As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.
|Advisor:||Holland, Allison D.|
|Commitee:||Crisp, Sally C., Jensen, George H.|
|School:||University of Arkansas at Little Rock|
|Department:||Rhetoric and Writing|
|School Location:||United States -- Arkansas|
|Source:||MAI 54/01M(E), Masters Abstracts International|
|Subjects:||Higher Education Administration, Pedagogy, Higher education|
|Keywords:||Assessment, Discourse-based interviews, Portfolios, Reflection, Student learning outcomes, Writing centers|
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