Beach Cox AAPT Winter 2009 Chicago Session BF03

8/14/2019 Beach Cox AAPT Winter 2009 Chicago Session BF03

1/37

Reforming STEM Instruction: An ExaminationReforming STEM Instruction: An Examination

of Four Core Change Strategiesof Four Core Change Strategies

Developing Reflective Teachers:Developing Reflective Teachers:Faculty Learning CommunitiesFaculty Learning Communities

Andrea L BeachAndrea L [email protected]@wmich.edu

Director of Faculty DevelopmentDirector of Faculty Development

Assistant Professor, Educational Leadership, Research, & TechnologyAssistant Professor, Educational Leadership, Research, & Technology

Western Michigan UniversityWestern Michigan University

Milton D. CoxMilton D. [email protected]@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 TeachingMiami UniversityMiami University


2/37

Developing Reflective TeachersDeveloping Reflective Teachers

Prescribed

FinalC

ondition

Prescribed

FinalC

ondition

Emer

gentFinalCondition

Emer

gentFinalCondition

Focus on Changing IndividualsFocus on Changing Individuals

Focus on Changing Environment/StructuresFocus on Changing Environment/Structures

Develop newDevelop new

environmentalenvironmental

features thatfeatures that

require/encourage newrequire/encourage newteaching conceptionsteaching conceptions

and/or practices.and/or practices.e.g., policy change (HER),e.g., policy change (HER),

strategic planning (HER)strategic planning (HER)

Tell/teach individualsTell/teach individuals

about new teachingabout new teaching

conceptions and/orconceptions and/or

practices.practices.

e.g., dissemination (SER,e.g., dissemination (SER,FDR), focused conceptualFDR), focused conceptual

change (FDR)change (FDR)Empower collectiveEmpower collective

development ofdevelopment of

environmental features thatenvironmental features that

support new teachingsupport new teachingconceptions and/or practices.conceptions and/or practices.e.g., institutional transformatione.g., institutional transformation

(HER), learning organizations(HER), learning organizations

(HER)(HER)

Encourage/supportEncourage/support

individuals to developindividuals to develop

new teachingnew teaching

conceptions and/orconceptions and/or

practices,practices, e.g. reflectivee.g. reflective

practice (FDR), actionpractice (FDR), actionresearch (FDR), curriculumresearch (FDR), curriculum

development (SER)development (SER)


3/37

Developing Reflective TeachersDeveloping Reflective Teachers

Developing Reflective Teachers literatureDeveloping Reflective Teachers literatureoften presents:often presents:

Workshops and seminars (often ongoing) that:Workshops and seminars (often ongoing) that:

present information to help faculty makepresent information to help faculty makeinformed decisions about teachinginformed decisions about teaching

support faculty reflection on their teachingsupport faculty reflection on their teachingCollaborative action researchCollaborative action researchCollaborative curriculum developmentCollaborative curriculum development

Faculty/Professional LearningFaculty/Professional LearningCommunities combine these approachesCommunities combine these approaches

for powerful results.for powerful results.


4/37

Dr. Cox, . . . . I can reportDr. Cox, . . . . I can report(happily) that establishing(happily) that establishinglearning communities was exactlylearning communities was exactly

what made for the successfulwhat made for the successful

implementation of the Montrealimplementation of the MontrealProtocol on Substances ThatProtocol on Substances ThatDeplete 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 tounderstand how theunderstand how theimplementation of complex globalimplementation of complex globalenvironmental agreementsenvironmental agreementsdepends on the construction anddepends on the construction and

exploitation of social connectionsexploitation of social connectionsamong experts who actamong experts who actcollectively to define solutions tocollectively to define solutions toenvironmental problems.environmental problems.Back coverBack cover

2002 Sheffield, UK: Greenleaf2002 Sheffield, UK: Greenleaf


5/37

DefinitionDefinitionCommunities of practiceCommunities of practiceare groups of people whoare groups of people whoshare a concern, a set ofshare a concern, a set ofproblems, or a passionproblems, or a passionabout a topic, and whoabout a topic, and whodeepen their knowledgedeepen their knowledgeand expertise in this areaand expertise in this areaby interacting on anby interacting on anongoing basis.ongoing basis.

