0
How and Why Faculty LearningHow and Why Faculty Learning
Communities: in Support ofCommunities: in Support of
Undergraduat...
http://tinyurl.com/TLTG
-InfoLitCollab200902
Home Base Web Page - Google Doc
for the TLT Group's Online Workshop Feb/Mar 2...
Your Next StepsYour Next Steps
Start an Organization-Wide DialogueStart an Organization-Wide Dialogue
Think about, investi...
““Dr. Cox, . . . . I can reportDr. Cox, . . . . I can report
(happily) that establishing(happily) that establishing
learni...
““The growth of any craftThe growth of any craft
depends on shared practicedepends on shared practice
and honest dialogue ...
Faculty and Professional LearningFaculty and Professional Learning
Community WebsiteCommunity Website
References are at th...
FPLC Director’s andFPLC Director’s and
Facilitator’sFacilitator’s
Summer InstituteSummer Institute
June17-20, 2009June17-2...
Building Faculty
Learning
Communities
2004
New Directions in
Teaching and
Learning, Volume 97
Jossey-Bass
Publishers
Faculty and Professional Learning CommunityFaculty and Professional Learning Community
Program Director’s andProgram Direc...
20092009
LillyLilly
ConferencesConferences
onon
College TeachingCollege Teaching
Journal on ExcellenceJournal on Excellence
in College Teachingin College Teaching
http://celt.muohio.edu/ject/http://celt....
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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

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  • What makes the Journal an appropriate venue interdisciplinary publication?
    The journal is especially good for this sort of thing.  In several disciplines there are journals devoted specifically to teaching tips for specific courses.  E.g., psychology teaching, “dealing with stereotypes about aging in a lifespan development course”.  And some teaching problems are just exactly that specific.  But MANY teaching problems are common across a number of disciplinary contexts, e.g., “how do I get active learning even in a big class?”  “How do I set classroom policies that are fair and flexible without getting eaten alive?”  The Journal is especially well placed to do those general teaching issues, and leave the necessarily specific ones to the disciplinary journals.
  • Transcript of "Fac. Learning Comms III - Next Steps Resources TLT Group - Milt Cox20090223"

    1. 1. How and Why Faculty LearningHow and Why Faculty Learning Communities: in Support ofCommunities: in Support of Undergraduate Information LiteracyUndergraduate Information Literacy Part III – Next Steps, ResourcesPart III – Next Steps, Resources Milton D. CoxMilton D. Cox coxmd@muohio.educoxmd@muohio.edu Editor-in-Chief,Editor-in-Chief, Journal on Excellence in College TeachingJournal on Excellence in College Teaching and theand the Learning Communities JournalLearning Communities Journal Director, Center for the Enhancement of Learning and TeachingDirector, Center for the Enhancement of Learning and Teaching Miami UniversityMiami University Eric ResnisEric Resnis eric.resnis@muohio.edueric.resnis@muohio.edu Instruction CoordinatorInstruction Coordinator King LibraryKing Library Miami UniversityMiami University NOTE: No audio narration for this slide and the 2nd slide
    2. 2. 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
    3. 3. Your Next StepsYour Next Steps Start an Organization-Wide DialogueStart an Organization-Wide Dialogue Think about, investigate, and discussThink about, investigate, and discuss problems or opportunitiesproblems or opportunities that you andthat you and your colleagues have been encounteringyour colleagues have been encountering in courses or at your institution—whatin courses or at your institution—what learner behavior or policy do you want tolearner behavior or policy do you want to change—what institutional objective dochange—what institutional objective do you want to achieve? What colleaguesyou want to achieve? What colleagues and connections would you like toand connections would you like to involve in finding a solution or initiatinginvolve in finding a solution or initiating change? The FPLC approach can do it.change? The FPLC approach can do it.
    4. 4. ““Dr. Cox, . . . . I can reportDr. Cox, . . . . I can report (happily) that establishing(happily) that establishing learning communities was exactlylearning communities was exactly what made for the successfulwhat made for the successful implementation of the Montrealimplementation of the Montreal Protocol on Substances ThatProtocol on Substances That Deplete the Ozone Layer.”Deplete the Ozone Layer.” ——Penelope Canan, May 16, 2007Penelope Canan, May 16, 2007 ““The book argues that we need toThe book argues that we need to understand how theunderstand how the implementation of complex globalimplementation of complex global environmental agreementsenvironmental agreements depends on the construction anddepends on the construction and exploitation of social connectionsexploitation of social connections among experts who actamong experts who act collectively to define solutions tocollectively to define solutions to environmental problems.”environmental problems.” ——Back coverBack cover 2002 Sheffield, UK: Greenleaf2002 Sheffield, UK: Greenleaf
    5. 5. ““The growth of any craftThe growth of any craft depends on shared practicedepends on shared practice and honest dialogue amongand honest dialogue among the people who do it. Wethe people who do it. We grow by private trial andgrow by private trial and error, to be sure – but ourerror, to be sure – but our willingness to try, and fail, aswillingness to try, and fail, as individuals is severelyindividuals is severely limited when we are notlimited when we are not supported by a communitysupported by a community that encourages such risks.”that encourages such risks.” ——The Courage toThe Courage to TeachTeach, Parker J. Palmer,, Parker J. Palmer, Jossey-Bass, 1998 (p. 144)Jossey-Bass, 1998 (p. 144)
    6. 6. Faculty and Professional LearningFaculty and Professional Learning Community WebsiteCommunity Website References are at this address as well as detailsReferences are at this address as well as details about each of the 30 FLC components:about each of the 30 FLC components: http://www.muohio.edu/flchttp://www.muohio.edu/flc
    7. 7. FPLC Director’s andFPLC Director’s and Facilitator’sFacilitator’s Summer InstituteSummer Institute June17-20, 2009June17-20, 2009 Claremont, CaliforniaClaremont, California Southern CaliforniaSouthern California New and Experienced FPLCNew and Experienced FPLC Directors and FacilitatorsDirectors and Facilitators WelcomeWelcome includingincluding FPLC InternationalFPLC International ConferenceConference June 20, 2009June 20, 2009
    8. 8. Building Faculty Learning Communities 2004 New Directions in Teaching and Learning, Volume 97 Jossey-Bass Publishers
    9. 9. Faculty and Professional Learning CommunityFaculty and Professional Learning Community Program Director’s andProgram Director’s and Facilitator’s HandbookFacilitator’s Handbook To Order email <mille226@muohio.edu>To Order email <mille226@muohio.edu> $19.95 plus shipping (MasterCard and Visa accepted)$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 ofThis 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 ofPost-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>.the author. © 2004 Milton D. Cox, FIPSE FLC Project Director, Miami University <coxmd@muohio.edu>.
    10. 10. 20092009 LillyLilly ConferencesConferences onon College TeachingCollege Teaching
    11. 11. Journal on ExcellenceJournal on Excellence in College Teachingin College Teaching http://celt.muohio.edu/ject/http://celt.muohio.edu/ject/ Est. in 1990, quarterly, internationally refereed,Est. in 1990, quarterly, internationally refereed, online and printonline and print PurposePurpose To provide “a scholarly,To provide “a scholarly, written forum for discussionwritten forum for discussion by faculty about all areasby faculty about all areas affecting teaching andaffecting teaching and learning, and [to give] facultylearning, and [to give] faculty the opportunity to sharethe opportunity to share proven, innovative strategiesproven, innovative strategies and thoughtful, inspirationaland thoughtful, inspirational insights about teaching.”insights about teaching.”
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