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Current focus book for a Miami Faculty Learning Community (FLC)





Former focus book for the Senior Faculty Community for Teaching Excellence



Article/book distributed each year to members of appropriate FLCs



Former focus book for a Miami FLC

General FLC Bibliography Junior Faculty FLCs Senior and Midcareer FLCs Preparing Future Faculty FLCs Scholarship of Teaching and Learning and FLCs Diversity FLCs and Related Issues Teaching Portfolios and FLCs Service Learning and FLCs Technology and FLCs

** Books and articles assigned for the New FLC Developers' Institute: Designing, Implementing, and Leading Faculty Learning Communities: Enhancing the Teaching and Learning Culture on Your Campus

Home What is a Faculty Learning Community? FLC Workshops Necessary Qualities for Building Community 30 Components of FLCs Partnerships / Resources FLCs and the Scholarship of Teaching Documents That Enable Planning for Design and Implementation of an FLC and FLC Program 16 Recommendations for Sustaining an FLC Detailed Recommendations for Designing and Implementing an FLC FLCS at Miami University: Details and History The Learning Communities Journal: Print and Online issues Now Available Original Lilly Conference Bibliography

General FLC Bibliography Adler, L. K. (2001). Uncommon sense: Liberal education, learning communities, and the transformative quest. In B. L. Smith & J. McCann (Eds.), Reinventing ourselves: Interdisciplinary education, collaborative learning, and experimentation in higher education (pp. 149-159). Bolton, MA: Anker. Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. [Teaching Scholars FLC for junior faculty] Angelo, T. A. (Ed.). (1998). Classroom assessment and research: An update on uses, approaches and research findings. New Directions for Teaching and Learning, No. 75. San Francisco: Jossey-Bass. Angelo, T. A. (2000). Transforming departments into productive learning communities. In A. F. Lucas and Associates (Eds.), Leading academic change: Essential roles for department chairs (pp. 74-89). San Francisco: Jossey-Bass. Argyris, C. (1985). Strategy, change and defensive routines. Boston, MA: Pittman. Austin, A. E. (1990). To leave an indelible mark: Encouraging good teaching in research universities through faculty development: A study of the Lilly Endowment’s teaching fellows program, 1974-1988. Nashville, TN: Vanderbilt University, Peabody College. Baker, E. L., O'Neill, H. F., Jr., & Linn, R. L. (1993) Policy and validity prospects for performance-based assessments. American Psychologist, 48, 1210-1218. Baker, P. (1999). Creating learning communities: The unfinished agenda. In B. A. Pescosolido & R. Aminzade (Eds.), The social works of higher education (pp. 95-109). Thousand Oaks, CA: Pine Forge Press. Baker, P., & Zey-Ferrell, M. (1984). Local and cosmopolitan orientations of faculty: Implications for teaching. Teaching Sociology12, 82-106. Barab, S.A., & Duffy, T. (2000). From Practice Fields to Communities of Practice. In D. Jonassen & S.M. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Erlbaum. Barr, R. B. (1998, September-October). Obstacles to implementing the learning paradigm. About Campus, 3 (4), 18-25. Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning, A new paradigm for undergraduate education. Change, 27 (6), 13-25. Beach, A.L. & Cox, M.D. (2005, November). The impact of faculty learning communities on teaching and learning: Results of a national survey. Research paper, 30th Association for the Study of Higher Education (ASHE) Annual Conference. Philadelphia, PA. Bean, J. C. (2001). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass. [FLC Teaching Writing Enriched Courses] Belenky, M. B., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books. Bellah, R. N., Madsen, R., Sullivan, W. M., Swindler, A., & Tipton, S. M. (1985, 1996). Habits of the heart: Individualism and commitment in American life. Berkeley: University of California Press. Bennett, M. J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (2nd ed.) Yarmouth, ME: Intercultural Press. Blaisdell, M., Cady, A., Faimon, P., Iness, S., Kelly, J., Mitchell, B., Narayanan, M., Seiver, D., & Spillman, D. (2001, November). What do students really want in a professor? Paper presented at the 21st annual Lilly Conference on College Teaching, Oxford, OH. Boyer, E. (1990). Campus life: In search of community. San Francisco: The Carnegie Foundation for the Advancement of Teaching. Boyett, J., & Boyett, J. (1998). The guru guide: The best ideas of the top management thinkers. New York: John Wiley & Sons. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Brew, A., & Boud, D. (1996). Preparing for new academic roles. The International Journal for Academic Development, 1 (2), 17-26. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Buckley, F. J. (2000). Team teaching: What, why, and how? Thousand Oaks, CA: Sage Publications. [Team Teaching FLC] Caffarella, R., & Zinn, L. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23 (4), 241-254. Canan, P. & Reichman, N. (2002). Ozone Connections: Expert Networks in Global Environmental Governance. Sheffield, UK: Greenleaf Publishing. Carnegie Foundation for the Advancement of Teaching, The. (1990). Campus life: In search of community (A Special Report). Princeton, NJ: Author. Census 2000 PHC-T-1, U.S. Census Bureau, Internet Release date: April, 2, 2001. Retrieved from: http://www.census.gov/population/cen2000/phc-t1/tab04.pdf Centra, J. A. (1978). Types of faculty development programs. The Journal of Higher Education, 49 (2), 150-161. Cerbin, W. (1994). The course portfolio as a tool for continuous improvement of teaching and learning. Journal on Excellence in College Teaching, 5(1), 95-105. Chism, N. V. N. (1998). The role of educational developers in institutional change: From basement office to front office. To Improve the Academy, 17, 141-154. Chism, N. V. N. (1999). The peer review of teaching: A sourcebook. Bolton, MA: Anker. Cox, M. D. (Ed.). (1981). Lilly post-doctoral teaching awards program end-of-the-year report, January 1-May 8, 1981. Oxford, OH: Miami University. Cox, M. D. (1999). Peer consultation and faculty learning communities. In C. Knapper & S. Piccinin (Eds.), Using consultation to improve teaching (pp. 39-49). New Directions for Teaching and Learning, No. 79. San Francisco: Jossey-Bass. Cox, M. D. (2000, March). Comparing student learning communities and faculty learning communities: Similar successes, similar obstacles. Paper presented at the 12th Annual Lilly Conference on College Teaching – West, UCLA Conference Center, Lake Arrowhead, CA. Cox, M. (2001). Designing, implementing, and leading faculty learning communities: Enhancing the teaching and learning culture on your campus. A Sourcebook from the 2nd Annual Lilly Conference on College & University Teaching, Summer Institute. **Cox, M. D. (2001). (Ed.). Teaching communities, grants, resources, & events, 2001-02. Oxford, OH: Miami University. **Cox, M. D. (2001). Faculty learning communities: Change agents for transforming institutions into learning organizations. To Improve the Academy, 19, 69-93. **Cox, M. D. (2002). The role of community in learning: Making connections for your classroom and campus, your students and colleagues. In G. S. Wheeler (Ed.), Teaching & learning in college: A resource for educators (pp. 1-38). Elyria, OH: Info-Tec. **Cox, M. D. (2003). Proven faculty development tools that foster the scholarship of teaching in faculty learning communities. To Improve the Academy, 21, 109-142. Cox, M. D. (2003). Fostering the scholarship of teaching through faculty learning communities. Journal on Excellence in College Teaching, 14 (2/3), 161-198. Cox, M. D. (2004). Using multiple pathways to foster portfolio development. In P. Seldin (Ed.), The teaching portfolio (3rd ed.). Bolton, MA: Anker Cox. M.D. (2004, March). Faculty development & accreditation: The impact of faculty learning communities. Paper presented at the 129th annual meeting of the Higher Learning Commission, Chicago, IL. Cox, M. D. (2004). Introduction to faculty learning communities. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities (pp. 5-23). New Directions for Teaching and Learning: No. 97, San Francisco: Jossey-Bass. Cox, M.D. (2004b). Phases in the development of a change model: Communities of practice as change agents in higher education. In A. Bromage, L. Hunt, & C. B. Tomkinson (Eds.), The realities of educational change: Interventions to promote learning and teaching in higher education (pp. 91-100). Oxford UK: Rutledge.

