Assessing Writing Across the Curriculum Dr. John Wittman, Department of English October 23, 2015

Purpose “Critical Transitions” investigates students’ literacy experiences in order to determine whether or not students are developing the skills they need to be successful writing in their major courses. Goals Identify areas where students struggle in writing Develop curriculum based on evidence/results

Process Interviews; Students (Initial, Terminal, WP) and Writing Proficiency Professors Analyses of essays from ENGL 1000 (pre- baccalaureate) essays, ENGL 1006, ENGL 1001/7 (Composition), and writing proficiency courses. Deep analysis of sources Rubrics Survey of ENGL 1006/1007 and ENGL 1001 Project began in Sp2011 and has involved several graduate students.

End Result Major Issue: Students are not reading critically. Yet: Information literacy (using sources critically) is cited as the most important skill for students to develop across the curriculum. Assessment is ongoing, but… Developing information literacy curriculum (critical reading, literature review, informative/ research writing) Developed pre-nursing composition course Developing accelerated learning community Working with faculty across the curriculum

Into the Future Information literacy needs to be modeled across the curriculum Students are better able to develop IL skills when they are engaged in the content and when there is alignment across courses Faculty should work across the curriculum (and with the library) to develop innovative approaches to IL (academic writing) New approaches need to be assessed using qualitative research methods