Objective: We piloted a low-cost, flipped model of professional development to help improve undergraduate writing. Method: An adjunct instructor first watched online videos and then discussed the materials with a trainer, and used the provided resources in a Social Psychology summer course. Results: Post-training student papers were significantly better than those from control group (taught by same instructor in the previous year). Both instructor and students rated the intervention very positively. Conclusion: The training was an effective, low-cost way to improve student writing, and a similar approach could be adopted by other departments.