beach cox aapt winter 2009 chicago session bf03
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Reforming STEM Instruction: An ExaminationReforming STEM Instruction: An Examination
of Four Core Change Strategiesof Four Core Change Strategies
Developing Reflective Teachers:Developing Reflective Teachers:Faculty Learning CommunitiesFaculty Learning Communities
Andrea L BeachAndrea L Beachandrea.beach@wmich.eduandrea.beach@wmich.edu
Director of Faculty DevelopmentDirector of Faculty Development
Assistant Professor, Educational Leadership, Research, & TechnologyAssistant Professor, Educational Leadership, Research, & Technology
Western Michigan UniversityWestern Michigan University
Milton D. CoxMilton D. Coxcoxmd@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 TeachingMiami UniversityMiami University
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Developing Reflective TeachersDeveloping Reflective Teachers
Prescribed
FinalC
ondition
Prescribed
FinalC
ondition
Emer
gentFinalCondition
Emer
gentFinalCondition
Focus on Changing IndividualsFocus on Changing Individuals
Focus on Changing Environment/StructuresFocus on Changing Environment/Structures
Develop newDevelop new
environmentalenvironmental
features thatfeatures that
require/encourage newrequire/encourage newteaching conceptionsteaching conceptions
and/or practices.and/or practices.e.g., policy change (HER),e.g., policy change (HER),
strategic planning (HER)strategic planning (HER)
Tell/teach individualsTell/teach individuals
about new teachingabout new teaching
conceptions and/orconceptions and/or
practices.practices.
e.g., dissemination (SER,e.g., dissemination (SER,FDR), focused conceptualFDR), focused conceptual
change (FDR)change (FDR)Empower collectiveEmpower collective
development ofdevelopment of
environmental features thatenvironmental features that
support new teachingsupport new teachingconceptions and/or practices.conceptions and/or practices.e.g., institutional transformatione.g., institutional transformation
(HER), learning organizations(HER), learning organizations
(HER)(HER)
Encourage/supportEncourage/support
individuals to developindividuals to develop
new teachingnew teaching
conceptions and/orconceptions and/or
practices,practices, e.g. reflectivee.g. reflective
practice (FDR), actionpractice (FDR), actionresearch (FDR), curriculumresearch (FDR), curriculum
development (SER)development (SER)
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Developing Reflective TeachersDeveloping Reflective Teachers
Developing Reflective Teachers literatureDeveloping Reflective Teachers literatureoften presents:often presents:
Workshops and seminars (often ongoing) that:Workshops and seminars (often ongoing) that:
present information to help faculty makepresent information to help faculty makeinformed decisions about teachinginformed decisions about teaching
support faculty reflection on their teachingsupport faculty reflection on their teachingCollaborative action researchCollaborative action researchCollaborative curriculum developmentCollaborative curriculum development
Faculty/Professional LearningFaculty/Professional LearningCommunities combine these approachesCommunities combine these approaches
for powerful results.for powerful results.
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Dr. Cox, . . . . I can reportDr. Cox, . . . . I can report(happily) that establishing(happily) that establishinglearning communities was exactlylearning communities was exactly
what made for the successfulwhat made for the successful
implementation of the Montrealimplementation of the MontrealProtocol on Substances ThatProtocol on Substances ThatDeplete 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 tounderstand how theunderstand how theimplementation of complex globalimplementation of complex globalenvironmental agreementsenvironmental agreementsdepends on the construction anddepends on the construction and
exploitation of social connectionsexploitation of social connectionsamong experts who actamong experts who actcollectively to define solutions tocollectively to define solutions toenvironmental problems.environmental problems.Back coverBack cover
2002 Sheffield, UK: Greenleaf2002 Sheffield, UK: Greenleaf
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DefinitionDefinitionCommunities of practiceCommunities of practiceare groups of people whoare groups of people whoshare a concern, a set ofshare a concern, a set ofproblems, or a passionproblems, or a passionabout a topic, and whoabout a topic, and whodeepen their knowledgedeepen their knowledgeand expertise in this areaand expertise in this areaby interacting on anby interacting on anongoing basis.ongoing basis.
(2002, p. 4)(2002, p. 4)
AA faculty and professionalfaculty and professionallearning communitylearning communityis ais aspecific type of communityspecific type of communityof practice.of practice.
