Milton Cox

Miami University, Center for Teaching Excellence, Editor-in Chief

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Milton D. Cox founded the Center for the Enhancement of Learning and Teaching at Miami University where he initiated and directed the annual international Original Lilly Conference on College Teaching, now in its 42nd year. In 1990 he founded and is Editor-in-Chief Emeritus of the Journal on Excellence in College Teaching. Dr. Cox has been project director and systems convener of state and federal grants establishing faculty learning community programs at other institutions, co-editor of the book, Building Faculty Learning Communities, and has visited over 100 institutions in the U.S. and abroad to consult on various issues in higher education.

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Kathleen Gillogly

University of Wisconsin-Parkside

Dakin Burdick

Endicott College

David Seamon

Kansas State University

Michael Sturgeon, PhD

Lee University

Megan Moe

Lee University

Anna Szolucha

Jagiellonian University

Viacheslav Kuleshov

Stockholm University

Andrea Cornwall

King's College London

Bernadette T Lynch

University College London

Wade Pickren

Independent Scholar

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Papers by Milton Cox

Faculty Mentoring

Developing the Scholarship of Teaching and Learning Using Faculty Learning Communities

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Developing faculty learning communities at two-year colleges : collaborative models to improve teaching and learning

Stylus Pub. eBooks, 2013

This book introduces community college faculty and faculty developers to the use of faculty learn... more This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes.Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding.Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members.By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers.This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an Adjunct Connectivity FLC to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved.Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success.When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change."

Editorial: Technology-assisted learning: Honing students' affective outcomes

Frontiers in Education

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Visions of Students Today: A Message from the Editors

Journal on excellence in college teaching, 2012

Developing Faculty Learning Communities at Two-Year Colleges

Routledge eBooks, Jun 27, 2023

Journal on Excellence in College Teaching, Volume 7, Number 3

A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Cas... more A Message from the Editors - Laurie Richlin & Milton D. Cox Changing Methods and Metaphors: A Case Study of Growth in University Teaching - Cheryl Amundsen, Alenoush Saroyan, & Myron Frankman Professors\u27 Assumptions About Students\u27 Critical Thinking Dispositions and Epistemological Beliefs - Geoffrey Scheurman Student Ratings of 10 Strategies for Using Humor in College Teaching - Ronald A. Berk Abandoning the Lecture in Biology - Robert C. Evans & Nancy Omaha Boy Strategies for Enhancing Teaching and Learning in an Undergraduate Course - Bruce W. Tuckman A Team-Based Approach to Problem-Based Learning: An Evaluation of Structured Team Problem Solving - Michael Peterson White Males Teaching for Diversity: How and Why - Robert M. Schaible & Paul Burli

Teaching So Everyone Learns: A Message From the Editors

Phases in the development of a change model: Communities of practice as change agents in higher education

Engaging Students and Faculty in Learning Through Service-Learning and Other Methods: A Message From the Editors

. . . student learning should not be confined to the classroom. . . . the curriculum should be de... more . . . student learning should not be confined to the classroom. . . . the curriculum should be designed to ensure that students have an opportunity to translate theory into practice and to apply their knowledge and skills in a practical way in the community. More extensive out-of-classroom experiences will help students widen their perspective and deepen their appreciation of cultural diversity. Service-learning, when designed into a course as an intensive immersion experience, can serve that purpose. (Bowen & Hackett, in this issue, p. 41)

Introduction to Designing Effective Library Learning Spaces in Higher Education

Innovations in Higher Education Teaching and Learning, 2020

A university without an academic library is unimaginable since the library serves as a pivot for ... more A university without an academic library is unimaginable since the library serves as a pivot for both learning and research. Freeman (2005), while talking about the importance of a library in academic life, stated that it holds a unique position, symbolizing the heart of the institution. A good library is not only one that stacks printed material or has portals to access online resources but also provides a flexible learning space with reading rooms, facilitates discussion and encourages collaborative learning and scholarship. With limited resources, it is increasingly difficult for universities to allocate funds to re-design library spaces. Modern academic libraries have to respond not only to pedagogical changes but also to technological changes, accommodating them in the library space design and management. Modern libraries are trying to integrate features of the traditional form of learning as well as the digital form. This book will present case studies and empirical evidence discussing the changing face of libraries. It will talk about re-modeling of existing libraries with the help of new architectural design to utilize the space and inculcate the digital literacy development. Scholars discuss, in the chapters, how they meet users’ needs and how they use in stakeholders’ inputs to design innovative library spaces.

Journal on Excellence in College Teaching: Volume 25, Numbers 3 & 4

Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Cit... more Teaching for Civic Engagement: A Message from the Guest Editor - C. Lee Harrington Lessons in Citizenship: Using Collaboration in the Classroom to Build Community, Foster Academic Integrity, and Model Civic Responsibility - Ann E. Biswas Solving Real Community Problems to Improve the Teaching of Public Affairs - Abdulfattah yaghi & Madalla Alibeli Teaching Evidence-Based Practice in Service-Learning: A Model for Education and Service - John D. Terry, Bradley H. Smith, & Samuel D. McQuillin The Impact of a Service-Learning Experience in Mentoring At-Risk Youth - Leah Wasburn-Moses, Jay Fry, & Kari Sanders Speak Out Loud: Deconstructing Shame and Fear through Theater in a Community-Based Service-Learning Project - Karina Vazquez Teaching Diversity Through Service-Learning: An Integrative Praxis Pedagogical Apprach - Julie Steinkipf Rice & Terri Horn Service-Learning: A Tool to Develop Competencies for College Student

The Scholarship of Pedagogy: A Message From the Editors

How Are We All Doing? Evaluating Faculty Teaching and Assessing Student Learning: A Message From the Editors

Student collaboration in faculty development: Connecting directly to the learning revolution

To improve the academy, 1999

Identifying, building and sustaining leadership capacity for communities of practice in higher education

CoPs are increasingly established in higher education to provide opportunities for staff to form ... more CoPs are increasingly established in higher education to provide opportunities for staff to form a peer learning community and to allocate dedicated time to build knowledge of learning and teaching and to share their practice, ultimately leading to improvement and innovation. An analysis of the academic literature identified confusion around the understanding of CoPs, a dearth of literature specifically on higher education, and a gap regarding the leadership role within CoPs.

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Introduction to Advances in Library Practices in Higher Education: International Perspectives on Improving Student Engagement

We are living in an electronic age, where everything that we want to know or are curious about is... more We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study...

Focus on Learning: A Message From the Editors

The biggest change in higher education during the decade since the term “Scholarship of Teaching”... more The biggest change in higher education during the decade since the term “Scholarship of Teaching” was first used (Boyer, 1990) is the understanding that student learning is the sole measurement of educational quality. It is difficult, perhaps, to remember that institutional status was once measured in terms of inputs such as the number of books in the college library, the percentage of faculty members with advanced degrees, or the amount of federal funds awarded to the institution. Since the teaching><learning connection began to be investigated in a scholarly way (Richlin, 2001), the emphasis on learning outcomes has become the primary focus, with student satisfaction an important but secondary concern. Today, as we look at the presentations being proposed and selected for the Lilly Conferences on College and University Teaching, we see that upcoming additions to the higher education teaching and learning literature will include the connection of the physiology and psychology...

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Journal on Centers for Teaching and Learning

Faculty Mentoring

Developing the Scholarship of Teaching and Learning Using Faculty Learning Communities

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Developing faculty learning communities at two-year colleges : collaborative models to improve teaching and learning

Stylus Pub. eBooks, 2013