Institutional Assessment of a Genre-Analysis Approach to Writing Center Consultations




Griffiths, Brett
Hickman, Randall
Zollner, Sebastian

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Administrators of writing centers at two-year colleges keenly feel the call for improved research and greater visibility of writing “outcomes.” In the past decade, federal calls to raise rates of education attainment have inspired various initiatives to increase rates of student completion in degree and certificate programs (e.g., Achieving the Dream and the Guided Pathway initiative). At the same time, greater public awareness brings with it additional pressure and scrutiny on educational resources to demonstrate specific and measurable impacts. Chief among these— in the spotlight for education reform for over 100 years—is college writing.1 Placed within the context of college attainment goals and what has been called “accountability funding” in K-12, writing center administrators at two-year colleges find themselves again revisiting assessment and research practices with the goal of demonstrating to administrators and policymakers that writing centers improve “student success.”

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