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What is a faculty and professionalWhat is a faculty and professional
learning community?learning community?
What is aWhat is a faculty and professionalfaculty and professionallearning community?learning community?
Visit: http://www.units.muohio.edu/flc/Visit: http://www.units.muohio.edu/flc/
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Faculty and Professional: FindingsFaculty and Professional: Findings Group of 8 to 12 faculty, professional staff,Group of 8 to 12 faculty, professional staff,
administratorsadministrators Two types: cohort-based and topic-basedTwo types: cohort-based and topic-based
Multidisciplinary, Multi-unit: A key point; two-tieredMultidisciplinary, Multi-unit: A key point; two-tiered
Voluntary membership by applicationVoluntary membership by application
Membership selection: balance, meeting timeMembership selection: balance, meeting time
Meet every 3 weeks; commitment to participateMeet every 3 weeks; commitment to participate
Affiliate partners: consultants, mentorsAffiliate partners: consultants, mentors
Student associates (undergraduate, graduate)Student associates (undergraduate, graduate) Facilitator: A member (not the business model)Facilitator: A member (not the business model)
FPLC program director: Teaching Center DirectorFPLC program director: Teaching Center Director
Enablers and rewards: Budgets, recognitionEnablers and rewards: Budgets, recognition
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Faculty and Professional LearningFaculty and Professional Learning
Communities at Miami University 2008-09Communities at Miami University 2008-09
Cohort-BasedCohort-Based
Teaching Scholars Community for Early-Career FacultyTeaching Scholars Community for Early-Career Faculty
FPLC on the Role of Part-Time FacultyFPLC on the Role of Part-Time Faculty
FPLC for Part-Time Faculty of ColorFPLC for Part-Time Faculty of Color
Topic-BasedTopic-Based
FPLC Developing Collaborative and Engaging OnlineFPLC Developing Collaborative and Engaging Online
Learning ExperiencesLearning Experiences FPLC Cultivating Intellectual Curiosity in the CollegeFPLC Cultivating Intellectual Curiosity in the College
ExperienceExperience
FPLC on the Bachelor of Integrative Studies, HamiltonFPLC on the Bachelor of Integrative Studies, Hamilton
and Middletown Campusesand Middletown Campuses
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Faculty and Professional LearningFaculty and Professional Learning
Communities at Miami 2008-09Communities at Miami 2008-09
Topic-Based FPLCs (continued)Topic-Based FPLCs (continued) FPLC on Enhancing Academic Success of Under-FPLC on Enhancing Academic Success of Under-
Represented Student Groups in STEM DisciplinesRepresented Student Groups in STEM Disciplines
FPLC for Improving Student Research LiteracyFPLC for Improving Student Research Literacy
FPLC on Quantitative LiteracyFPLC on Quantitative Literacy
FPLCFPLC for Understanding and Developing an Inclusivefor Understanding and Developing an Inclusive
Campus ClimateCampus Climate
FPLC Exploring Opportunities for Service Learning andFPLC Exploring Opportunities for Service Learning andCommunity EngagementCommunity Engagement
FPLC for Teaching Latin America: Diversity andFPLC for Teaching Latin America: Diversity and
EngagementEngagement
FPLC on Small Group LearningFPLC on Small Group Learning
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Faculty and Professional LearningFaculty and Professional Learning
Communities at Miami 2008-09Communities at Miami 2008-09
Extended 2007-08 FPLCs continuing through 2008-09Extended 2007-08 FPLCs continuing through 2008-09 FPLC Engaging in the Scholarship of Teaching andFPLC Engaging in the Scholarship of Teaching and
Learning (SoTL)Learning (SoTL) (One year long, through December)(One year long, through December)
FPLC Using Second Life and Virtual Worlds forFPLC Using Second Life and Virtual Worlds for
Teaching and LearningTeaching and Learning (One year long, through Dec.)(One year long, through Dec.) FPLC Engaging Learner-Centered Teaching andFPLC Engaging Learner-Centered Teaching and
Advocating the Learning ParadigmAdvocating the Learning Paradigm (3rd Semester)(3rd Semester)
Starting in January 2009Starting in January 2009
FPLC Using SmartPhones to Enhance Teaching andFPLC Using SmartPhones to Enhance Teaching and
LearningLearning
FPLC Engaging in the Scholarship of Teaching andFPLC Engaging in the Scholarship of Teaching and
Learning (SoTL)Learning (SoTL)
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What is a faculty and professionalWhat is a faculty and professional
learning community?learning community? What is aWhat is a faculty and professionalfaculty and professional
learning communitylearning community
What is a faculty and professionalWhat is a faculty and professional
learninglearningcommunity?community?
