Abstract
This chapter describes an outcomes assessment study completed in a basic composition course at a small urban open admissions community college. The course was a pilot course designed in response to marginally remedial performance on a standardized writing instrument and solidly exempted performance on the standardized reading instrument. This chapter takes its readers from process to product, exploring both the collaboration between administration and faculty as well as the steps involved in assessing student learning. Specifically discussed is how data was used to guide decision making about curricular change on our campus. At different moments, this assessment study highlights a success story, red flags areas of weakness and suggests future courses of action and research.
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