Learning from Writing Center Assessment: Regular Use Can Mitigate Students' Challenges

Autor/inn/en	Trosset, Carol; Evertz, Kathy; Fitzpatrick, Renata
Titel	Learning from Writing Center Assessment: Regular Use Can Mitigate Students' Challenges
Quelle	In: Learning Assistance Review, 24 (2019) 2, S.29-51 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Laboratories; Writing Achievement; Use Studies; Consultants; Student Satisfaction; Writing Skills; Liberal Arts; College Freshmen; Self Efficacy; English (Second Language); Low Income Students; College Entrance Examinations; First Generation College Students; Grade Point Average; Instructional Effectiveness; Scores; Tutoring; Minnesota; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Laboratory; Laboratorium; Benutzerschulung; Consultant; Berater; Writing skill; Schreibfertigkeit; Studienanfänger; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Aufnahmeprüfung; Unterrichtserfolg; Förderkonzept; Nachhilfeunterricht; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	To demonstrate effectiveness, writing centers collect quantitative and/or qualitative information about and from the students who use their services. A broader understanding of effectiveness requires us to consider both direct measures of writing quality and why some students do not use the writing center. This mixed-methods research followed one entry cohort for two years and found that regular use of our Writing Center was correlated with higher grades in writing-rich courses, regardless of student background. Findings regarding one-time visitors indicate that adopting more flexible pedagogies is key in encouraging them to return. (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06