Faculty Learning Communities
Site Map
FLC Conference Program Schedule
Registration Information and Costs
Presenters: Keynote and Closing Plenary
FLC Conference Program Schedule
Registration Information and Costs
Presenters: Keynote and Closing Plenary
We will e-mail you a
Pre-reading Survey, due by June 7. At the institute you will receive the FLC Program Director's
and Facilitator's Handbook and the new book, Building Faculty Learning Communites,
with additional materials. To create a common framework from which we
can begin our work on Tuesday evening, June 15, we would like you to complete
the following:
1.
Pre-Reading Survey: Please complete the survey
before you read any of the material. Return the survey
to us by email by June 7. The information will be used to form groups
during the Institute. Feel comfortable to write, “I don’t
know,” if you are unaware of a concept.
2.
Identify a course that you teach that will serve as
your “focus course”
in the institute. We will engage in some faculty learning community activities
for this course.
3.
For referral, bring a syllabus for your focus
course.
4.
Take the Teaching Goals Inventory on-line for your focus course, print out the results,
and bring it to the institute. The URL is http://www.uiowa.edu/~centeach/tgi/
5.
Visit the following website and read the general
information about faculty learning
communities and specific details about various ones at Miami University
and the FLC FIPSE Project Institutions: http://www.muohio.edu/flc/.
6.
Please read the following 9 articles before the institute.
These are listed in the order in which we will encounter discussion of
the topics in the institute.
1)
Cox, M. D. (2001). Faculty learning communities: Change
agents for transforming institutions into learning organizations. To Improve
the academy: Resources for faculty, instructional, and organizational development
19 (pp.69-93). Bolton, MA: Anker.
2)
Cox, M. D. (1995). The development of new and junior
faculty. In W. A. Wright and Associates (Eds.), Teaching improvement practices:
Successful strategies for higher education (pp. 283-310). Bolton, MA: Anker.
3)
Rice, R. E., Sorcinelli, M. D., & Austin, A. E.
(2000). Heeding new voices: Academic careers for a new generation. New Pathways: Faculty Careers and Employment for the
21st Century Series (Inquiry No. 7). Washington, DC: AAHE.
4)
Marchesani, L. S., & Adams, A. (1992). Dynamics
of diversity in the teaching-learning process: A faculty development model
for analysis and action. In M. Adams (Ed.), Promoting diversity in
college classrooms: Innovative responses for the curriculum, faculty and
institutions (pp.9-20). New Directions for Teaching and Learning,
No. 52. San Francisco: Jossey-Bass.
5)
McInstosh, P. (1989, July-August). White Privilege:
Unpacking the Invisible Knapsack. Peace and Freedom, 10-12.
6)
Smith, D. G., Gerbick, G. L., Figueroa, M. A., Watkins,
G. H., Levitan, T., Moore, L. C., Mechant, P. A., Beliak, H. D., &
Figueria, B. (?). Executive summary: Diversity works: The emerging
picture of how students benefit. Association
of American Colleges and Universities National Initiative.
7)
Cerbin, W. (1994). The course portfolio as a tool for
continuous improvement of teaching and learning. Journal on Excellence
in College Teaching, 5(1),
95-105.
8)
Kloss, R. J. (1994). A nudge is best: Helping students
through the Perry Scheme of intellectual development. College Teaching,
42 (4), 151-158.
9)
Thomas, T. (1992). Connected teaching: An exploration
of the classroom enterprise. Journal on Excellence in College Teaching,
3, 101-119.
1)
Cox, M. D. (1997). Long-term patterns in a mentoring
program for junior faculty: Recommendations for practice. To Improve
the Academy, 16, 225-268.
2)
Sandler, B. R. (1993). Women as mentors: Myths and commandments.
The Chronicle of Higher Education, B3.
3)
Cox, M. D., & Sorenson, D. L. (1999). Student collaboration
in faculty development: Connecting directly to the learning revolution.
To Improve the Academy, 18, 97-127.
4)
Cox, M. D. (2003). Proven faculty development tools
that foster the scholarship of teaching in faculty learning communities.
To Improve the Academy, 21, 109-142.
7.
Materials to Bring to the Workshop:
Please collect the following items and information and bring them with you to the workshop:
1)
A catalog from your institution
2)
Information about your institution’s faculty development/teaching
center, and its faculty learning community efforts, including any brochures
or other materials you may refer to or share at the workshop
3)
Demographic information from your institution including:
1.
Number of junior faculty (pre-tenure) and tenured faculty
2.
Anticipated faculty retirement numbers for the next
five years
4)
Gender representation and minority population
for both the faculty and the undergraduate student body at your institution
5)
Funding sources for faculty/teaching center
development efforts within your institution
6)
Allies who would assist and support the
development of faculty learning communities at your institution
8.
Optional Book to Bring.
If you or your library has the following book (and you have room in your
luggage), bring:
Angelo, T. A., & Cross, K. P. (1993). Classroom
assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.
If you have any questions, requests, comments or concerns, please do feel free to contact us by email at the address below. We look forward to meeting you!
Milton D. Cox
Director, Center for the Enhancement of Teaching and Learning
FLC Program Director
Facilitator, Teaching Scholars FLC
Miami University, Oxford, Ohio
email: coxmd@muohio.edu
Martha Petrone
FLC Co-facilitator, Community Using Difference to Enhance Teaching and
Learning
Miami University
email: petronemc@muohio.edu
Leslie Ortquist-Ahrens
Director, Center for Teaching and Learning
Professional Learning Communities Director
Otterbein College
email: LOrtquist-Ahrens@otterbein.edu
This project has been supported in part by a grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.