Cox, M. D. (2008, Spring). Faculty learning communities: Recipes for community in higher education. Chef Educator Today (pp. 16-17). Chicago: Talcott Communications. Cox, M. D., Cottell, P. G., & Stevens, M. P. (1999, October). Developing and coordinating faculty learning communities: Procedures and materials for practice. Workshop presented at the 24th annual conference of the Professional and Organizational Development Network in Higher Education, Lake Harmony, PA. Cox, M.D. & Richlin, L. (Eds.). (2004). Building faculty learning communities. New Directions for Teaching and Learning: No. 97, San Francisco: Jossey-Bass. Cox, M. D., Richlin, L., & Morrone, A. (2003, October). Dreams and visions of collaboration: Faculty and student learning communities. Paper presented at the 28th annual Conference of the POD Network, Denver, CO. **Cox, M. D., & Sorenson, D. L. (1999). Student collaboration in faculty development: Connecting directly to the learning revolution. To Improve the Academy, 18, 97127. Cross, K. P. (1998, July-August). Why learning communities? Why now? About Campus, 4-11. Day, A., Peters, J., & Race, P. (1999). 500 tips for developing a learning organization. London: Kogan Page. Davis, J. R. (1995). Interdisciplinary courses and team teaching. Phoenix: American Council on Education and Oryx Press. Devine, J. (1993). The role of metacognition in second language reading and writing. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 105-127). Boston: Heinle and Heinle. Dewey, J. (1933). How we think. Lexington, MA: Heath. Dick, B. (1999) What is action research? Available online at http://www.scu.edu.au/schools/gcm/ar/whatisar.html Dreyfus, H. L., & Dreyfuss, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press. Duffy, D. K., & Jones, J. W. (1995). Teaching within the rhythms of the semester. San Francisco: Jossey-Bass. Eckel, P., Kezar, A., & Lieberman, D. (1999, November). Learning for organizing: Institutional reading groups as a strategy for change. AAHE Bulletin, 52 (3), 6-8. Elbow, P. (2000). Everyone can write: Essays toward a hopeful theory of writing and teaching writing. New York: Oxford University Press. Elbow, P. (1986). Embracing contraries: Explorations in teaching and learning. New York: Oxford University Press. Erekson, O. H. (1992). Joint determination of college student achievement and effort: Implications for college teaching. Research in Higher Education, 33 (4), 433-446. Erickson, G. (1986). A survey of faculty development practices. To Improve the Academy, 5, 182-196 Etzioni, A. (1993). The spirit of community: The reinvention of American society. New York: Touchstone. Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Fenwick, T., & Parsons, J. (2000). Developing criteria for evaluation: Choosing a frame of reference." In the Art of evaluation: A handbook for educators and trainers (pp. 39-47). Toronto: Thompson Educational Press, 2000. Filipczak, B. (1998). Weathering change: enough already. Training, September, 1994, 23. Cited in J. Boyett & J. Boyett. The guru guide: The best ideas of the top management thinkers. New York: John Wiley & Sons. Fulmer, R. (1998). A conversation with Chris Argyris: The father of organizational learning. Organizational Dynamics, 27 (2), 21-32. Fulton, C., & Licklider, B. L. (1998). Supporting faculty development in an era of change. To Improve the Academy, 19, 51-66. **Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (1990). Learning communities: Creating connections among students, faculty, and disciplines. New Directions for Teaching and Learning, no. 41. San Francisco: Jossey-Bass. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences, 10th Anniversary Edition. New York: Basic Books. Gardner, H. (1993). Multiple intelligences: The theory in practice, NY: Basic Books, 1993. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1). Gibson, G. W. (1992). Good start: A guidebook for new faculty in liberal arts colleges. Bolton, MA: Anker. [Preparing Future Faculty FLC] Gray, T., & Hulbert, S. (1998). Team teach with a student. College Teaching, 46 (4), 150-153. Green, L. W., & Kreuter, M. (1999). Health promotion planning: An educational and ecological approach (3rd ed.). Palo Alto: Mayfield. Greenleaf, R. K. (1977). Servant leadership. A journey into the nature of legitimate power and greatness. New York: Paulist Press. **Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker. [Teaching Scholars FLC for junior faculty] Gunstone, R. & Mitchell, I. (1998). Metacognition and conceptual change. In J. Mintzes, J. Wandersee, & J. Novak (Eds.), Teaching science for understanding, Academic Press, San Diego, USA, 1, Educational Psychology Series, 134-163. Hall, E. Beyond Culture. New York: Doubleday. 1976. Hansen, S., Kalish, A., Hall, W., Gynn, C. M., Holly, M. L., & Madigan, M. (2004). Developing a statewide faculty leaning community program. In M. Cox & L. Richlin (Eds.), Building faculty Learning communities. New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Hansman, C. A. (2001). Context-based adult learning. In S. B. Merriam (Ed.), The new update on adult learning theory, 89, San Francisco: Jossey-Bass. Harper, V. (1996). Establishing a community of conversation: Creating a context for self-reflection among teacher-scholars. To Improve the Academy, 15, 251-266. Heuberger, B., Briscoe, M., Fitch, F., Greeson, L., Hieber, M., Hulgin, K., & Paternite, C. (2003, November). It takes a faculty learning community: Creating and implementing innovative diversity courses through interdisciplinary dialogue. Paper presented at the 23rd annual Lilly Conference on College Teaching, Oxford, OH. Hooks, B. (1994). Teaching to transgress. Routledge: New York. [FLC Using Difference to Enhance Learning] Hubball, H. (Submitted for publication). A faculty learning community within a certificate program: Enhancing the scholarship of teaching and learning. Hubbard, G. T., Atkins, S. S., & Brinko, K. T. (1998). Holistic faculty development: Supporting personal, professional, and organizational well-being. To Improve the Academy, 17, 35-50. Hunt, L., Bromage, A. & Tomkinson, B. (2006). The Realities of Change in Higher Education: Interventions to promote learning & teaching. London: Routlege Taylor and Francis. Johnson, D. W., Johnson, R. T., & Smith, K. A.(1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction. [Cooperative Learning FLC] Johnson, E., B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Thousand Oaks, CA: Corwin Press. Jones, R. (1981). Experiment at Evergreen. Cambridge, MA: Shenkman. Kalish, A., Harper, K. A., & Woodard, R. D. (2003, June). The “accidental” faculty learning community. Paper presented at the 1st annual International Faculty Learning Community Conference, Pomona, CA. Kalivoda, P., Broder, J., & Jackson, W. K. (2003). Establishing a teaching academy: Cultivation of teaching at a research university campus. In C. M. Wehlburg & S. Chadwick-Blossey (Eds.), To Improve the Academy, 21. Bolton, MA.: Anker. Kaplan, S. (2002). Building communities—strategies for collaborative learning. Learning Circuits [on-line]. Available: http://www.learningcircuits.com/2002/aug2002/Kaplan.html Katz, J. & Henry, M. (1993). Turning professors into teachers: A new approach to faculty development and student learning. Phoenix, AZ: The Oryx Press. Kember, D. (2000). Action learning and action research. Sterling, VA: Stylus. Kennedy, M. (1987). Inexact sciences: Professional education and the development of expertise. Review of Research in Education,14, 133-167 **Kloss, R. J. (1994). A nudge is best: Helping students through the Perry Scheme of intellectual development. College Teaching, 42 (4), 151-158. Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A., & Boyatis, R. E. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternnberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles. London: Erlbaum. Koriath, K. L., & Merrion, M. M. (1992). Preparing the new professoriate: The Doctor of Arts revisited. The Review of Higher Education, 16(1), 63-83. Kotter, J. (1996). Leading change. Boston: Harvard Business School Press. Kreber, C. (2001). The scholarship of teaching and its implementation in faculty development and graduate education. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 79-88). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. Kreber, C., & Cranton, P. (1999). Fragmentation versus integration of faculty work. To Improve the Academy, 18, 217-231. Kurfiss, J., & Boice, R. (1990). Current and desired faculty development practices among POD members. To Improve the Academy, 9, 73-82. Ladson-Billings, G. (2002). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University. Lazear, D. G. (1992). Teaching for multiple intelligences. Bloomington, IN: Phi Delta Kappa Educational Foundation. Lenning, O. T., & Ebbers, L. H. (1999). The powerful potential of learning communities: Improving education for the future. ASHE-ERIC Higher Education Report, 26, 6. Levine, A., & Cureton, J. S. (1998). When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass. Levine, J. H., & Shapiro, N. E. (2000, September-October). Hogwarts, The learning community. About Campus, 5 (4), 8-13. Light, R. J., Singer, J. D., & Willett, J. B. (1990). By design: Planning research on higher education. Boston: Harvard University Press. List, K. (1997). A continuing conversation on teaching: An evaluation of a decade-long Lilly Teaching Fellows Program, 1986-1996. To Improve the Academy, 16, 201224. Lockhart, M., & Borland, K. W. (2001). Critical thinking goals, outcomes, and pedagogy in senior capstone courses. The Journal of Faculty Development, 18(1), 19-25. Lucas, A. F. & Associates (2000). Leading academic change: Essential roles for department chairs. San Francisco: Jossey-Bass. MacGregor, J., Tinto, V., & Lindbald, J. H. (2001). Assessment of innovative efforts: Lessons from the learning community movement. In Suskie, L. (Ed.). Assessment to promote deep learning: Insight from AAHE's 2000 and 1999 assessment conferences. Washington, DC: AAHE. Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students intellectual development. San Francisco: Jossey-Bass. Massy, W. F., Wilger, A. K., & Colbeck, C. (1994, July/August). Overcoming “hollowed” collegiality: Departmental cultures and teaching quality. Change, 26 (4), 11-20. McDonald, W. M., & Associates. (2002). Creating campus community: In search of Ernest Boyer’s legacy. San Francisco: Jossey-Bass. McGill, I., & Beaty, L. (2001). Action learning. (2nd Ed. Revised). Sterling, VA: Stylus. **McInstosh, P. (1989, July-August). White privilege: Unpacking the invisible knapsack. Peace and freedom, 10-12. McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (11th ed.). Boston: Houghton Mifflin. [Teaching Scholars FLC for junior faculty] Meiklejohn, A. (1932). The experimental college. New York: HarperCollins. Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago. Middendorf, J. K. (1999). Finding key faculty to influence change. To Improve the Academy, 18, 83-93. Millis, B. J. (1990). Helping faculty build learning communities through cooperative groups. To Improve the Academy, 9, 43-58. Millis, B. J. & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: The Oryx Press. [Learning in Small Groups FLC] Mu, S., & Gnyawali, D. R. (2003). Developing synergistic knowledge in student groups. The Journal of Higher Edcation, 74 (6). 689-711. Newmann, F. M., & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. Nolinske, T. (1999-00). Creating an inclusive learning environment. Teaching Excellence, 11, 4. Ohio Learning Network RFP. (2002, March), p.1. The Ohio Technology in Education Steering Committee. (July, 1996). Technology in the learning communities of tomorrow: Beginning the Transformation. Columbus, OH: State of Ohio. O’Toole, J. (1996). Leading change: The argument for values-based leadership. New York: Ballantine Books. Pahl, J. (2001, January). Delightful dynamics of discipline collaborations. The Beacon, 16 (4), 1-3. Palloff, R. M. & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass. Palmer, P. J. (1976, May). Meeting for learning. Education in a Quaker context. Philadelphia: Pendle Hill Bulletin, No. 284. Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass. Palmer, P. J. (2002). The quest for community in higher education. In W. M. McDonald & Associates (Eds.), Creating campus community (pp. 179-192). San Francisco: Jossey Bass. Paris, S., & Ayres, L. R. (1994). Becoming reflective students and teachers with portfolios and authentic assessment Washington, DC: American Psychological Association. Patrick, S. K. & Fletcher, J. J. (1998). Faculty developers as change agents: Transforming colleges and universities into learning organizations. To Improve the Academy, 17, 155-170. Paul, M. J. (2003). Double-loop diversity: Applying adult learning theory to the cultivation of diverse educational climates in higher education. Innovative Higher Education, 28(1), 35-47. Pedersen, A. (1996). Double-loop thinking: Seeing two perspectives. In H. N. Seeyle (Ed.), Experiential activities for intercultural learning. Yarmouth, ME: Intercultural Press Perry, W. J. (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart, and Winston. Petrone, M. (2002). Teaching and learning as a transactional process. In G. S. Wheeler (Ed.), Teaching and learning in college: A resource for educators (4th ed.). Elyria, OH: INFO-TEC. Putnam, R. D. (2000). Bowling alone: The collapse and revival of an American community. New York: Simon & Schuster. Quinlan, K. M. (1996). Involving peers in the evaluation and improvement of teaching: A menu of strategies. Innovative Higher Education, 20 (4), 299-307. Quinn, R. E. (1996). Deep change: Discovering the leader within. San Francisco: Jossey-Bass. [Department Chairs FLC] Reddy, B. (1996). Group level team assessment. San Diego: Pfeiffer & Jones. Reed, E. S. (1996). The necessity of experience. New Haven: Yale University Press. Reed, R. A., Armstrong, E., Biran, M., Cowan, D., Fellows, D., Hill, K., Miller, E., & Pan, Y. (2003, November).Integrating the arts into the curriculum: The approach of a faculty learning community. 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Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities (pp. 127-135). New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Richlin, L., & Essington, A. (2004). Faculty learning communities to prepare future faculty. In M. Cox & L. Richlin (Eds.), Building faculty Learning communities. New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education. London: Lawrence Erlbaum Associates. Schön, D. A. (1988). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Senge, P. M. (1990). The fifth discipline. New York: Doubleday. Senge, P. M. (1995). Robert Greenleaf’s legacy: A new foundation for twenty-first century institutions. In L.C. Spears (Ed.), Reflections on leadership. How Robert K. Greenleaf’s theory of servant-leadership influenced today’s top management thinkers. New York, John Wiley. Senge, P. M. (2000). The academy as learning community: Contradiction in terms or realizable future? In A. F. Lucas and Associates (Eds.), Leading academic change: Essential roles for department chairs (pp. 275-300). San Francisco: Jossey-Bass. Shapiro, N. S., & Levine, J. H. (1999a). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass. Shapiro, N. S., & Levine, J. H. (1999b, November-December). Introducing learning communities to your campus. About Campus, 4 (5), 2-10. Shavelson, R. J., & Huang, L. (2003, January-February). Responding responsibly to the frenzy to assess learning in higher education. Change, 11-18. Shulman, Gary & Cox, Milton. (2003) Chairpersons learning community: A visionary approach to professional development. In Academic chairpersons: Visions of departmental leadership. Manhattan, KS: National Issues in Higher Education, 229-236. Shulman, G. M., Cox, M. D., & Richlin, L. (2004). Institutional considerations in developing a faculty learning community program. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities (pp. 41-49). New Directions for Teaching and Learning: No. 97, San Francisco: Jossey-Bass. Sorcinelli, M. D., Austin, A., Eddy, P., & Beach, A. (2006). Creating the Future of Faculty Development: Learning From the Past, Understanding the Present. Williston, VT: Anker. Stevens, M. P., & Cox, M. D. (1999, October). Faculty development and the inclusion of diversity in the classroom: A faculty learning community approach. Paper presented at the 24th annual Conference of the Professional and Organizational Development Network in Higher Education, Lake Harmony, PA. Suskie, L. (Ed.). Assessment to promote deep learning: Insight from AAHE's 2000 and 1999 assessment conferences. Washington, DC: AAHE. Tagg, J. (2003). The Learning Paradigm College. Bolton, MA: Anker. Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic Books. [FLC Using Difference to Enhance Teaching and Learning] Taylor, P. G. (1997). Creating environments which nurture development: Messages from research into academics' experiences. The International Journal for Academic Development, 2 (2), 42-49. **Thomas, T. (1992). Connected teaching: An exploration of the classroom enterprise. Journal on Excellence in College Teaching, 3, 101-119. Tinto, V. (1995, March). Learning communities, collaborative learning, and the pedagogy of educational citizenship. AAHE Bulletin, 47 (7), 11-13. Tussman, J. (1969). Experiment at Berkeley. London: Oxford University Press. Twigg, C. (2003, July/August). Improving quality and reducing cost: Designs for effective learning. Change, 23-29. U.S. Department of Education, National Center for Education Statistics, National Study of Postsecondary Faculty (NSOPF). (1999). Table 229-Full-time instructional faculty and staff in degree-granting institutions, by instruction activities and type and control of institution: Fall 1998. Washington, DC: U.S. Department of Education. Waller, W. (1932). Sociology of teaching. New York: John Wiley. Weigel, V. B. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass. Wenger, E. (1998). Communities of practice. Cambridge, UK: Cambridge University Press. Wenger, E., McDermott, R., & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Boston, MA: Harvard Business School Press. Weston, C. B., & McAlpine, L. (2001). Making explicit the development toward the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 89-97). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. White, R. T., & Mitchell, I. J. (1994). Metacognition and the quality of learning. Studies in Science Education. 23, 21-37. Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 9. Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass. Wildman, T., Hable, M., Preston, M., & Magliaro, S. (2000). Faculty student groups: Solving "good problems" through study, reflection, and collaboration. Innovative Higher Education, 24(4), 247-263. Wilkerson, L., & Gijselaers, W. H. (Eds.). (1996, December). Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, No. 68. San Francisco: Jossey-Bass. [Problem-Based Learning FLC] Wright, W. A., & O'Neil, M. C. (1995). Teaching improvement practices: International perspectives. In W. A. Wright & Associates (Eds.), Teaching improvement practices: Successful strategies for higher education (pp. 1-57). Bolton, MA: Anker.

