Milton D. Cox, Center for Teaching Excellence, Miami University
Community and multidisciplinarity are often missing in higher education, where connections across disciplines and institutional units may be absent. Faculty learning communities (FLCs) help establish these connections and outcomes, such as increased interest in learning and teaching, view of higher education beyond one's discipline, and interest in and production of the scholarship of teaching and learning. The safety and support in an FLC enables risk taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide effective "deep learning" that encourages and supports faculty to investigate and engage new (to them) methods of teaching and to assess resulting change in student learning. Implementation Science confirms that FLCs provide the most effective way to implement and sustain teaching and learning innovations for faculty and staff. This workshop will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, and facilitation of FLCs. Participants will receive the FLC Program Director's and Facilitator's Guidebook and the book, Building Faculty Learning Communities.
Two nationally recognized experts will share the differences and similarities between cooperative and collaborative learning: root disciplines, underlying philosophy, role of the teacher, instructional practices, classroom management, implementation, and the research bases. This practical, experiential session will model a cooperative/collaborative classroom with combinations of direct instruction, interactive group work, and whole-class discussion. Participants will receive a copy of the Journal on Excellence in College Teaching special issue "Small-Group Learning in Higher Education: Cooperative, Collaborative, Problem-Based, and Team-Based Learning."