Document Type
Article
Publication Date
6-4-2018
Abstract
In this session, faculty collaborative group drawn from multiple disciplines and university units reports on an initiative to improve research and writing instruction in upper-division major-specific courses. Presenters showcase the initiative’s intervention, a faculty learning community (FLC) whose members were recruited from across the university to study evidence-based best practices for writing, critical thinking, and information literacy instruction. The session will also detail the how the FLC was shaped by institutional assessment data, discuss how it builds on local faculty development traditions, and assess its impact through analysis of course documents created by faculty participants.
Recommended Citation
Bachen, Christine; Branch, Nicole; Doyle, Laura; Serviss, Tricia; and Voss, Julia, "Teaching teachers to teach writing, critical thinking, and information literacy: A case study of a faculty learning community as a campus-wide pedagogical intervention strategy" (2018). Staff publications, research, and presentations. 203.
https://scholarcommons.scu.edu/library/203
