Sustaining Argument: Centralizing the Role of the Writing Center in Program Assessment

dc.creator	Jewell, M. S.
dc.date.accessioned	2017-11-09T19:19:20Z
dc.date.available	2017-11-09T19:19:20Z
dc.date.issued	2011
dc.description	In “Why Assessment?” (2009), Gerald Graff argues that the critical conversations arising from regular program assessment are often as important as the actual findings themselves: outcomes assessment, he writes, is not only fundamental to measuring students’ performance, but potentially “transformative” in terms of creating a recognizable dialogue about — and a more lively institutional culture of — good teaching (153). Agreeing with Graff’s claim, I argue that writing centers should take an active, if not central, role in the assessment of writing program outcomes by positioning themselves at the center of the evaluation process. My experiences as a writing center director involved in our university’s less-than-three-year-old writing program assessment has led me to this conclusion.	en_US
dc.description.department	University Writing Center	en_US
dc.identifier	doi:10.15781/T2XS5K009
dc.identifier.uri	http://hdl.handle.net/2152/62569
dc.language.iso	eng	en_US
dc.relation.ispartof	Praxis: A Writing Center Journal	en_US
dc.relation.ispartofseries	Praxis: A Writing Center Journal;Vol 8, No 2
dc.rights.restriction	Open	en_US
dc.subject	Jewell	en_US
dc.subject	program assessment	en_US
dc.subject	triage to outreach	en_US
dc.title	Sustaining Argument: Centralizing the Role of the Writing Center in Program Assessment	en_US
dc.type	Article	en_US

Access full-text files

Now showing 1 - 1 of 1

Now showing 1 - 1 of 1