Junior Faculty FLCs Austin, A. E. (1992). Supporting junior faculty through a teaching fellows program. In M. D. Sorcinelli & A. E. Austin (Eds.), Developing new and junior faculty (pp. 7386) New Directions for Teaching and Learning, No. 50. San Francisco: Jossey-Bass. Boice, R. (1991). Quick starters: New faculty who succeed. In M. Theall & J. Franklin (Eds.), New Directions for Teaching and Learning, No. 48. Effective practices for improving teaching (pp. 111-121). San Francisco: Jossey-Bass. Boice, R. (1992). The new faculty member: Supporting and fostering professional development. San Francisco: Jossey-Bass. Cox, M. D. (1995). The development of new and junior faculty. In W. A. Wright and Associates (Eds.), Teaching improvement practices: Successful strategies for higher education (pp. 283-310). Bolton, MA: Anker. Cox, M. D. (1997). Long-term patterns in a mentoring program for junior faculty: Recommendations for practice. To Improve the Academy, 16, 225-268. Cox, M. D., & Jeep, J. M. (2000, November). Taking your best faculty development program statewide in the 21STcentury: Mentoring other campuses regarding junior faculty. Paper presented at the 25th annual Conference of the POD Network, Vancouver, Canada. Rice, R. E., Sorcinelli, M. D., & Austin, A. E. (2000). Heeding new voices: Academic careers for a new generation. New Pathways: Faculty Careers and Employment for the 21st Century Series (Inquiry No. 7). Washington, DC: AAHE. Sandler, B. R. (1993). Women as mentors: Myths and commandments. The Chronicle of Higher Education, p. B3. Sorcinelli, M. D. (1992). New and junior faculty stress: Research and responses. In M. D. Sorcinelli & A. E. Austin (Eds.), Developing new and junior faculty (pp. 2737). New Directions for Teaching and Learning, No. 50. San Francisco: Jossey-Bass.

