1. Writing Across the Curriculum Pilot Project – DABCC Susan Wood Pierre Laroche

2. What is the question? Is every teacher a writing teacher?

3. What is the problem? The transfer of writing and thinking skills learned in composition and rhetoric courses at DABCC to other courses offered at DABCC

4. What is a possible solution? Assess the problem – Put together a team of DABCC faculty across disciplines to look at student data and student writing Learn about Writing-Across-the-Curriculum theories and principles Develop a plan to address identified problems/issues

5. DABCC’s Pilot Project NMHEAA Summer Retreat At least one faculty from each division at DABCC attended a three day retreat in Ruidoso this past summer to learn about assessment and create a plan for an assessment project

6. DABCC’s Pilot Project In our plan we: – Developed a mission statement – Clearly defined our goals and expected outcomes – Proposed a preliminary writing assessment tool – Generated a detailed timeline for accomplishing project – Asked for volunteer participants representing each division at DABCC

7. Pilot Project Plan Pilot Project group: representatives from all divisions (full and part-time faculty) Timeline: 7 working meetings between September and May

8. Pilot Project Plan Mission Statement: – To implement a Writing-Across-the-Curriculum program at DABCC that helps students meet the Communication and Literacy instructional objective

9. Pilot Project Plan Goals: – Assess the writing needs of DABCC students – Create tools for instructors and students that will standardize student-writing across the campus – Provide Writing-Across-the-Curriculum professional development to full and part-time faculty participating in project – Offer a support structure to faculty participating in project

10. Pilot Project Plan Outcomes – A tool to help teachers design writing assignments – A revised rubric to evaluate student-writing campus-wide – A recommendation report based on assessment data

11. Pilot Project Plan What we’ve accomplished – Have conducted benchmarking – Have provides professional development – Have created and conducted surveys – Have redesign assessment tool for students – Have created “writing assignment creation” tool for instructors Next steps – Create, administer and assess writing assignments using tools – Assess pilot project and write recommendation report

12. Tools in Process DABCC Pilot Project Writing Standards Rubric DABCC Pilot Project Writing Standards Rubric “Planning a Successful Writing Project” tool

13. Preliminary Data ENGL 111 students

14. Preliminary Data DABCC Associate Degree Graduates

15. Preliminary Data ENGL 111 students

16. Preliminary results from Survey How important is writing to your academic success? q7 Course123459Grand Total COLL 201 53 8 COMM265 15101935 ENGL 111 257 ENGL 218 3418 OEBU 204 510924 OEBU 264125816 PSY 201 952438 Grand Total112140721136

17. Preliminary results from Survey How important is writing to your professional success? q8 Course123459Grand Total COLL 201 242 8 COMM265 1482235 ENGL 111 257 ENGL 218 11518 OEBU 204 491124 OEBU 2641321016 PSY 201127101838 Grand Total242036731136

18. Preliminary results from Survey Do you have confidence in your writing? q6 Course123459Grand Total COLL 201 17 8 COMM265 11221135 ENGL 111 167 ENGL 218 5218 OEBU 204 1511724 OEBU 264128516 PSY 201 15255238 Grand Total151279363136

19. Q&A What do you think? What are your suggestions?

20. Contact information Pierre Laroche 505.527.7615 plaroche@nmsu.edu Susan Wood 505.527.7711 sandrusw@nmsu.edu