(2002, p. 4)(2002, p. 4)

AA faculty and professionalfaculty and professionallearning communitylearning communityis ais aspecific type of communityspecific type of communityof practice.of practice.


6/37

What is a faculty and professionalWhat is a faculty and professional

learning community?learning community?

What is aWhat is a faculty and professionalfaculty and professionallearning community?learning community?

Visit: http://www.units.muohio.edu/flc/Visit: http://www.units.muohio.edu/flc/


7/37

Faculty and Professional: FindingsFaculty and Professional: Findings Group of 8 to 12 faculty, professional staff,Group of 8 to 12 faculty, professional staff,

administratorsadministrators Two types: cohort-based and topic-basedTwo types: cohort-based and topic-based

Multidisciplinary, Multi-unit: A key point; two-tieredMultidisciplinary, Multi-unit: A key point; two-tiered

Voluntary membership by applicationVoluntary membership by application

Membership selection: balance, meeting timeMembership selection: balance, meeting time

Meet every 3 weeks; commitment to participateMeet every 3 weeks; commitment to participate

Affiliate partners: consultants, mentorsAffiliate partners: consultants, mentors

Student associates (undergraduate, graduate)Student associates (undergraduate, graduate) Facilitator: A member (not the business model)Facilitator: A member (not the business model)

FPLC program director: Teaching Center DirectorFPLC program director: Teaching Center Director

Enablers and rewards: Budgets, recognitionEnablers and rewards: Budgets, recognition


8/37

Faculty and Professional LearningFaculty and Professional Learning

Communities at Miami University 2008-09Communities at Miami University 2008-09

Cohort-BasedCohort-Based

Teaching Scholars Community for Early-Career FacultyTeaching Scholars Community for Early-Career Faculty

FPLC on the Role of Part-Time FacultyFPLC on the Role of Part-Time Faculty

FPLC for Part-Time Faculty of ColorFPLC for Part-Time Faculty of Color

Topic-BasedTopic-Based

FPLC Developing Collaborative and Engaging OnlineFPLC Developing Collaborative and Engaging Online

Learning ExperiencesLearning Experiences FPLC Cultivating Intellectual Curiosity in the CollegeFPLC Cultivating Intellectual Curiosity in the College

ExperienceExperience

FPLC on the Bachelor of Integrative Studies, HamiltonFPLC on the Bachelor of Integrative Studies, Hamilton

and Middletown Campusesand Middletown Campuses


9/37


Communities at Miami 2008-09Communities at Miami 2008-09

Topic-Based FPLCs (continued)Topic-Based FPLCs (continued) FPLC on Enhancing Academic Success of Under-FPLC on Enhancing Academic Success of Under-

Represented Student Groups in STEM DisciplinesRepresented Student Groups in STEM Disciplines

FPLC for Improving Student Research LiteracyFPLC for Improving Student Research Literacy

FPLC on Quantitative LiteracyFPLC on Quantitative Literacy

FPLCFPLC for Understanding and Developing an Inclusivefor Understanding and Developing an Inclusive

Campus ClimateCampus Climate

FPLC Exploring Opportunities for Service Learning andFPLC Exploring Opportunities for Service Learning andCommunity EngagementCommunity Engagement

FPLC for Teaching Latin America: Diversity andFPLC for Teaching Latin America: Diversity and

EngagementEngagement

FPLC on Small Group LearningFPLC on Small Group Learning


10/37


Communities at Miami 2008-09Communities at Miami 2008-09

Extended 2007-08 FPLCs continuing through 2008-09Extended 2007-08 FPLCs continuing through 2008-09 FPLC Engaging in the Scholarship of Teaching andFPLC Engaging in the Scholarship of Teaching and

Learning (SoTL)Learning (SoTL) (One year long, through December)(One year long, through December)

FPLC Using Second Life and Virtual Worlds forFPLC Using Second Life and Virtual Worlds for

Teaching and LearningTeaching and Learning (One year long, through Dec.)(One year long, through Dec.) FPLC Engaging Learner-Centered Teaching andFPLC Engaging Learner-Centered Teaching and

Advocating the Learning ParadigmAdvocating the Learning Paradigm (3rd Semester)(3rd Semester)

Starting in January 2009Starting in January 2009

FPLC Using SmartPhones to Enhance Teaching andFPLC Using SmartPhones to Enhance Teaching and

LearningLearning

FPLC Engaging in the Scholarship of Teaching andFPLC Engaging in the Scholarship of Teaching and

Learning (SoTL)Learning (SoTL)


11/37


learning community?learning community? What is aWhat is a faculty and professionalfaculty and professional

learning communitylearning community


learninglearningcommunity?community?