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IndividualIndividual
ClassroomClassroom
ActivitiesActivities
IndividualIndividual
PartnershipsPartnerships
Your FPLC CommunityYour FPLC Community
How Some of 30 FLC Components AreHow Some of 30 FLC Components Are
ConnectedConnected
ProgramProgram
ObjectivesObjectives
ProgramProgram
GoalsGoals
OnOn
Campus:Campus:
All PresentAll PresentSeminarsSeminars
TheThe
LiteratureLiterature
KnowledgeKnowledgeBaseBase
IndividualIndividual
and Joint Efforts:and Joint Efforts:
The ScholarshipThe Scholarship
of Teaching and Learningof Teaching and Learning
MentorsMentors
StudentStudentAssociatesAssociates
OtherOther
AssociatesAssociates
Seminars,Seminars,
RetreatsRetreats
Every 2-3Every 2-3WeeksWeeks
TeachingTeaching
ConferenceConference
AttendanceAttendancefor Learningfor Learning
National orNational or
RegionalRegional
ConferenceConferencelike Lillylike Lilly
FocusFocusCourse:Course:
SyllabusSyllabus
TGITGI
CATsCATsSGIDSGID
VideotapeVideotape
Mini-PortfolioMini-Portfolio
TeachingTeaching
ProjectProject
FacultyLearning
Communities
Deep vs Surface
Learning
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What is a faculty and professionalWhat is a faculty and professional
learning community?learning community? What is aWhat is a faculty and professionalfaculty and professional
learning community?learning community?
What is a faculty and professionalWhat is a faculty and professional
learninglearningcommunity?community?
What is a faculty and professionalWhat is a faculty and professional
learninglearningcommunitycommunity??
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CommunityCommunity
Bonding within to form community: off-Bonding within to form community: off-
campus retreats, conferences, socialcampus retreats, conferences, social
gatherings, meals togethergatherings, meals together
Providing safety for risk-taking,Providing safety for risk-taking,
accountability, and innovationaccountability, and innovation Building anBuilding an Esprit de CorpsEsprit de Corps
Motivating: Success for the teamMotivating: Success for the team
Bridging: Partnership organizations,Bridging: Partnership organizations,cosponsors on and off campuscosponsors on and off campus
Engaging, perhaps serving, otherEngaging, perhaps serving, other
organizationsorganizations
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http://www.miami.muohio.edu/bicentennial/index.html -
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FPLC ExampleFPLC Example: Interdisciplinary: Interdisciplinary
Learning and Teaching of ScienceLearning and Teaching of Science
GoalGoalTo develop partnerships among facultyTo develop partnerships among faculty
members from science disciplines andmembers from science disciplines and
humanitieshumanities
Teams formed in the FLCTeams formed in the FLC Geology and ClassicsGeology and Classics Chemistry and ArtChemistry and Art
Nursing and TheatreNursing and Theatre
Biology and PhilosophyBiology and PhilosophyProductsProducts
Collaborative coursesCollaborative coursesJoyce Fernandes, Zoology, Miami University
Engaging Science, Advancing LearningNovember 6-8, 2008. Providence, Rhode Islan
http://www.miami.muohio.edu/bicentennial/index.html -
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ObjectivesObjectives
1. Introduce multiple perspectives- historical, cultural, political,1. Introduce multiple perspectives- historical, cultural, political,ethical, etc.- into science and non-science courses to promote aethical, etc.- into science and non-science courses to promote aricher understanding of science and the scientific process.richer understanding of science and the scientific process.
2. Develop an awareness of the scientific endeavor in non-2. Develop an awareness of the scientific endeavor in non-(science) majors, and enable science majors to communicate a(science) majors, and enable science majors to communicate acontextual knowledge of science to the non-scientist.contextual knowledge of science to the non-scientist.
