A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Cas... more A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Case Study of Growth in University Teaching - Cheryl Amundsen, Alenoush Saroyan, & Myron Frankman Professors\u27 Assumptions About Students\u27 Critical Thinking Dispositions and Epistemological Beliefs - Geoffrey Scheurman Student Ratings of 10 Strategies for Using Humor in College Teaching - Ronald A. Berk Abandoning the Lecture in Biology - Robert C. Evans & Nancy Omaha Boy Strategies for Enhancing Teaching and Learning in an Undergraduate Course - Bruce W. Tuckman A Team-Based Approach to Problem-Based Learning: An Evaluation of Structured Team Problem Solving - Michael Peterson White Males Teaching for Diversity: How and Why - Robert M. Schaible & Paul Burli
Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Cit... more Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Citizenship: Using Collaboration in the Classroom to Build Community, Foster Academic Integrity, and Model Civic Responsibility - Ann E. Biswas Solving Real Community Problems to Improve the Teaching of Public Affairs - Abdulfattah yaghi & Madalla Alibeli Teaching Evidence-Based Practice in Service-Learning: A Model for Education and Service - John D. Terry, Bradley H. Smith, & Samuel D. McQuillin The Impact of a Service-Learning Experience in Mentoring At-Risk Youth - Leah Wasburn-Moses, Jay Fry, & Kari Sanders Speak Out Loud: Deconstructing Shame and Fear through Theater in a Community-Based Service-Learning Project - Karina Vazquez Teaching Diversity Through Service-Learning: An Integrative Praxis Pedagogical Apprach - Julie Steinkipf Rice & Terri Horn Service-Learning: A Tool to Develop Competencies for College Student
A university without an academic library is unimaginable since the library serves as a pivot for ... more A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of a library in academic life, stated that it holds a unique position, symbolizing the heart of the institution. A good library is not only one that stacks printed material or has portals to access online resources but also provides a flexible learning space with reading rooms, facilitates discussion and encourages collaborative learning and scholarship. With limited resources, it is increasingly difficult for universities to allocate funds to re-design library spaces. Modern academic libraries have to respond not only to pedagogical changes but also to technological changes, accommodating them in the library space design and management. Modern libraries are trying to integrate features of the traditional form of learning as well as the digital form. This book will present case studies and empirical evidence d...
. . . student learning should not be confined to the classroom. . . . the curriculum should be de... more . . . student learning should not be confined to the classroom. . . . the curriculum should be designed to ensure that students have an opportunity to translate theory into practice and to apply their knowledge and skills in a practical way in the community. More extensive out-of-classroom experiences will help students widen their perspective and deepen their appreciation of cultural diversity. Service-learning, when designed into a course as an intensive immersion experience, can serve that purpose. (Bowen & Hackett, in this issue, p. 41)
We are living in an electronic age, where everything that we want to know or are curious about is... more We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study...
EDITORS'NOTES 1 Milton D. Cox, Laurie Richlin 1. Introduction to Faculty Learning Communities... more EDITORS'NOTES 1 Milton D. Cox, Laurie Richlin 1. Introduction to Faculty Learning Communities 5 Milton D. Cox The faculty learning community (FLC) movement has its roots in future, new, junior, mid-career, and senior faculty's desire for community, transdisciplinarity, and support for investigation and implementation of new teaching and learning approaches and opportunities. 2. Overview of Faculty Learning Communities 25 Laurie Richlin, Amy Essington FLCs have been established at all types of academic institutions. The authors describe the current attributes of FLCs, including institutional category and FLC sizes, budgets, participants, and activities. 3. Institutional Considerations in Developing a Faculty Learning Community Program 41 Gary M. Shulman, Milton D. Cox, Laurie Richlin Developing an FLC program involves changing the institutional culture. This chapter examines leadership recommendations for institutional change, reasons for choosing the FLC model, and instituti...
The biggest change in higher education during the decade since the term “Scholarship of Teaching”... more The biggest change in higher education during the decade since the term “Scholarship of Teaching” was first used (Boyer, 1990) is the understanding that student learning is the sole measurement of educational quality. It is difficult, perhaps, to remember that institutional status was once measured in terms of inputs such as the number of books in the college library, the percentage of faculty members with advanced degrees, or the amount of federal funds awarded to the institution. Since the teaching><learning connection began to be investigated in a scholarly way (Richlin, 2001), the emphasis on learning outcomes has become the primary focus, with student satisfaction an important but secondary concern. Today, as we look at the presentations being proposed and selected for the Lilly Conferences on College and University Teaching, we see that upcoming additions to the higher education teaching and learning literature will include the connection of the physiology and psychology...