Senior and Midcareer FLCs Blaisdell, M., Cady, A., Faimon, P., Iness, S., Kelly, J., Mitchell, B., Narayanan, M., Seiver, D., & Spillman, D. (2001, November). What do students really want in a professor? Paper presented at the 21st annual Lilly Conference on College Teaching, Oxford, OH. Blaisdell, M., & Cox, M.D. (2004). Senior faculty learning communities: Learning throughout faculty careers. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities. New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Bland, C. J., & Bergquist, W. H. (1997). The vitality of senior faculty members. Snow on the roof—fire in the furnace (ASHE-ERIC Higher Education Report; Vol. 25, no.7). Washington, DC: Graduate School of Education and Human Development, George Washington University. Boice, R. (1993). Primal origins and later correctives for midcareer disillusionment. In M. J. Finklestein & M. W. LaCelle-Peterson (Eds.), Developing senior faculty as teachers. New Directions for Teaching and Learning, No. 55. San Francisco: Jossey-Bass. Cox, M. D., & Blaisdell, M. (1995, October). Teaching development for senior faculty: Searching for fresh solutions in a salty sea. Paper presented at the 20th annual Conference of the Professional and Organizational Development Network in Higher Education, North Falmouth, MA. Karpiak, I. E. (1997). University professors at mid-life: Being a part of … but feeling apart. To Improve the Academy, 16, 21-40. LaCelle-Peterson, L., & Finkelstein, M. (1993). Institutions matter: Campus teaching environments’ impact on senior faculty. In M. J. Finklestein & M. W. LaCellePeterson (Eds.), Developing senior faculty as teachers. New Directions for Teaching and Learning, No. 55. San Francisco: Jossey-Bass. McMahan, M., & Plank, K. M. (2003). Old dogs teaching each other new tricks: Learning communities for post-tenure faculty. Paper presented at the twenty third annual Lilly Conference on College Teaching, Miami University, Oxford, Ohio, Nov. 2003. Rice, E. R. (1980). Dreams and actualities: Danforth Fellows in mid-career. American Association for Higher Education Bulletin, 32 (8), 3-16. Rice, E. R., & Finklestein, M. J. (1993). The senior faculty: A portrait and literature review. In M.J. Finklestein & M. W. LaCelle-Peterson (Eds.), Developing senior faculty as teachers. New Directions for Teaching and Learning, No. 55. San Francisco: Jossey-Bass. Smith, B. L., & Smith, M. J. (1993). Revitalizing senior faculty through statewide efforts. New Directions for Teaching and Learning, No. 55. San Francisco: JosseyBass.

