This FLC will focus on equitable approaches to the teaching and assessing writing as specific to each participants’ discipline, but we will also discuss pedagogies and curricular designs that support all writers, such as “writing to learn,” code-meshing, and labor-based approaches to writing assessment.  During the FLC, participants will connect discipline-specific writing practices to both theories of writing development and equitable approaches to teaching and learning. This FLC will be comprised of a group of cross-disciplinary faculty committed to collective reflection and feedback on their teaching practices as specific to the teaching and assessment of writing. The learning community will engage in the scholarship of teaching and learning (SOTL) framework in a semester-long, structured environment that provides space for collective inquiry, continuous improvement, and reflective practice. Participants will interact through in-person meetings and some online discussions that include nine 90-minute sessions (typically meeting weekly). All participants will engage with resources designed to encourage and support the subsequent expansion and development of the faculty learning community model at Humboldt.  We encourage interested applicants to consider topics or areas of focus related to the teaching of writing and writing assessment. Applicants can articulate this topic or these areas of focus on the Call for Participants.