Writing and the Undergraduate Curriculum: Using Assessment Evidence to Create a Model for Institutional Change

Abstract

AbstractIn this article, we describe the process of turning assessment results into substantial curricular revision, report on the mechanisms we used to encourage, measure, and reinforce successes, and outline the vertical and horizontal curriculum map of writing at Stetson University. We conclude with questions we have identified along the way and the developments we see ahead, as this instructional map for a critical skill has opened the door to similar maps for other critical skills.