Preparing Future Faculty in FLCs Baird, L. L. (1996). Documenting student outcomes in graduate and professional programs. New Directions for Institutional Research, 92, 77-87. Lovitts, B. E. (2001). Leaving the ivory tower. Lantham, MD: Rowan & Littlefield. Preparing Future Faculty National Office. (undated). The preparing future faculty program. Washington, DC: Association of American Colleges and Universities. Richlin, L. (1991). Preparing future faculty: Meeting the need for teacher-scholars by enlarging the view of scholarship in PhD programs. Unpublished doctoral dissertation, Claremont Graduate University, Claremont, CA. Richlin, L., Casad, B. J., Hensley, S., Hilton, J. K., & Williams, J. T. (2002). Teaching and learning in different academic settings. In Teaching and learning in college: A resource for educators (4th ed.) (Gary Wheeler, Ed.). Elyria, OH: Info-Tek. Richlin, L. & Essington, A. (2004). Faculty learning communities to prepare future faculty. In M. Cox & L. Richlin (Eds.), Building faculty Learning communities. New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Shore, C., Richlin, L., Essington, A., & Lea, M. (2003, November). Learning communities for preparing future faculty. Paper presented at the 23rd annual Lilly conference on College Teaching, Oxford, OH.

Scholarship of Teaching and Learning and FLCs Angelo, T. A. (2000, November). Twenty years of teaching and learning: Tracing trends, teasing out lessons, and looking ahead. Paper presented as Part II of the closing plenary at the 20th annual Lilly Conference on College Teaching, Oxford, OH. Angelo, T. A. (2002, January). Improving the odds: Building success into scholarship of teaching and learning campaigns. Phoenix, AZ: AAHE Conference on Faculty Roles & Rewards. Beaudry, M. L., & Bruce, A. S. (2003). A campus wide mission: The scholarship of teaching. Lowell, MA: University of Massachusetts Lowell. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Cambridge, B. L. (2001). Fostering the scholarship of teaching and learning: Communities of practice. To Improve the Academy, 19, 3-16. Cox, M. D. (2003). Proven faculty development tools that foster the scholarship of teaching in faculty learning communities. To Improve the Academy, 21, 109-142. Cox, M. D. (in press). Fostering the scholarship of teaching and learning through faculty learning communities. Journal on Excellence in College Teaching. Cross, K. P. (1998). Classroom research: Implementing the scholarship of teaching. In T. A. Angelo (Ed.), Classroom assessment and research: An update on uses, approaches, and research findings (pp. 5-12). New Directions for Teaching and Learning, No. 75. San Francisco: Jossey-Bass. Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass. Healey, M. (2000). Developing the scholarship of teaching in higher education: A discipline-based approach. Higher Education Research & Development, 19 (2), 169-189. Hubball, H. (submitted for publication). A faculty learning community within a certificate program: Enhancing the scholarship of teaching and learning. Huber, M. T., & Morreale, S. P. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Huber, M. T. (2002). Disciplinary styles in the scholarship of teaching: Reflections on the Carnegie Academy for the Scholarship of Teaching and Learning. In M. T. Huber & S. P. Morreale (Eds), Disciplinary styles in the scholarship of teaching and learning: exploring common ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Huber, M. T. (2004). Balancing acts: The scholarship of teaching and learning in academic careers. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Hutchings, P. (Ed.). (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching. Hutchings, P. (Ed.). (2002). Ethics of inquiry: Ethical issues in the scholarship of teaching and learning. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Hutchings, P., & Shulman, L. S. (1999, September/October). The scholarship of teaching: New elaborations, new developments. Change, 11-15. Journal on Excellence in College Teaching call for manuscripts. (2004). Oxford, OH: Miami University, CELT. Kreber, C. (Ed.). (2001a). Scholarship revisited: Perspectives on the scholarship ofteaching. New Directions for Teaching and Learning, No. 86. San Francisco: JosseyBass. Kreber, C. (2001b). Designing teaching portfolios based on a formal model of the scholarship of teaching. To Improve the Academy, 19, 285-305. Kreber, C. (2001c). The scholarship of teaching and its implementation in faculty development and graduate education. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 79-88). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. Kreber, C., & Cranton, P. A. (2000, July/August). Exploring the scholarship of teaching. The Journal of Higher Education, 71 (4), 476-495. Kurz, I. & Banta, T. W. (2004). Decoding the assessment of student learning. In D. Pace & J. Middendorf (Eds.), Decoding the disciplines: Helping students learn from disciplinary ways of thinking (pp. 85-94). New Directions for Teaching and Learning: No. 98, San Francisco: Jossey-Bass. Menges, R. J., Weimer, M., & Associates. (Eds.). (1996). Teaching on solid ground: Using scholarship to improve practice (pp. xi-xxii). San Francisco: Jossey-Bass. Middendorf, J. (2004). Facilitating a faculty learning community using the decoding of the disciplines model. In D. Pace & J. Middendorf (Eds.), Decoding the disciplines: Helping students learn from disciplinary ways of thinking (pp. 95-107). New Directions for Teaching and Learning: No. 98, San Francisco: Jossey-Bass. Rice, E. (1990, Winter-Spring). Rethinking what it means to be a scholar. In L. Ekroth (Ed.), Teaching excellence: Toward the best in the academy. Stillwater, OK: POD Network. Richlin, L. (1991). Preparing future faculty: Meeting the need for teacher-scholars by enlarging the view of scholarship in PhD programs. Unpublished doctoral dissertation, Claremont Graduate University, Claremont, California. Richlin, L. (1993, Summer). Openness to a broader view of scholarship. In L. Richlin (Ed.), Preparing faculty for the new conceptions of scholarship. New Directions for Teaching and Learning, No. 54. San Francisco: Jossey-Bass. Richlin, L. (1993, November). The ongoing cycle of scholarly teaching and the scholarship of teaching. Paper presented at the 13th annual Lilly Conference on College and University Teaching, Oxford, OH. Richlin, L. (2000, November). Twenty years of teaching and learning: Tracing trends, teasing out lessons, and looking ahead. Paper presented as Part I of the closing plenary at the 20th annual Lilly Conference on College Teaching, Oxford, OH. Richlin, L. (2001a). Scholarly teaching and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 57-68), New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. Richlin, L. (2001b, November). Making public the scholarship of teaching. Part 1: Designing publishable projects. Part 2: Presenting and publishing the scholarship of teaching. Paper presented at the 21st annual Lilly Conference on College Teaching, Oxford, OH. Richlin, L., & Cox, M. D. (1991). The scholarship of pedagogy: A message from the editors. Journal on Excellence in College Teaching, 2, 1-8. Richlin, L., & Cox, M.D. (1994, March). Enhancing faculty publishing opportunities through understanding the criteria and standards for the scholarship of teaching. Paper presented at the Politics and Processes of Scholarly Publishing conference, University of South Florida, St. Petersburg, FL. Richlin, L. & Cox, M. D. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities (pp. 127-135). New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass. Ronkowski, S. A. (1993). Scholarly teaching: Developmental stages of pedagogical scholarship. In L. Richlin (Ed.), Preparing faculty for new conceptions of scholarship (pp. 79-90). New Directions for Teaching and Learning, No. 54. San Francisco: Jossey-Bass. Schön, D. A. (1995). The new scholarship requires a new epistemology. Change, 27 (6), 27-34. Shulman, L. S. (1993, November-December). Teaching as Community Property: Putting an end to pedagogical solitude. Change, 6-7. Smith, R. (2001). Expertise and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 69-78). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. Theall, M., & Centra, J. A. (2001). Assessing the scholarship of teaching: Valid decisions from valid evidence. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 31-43). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass. Thompson, S., & Nelson, C. (2000, November). Scholarship of teaching and learning (SOTL): Programs, progress, problems, and prospects. Paper presented at the 20th annual Lilly Conference on College Teaching, Oxford, OH. Weimer, M. (1993, November-December). The disciplinary journals of pedagogy. Change, 25 (6), 45-51. Weimer, M. (2001). Learning more from the wisdom of practice. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 45-56). San Francisco: Jossey-Bass. Weston, C. B., & McAlpine, L. (2001). Making explicit the development toward the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching (pp. 89-97). New Directions for Teaching and Learning, No. 86. San Francisco: Jossey-Bass.

