A Professional Learning Community Examines Discipline-Specific Critical Reading
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This article reports the outcomes of a professional learning community convened by Occupational Science and Occupational Therapy faculty and leaders of a university-wide program to improve disciplinary critical reading. Through this collaboration, faculty worked to enhance the teaching, learning, and scholarship of critical reading in their department. Outcomes include increased confidence in critical reading pedagogy, development of more explicit critical reading instruction, and multiple scholarly projects to measure improvements in student learning. This article describes the context for this project, the organization and content of the professional learning community, the resulting scholarship of teaching and learning projects, and potential applications for readers.
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