期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2009
卷号：21
期号：1
页码：133-147
出版社：International Society for Exploring Teaching and Learning
摘要：This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant application process and intensive training workshop, complemented by a series of follow-up training sessions, formed a faculty learning community that collectively adopted a web-based rubric model for performance evaluation, began implementing it, and, in doing so, developed a culture of assessment. We describe the web-based rubric software we adopted and provide short reports authored by seven members of the faculty learning community to exemplify how the implementation of web-based rubrics can enhance student performance, augment instructor evaluation of student performance, and facilitate outcomes assessment. The article includes a “lessons learned” section which synthesizes what we learned from the endeavor and emphasizes what we considered critical to the group’s success
