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Published byMavis Lang Modified over 9 years ago
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Professor Megan Schutte Coordinator of the Catonsville and Owings Mills Writing Centers, Community College of Baltimore County mschutte@ccbcmd.edu 443-840-4988
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Two-year community college Three main campuses (Catonsville, Dundalk, and Essex) which were separate colleges until 1998 Three extension centers throughout the county Enrollment: approx. 72,000 students
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Student population: › 62% female › 45% minority › 2% foreign national or international › 65% part-time (less than 12 credits/semester) › 55% under 24 years old › 29% 25-40 years old › 16% 40+ years old
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Opened Fall 2005 Relocated Fall 2006, Fall 2008, Winter 2010 Staff: approx. 10 full-timers (part of their load) and 10 adjuncts Library Research Consultants three days a week Open 6 days a week during spring and fall Open year round (including summer and winter sessions)
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Appointments preferred, walk-ins allowed One half-an-hour appointment a day Two appointments a week One hour appointments available for students with documented disabilities or who are deaf
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Internal research (statistical analysis of random sampling of CCBC Catonsville writing center student files) External research (US, UK, and European writing centers/centres) Plan for future assessment
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Spring 2009, Fall 2009, Spring 2010, Fall 2010, and Spring 2011 Random sampling of 484 students Random sampling yielded 1,491 visits
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Two levels of developmental English: ENGL 051 and ENGL 052 Pass/fail courses According to MHEC (Maryland Higher Education Commission), 31.5% of students at MD community colleges test into developmental English courses Students who do complete the “remedial” sequence graduate at slightly higher rates than students who test into ENGL 101
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Two levels of composition: ENGL 101and ENGL 102 Passing is a ‘C’ or better Both are needed to transfer to a 4-year institution Other courses (e.g. Business Communications) are required instead of 102 for some programs/degrees/ certificates
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“Writing is integral to all academic disciplines and thinking” and is “not the exclusive domain of English language arts teachers” (Maryland Partnership for Teaching and Learning, PreK-16). Engineers work for engineers who know how to write.
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Pedagogy seems to be standardized Policies differ slightly from school to school Funding is the largest obstacle
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Writing Center Advisory Board › Mission Statement and Outcomes › continuity of forms and policies across all campuses and OWL › student tracking Questionnaires › pre- and post-visit regarding student stress levels › faculty survey
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Workshops › Formatting, research, grammar and mechanics › Small groups, interactive, non-faculty Pre- and Post-“Tests” › One question a semester › Piggy-back on other assessment mechanisms › Simple and anonymous
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Questions? Comments? Issues? Suggestions?
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