Building Faculty Learning Communities: New Directions for Teaching and Learning, Number 97Milton D. Cox, Laurie Richlin Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning. |
Contents
EDITORS NOTES | 1 |
Overview of Faculty Learning Communities | 25 |
Institutional Considerations in Developing a Faculty | 41 |
Copyright | |
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academic authentic assessment Blended Learning Budget campus CELT Chapter Claremont Colleges Claremont Graduate University classroom collaborative colleagues community of inquiry components Conference on College course create curriculum DIRECTIONS FOR TEACHING director disciplines discussion Diversity FLC engage enhance Evaluation example experiences faculty development Faculty Learning Community faculty members feedback FLC facilitators FLC members FLC participants FLC program focus focus book goals Higher Education Hubball impact implementation Improve the Academy individual initiative institutions integration issues Jossey-Bass Learning Organizations Lilly Conference meet mentors metacognitive Miami University midcareer Ohio University opportunities outcomes pedagogical percent perspectives PFF programs portfolios practice Preparing Future Faculty reflection reported respondents role San Francisco scholarly teaching scholarship of teaching seminars senior faculty SFLC social SoTL strategies student learning survey Teachers teaching and learning Teaching Dossier teaching projects tion topic-based FLCs topics Wiley Periodicals