You might not know this, but librarians at Hunter do a good bit of teaching. We manage hundreds of invited class sessions every semester as well as many sections of a semester long credit-bearing research course. We teach first year students and doctoral students and everything in between. We care about teaching well and we want to get better at doing it. One thing we do to improve our teaching is set aside a dedicated time each month to get together with colleagues in our department and talk about it.
Research indicates that when properly constructed, rubrics provide valuable feedback, engaging students in critical thinking, and offering support for developing writers. But how can you construct rubrics that help students improve their work on successive drafts?