CTLs as Genre: A Message from the Editor in Chief - John Paul Tassoni Teaching Centers as Teachin... more CTLs as Genre: A Message from the Editor in Chief - John Paul Tassoni Teaching Centers as Teaching Advocates: Navigating University Politics - Peter Lindsay Engaging in a Collaborative Project as a Team-Building Strategy During a Period of Organizational Change - Zack Lee, Lydia Jones, Roselynn Verwood, Isabeau Iqbal, & Janice Johnson Writing in Action: Scholarly Writing Groups as Faculty Development - Kurt Schick, Cindy Hunter, Lincoln Gray, Nancy Poe, & Karen Santos Learning from Each Other: Involving Students in Centers for Teaching and Learning - Alison Boye, Micah Meixner Logan & Suzanne Tapp A Peer-Based, Dissemination Model of Professional Faculty Development: A Story - Alan Altany The New Faculty Development? Exploring the Relationship Between Human Performance Improvement (HPI) and Current Best Practices in Faculty Development - Eric Grosse A Study of the Impact of Services of a University Teaching Centre on Teaching Practice: Changes and Conditions - Claire Belanger, Marilou BHelisle, & Paul-Armand Bernatche
Althoughfaculty developers have worked successfully withfaculty tofocus on ways to enhance learni... more Althoughfaculty developers have worked successfully withfaculty tofocus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly infaculty development, such asstudent observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting newprograms involving students in teaching development activities, thereby empoweringstudents tojoindevelopers aschange agents ofcampus culture. Finally, this chapter raises issuesforfaculty developers toreflect onasthey consider establishing direct connections-partnerships-with students.
The panel members articulate stories about the independent emergence of Faculty Learning Communit... more The panel members articulate stories about the independent emergence of Faculty Learning Communities (FLCs) in the United States and Communities of Practice (CoPs) in an Australian higher education setting. Based on 35 years of experience with FLCs and 10 years of experience with CoPs, the panel members report stories about what they see as the defining features of FLCs and CoPs as separate and then as hybrid models within their institutional, national and international contexts. Similarities and differences are outlined, with a discussion around why each approach evolved within the particular local and then national context. Panel discussion includes the SoTL generated by participants in each model. The panel concludes with ideas about collaborative activities and practical adaptions of each approach to suit different higher education contexts and needs.
CoPs are increasingly established in higher education to provide opportunities for staff to form ... more CoPs are increasingly established in higher education to provide opportunities for staff to form a peer learning community and to allocate dedicated time to build knowledge of learning and teaching and to share their practice, ultimately leading to improvement and innovation. An analysis of the academic literature identified confusion around the understanding of CoPs, a dearth of literature specifically on higher education, and a gap regarding the leadership role within CoPs.
This chapter describes four new leadership areas in the development of faculty learning community... more This chapter describes four new leadership areas in the development of faculty learning community programs and provides perspectives and resources that these leaders can use to engage their work.
and contributing to the common good. And they persist in their efforts because they belong to a c... more and contributing to the common good. And they persist in their efforts because they belong to a community of support. LEARNING COMMUNITIES Student Learning Communities In the 1920s and '30s, Alexander Meiklejohn and John Dewey developed the concept of a student learning community in higher education. Increasing specialization and fragmentation caused Meiklejohn (1932) to call for a community of study and a unity and coherence of curriculum across disciplines. Dewey (1933) advocated learning that was active, student centered, and involved shared inquiry. A combination of these approaches generated a few promising but short-lived programs, for example, at the University of California, Berkeley (Tussman, 1969). However, after success with student learning communities at The Evergreen State College in the 1970s (Jones, 1981), several institutions initiated learning communities that have produced a pedagogy and structure that has led, among other things, to students' increased grade point averages and retention (Gabelnick et aI., 1990). Learning community models include linked courses, clusters, freshman interest groups, federated learning communities, and coordinated studies. These structures vary in complexity from linked courses, in which a cohort of students enrolls in two courses and the degree of faculty cooperation varies, to coordinated studies, in which a cohort of students and faculty participate in a multidisciplinary program taught in block mode around a central theme (Gabel nick et aI., 1990). The term learning community traditionally has been applied to programs that involve firstand second-year undergraduates, along with faculty who design the curriculum and teach the courses. I call these student learning communities, although "The modeling, mentoring, and learning in this situation are invaluable in faculty development" (Gabelnick et aI., 1990, p. 80). Faculty Learning Communities I define a faculty learning community to be a cross-disciplinary faculty group of eight to 14 members engaged in a year-long program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, and community building. In the literature about student learning communities, the word student usually can be replaced by faculty and still make the same point;