12/37

IndividualIndividual

ClassroomClassroom

ActivitiesActivities


PartnershipsPartnerships

Your FPLC CommunityYour FPLC Community

How Some of 30 FLC Components AreHow Some of 30 FLC Components Are

ConnectedConnected

ProgramProgram

ObjectivesObjectives

ProgramProgram

GoalsGoals

OnOn

Campus:Campus:

All PresentAll PresentSeminarsSeminars

TheThe

LiteratureLiterature

KnowledgeKnowledgeBaseBase


and Joint Efforts:and Joint Efforts:

The ScholarshipThe Scholarship

of Teaching and Learningof Teaching and Learning

MentorsMentors

StudentStudentAssociatesAssociates

OtherOther

AssociatesAssociates

Seminars,Seminars,

RetreatsRetreats

Every 2-3Every 2-3WeeksWeeks

TeachingTeaching

ConferenceConference

AttendanceAttendancefor Learningfor Learning

National orNational or

RegionalRegional

ConferenceConferencelike Lillylike Lilly

FocusFocusCourse:Course:

SyllabusSyllabus

TGITGI

CATsCATsSGIDSGID

VideotapeVideotape

Mini-PortfolioMini-Portfolio

TeachingTeaching

ProjectProject

FacultyLearning

Communities

Deep vs Surface

Learning


13/37


learning community?learning community? What is aWhat is a faculty and professionalfaculty and professional

learning community?learning community?


learninglearningcommunity?community?


learninglearningcommunitycommunity??


14/37

CommunityCommunity

Bonding within to form community: off-Bonding within to form community: off-

campus retreats, conferences, socialcampus retreats, conferences, social

gatherings, meals togethergatherings, meals together

Providing safety for risk-taking,Providing safety for risk-taking,

accountability, and innovationaccountability, and innovation Building anBuilding an Esprit de CorpsEsprit de Corps

Motivating: Success for the teamMotivating: Success for the team

Bridging: Partnership organizations,Bridging: Partnership organizations,cosponsors on and off campuscosponsors on and off campus

Engaging, perhaps serving, otherEngaging, perhaps serving, other

organizationsorganizations


15/37
http://www.miami.muohio.edu/bicentennial/index.html


16/37

FPLC ExampleFPLC Example: Interdisciplinary: Interdisciplinary

Learning and Teaching of ScienceLearning and Teaching of Science

GoalGoalTo develop partnerships among facultyTo develop partnerships among faculty

members from science disciplines andmembers from science disciplines and

humanitieshumanities

Teams formed in the FLCTeams formed in the FLC Geology and ClassicsGeology and Classics Chemistry and ArtChemistry and Art

Nursing and TheatreNursing and Theatre

Biology and PhilosophyBiology and PhilosophyProductsProducts

Collaborative coursesCollaborative coursesJoyce Fernandes, Zoology, Miami University

Engaging Science, Advancing LearningNovember 6-8, 2008. Providence, Rhode Islan
http://www.miami.muohio.edu/bicentennial/index.html


17/37

ObjectivesObjectives

1. Introduce multiple perspectives- historical, cultural, political,1. Introduce multiple perspectives- historical, cultural, political,ethical, etc.- into science and non-science courses to promote aethical, etc.- into science and non-science courses to promote aricher understanding of science and the scientific process.richer understanding of science and the scientific process.

2. Develop an awareness of the scientific endeavor in non-2. Develop an awareness of the scientific endeavor in non-(science) majors, and enable science majors to communicate a(science) majors, and enable science majors to communicate acontextual knowledge of science to the non-scientist.contextual knowledge of science to the non-scientist.

3. Foster an interest in a deeper understanding of the3. Foster an interest in a deeper understanding of the

intersections between science and society by creatingintersections between science and society by creatingopportunities for civic engagement and service learning.opportunities for civic engagement and service learning.

