International Alliance of
Teacher Scholars

Twenty-Two Years of Presenting the Scholarship of Teaching and Learning

Workshop Facilitators’ Brief Biographies

MILTON D. COX is Director of the Center for the Enhancement of Learning and Teaching at Miami University, where he founded and directs the Lilly Conference on College Teaching, is founder and Editor-in-Chief of the Journal on Excellence in College Teaching, and facilitates the Hesburgh Award-winning Teaching Scholars faculty learning community. Milt also has been project director of a FIPSE grant establishing faculty learning community programs on other campuses and is co-editor of the book, Building Faculty Learning Communities. He incorporates the use of student learning portfolios and Howard Gardner's concept of multiple intelligences in his mathematics classes. He is recipient of the C.C. MacDuffee Award for distinguished service to Pi Mu Epsilon, the national mathematics honorary, and a certificate of special achievement from the Professional and Organizational Development Network in Higher Education in recognition and appreciation of notable contributions to the profession of faculty, instructional, and organizational development.

LAURIE RICHLIN is Director of Faculty Development at Charles Drew University of Medicine and Science in South Los Angeles. She also is Director of the Lilly Conference on College and University Teaching--Pomona, Executive Editor of the Journal on Excellence in College Teaching and the Learning Communities Journal, and President of the International Alliance of Teacher Scholars. She received her doctorate in higher education from the Claremont Graduate University, and her dissertation research on alternative faculty scholarship received the national Gratzke Award from the American Association of University Administrators. Her most recent book is Blueprint for Learning: Facilitating, Assessing, and Documenting Learning (Stylus, 2006) and her next book, Evidence-Based Learning and Teaching, is due out in Fall, 2009. She has had several years experience facilitating FLCs for graduate students and is co-editor of the book, Building Faculty Learning Communities. Her current FLC efforts include setting up FLCs on leadership, simulation technology, and for junior faculty members in a medical college.

AMY ESSINGTON is a doctoral candidate in American History at Claremont Graduate University and a lecturer at California State University, Long Beach and California State University, Fullerton. In Spring 2009, she will complete her dissertation, “Segregation, Race, and Baseball: The Integration of the Pacific Coast League, 1948-1952.” Amy has co-facilitated FLCs on “Teaching with Technology,” “Assessment,” “Teaching Women’s Studies Courses,” and participated in two preparing future faculty FLCs. Since 2003, she has made numerous presentations on FLCs and facilitating, and, with Laurie Richlin is the co-author of two articles in New Directions on Teaching and Learning: Faculty Learning Communities. This is her fourth year as an institute facilitator.

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