International Journal For Academic Development, 2013
This paper traces the history and impact of communities of practice (CoPs) in supporting early-ca... more This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at Miami University, and then
A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Cas... more A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Case Study of Growth in University Teaching - Cheryl Amundsen, Alenoush Saroyan, & Myron Frankman Professors\u27 Assumptions About Students\u27 Critical Thinking Dispositions and Epistemological Beliefs - Geoffrey Scheurman Student Ratings of 10 Strategies for Using Humor in College Teaching - Ronald A. Berk Abandoning the Lecture in Biology - Robert C. Evans & Nancy Omaha Boy Strategies for Enhancing Teaching and Learning in an Undergraduate Course - Bruce W. Tuckman A Team-Based Approach to Problem-Based Learning: An Evaluation of Structured Team Problem Solving - Michael Peterson White Males Teaching for Diversity: How and Why - Robert M. Schaible & Paul Burli
Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Cit... more Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Citizenship: Using Collaboration in the Classroom to Build Community, Foster Academic Integrity, and Model Civic Responsibility - Ann E. Biswas Solving Real Community Problems to Improve the Teaching of Public Affairs - Abdulfattah yaghi & Madalla Alibeli Teaching Evidence-Based Practice in Service-Learning: A Model for Education and Service - John D. Terry, Bradley H. Smith, & Samuel D. McQuillin The Impact of a Service-Learning Experience in Mentoring At-Risk Youth - Leah Wasburn-Moses, Jay Fry, & Kari Sanders Speak Out Loud: Deconstructing Shame and Fear through Theater in a Community-Based Service-Learning Project - Karina Vazquez Teaching Diversity Through Service-Learning: An Integrative Praxis Pedagogical Apprach - Julie Steinkipf Rice & Terri Horn Service-Learning: A Tool to Develop Competencies for College Student
A university without an academic library is unimaginable since the library serves as a pivot for ... more A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of a library in academic life, stated that it holds a unique position, symbolizing the heart of the institution. A good library is not only one that stacks printed material or has portals to access online resources but also provides a flexible learning space with reading rooms, facilitates discussion and encourages collaborative learning and scholarship. With limited resources, it is increasingly difficult for universities to allocate funds to re-design library spaces. Modern academic libraries have to respond not only to pedagogical changes but also to technological changes, accommodating them in the library space design and management. Modern libraries are trying to integrate features of the traditional form of learning as well as the digital form. This book will present case studies and empirical evidence d...
. . . student learning should not be confined to the classroom. . . . the curriculum should be de... more . . . student learning should not be confined to the classroom. . . . the curriculum should be designed to ensure that students have an opportunity to translate theory into practice and to apply their knowledge and skills in a practical way in the community. More extensive out-of-classroom experiences will help students widen their perspective and deepen their appreciation of cultural diversity. Service-learning, when designed into a course as an intensive immersion experience, can serve that purpose. (Bowen & Hackett, in this issue, p. 41)
We are living in an electronic age, where everything that we want to know or are curious about is... more We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study...
EDITORS'NOTES 1 Milton D. Cox, Laurie Richlin 1. Introduction to Faculty Learning Communities... more EDITORS'NOTES 1 Milton D. Cox, Laurie Richlin 1. Introduction to Faculty Learning Communities 5 Milton D. Cox The faculty learning community (FLC) movement has its roots in future, new, junior, mid-career, and senior faculty's desire for community, transdisciplinarity, and support for investigation and implementation of new teaching and learning approaches and opportunities. 2. Overview of Faculty Learning Communities 25 Laurie Richlin, Amy Essington FLCs have been established at all types of academic institutions. The authors describe the current attributes of FLCs, including institutional category and FLC sizes, budgets, participants, and activities. 3. Institutional Considerations in Developing a Faculty Learning Community Program 41 Gary M. Shulman, Milton D. Cox, Laurie Richlin Developing an FLC program involves changing the institutional culture. This chapter examines leadership recommendations for institutional change, reasons for choosing the FLC model, and instituti...
The biggest change in higher education during the decade since the term “Scholarship of Teaching”... more The biggest change in higher education during the decade since the term “Scholarship of Teaching” was first used (Boyer, 1990) is the understanding that student learning is the sole measurement of educational quality. It is difficult, perhaps, to remember that institutional status was once measured in terms of inputs such as the number of books in the college library, the percentage of faculty members with advanced degrees, or the amount of federal funds awarded to the institution. Since the teaching><learning connection began to be investigated in a scholarly way (Richlin, 2001), the emphasis on learning outcomes has become the primary focus, with student satisfaction an important but secondary concern. Today, as we look at the presentations being proposed and selected for the Lilly Conferences on College and University Teaching, we see that upcoming additions to the higher education teaching and learning literature will include the connection of the physiology and psychology...
