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Writing and the Undergraduate Curriculum: Using Assessment Evidence to Create a Model for Institutional Change
Author(s) -
O'Neill Megan,
Slater Alicia,
Sapp D. Gregory
Publication year - 2018
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20308
Subject(s) - curriculum , process (computing) , mathematics education , curriculum development , higher education , pedagogy , sociology , psychology , political science , computer science , law , operating system
In this article, we describe the process of turning assessment results into substantial curricular revision, report on the mechanisms we used to encourage, measure, and reinforce successes, and outline the vertical and horizontal curriculum map of writing at Stetson University. We conclude with questions we have identified along the way and the developments we see ahead, as this instructional map for a critical skill has opened the door to similar maps for other critical skills.