First-year writing: Placement Practices and Curricular structures that matter Heidi Estrem, Ph.D. Professor of English Director of the First-Year Writing Program

What is the message of a placement approach? https://www.flickr.com/photos/albertogp123/5843577306

What is the message of our curriculum? https://www.pexels.com/photo/people-coffee-meeting-team-7096/

goals Describe how we have implemented faculty-driven changes to placement and curriculum at multiple institutions in one state Explore why these issues matter to faculty and students – and how to support these changes

State in context Three doctoral granting universities with different missions and contexts (University of Idaho, Idaho State University, Boise State University) One small state college (Lewis Clark State College) Three community colleges and one professional-technical institution (North Idaho College, College of Southern Idaho, College of Western Idaho, Eastern Idaho Technical College)

Collegiate writing context: faculty leadership Long history of collaboration Years of work prior to CCA around placement and curriculum Invested in reasonable consistency, shared values, and institutional flexibility

Writing placement: Why does it matter?

Pre 2012 placement practices

Placement practices now

Shared framework: Institutional variations for placement Main aspects are the same: multiple measures, including student self-efficacy, reading and writing experiences, reflection on course descriptions, projection into future semesters. Additional modules appropriate to campus context (critical reading, additional information for different kinds of student experiences) Tailored messaging appropriate to campus context

Multiple-measures placement led to increased student success.

Writing placement should be directly tied to the curriculum integrate multiple measures encourage reflection and self-awareness It is also… an indication of values, priorities, and respect for students.

Curricular structures Why does credit-bearing coursework matter?

Pre-2012 curriculum structure Engl 90 (3cr, $30 fee, no earned credit) Engl 101 (3 cr) Engl 102 (3 cr) 3 semesters, 9 credits, 6 college-level

Curriculum structure now Engl 101Plus (4 cr) Engl 102 2 semesters, 6-7 college-level credits (3 cr) Engl 101 (3 cr) OR

Shared Framework: Institutional variations for English 101 Plus ENGL 101P (101+1 cr. studio with 101instructor) ENGL 101P (101+2 cr. studio with 101instructor) ENGL 101P (101+1 cr. separate studio) ENGL 101P (101+Writing Center sessions, office hour consultations, and tutoring)

Curricular Implications All students take credit-bearing writing courses at six of eight institutions (including community colleges).

Curriculum structure snapshot English 101P and 101 completion rates

Engl 90 v 101P, completion of sequence

Curricular structures should communicate positive, proactive messages to students, faculty, advisors, parents be credit-bearing stem from intensive, ongoing professional development and dialogue among faculty

First year writing . . . can and should be a space, a moment, and an experience—in which students might reconsider writing apart from previous schooling and work, within the context of inquiry-based higher education. —Doug Downs, “What is First-Year Composition”

How you can help

Strategies Create and support a change-friendly environment Offer meaningful resources to support faculty-to-faculty professional development (time and money do matter) Create and support cross-institutional professional dialogue, conversations, and interactions Listen to faculty questions and concerns Understand and validate institutional differences/contexts Work from shared goals and values

Faculty collaboration – results Reports: Placement Whitepaper, English Placement Task Force Reports, Pilot Placement Projects, Placement Proposal Grant applications: Boise State-CWI project, FYW Across Idaho Institute, most recently: 1.5 day workshop with high school senior English teachers Scholarship: 1 multi-institution article in print, three under review, multiple conference presentations.

What we’ve learned/done: Implemented corequisite first-year writing courses at both four-year institutions and community colleges. Used the “101 Plus” model for adding a credit on to a college-level course for those in need of additional support. Built faculty support for co-requisite model at each institution. Integrated multiple-measures writing placement at institutions. Built grassroots support for co-requisite writing courses and placement changes at multiple campuses

Thank you heidiestrem@boisestate.edu