3. Foster an interest in a deeper understanding of the3. Foster an interest in a deeper understanding of the
intersections between science and society by creatingintersections between science and society by creatingopportunities for civic engagement and service learning.opportunities for civic engagement and service learning.
4. Assess the impact of integrative and interdisciplinary4. Assess the impact of integrative and interdisciplinaryapproaches on student attitudes and learning outcomes.approaches on student attitudes and learning outcomes.
5. Develop assessment-based perspectives to invigorate the5. Develop assessment-based perspectives to invigorate the
teaching of science.teaching of science.
http://www.units.muohio.edu/celt/flcs/miami/flc-sciences.phphttp://www.units.muohio.edu/celt/flcs/miami/flc-sciences.php
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FPLC ExampleFPLC Example: Enhancing Academic: Enhancing Academic
Success of Under-Represented StudentSuccess of Under-Represented Student
Groups in STEM DisciplinesGroups in STEM DisciplinesGoal:Goal: Strategies to improve recruitment and retentionStrategies to improve recruitment and retentionMembership:Membership: Faculty, Graduate Students, Administrators, &Faculty, Graduate Students, Administrators, &
Staff:Staff:
Chemistry and Biochemistry, Educational Leadership,Chemistry and Biochemistry, Educational Leadership,
Mechanical and Manufacturing Engineering, GraduateMechanical and Manufacturing Engineering, GraduateSchool, Learning Center, Math and Statistics, Physics,School, Learning Center, Math and Statistics, Physics,Student Retention, ZoologyStudent Retention, Zoology
ProjectsProjects
K-12 outreach: Middle school & high schoolK-12 outreach: Middle school & high school Programming for campus visitsProgramming for campus visits Academic Support: Preparation for fist year, retention inAcademic Support: Preparation for fist year, retention in
introductory courses, group meetings, residence hallintroductory courses, group meetings, residence hallprogramming, mentoring, participation in researchprogramming, mentoring, participation in research
http://www.units.muohio.edu/celt/flcs/miami/flc-stem.phphttp://www.units.muohio.edu/celt/flcs/miami/flc-stem.php
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A Faculty and Professional LearningA Faculty and Professional Learning
Community isCommunity is Not JustNot Just A committee or task force (may lack communityA committee or task force (may lack community
and SoTL)and SoTL)
A seminar or course (may lack community)A seminar or course (may lack community)
A discussion group: teaching circle, brown bagA discussion group: teaching circle, brown bagluncheon group, book club (may lack SoTL)luncheon group, book club (may lack SoTL)
An action learning set (may lack community)An action learning set (may lack community)
An FPLCAn FPLC isis A structure and process that can be engaged toA structure and process that can be engaged to
help solve just about any educational orhelp solve just about any educational or
institutional problem or opportunityinstitutional problem or opportunity
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History: FPLC Local ImpactHistory: FPLC Local Impact Started in 1979 at Miami: Miami has had 126 FPLCsStarted in 1979 at Miami: Miami has had 126 FPLCs
of 52 different types (cohorts + topics)of 52 different types (cohorts + topics) 40% of current Miami faculty have participated40% of current Miami faculty have participated
54% of current department chairs have participated54% of current department chairs have participated
In 1990s, we saw faculty outcomes similar toIn 1990s, we saw faculty outcomes similar tostudent learning communities: greater retention,student learning communities: greater retention,faster intellectual development; accreditation plusfaster intellectual development; accreditation plus
Greater percentage of FPLC faculty in UniversityGreater percentage of FPLC faculty in UniversitySenate: civic contributions to the institutionSenate: civic contributions to the institution
Miami: Named as one of top 4 national models forMiami: Named as one of top 4 national models forfaculty development infaculty development in Creating the Future ofCreating the Future of
Faculty DevelopmentFaculty Development(Sorcinelli, Beach et al., 2006)(Sorcinelli, Beach et al., 2006)
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History: FPLC Outreach & ImpactHistory: FPLC Outreach & Impact Ohio Board of Regents Grant: 1999, and OhioOhio Board of Regents Grant: 1999, and Ohio
