From 2009 to the present, [the authors] contributed their respective expertise to overhaul Christopher Newport University’s functioning but stale freshman writing course. This uncommon alliance was necessary when scrutinizing and making meaningful changes to a course serving 80% of the freshman population attending a 5000-student liberal arts university in the mid-Atlantic region and deeply embedded with a number of core objectives and a complicated state-mandated assessment procedure. We examine the importance of our alliance in terms of assessment (internal and external) in composition programs and the type of assessment data we three compiled and analyzed in order to carefully assess the first-year writing seminar and successfully move the pedagogical focus from argumentation to genre writing without sacrificing the university’s accreditation.
|Keywords:||Writing Program Change, University Accreditation, Administrative Collaboration|
Associate Professor and Chair, English Department, Christopher Newport University, Newport News, VA, USA
Associate Professor of English and Writing Program Director, Christopher Newport University, Newport News, VA, USA