New Directions for Teaching and Learning, 2004, Number 97, Jossey-Bass

Milton D. Cox & Laurie Richlin, Editors

Chapters, Authors, and Abstracts

Chapter 1. An Introduction to Faculty Learning Communities: Utilizing FLCs to Solve Problems and Seize Opportunities

Author: Milton D. Cox, Miami University

Abstract: The faculty learning community 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. In this chapter we define and discuss faculty learning communities (FLCs) and ways that they can be involved to engage individual and institutional teaching and learning concerns and opportunities.

Chapter 2. Overview of Faculty Learning Communities: Results of a National Survey

Authors: Laurie Richlin and Amy Essington, Claremont Graduate University

Abstract: FLCs have been established at all types of academic institutions. This chapter reports the results of a series of surveys that investigated FLCs. The presenters describe the current attributes of FLCs, including institutional category and FLC sizes, budgets, participants, and activities.

Chapter 3. Institutional Considerations in Developing a Faculty Learning Community Program.

Authors: Gary Shulman and Milton Cox, Miami University; Laurie Richlin, Claremont Graduate University

Abstract: Developing an FLC program involves changing the institutional culture. In this chapter we examine leadership recommendations for institutional change, reasons for choosing an FLC model, and institutional conditions that facilitate or hinder FLCs.

Chapter 4. Developing Facilitators for Faculty Learning Communities

Authors: Karin L. Sandell, Ohio University, Katy Wigley, Indiana University Southeast, and Ann Kovalchick, Ohio University

Abstract: The FLC facilitator has been identified as an important key to FLC success. The processes for choosing, preparing, and supporting facilitators for faculty learning communities are as unique as the campuses housing them. This chapter highlights three excellent facilitator programs.

Chapter 5. Facilitating Faculty Learning Communities: A Compact Guide to Creating Change and Inspiring Community

Authors: Martha C. Petrone, Miami University, and Leslie Ortquist-Ahrens, Otterbein College

Abstract: This chapter involves discussion of how adopting good practice in group processes can help FLC facilitators be more successful. FLC facilitators share experiences and insights and provide advice for facilitating successful communities.

Chapter 6. Developing a Statewide Faculty Learning Community Program

Authors: Sheryl Hansen, Ohio Learning Network, Alan Kalish, The Ohio State University, Wayne E, Hall, University of Cincinnati, Catherine M. Gynn, The Ohio State University, Mary Louise Holly, Kent State University, and Dan Madigan, Bowling Green State University

Abstract: A small state agency successfully used the FLC model to collaborate with 23 campuses on faculty development efforts that resulted in successful implementation of pedagogically robust and technologically enhanced programs for increasing the use of technology in teaching and learning.

Chapter 7. Managing Multiple Faculty Learning Communities

Authors: Melody Ayn Barton, Miami University, and Laurie Richlin, Claremont Graduate University

Abstract: As FLC programs grow, it becomes necessary to find a way to manage the details for multiple concurrent FLCs. This chapter includes how technology and diplomacy can aid FLC coordination.

Chapter 8. Assessing Faculty Learning Communities

Authors: Harry Hubball and Anthony Clarke, University of British Columbia; and Andrea Beach, Western Michigan University

Abstract: Evaluation and assessment are critical to the success of FLCs, and authentic assessment has the potential to contribute greatly to the quality of FLC experiences. This chapter examines the relationship of theory and practice in assessment in the context of FLCs and provides practical suggestions for implementation.

Chapter 9. Technology in Support of Faculty Learning Communities

Author: Norman Vaughan, Mount Royal College

Abstract: Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse.

Chapter 10. Supporting Diversity with Faculty Learning Communities: Teaching and Learning Across Boundaries

Author: Martha C. Petrone, Miami University

Abstract: FLCs create a safe space for cultural transformation of teaching and learning and invite participants to reflect on their beliefs and actions in regard to the diversity of their communities and their students. Both in structure and focus, FLCs create a necessary construct for a cultural transformation of teaching and learning that invites all to achieve their intellectual and social potential.

Chapter 11. Developing Scholarly Teaching and the Scholarship of Teaching and Learning Through Faculty Learning Communities

Authors: Laurie Richlin, Claremont Graduate University, and Milton D. Cox, Miami University

Abstract: FLCs provide opportunity and support for faculty members to investigate new teaching and learning strategies in a scholarly way and to contribute to the scholarship of teaching with publications and presentations. The authors report on strategies, processes and activities that foster this scholarship in FLCs.

Chapter 12. Mid-career and Senior Faculty Learning Communities: Learning Throughout Faculty Careers

Authors: Muriel Blaisdell and Milton D. Cox, Miami University

Abstract: Faculty members’ productivity may shift over time, not as functions of age but as a function of the amount of time a senior faculty member spends with colleagues. In this chapter we see how faculty learning communities can provide the opportunities and connections that senior and mid career faculty need to continue productive academic lives.

Chapter 13. Faculty Learning Communities for Preparing Future Faculty

Authors: Laurie Richlin and Amy Essington, Claremont Graduate University

Abstract: Faculty learning communities have many attributes that can contribute to the successful preparation of graduate students as future faculty members.

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Editors’ email addresses:

Milton D.Cox:

Laurie Richlin:

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.