Diversity FLCs and Related Issues Anderson, J. (2002). A discussion of diversity and learning communities must incorporate assessment. (Community of Practice # 6). Presentation at the American Association of Higher Education Assessment Conference. Annual Report of the Climate Committee, (2003, May). Miami University. [Edgar Beckham, Consultant]. Banks, J. (1999). Multicultural education: Development, dimensions, and challenges. In J. Q. Adams & J. R. Welsch (Eds.), Cultural diversity: Curriculum, classroom & climate. Decker-Lardner, E. (2003). Approaching diversity through learning communities. (A Washington Center Occasional Paper). Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, The Evergreen State College. Frederick, P. (1995). Walking on eggs: Mastering the dreaded diversity discussion. College Teaching43 (3), 83-92. Hooks, B. (1994). Teaching to transgress. Routledge: New York. [FLC Using Difference to Enhance Teaching and Learning] Hurtado, S. (1999). Reaffirming educators’ judgment: Educational value of diversity. Liberal Education, 85 (2). Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison, WI: University of Wisconsin Press. Marchesani, L. S., & Adams, A. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty and institutions (pp.9-20). New Directions for Teaching and Learning, No. 52. San Francisco: Jossey-Bass. McInstosh, P. (1989, July-August). White Privilege: Unpacking the Invisible Knapsack. Peace and Freedom, 10-12. Miami University Campus Climate Survey. (1996). Center for the Study of Higher and Postsecondary Education. Ann Arbor, MI: University of Michigan. Paul, M. J. (2003). Double-loop diversity: Applying adult learning theory to the cultivation of diverse educational climates in higher education. Innovative Higher Education, 28 (1), 35-47. Smith, D. G., Gerbick, G. L., Figueroa, M. A., Watkins, G. H., Levitan, T., Moore, L. C., Mechant, P. A., Beliak, H. D., & Figueria, B. Executive summary: Diversity works: The emerging picture of how students benefit. Association of American Colleges and Universities National Initiative. Stevens, M. P., & Cox, M. D. (1999, October). Faculty development and the inclusion of diversity in the classroom: A faculty learning community approach. Paper presented at the 24th annual Conference of the Professional and Organizational Development Network in Higher Education, Lake Harmony, PA. Sue, D.W. (1999). Creating conditions for a constructive dialogue on “race”: Taking individual and institutional responsibility. In J. Q. Adams & J. R. Welsch (Eds.), Cultural diversity: curriculum, classroom & climate. Tatum, B. D. (1997). “Why are all the black kids sitting together in the cafeteria?” and other conversations about race. New York: Basic Books. [FLC Using Difference to Enhance Learning] Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research, and practice. New York: Teachers College Press.

