’s Summer Institute June17-20, 2009 Claremont, California Southern California New and Experienced FPLC Directors and Facilitators Welcome including FPLC International Conference June 20, 2009
  • Building Faculty Learning Communities 2004 New Directions in Teaching and Learning , Volume 97 Jossey-Bass Publishers
      • Faculty and Professional Learning Community
      • Program Director’s and
      • Facilitator’s Handbook
      • To Order email <mille226@muohio.edu>
    • $19.95 plus shipping (MasterCard and Visa accepted)
    This project is supported by a grant from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE). No part of this document may be reproduced without permission of the author. © 2004 Milton D. Cox, FIPSE FLC Project Director, Miami University <coxmd@muohio.edu>.
  • 2009 Lilly Conferences on College Teaching
  • Journal on Excellence in College Teaching http://celt.muohio.edu/ject/ Est. in 1990, quarterly, internationally refereed, online and print
    • Purpose
      • To provide “a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and [to give] faculty the opportunity to share proven, innovative strategies and thoughtful, inspirational insights about teaching.”