Learning Network Adaptation, 2001-07: 119 PLCs,Learning Network Adaptation, 2001-07: 119 PLCs,1,250 members, 44 Ohio institutions, $1.7 million1,250 members, 44 Ohio institutions, $1.7 million In 2003-04, 308 FPLCs reported at 132 institutionsIn 2003-04, 308 FPLCs reported at 132 institutions
in the US and Canadain the US and Canada
FIPSE Grant: 60 FPLCs of 30 types implementedFIPSE Grant: 60 FPLCs of 30 types implementedin 3 years, 2001-02 to 2003-04in 3 years, 2001-02 to 2003-04 Claremont Graduate UniversityClaremont Graduate University Indiana University Purdue University-IndianaplsIndiana University Purdue University-Indianapls
Kent State UniversityKent State University The Ohio State UniversityThe Ohio State University University of Notre DameUniversity of Notre Dame
FLC theme track at Lilly Conference; New JournalFLC theme track at Lilly Conference; New Journal
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FIPSE Project Follow-Up SurveyFIPSE Project Follow-Up Survey
In Spring semester, 2005, we used a web-basedIn Spring semester, 2005, we used a web-based
survey to follow-up with the participants andsurvey to follow-up with the participants andfacilitators of the FPLCs created by the FIPSEfacilitators of the FPLCs created by the FIPSEproject, as well as Miami University FPLCproject, as well as Miami University FPLCparticipants from the same time frame. (Notreparticipants from the same time frame. (Notre
Dame declined, Ohio University replaced)Dame declined, Ohio University replaced) Survey developed by Milt Cox at MiamiSurvey developed by Milt Cox at Miami
University in the mid 1990s based on TheUniversity in the mid 1990s based on TheTeaching Goals Inventory (Angelo & Cross,Teaching Goals Inventory (Angelo & Cross,
1993) and extended by Andrea Beach, Western1993) and extended by Andrea Beach, WesternMichigan, FIPSE project external evaluatorMichigan, FIPSE project external evaluator 648 invitations sent with 2 follow-up reminders.648 invitations sent with 2 follow-up reminders. 395 responses, for an overall response rate of395 responses, for an overall response rate of
61%61%
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Survey Results:Survey Results:
Faculty Development ChangesFaculty Development Changes
Top impacts on themselves that faculty reportedTop impacts on themselves that faculty reportedas a result of FPLC participation on 5 point scale:as a result of FPLC participation on 5 point scale:1= no impact, 3=moderate impact,1= no impact, 3=moderate impact,
5 = very substantial impact5 = very substantial impact
1.1. Perspective on teaching and learning and otherPerspective on teaching and learning and otheraspects of Higher Education beyond their ownaspects of Higher Education beyond their owndiscipline. Mean = 3.93discipline. Mean = 3.93
2.2. Interest in the teaching process. Mean = 3.86Interest in the teaching process. Mean = 3.86
3.3. Understanding of and interest in Scholarship ofUnderstanding of and interest in Scholarship ofTeaching and Learning (SoTL). Mean = 3.80Teaching and Learning (SoTL). Mean = 3.80
4.4. View of teaching as an intellectual pursuit.View of teaching as an intellectual pursuit.Mean = 3.74Mean = 3.74
5.5. Total effectiveness as a teacher. Mean = 3.55Total effectiveness as a teacher. Mean = 3.55
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Survey Results: Student LearningSurvey Results: Student LearningTop 10 Student Learning Outcomes ChangesTop 10 Student Learning Outcomes Changes
Student Development ofStudent Development of::
An ability to work productively with others (3.50)An ability to work productively with others (3.50) Openness to new ideas (3.46)Openness to new ideas (3.46) A capacity to think for oneself (3.44)A capacity to think for oneself (3.44) Understanding of perspectives/values of course orUnderstanding of perspectives/values of course or
discipline (3.39)discipline (3.39) Ability to think holistically (3.39)Ability to think holistically (3.39) Ability to think creatively (3.38)Ability to think creatively (3.38) Ability to synthesize and integrated information andAbility to synthesize and integrated information and
ideas (3.37)ideas (3.37) Improved learning of concepts and theories (3.36)Improved learning of concepts and theories (3.36) Problem solving skills (3.35)Problem solving skills (3.35) Ability to apply principles and generalizations alreadyAbility to apply principles and generalizations already
learned to new problems and situations (3.35)learned to new problems and situations (3.35)
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Survey Results: How Did You Know?Survey Results: How Did You Know?
