In the early summer of 1988, 12 faculty members from 7 different departments of the Community College of Philadelphia participated in a faculty development program called the Summer Content Institute. The faculty members chose to take part because each wanted to revise a course which would be taught in the fall and to integrate into this course instructional strategies to enrich critical reading and writing. The institute was conducted like a seminar, meeting three days a week, four hours a day, for seven weeks. During these sessions, the participants were presented with selected instructional strategies to improve reading and writing skills of their students; became acquainted with the relevant research; were guided into a reconsideration of the goals of their courses; reviewed the course curricula they had revised; and were guided as they tried out some of the activities they developed. While this took a good deal of time and effort, the organizers of the institute came to realize that the activities which preceded and followed the series of meetings were also important and crucial to the success of the whole project. (Ten tables consisting of seminar materials are included; 29 references are attached.) (RS)