4. Assess the impact of integrative and interdisciplinary4. Assess the impact of integrative and interdisciplinaryapproaches on student attitudes and learning outcomes.approaches on student attitudes and learning outcomes.

5. Develop assessment-based perspectives to invigorate the5. Develop assessment-based perspectives to invigorate the

teaching of science.teaching of science.

http://www.units.muohio.edu/celt/flcs/miami/flc-sciences.phphttp://www.units.muohio.edu/celt/flcs/miami/flc-sciences.php


18/37

FPLC ExampleFPLC Example: Enhancing Academic: Enhancing Academic

Success of Under-Represented StudentSuccess of Under-Represented Student

Groups in STEM DisciplinesGroups in STEM DisciplinesGoal:Goal: Strategies to improve recruitment and retentionStrategies to improve recruitment and retentionMembership:Membership: Faculty, Graduate Students, Administrators, &Faculty, Graduate Students, Administrators, &

Staff:Staff:

Chemistry and Biochemistry, Educational Leadership,Chemistry and Biochemistry, Educational Leadership,

Mechanical and Manufacturing Engineering, GraduateMechanical and Manufacturing Engineering, GraduateSchool, Learning Center, Math and Statistics, Physics,School, Learning Center, Math and Statistics, Physics,Student Retention, ZoologyStudent Retention, Zoology

ProjectsProjects

K-12 outreach: Middle school & high schoolK-12 outreach: Middle school & high school Programming for campus visitsProgramming for campus visits Academic Support: Preparation for fist year, retention inAcademic Support: Preparation for fist year, retention in

introductory courses, group meetings, residence hallintroductory courses, group meetings, residence hallprogramming, mentoring, participation in researchprogramming, mentoring, participation in research

http://www.units.muohio.edu/celt/flcs/miami/flc-stem.phphttp://www.units.muohio.edu/celt/flcs/miami/flc-stem.php


19/37

A Faculty and Professional LearningA Faculty and Professional Learning

Community isCommunity is Not JustNot Just A committee or task force (may lack communityA committee or task force (may lack community

and SoTL)and SoTL)

A seminar or course (may lack community)A seminar or course (may lack community)

A discussion group: teaching circle, brown bagA discussion group: teaching circle, brown bagluncheon group, book club (may lack SoTL)luncheon group, book club (may lack SoTL)

An action learning set (may lack community)An action learning set (may lack community)

An FPLCAn FPLC isis A structure and process that can be engaged toA structure and process that can be engaged to

help solve just about any educational orhelp solve just about any educational or

institutional problem or opportunityinstitutional problem or opportunity


20/37

History: FPLC Local ImpactHistory: FPLC Local Impact Started in 1979 at Miami: Miami has had 126 FPLCsStarted in 1979 at Miami: Miami has had 126 FPLCs

of 52 different types (cohorts + topics)of 52 different types (cohorts + topics) 40% of current Miami faculty have participated40% of current Miami faculty have participated

54% of current department chairs have participated54% of current department chairs have participated

In 1990s, we saw faculty outcomes similar toIn 1990s, we saw faculty outcomes similar tostudent learning communities: greater retention,student learning communities: greater retention,faster intellectual development; accreditation plusfaster intellectual development; accreditation plus

Greater percentage of FPLC faculty in UniversityGreater percentage of FPLC faculty in UniversitySenate: civic contributions to the institutionSenate: civic contributions to the institution

Miami: Named as one of top 4 national models forMiami: Named as one of top 4 national models forfaculty development infaculty development in Creating the Future ofCreating the Future of

Faculty DevelopmentFaculty Development(Sorcinelli, Beach et al., 2006)(Sorcinelli, Beach et al., 2006)


21/37

History: FPLC Outreach & ImpactHistory: FPLC Outreach & Impact Ohio Board of Regents Grant: 1999, and OhioOhio Board of Regents Grant: 1999, and Ohio

Learning Network Adaptation, 2001-07: 119 PLCs,Learning Network Adaptation, 2001-07: 119 PLCs,1,250 members, 44 Ohio institutions, $1.7 million1,250 members, 44 Ohio institutions, $1.7 million In 2003-04, 308 FPLCs reported at 132 institutionsIn 2003-04, 308 FPLCs reported at 132 institutions

in the US and Canadain the US and Canada

FIPSE Grant: 60 FPLCs of 30 types implementedFIPSE Grant: 60 FPLCs of 30 types implementedin 3 years, 2001-02 to 2003-04in 3 years, 2001-02 to 2003-04 Claremont Graduate UniversityClaremont Graduate University Indiana University Purdue University-IndianaplsIndiana University Purdue University-Indianapls

Kent State UniversityKent State University The Ohio State UniversityThe Ohio State University University of Notre DameUniversity of Notre Dame

FLC theme track at Lilly Conference; New JournalFLC theme track at Lilly Conference; New Journal


22/37

FIPSE Project Follow-Up SurveyFIPSE Project Follow-Up Survey

In Spring semester, 2005, we used a web-basedIn Spring semester, 2005, we used a web-based

survey to follow-up with the participants andsurvey to follow-up with the participants andfacilitators of the FPLCs created by the FIPSEfacilitators of the FPLCs created by the FIPSEproject, as well as Miami University FPLCproject, as well as Miami University FPLCparticipants from the same time frame. (Notreparticipants from the same time frame. (Notre

Dame declined, Ohio University replaced)Dame declined, Ohio University replaced) Survey developed by Milt Cox at MiamiSurvey developed by Milt Cox at Miami

University in the mid 1990s based on TheUniversity in the mid 1990s based on TheTeaching Goals Inventory (Angelo & Cross,Teaching Goals Inventory (Angelo & Cross,

1993) and extended by Andrea Beach, Western1993) and extended by Andrea Beach, WesternMichigan, FIPSE project external evaluatorMichigan, FIPSE project external evaluator 648 invitations sent with 2 follow-up reminders.648 invitations sent with 2 follow-up reminders. 395 responses, for an overall response rate of395 responses, for an overall response rate of

61%61%


23/37

Survey Results:Survey Results:

Faculty Development ChangesFaculty Development Changes

Top impacts on themselves that faculty reportedTop impacts on themselves that faculty reportedas a result of FPLC participation on 5 point scale:as a result of FPLC participation on 5 point scale:1= no impact, 3=moderate impact,1= no impact, 3=moderate impact,

5 = very substantial impact5 = very substantial impact

1.1. Perspective on teaching and learning and otherPerspective on teaching and learning and otheraspects of Higher Education beyond their ownaspects of Higher Education beyond their owndiscipline. Mean = 3.93discipline. Mean = 3.93

2.2. Interest in the teaching process. Mean = 3.86Interest in the teaching process. Mean = 3.86

3.3. Understanding of and interest in Scholarship ofUnderstanding of and interest in Scholarship ofTeaching and Learning (SoTL). Mean = 3.80Teaching and Learning (SoTL). Mean = 3.80

4.4. View of teaching as an intellectual pursuit.View of teaching as an intellectual pursuit.Mean = 3.74Mean = 3.74

5.5. Total effectiveness as a teacher. Mean = 3.55Total effectiveness as a teacher. Mean = 3.55


24/37

Survey Results: Student LearningSurvey Results: Student LearningTop 10 Student Learning Outcomes ChangesTop 10 Student Learning Outcomes Changes

Student Development ofStudent Development of::

An ability to work productively with others (3.50)An ability to work productively with others (3.50) Openness to new ideas (3.46)Openness to new ideas (3.46) A capacity to think for oneself (3.44)A capacity to think for oneself (3.44) Understanding of perspectives/values of course orUnderstanding of perspectives/values of course or

discipline (3.39)discipline (3.39) Ability to think holistically (3.39)Ability to think holistically (3.39) Ability to think creatively (3.38)Ability to think creatively (3.38) Ability to synthesize and integrated information andAbility to synthesize and integrated information and

ideas (3.37)ideas (3.37) Improved learning of concepts and theories (3.36)Improved learning of concepts and theories (3.36) Problem solving skills (3.35)Problem solving skills (3.35) Ability to apply principles and generalizations alreadyAbility to apply principles and generalizations already

learned to new problems and situations (3.35)learned to new problems and situations (3.35)


25/37

Survey Results: How Did You Know?Survey Results: How Did You Know?