Assessments Faculty Used to Judge ChangesAssessments Faculty Used to Judge Changes
in Student Learningin Student Learning 9 of 21 items rated over 3.0 (a moderate amount)9 of 21 items rated over 3.0 (a moderate amount) Top 5:Top 5:
Better class discussion and engagementBetter class discussion and engagement(3.58)(3.58)
Better classroom atmosphere (3.50)Better classroom atmosphere (3.50)
Better papers and writing assignments (3.46)Better papers and writing assignments (3.46)
Students more interested (3.46)Students more interested (3.46) More successful achievement of existingMore successful achievement of existing
learning objectives (3.38)learning objectives (3.38)
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Survey Results: What Worked?Survey Results: What Worked?
Teaching and Learning Approaches That FacultyTeaching and Learning Approaches That FacultyReported Resulted in Changed Student Learning:Reported Resulted in Changed Student Learning:
Five rated over 3.5Five rated over 3.5 Active learning (4.07)Active learning (4.07)
Student centered learning (3.99)Student centered learning (3.99) Discussion (3.84)Discussion (3.84) Cooperative or collaborative learning (3.84)Cooperative or collaborative learning (3.84)
Writing (3.54)Writing (3.54)
Another 5 rated over 3.0Another 5 rated over 3.0
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Phases in the developmentPhases in the developmentof a change model:of a change model:
Communities of practice asCommunities of practice aschange agents in higherchange agents in higher
educationeducation
Cox, M.D. (2006). Phases in theCox, M.D. (2006). Phases in the
development of a change model:development of a change model:Communities of practice asCommunities of practice aschange agents in higherchange agents in highereducation. In A. Bromage, L.education. In A. Bromage, L.Hunt, & C. B. Tomkinson (Eds.),Hunt, & C. B. Tomkinson (Eds.),
The realities of change in higherThe realities of change in higher
education: Interventions toeducation: Interventions to
promote learning and teachingpromote learning and teaching
(pp. 91-100). Oxford UK:(pp. 91-100). Oxford UK:Rutledge.Rutledge.
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(1) the initial Miami University years of local,(1) the initial Miami University years of local,
one-dimensional cohort development forone-dimensional cohort development for
junior faculty, 1978-1988;junior faculty, 1978-1988;
(2) local multidimensionalitythe(2) local multidimensionalitythe
broadening of the model from the juniorbroadening of the model from the junior
faculty cohort to other cohort and topic-faculty cohort to other cohort and topic-
based FLCs at Miami, 1989-1998; andbased FLCs at Miami, 1989-1998; and (3) state, national, and international(3) state, national, and international
extension of the model supported by stateextension of the model supported by state
and federal funding, 1999 to present.and federal funding, 1999 to present.
The strategies, analyses, andThe strategies, analyses, and
changes produced by this modelchanges produced by this model
have evolved in three phaseshave evolved in three phases
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ChangeChangeStrategies and ProcessesStrategies and Processes Community, scholarship, and multidisciplinarityCommunity, scholarship, and multidisciplinarity Capacity building in which community graduatesCapacity building in which community graduates
become resources for future developmentbecome resources for future development Inclusion of junior faculty and staff capturing newInclusion of junior faculty and staff capturing new
perspectives and building sustainabilityperspectives and building sustainability Community organizers model: Honor and involve theCommunity organizers model: Honor and involve the
power of the inquiry model; have moral outrage and usepower of the inquiry model; have moral outrage and usethe tools of the institution; expand the power of one to athe tools of the institution; expand the power of one to acommunity; invite outsiders into the conversationcommunity; invite outsiders into the conversation(Palmer, 2005)(Palmer, 2005)
Sponsored conferences and publications provide aSponsored conferences and publications provide avenue for national intercommunity networking andvenue for national intercommunity networking andmentoringmentoring
Modeling the change you seek to create, rather thanModeling the change you seek to create, rather thanincorporating the power to direct (Senge, 2000)incorporating the power to direct (Senge, 2000)
Goal: Becoming a learning organization (Cox, 2001).Goal: Becoming a learning organization (Cox, 2001).
