Faculty partnerships

Faculty partnerships with the Learning Commons can strengthen student learning by integrating quantitative reasoning, writing, communication, and academic success skills into your courses. Below is an overview of how each center can assist you, plus strategies for collaboration and integration.

Recommended collaboration practices

  1. Early planning meeting: Meet with Learning Commons staff early (e.g. before syllabus submission) to explore integration possibilities and coordinate support. 
  2. Embed in the syllabus/course site: Add informational text or links about the Learning Commons in your syllabus, assignment instructions, or course site so students know where to go for help. 
  3. Invite class visits/orientations: Schedule short visits during class sessions (5–15 min) to introduce services and how students can use them. 
  4. Share assignment materials in advance: Provide instructors’ rationale, grading criteria, or assignment prompt to the centers so they can tailor their support. 
  5. Scaffold communication across the quarter: Plan low-stakes writing or speaking assignments early on to build skills and reduce last-minute rushes. 
  6. Joint workshops or modules: Co-design workshops or class modules (e.g. data analysis + communication of results) that connect quantitative reasoning and clear expression. 
  7. Feedback loops and iterative improvement: Ask the centers for feedback on how your students are engaging with their support and adjust assignment design or instruction accordingly. 
  8. Publicize success & build buy-in: Share examples or outcomes (with permission) of how using QSC and WaCC collaboration has helped student work.
  9. Interactive, customizable workshops: The ASC offers dynamic, interactive workshops, online or customized for student clubs, staff, and faculty, designed to help you achieve your academic and personal goals. Attend an Academic Success workshop.

Services & faculty support

What we offer for quantitative courses

  • Equipment checkout:
    • You can borrow instructional materials and devices, e.g. graphing calculators, textbooks, rulers for student use.
  • Course assistance & integration support:
    • See below for a sample syllabus blurb. Invite QSC staff or peer tutors to make a short class visit to introduce services to students.
    • Meet with the QSC director to explore ways to embed quantitative reasoning into your course, e.g. data visualization, Excel workshops, and unpacking scientific articles.
    • Connect with the QSC staff to see if your course is eligible for Peer Facilitators!
  • Quantitative Reasoning teaching resources & networks:
    • The QSC recommends external professional networks (e.g. National Numeracy Network, SIGMAA QL) for faculty development in quantitative literacy.

What we offer for composition courses

  • Assignment design & feedback collaboration:
    • You can collaborate with WaCC staff on designing assignments, integrating communication goals, or planning assessment strategies.
    • Share your assignment instructions with WaCC staff to help them support students and/or provide feedback on clarity, structure, and alignment.
  • Classroom presence & orientation:
    • Invite peer tutors to make a short presentation in your class about WaCC services, how to access them, and how students can benefit.
    • Include a syllabus statement or Canvas blurb introducing the WaCC, including modes of conferencing and service (see below).
  • Workshops, speaking, and interactive practices:
    • The WaCC offers workshops or instructional modules on writing, public speaking, peer review, etc.
    • They also provide guidance on integrating speaking activities into courses (e.g. “Pointing” and “Taking a Stand” exercises), to complement writing and peer discourse.
  • Ongoing partnership:
    • The WaCC staff can consult on how to scaffold low stakes writing throughout a course, design assignments that allow efficient feedback, or build communication goals into assessments.
    • They are open to being embedded in the course process, e.g. aligning feedback timing, coordinating with your course schedule.

Designing assignments with the WaCC in mind

  • Be specific about what you want your students to do: Phrase the assignment specifically, “Meet with a peer tutor about revision suggestions.”
  • Incentivize, don’t require: Assign extra credit with an open timeline (not a specific due date) and a small deliverable such as a reflection on the process or how they will revise their work based on WaCC feedback.
  • Encourage your students to visit the Learning Commons early, so they have time to revise their work. Remind them that we get very busy, and they may not be able to book an appointment if they wait until the last minute. Required visits often fill our schedule, which makes it difficult for other students to access our services. For most needs, suggest scheduling a 25-minute session. If they have deeper questions or want to work through a complex project, they can book a longer appointment.
  • Session confirmations: WaCC staff can confirm student appointments via email or our written confirmation form. Please inform your students to ask for confirmation (we don’t automatically ask) for engaged tutoring sessions longer than 25 minutes.

W course teaching guidelines

W courses—those that fulfill UW Bothell’s additional writing requirement—have an important role helping students grow as writers and thinkers. These guidelines were developed by the Tri-campus Writing Board, a subcommittee of the University Committee on General Education (UCGE), to support strong, equitable writing instruction across all three campuses.

Over two years, these guidelines were shaped by a group of faculty and staff with deep experience, and who care deeply about writing instruction—some from writing programs, others from across the disciplines. They reflect a shared commitment to supporting students as they write, revise, and learn in the context of their chosen major.

For more ideas, or practical strategies, check out the instructional modules for great next steps.

Contact & next steps

You can reach out to these contacts to schedule classroom visits, course consultations, or to borrow materials: