| SoCTL We all have our own teaching technique, our own “toolbox” for approaching our course content and improving student learning. How often do we, or should we, inform our colleagues of these tried and true classroom practices, and how often should we collaborate with them toward the creation of new ones?
Everyone (students included) benefits from an increasing knowledge base around the subject of teaching and learning. Simpson (2007) describes a recent project centered on faculty who teach writing intensive mathematical science courses at Texas A&M University, illustrating the link between faculty development and improved student learning.
The project, Writing for Assessment and Learning in the Natural and Mathematical Sciences, or WALS, was designed to address the need for assessment tools and faculty-driven inquiry into teaching and learning in specific disciplines. Faculty participating in the WALS project, through work in disciplinary teams, arrived at solutions to some common challenges posed by their students. In turn, the administrators of the project report that WALS is leading to more satisfactory student performance.
Simpson, Nancy et al. (2007). Faculty Development through Student Learning Initiatives: Lessons Learned. To Improve the Academy, 25, 109-122.
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