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Abstract

This paper presents a model for small, interdisciplinary groups of faculty to work together to improve their teaching while engaging in research that provides evidence of improved student learning. In doing so, we have developed a four-step process of faculty-driven scholarship of teaching and learning: Genesis, Organization, Implementation and Dissemination. We illustrate this model by describing our use of Fink’s (2003) concepts of course design to reshape our courses and assess the effectiveness of these changes through examination of student learning. We describe how others may follow this approach with a variety of applications.

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