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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
http://www.muohio.edu/flchttp://www.muohio.edu/flchttp://www.muohio.edu/flc -
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Building FacultyLearning
Communities
2004New Directions in
TeachingandLearning, Volume 97
Jossey-Bass
Publishers
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FPLC Directors andFPLC Directors andFacilitatorsFacilitators
Summer InstituteSummer InstituteJune17-20, 2009June17-20, 2009
Claremont, CaliforniaClaremont, California
Southern CaliforniaSouthern California
New and Experienced FPLCNew and Experienced FPLC
Directors and FacilitatorsDirectors and FacilitatorsWelcomeWelcome
includingincluding
FPLC InternationalFPLC International
ConferenceConference
June 20, 2009June 20, 2009
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Faculty and Professional Learning CommunityFaculty and Professional Learning Community
Program Directors andProgram Directors and
Facilitators HandbookFacilitators Handbook
To Order email To Order email $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 ofPost-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 .the author. 2004 Milton D. Cox, FIPSE FLC Project Director, Miami University .
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20092009
LillyLillyConferencesConferences
onon
College TeachingCollege Teaching
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Key Innovations/Projects/ToolsKey Innovations/Projects/ToolsTheme Tracks and Number of Sessions at theTheme Tracks and Number of Sessions at the
2008 Lilly Conference on2008 Lilly Conference onCollege TeachingCollege Teaching
www.muohio.edu/lillyconferencewww.muohio.edu/lillyconference Academic Success (8)Academic Success (8)
Active Learning (16)Active Learning (16)
Assessment, StudentAssessment, StudentLearning (15)Learning (15)
Classroom AssessmentClassroom AssessmentTechniques (7)Techniques (7)
Collaboration, Faculty (8)Collaboration, Faculty (8)
Communication 5Communication 5
Community (11)Community (11)
Cooperative Learning (5)Cooperative Learning (5)
Course Design/Redesign(12)Course Design/Redesign(12)
Creativity (5)Creativity (5)
Critical thinking (20)Critical thinking (20)
Curriculum Design andCurriculum Design andDevelopment (6)Development (6)
Deep Learning (5)Deep Learning (5)
Discussion (5)Discussion (5) Interdisciplinary/Interdisciplinary/
http://www.muohio.edu/lillyconhttp://www.muohio.edu/lillyconhttp://www.muohio.edu/lillycon -
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Discussion (5)Discussion (5)
Diversity/Multiculturalism(13)Diversity/Multiculturalism(13)
Engagement (12)Engagement (12)
Evaluation of Teaching (6)Evaluation of Teaching (6)
Experiential (7)Experiential (7)
Faculty Development (notFaculty Development (notinvolving FLCs) (13)involving FLCs) (13)
Faculty LearningFaculty LearningCommunities (FLCs) (11)Communities (FLCs) (11)
Graduate Education (5)Graduate Education (5)
General/Liberal Education(5)General/Liberal Education(5) Group Work/Learning (7)Group Work/Learning (7)
Learner/Student CenteredLearner/Student Centered
Inclusion (5)Inclusion (5)
Interdisciplinary/Interdisciplinary/Multidisciplinary(7)Multidisciplinary(7)
International (5)International (5)
Millennial (7)Millennial (7) Online Teaching andOnline Teaching and
Learning (10)Learning (10)
Reflection (7)Reflection (7)
Retention (6)Retention (6)
SoTL (12)SoTL (12)
Service Learning (8)Service Learning (8)
STEM (11)STEM (11) Team/Teamwork (5)Team/Teamwork (5)
Web (6)Web (6)
Writing (9)Writing (9)
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Journal on ExcellenceJournal on Excellence
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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 discussionby faculty about all areasby faculty about all areasaffecting teaching andaffecting teaching and
learning, and [to give] facultylearning, and [to give] facultythe opportunity to sharethe opportunity to shareproven, innovative strategiesproven, innovative strategiesand thoughtful, inspirationaland thoughtful, inspirational
i i ht b t t hi i i ht b t t hi
http://celt.muohio.edu/ject/http://celt.muohio.edu/ject/http://celt.muohio.edu/ject/
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