The Promise of Faculty Inquiry for Teaching and Learning Basic Skills

By engaging in a close, critical analysis of student learning in a course, teachers can begin to identify the strengths and weaknesses in their course design or instruction methods. By sharing out with colleagues in communities of faculty inquiry, they can begin to identify trends and work on larger-scale reform. Here the author examines how schools participating in the Carnegie Foundation’s Strengthening Pre-Collegiate Education in Community Colleges initiative used this practice to improve the design and delivery of developmental courses through a better understanding of student needs.

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