FPLC - Info Lit
Table of Contents
- How and Why Faculty Learning Communities: in Support of Undergraduate Information Literacy
- Definition
- Slide 3
- Faculty and Professional: Findings
- Faculty and Professional Learning Communities at Miami University 2008-09
- Faculty and Professional Learning Communities at Miami 2008-09
- Faculty and Professional Learning Communities at Miami 2008-09
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Community
- Slide 15
- A Faculty and Professional Learning Community is Not Just
- History: FPLC Local Impact
- History: FPLC Outreach & Impact
- FIPSE Project Follow-Up Survey
- Survey Results: Faculty Development Changes
- Survey Results: Student Learning
- Your Next Steps Start an Organization-Wide Dialogue
- Slide 23
- Slide 24
- Faculty and Professional Learning Community Website References are at this address as well as details about each of the 30 FLC components:
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Journal on Excellence in College Teaching http://celt.muohio.edu/ject/ Est. in 1990, quarterly, internationally refereed, online and print
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Survey Results: <br />Faculty Development Changes
- Top impacts on themselves that faculty reported as a result of FPLC participation on 5 point scale: <br />1= no impact, 3=moderate impact, 5 = very substantial impact
- Perspective on teaching and learning and other aspects of Higher Education beyond their own discipline. Mean = 3.93
- Interest in the teaching process. Mean = 3.86
- Understanding of and interest in Scholarship of Teaching and Learning (SoTL). Mean = 3.80
- View of teaching as an intellectual pursuit. Mean = 3.74
- Total effectiveness as a teacher. Mean = 3.55