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

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. 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. 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. ““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. ““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. 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. 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. Building Faculty
Learning
Communities
2004
New Directions in
Teaching and
Learning, Volume 97
Jossey-Bass
Publishers

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. 20092009
LillyLilly
ConferencesConferences
onon
College TeachingCollege Teaching

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.”