In higher education, professors are expected to provide quality instruction, although rewards are often based on research activities. For those who value teaching for its own sake, it is difficult to balance the competing demands of life within academe with the demands of teaching. As teachers, we seek to understand student needs to improve our classroom practice. More importantly, we want to show students how to improve their own skills. This article describes how we combined both research and instruction to improve the quality of instruction while providing students with a way to improve their skills. We utilized this approach in a writing class for graduate students who came from a variety of disciplines, but we believe it could be adapted to other types of courses.
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Marchel, C., & Whitaker, D. (2001). Focus on Writing: Collaborative Action Research in the Classroom. Perspectives In Learning, 2 (1). Retrieved from http://csuepress.columbusstate.edu/pil/vol2/iss1/9