CTLs as Genre: A Message from the Editor in Chief - John Paul Tassoni Teaching Centers as Teachin... more CTLs as Genre: A Message from the Editor in Chief - John Paul Tassoni Teaching Centers as Teaching Advocates: Navigating University Politics - Peter Lindsay Engaging in a Collaborative Project as a Team-Building Strategy During a Period of Organizational Change - Zack Lee, Lydia Jones, Roselynn Verwood, Isabeau Iqbal, & Janice Johnson Writing in Action: Scholarly Writing Groups as Faculty Development - Kurt Schick, Cindy Hunter, Lincoln Gray, Nancy Poe, & Karen Santos Learning from Each Other: Involving Students in Centers for Teaching and Learning - Alison Boye, Micah Meixner Logan & Suzanne Tapp A Peer-Based, Dissemination Model of Professional Faculty Development: A Story - Alan Altany The New Faculty Development? Exploring the Relationship Between Human Performance Improvement (HPI) and Current Best Practices in Faculty Development - Eric Grosse A Study of the Impact of Services of a University Teaching Centre on Teaching Practice: Changes and Conditions - Claire Belanger, Marilou BHelisle, & Paul-Armand Bernatche
Althoughfaculty developers have worked successfully withfaculty tofocus on ways to enhance learni... more Althoughfaculty developers have worked successfully withfaculty tofocus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly infaculty development, such asstudent observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting newprograms involving students in teaching development activities, thereby empoweringstudents tojoindevelopers aschange agents ofcampus culture. Finally, this chapter raises issuesforfaculty developers toreflect onasthey consider establishing direct connections-partnerships-with students.
The panel members articulate stories about the independent emergence of Faculty Learning Communit... more The panel members articulate stories about the independent emergence of Faculty Learning Communities (FLCs) in the United States and Communities of Practice (CoPs) in an Australian higher education setting. Based on 35 years of experience with FLCs and 10 years of experience with CoPs, the panel members report stories about what they see as the defining features of FLCs and CoPs as separate and then as hybrid models within their institutional, national and international contexts. Similarities and differences are outlined, with a discussion around why each approach evolved within the particular local and then national context. Panel discussion includes the SoTL generated by participants in each model. The panel concludes with ideas about collaborative activities and practical adaptions of each approach to suit different higher education contexts and needs.
CoPs are increasingly established in higher education to provide opportunities for staff to form ... more CoPs are increasingly established in higher education to provide opportunities for staff to form a peer learning community and to allocate dedicated time to build knowledge of learning and teaching and to share their practice, ultimately leading to improvement and innovation. An analysis of the academic literature identified confusion around the understanding of CoPs, a dearth of literature specifically on higher education, and a gap regarding the leadership role within CoPs.
This chapter describes four new leadership areas in the development of faculty learning community... more This chapter describes four new leadership areas in the development of faculty learning community programs and provides perspectives and resources that these leaders can use to engage their work.
and contributing to the common good. And they persist in their efforts because they belong to a c... more and contributing to the common good. And they persist in their efforts because they belong to a community of support. LEARNING COMMUNITIES Student Learning Communities In the 1920s and '30s, Alexander Meiklejohn and John Dewey developed the concept of a student learning community in higher education. Increasing specialization and fragmentation caused Meiklejohn (1932) to call for a community of study and a unity and coherence of curriculum across disciplines. Dewey (1933) advocated learning that was active, student centered, and involved shared inquiry. A combination of these approaches generated a few promising but short-lived programs, for example, at the University of California, Berkeley (Tussman, 1969). However, after success with student learning communities at The Evergreen State College in the 1970s (Jones, 1981), several institutions initiated learning communities that have produced a pedagogy and structure that has led, among other things, to students' increased grade point averages and retention (Gabelnick et aI., 1990). Learning community models include linked courses, clusters, freshman interest groups, federated learning communities, and coordinated studies. These structures vary in complexity from linked courses, in which a cohort of students enrolls in two courses and the degree of faculty cooperation varies, to coordinated studies, in which a cohort of students and faculty participate in a multidisciplinary program taught in block mode around a central theme (Gabel nick et aI., 1990). The term learning community traditionally has been applied to programs that involve firstand second-year undergraduates, along with faculty who design the curriculum and teach the courses. I call these student learning communities, although "The modeling, mentoring, and learning in this situation are invaluable in faculty development" (Gabelnick et aI., 1990, p. 80). Faculty Learning Communities I define a faculty learning community to be a cross-disciplinary faculty group of eight to 14 members engaged in a year-long program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, and community building. In the literature about student learning communities, the word student usually can be replaced by faculty and still make the same point;
International Journal For Academic Development, 2013
This paper traces the history and impact of communities of practice (CoPs) in supporting early-ca... more This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at Miami University, and then
Learning Communities Journal, 7, 117-152. A qualitative analysis of faculty participation in FLCs... more Learning Communities Journal, 7, 117-152. A qualitative analysis of faculty participation in FLCs. Results identified seven principles for effective FLCs.
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Papers by Milton Cox