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In three years, Stetson University's More Effective Teaching Program (MET) has evolved from a writing‐across‐the‐curriculum faculty development program into a voluntary collaborative learning and teaching project. Based originally on the pedagogy associated with “writing‐to‐learn,” it contains five components that have been designed and adapted to enhance the university as a community of learning and teaching. However, what MET is does not seem as important as the way it has evolved and remained vital. A faculty committee established and maintained MET by using positive wording, tone, and attitudes; by utilizing existing research and assessment efforts to institute each successive program; and by insisting that all elements be conducted as grassroots faculty efforts. As well establishing a diversity of effective faculty development programs, Stetson University has benefited from MET because it has created expectations for the evolution and the improvement of on‐going programs. |