Assessments Faculty Used to Judge ChangesAssessments Faculty Used to Judge Changes

in Student Learningin Student Learning 9 of 21 items rated over 3.0 (a moderate amount)9 of 21 items rated over 3.0 (a moderate amount) Top 5:Top 5:

Better class discussion and engagementBetter class discussion and engagement(3.58)(3.58)

Better classroom atmosphere (3.50)Better classroom atmosphere (3.50)

Better papers and writing assignments (3.46)Better papers and writing assignments (3.46)

Students more interested (3.46)Students more interested (3.46) More successful achievement of existingMore successful achievement of existing

learning objectives (3.38)learning objectives (3.38)


26/37

Survey Results: What Worked?Survey Results: What Worked?

Teaching and Learning Approaches That FacultyTeaching and Learning Approaches That FacultyReported Resulted in Changed Student Learning:Reported Resulted in Changed Student Learning:

Five rated over 3.5Five rated over 3.5 Active learning (4.07)Active learning (4.07)

Student centered learning (3.99)Student centered learning (3.99) Discussion (3.84)Discussion (3.84) Cooperative or collaborative learning (3.84)Cooperative or collaborative learning (3.84)

Writing (3.54)Writing (3.54)

Another 5 rated over 3.0Another 5 rated over 3.0


27/37

Phases in the developmentPhases in the developmentof a change model:of a change model:

Communities of practice asCommunities of practice aschange agents in higherchange agents in higher

educationeducation

Cox, M.D. (2006). Phases in theCox, M.D. (2006). Phases in the

development of a change model:development of a change model:Communities of practice asCommunities of practice aschange agents in higherchange agents in highereducation. In A. Bromage, L.education. In A. Bromage, L.Hunt, & C. B. Tomkinson (Eds.),Hunt, & C. B. Tomkinson (Eds.),

The realities of change in higherThe realities of change in higher

education: Interventions toeducation: Interventions to

promote learning and teachingpromote learning and teaching

(pp. 91-100). Oxford UK:(pp. 91-100). Oxford UK:Rutledge.Rutledge.


28/37

(1) the initial Miami University years of local,(1) the initial Miami University years of local,

one-dimensional cohort development forone-dimensional cohort development for

junior faculty, 1978-1988;junior faculty, 1978-1988;

(2) local multidimensionalitythe(2) local multidimensionalitythe

broadening of the model from the juniorbroadening of the model from the junior

faculty cohort to other cohort and topic-faculty cohort to other cohort and topic-

based FLCs at Miami, 1989-1998; andbased FLCs at Miami, 1989-1998; and (3) state, national, and international(3) state, national, and international

extension of the model supported by stateextension of the model supported by state

and federal funding, 1999 to present.and federal funding, 1999 to present.

The strategies, analyses, andThe strategies, analyses, and

changes produced by this modelchanges produced by this model

have evolved in three phaseshave evolved in three phases


29/37

ChangeChangeStrategies and ProcessesStrategies and Processes Community, scholarship, and multidisciplinarityCommunity, scholarship, and multidisciplinarity Capacity building in which community graduatesCapacity building in which community graduates

become resources for future developmentbecome resources for future development Inclusion of junior faculty and staff capturing newInclusion of junior faculty and staff capturing new

perspectives and building sustainabilityperspectives and building sustainability Community organizers model: Honor and involve theCommunity organizers model: Honor and involve the

power of the inquiry model; have moral outrage and usepower of the inquiry model; have moral outrage and usethe tools of the institution; expand the power of one to athe tools of the institution; expand the power of one to acommunity; invite outsiders into the conversationcommunity; invite outsiders into the conversation(Palmer, 2005)(Palmer, 2005)

Sponsored conferences and publications provide aSponsored conferences and publications provide avenue for national intercommunity networking andvenue for national intercommunity networking andmentoringmentoring

Modeling the change you seek to create, rather thanModeling the change you seek to create, rather thanincorporating the power to direct (Senge, 2000)incorporating the power to direct (Senge, 2000)

Goal: Becoming a learning organization (Cox, 2001).Goal: Becoming a learning organization (Cox, 2001).


30/37


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
http://www.muohio.edu/flchttp://www.muohio.edu/flchttp://www.muohio.edu/flc


31/37

Building FacultyLearning

Communities

2004New Directions in

TeachingandLearning, Volume 97

Jossey-Bass

Publishers


32/37

FPLC Directors andFPLC Directors andFacilitatorsFacilitators

Summer InstituteSummer InstituteJune17-20, 2009June17-20, 2009

Claremont, CaliforniaClaremont, California

Southern CaliforniaSouthern California

New and Experienced FPLCNew and Experienced FPLC

Directors and FacilitatorsDirectors and FacilitatorsWelcomeWelcome

includingincluding

FPLC InternationalFPLC International

ConferenceConference

June 20, 2009June 20, 2009


33/37

Faculty and Professional Learning CommunityFaculty and Professional Learning Community

Program Directors andProgram Directors and

Facilitators HandbookFacilitators Handbook

To Order email To Order email $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 ofPost-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 .the author. 2004 Milton D. Cox, FIPSE FLC Project Director, Miami University .


34/37

20092009

LillyLillyConferencesConferences

onon

College TeachingCollege Teaching


35/37

Key Innovations/Projects/ToolsKey Innovations/Projects/ToolsTheme Tracks and Number of Sessions at theTheme Tracks and Number of Sessions at the

2008 Lilly Conference on2008 Lilly Conference onCollege TeachingCollege Teaching

www.muohio.edu/lillyconferencewww.muohio.edu/lillyconference Academic Success (8)Academic Success (8)

Active Learning (16)Active Learning (16)

Assessment, StudentAssessment, StudentLearning (15)Learning (15)

Classroom AssessmentClassroom AssessmentTechniques (7)Techniques (7)

Collaboration, Faculty (8)Collaboration, Faculty (8)

Communication 5Communication 5

Community (11)Community (11)

Cooperative Learning (5)Cooperative Learning (5)

Course Design/Redesign(12)Course Design/Redesign(12)

Creativity (5)Creativity (5)

Critical thinking (20)Critical thinking (20)

Curriculum Design andCurriculum Design andDevelopment (6)Development (6)

Deep Learning (5)Deep Learning (5)

Discussion (5)Discussion (5) Interdisciplinary/Interdisciplinary/
http://www.muohio.edu/lillyconhttp://www.muohio.edu/lillyconhttp://www.muohio.edu/lillycon


36/37

Discussion (5)Discussion (5)

Diversity/Multiculturalism(13)Diversity/Multiculturalism(13)

Engagement (12)Engagement (12)

Evaluation of Teaching (6)Evaluation of Teaching (6)

Experiential (7)Experiential (7)

Faculty Development (notFaculty Development (notinvolving FLCs) (13)involving FLCs) (13)

Faculty LearningFaculty LearningCommunities (FLCs) (11)Communities (FLCs) (11)

Graduate Education (5)Graduate Education (5)

General/Liberal Education(5)General/Liberal Education(5) Group Work/Learning (7)Group Work/Learning (7)

Learner/Student CenteredLearner/Student Centered

Inclusion (5)Inclusion (5)

Interdisciplinary/Interdisciplinary/Multidisciplinary(7)Multidisciplinary(7)

International (5)International (5)

Millennial (7)Millennial (7) Online Teaching andOnline Teaching and

Learning (10)Learning (10)

Reflection (7)Reflection (7)

Retention (6)Retention (6)

SoTL (12)SoTL (12)

Service Learning (8)Service Learning (8)

STEM (11)STEM (11) Team/Teamwork (5)Team/Teamwork (5)

Web (6)Web (6)

Writing (9)Writing (9)

-

Journal on ExcellenceJournal on Excellence


37/37

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 discussionby faculty about all areasby faculty about all areasaffecting teaching andaffecting teaching and

learning, and [to give] facultylearning, and [to give] facultythe opportunity to sharethe opportunity to shareproven, innovative strategiesproven, innovative strategiesand thoughtful, inspirationaland thoughtful, inspirational

i i ht b t t hi i i ht b t t hi
http://celt.muohio.edu/ject/http://celt.muohio.edu/ject/http://celt.muohio.edu/ject/

Beach Cox AAPT Winter 2009 Chicago Session BF03

Documents

Transcript of Beach Cox AAPT Winter 2009 Chicago Session BF03