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
Text and Images from Slide
Journal on Excellence <br />in College Teaching <br />http://celt.muohio.edu/ject/<br />Est. in 1990, quarterly, internationally refereed, online and print
Purpose
To provide "a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and [to give] faculty the opportunity to share proven, innovative strategies and thoughtful, inspirational insights about teaching."
Lecture Notes
What makes the Journal an appropriate venue interdisciplinary publication?
The journal is especially good for this sort of thing. In several disciplines there are journals devoted specifically to teaching tips for specific courses. E.g., psychology teaching, "dealing with stereotypes about aging in a lifespan development course". And some teaching problems are just exactly that specific. But MANY teaching problems are common across a number of disciplinary contexts, e.g., "how do I get active learning even in a big class?" "How do I set classroom policies that are fair and flexible without getting eaten alive?" The Journal is especially well placed to do those general teaching issues, and leave the necessarily specific ones to the disciplinary journals.