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Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation.
The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses.
This is the 97th issue of the quarterly journal New Directions for Teaching and Learning. (From the Publisher)
Table Of Content:
Editors' notes
ch. 1 Introduction to faculty learning communities (Miton D. Cox)
ch. 2 Overview of faculty learning communities (Laurie Richlin and Amy Essington)
ch. 3 Institutional considerations in developing a faculty learning community program (Gary M. Shulman, Milton D. Cox, Laurie Richlin)
ch. 4 Developing facilitators for faculty learning communities (Karin L. Sandell, Katy Wigley and Ann Kovalchick)
ch. 5 Facilitating faculty learning communities : a compact guide to creating change and inspiring community (Martha C. Petrone and Leslie Ortquist-Ahrens)
ch. 6 Developing a statewide faculty learning community program (Sheryl Hanssen, Alan Kalish, Wayne E. Hall, Catherine M. Gynn, Mary Louise Holly, and Dan Madigan)
ch. 7 Managing multiple faculty learning communities (Melody Ayn Barton and Laurie Richlin)
ch. 8 Assessing faculty learning communities (Harry Hubball, Anthony Clarke and Andrea L. Beach)
ch. 9 Technology in support of faculty learning communities (Harry Hubball, Anthony Clarke, and Andrea L. Beach)
ch. 10 Supporting diversity with faculty learning communities : teaching and learning across boundaries (Norman Vaughan)
ch. 11 Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities (Laurie Richlin and Milton D. Cox)
ch. 12 Midcareer and senior faculty learning communities : learning throughout faculty careers (Muriel L. Blaisdell and Milton D. Cox)
ch. 13 Faculty learning communities for preparing future faculty (Laurie Richlin and Amy Essington)
Changing our colleges and universities into learning institutions has become increasingly important at the same time it has become more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation.
The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses.
This is the 97th issue of the quarterly journal New Directions for Teaching and Learning. (From the Publisher)
Table Of Content:
Editors' notes
ch. 1 Introduction to faculty learning communities (Miton D. Cox)
ch. 2 Overview of faculty learning communities (Laurie Richlin and Amy Essington)
ch. 3 Institutional considerations in developing a faculty learning community program (Gary M. Shulman, Milton D. Cox, Laurie Richlin)
ch. 4 Developing facilitators for faculty learning communities (Karin L. Sandell, Katy Wigley and Ann Kovalchick)
ch. 5 Facilitating faculty learning communities : a compact guide to creating change and inspiring community (Martha C. Petrone and Leslie Ortquist-Ahrens)
ch. 6 Developing a statewide faculty learning community program (Sheryl Hanssen, Alan Kalish, Wayne E. Hall, Catherine M. Gynn, Mary Louise Holly, and Dan Madigan)
ch. 7 Managing multiple faculty learning communities (Melody Ayn Barton and Laurie Richlin)
ch. 8 Assessing faculty learning communities (Harry Hubball, Anthony Clarke and Andrea L. Beach)
ch. 9 Technology in support of faculty learning communities (Harry Hubball, Anthony Clarke, and Andrea L. Beach)
ch. 10 Supporting diversity with faculty learning communities : teaching and learning across boundaries (Norman Vaughan)
ch. 11 Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities (Laurie Richlin and Milton D. Cox)
ch. 12 Midcareer and senior faculty learning communities : learning throughout faculty careers (Muriel L. Blaisdell and Milton D. Cox)
ch. 13 Faculty learning communities for preparing future faculty (Laurie Richlin and Amy Essington)