Teaching Portfolios and FLCs Cerbin, W. (1994). The course portfolio as a tool for continuous improvement of teaching and learning. Journal on Excellence in College Teaching, 5(1), 95-105. Cox, M. D. (1995). A department-based approach to developing teaching portfolios: Perspectives for faculty and department chairs. Journal on Excellence in College Teaching, 6(1), 117-144. Cox, M. D. (1996). A department-based approach to developing teaching portfolios: Perspectives for faculty developers. To Improve the Academy,15, 275-302. Cox, M. D. (2004a). Using multiple pathways to foster portfolio development. In P. Seldin (Ed.), The teaching portfolio (3rd ed.). Bolton, MA: Anker Crouch, M. & Fontaine, S. I. (1994). Student portfolios as an assessment tool. In D. F. Halpern & Associates (Eds.), Changing college classrooms: New teaching and learning strategies for an increasingly complex world. San Francisco: Jossey-Bass. Hutchings, P. (Ed.). (1998). The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington, DC: American Association for Higher Education. Kreber, C. (2001b). Designing teaching portfolios based on a formal model of the scholarship of teaching. To Improve the Academy, 19, 285-305. Murnane, Y. (1993). Good grading: Student portfolios—a primer. The National Teaching & Learning Forum, 3 (2), 1-4. Murray, J. P. (1995). The teaching portfolio: A tool for department chairpersons to create a climate for teaching excellence. Innovative Higher Education, 19(3), 163-175. Richlin, L. (1995). A different view on developing teaching portfolios: Ensuring safety while honoring practice. Journal on Excellence in College Teaching, 6(1), 161-178. Richlin, L., & Manning, B. (1995). Improving a college/university teaching evaluation system. San Bernardino, CA: Alliance. Seldin, P., Annis, L., & Zubizarreta, J. (1995). Answers to common questions about the teaching portfolio. Journal on Excellence in College Teaching, 6(1), 57-64. Smith, G. G., Ferguson, D. & Caris, M. (2001). Teaching college courses online versus face-to-face. T.H.E. Journal, 28 (9).

Service Learning and FLCs Eyler, J., & Giles, D. E. (1999). Where’s the learning in service-learning? San Francisco. Jossey-Bass. Honnet, E. P. & Poulsen, S. (1989). Principles of good practice in combining service and learning. (Wingspread Special Report). Racine, WI: Johnson Foundation. Jacoby, B., & Associates (1996). Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass.

Technology and FLCs Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing environment. Journal of Asynchronous Learning Networks, 5 (2). Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today,8 (6). Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge Falmer. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education,15(1). Garrison, D. R., Anderson, T., Archer, W. (2000). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), 1-14. The Ohio Technology in Education Steering Committee. (July, 1996). Technology in the learning communities of tomorrow: Beginning the Transformation. Columbus, OH: State of Ohio. Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass. Weigel, V. B. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass.

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.