NSU's Quality Enhancement Plan April 2017

12 | NSU QEP Literature Review pedagogical and practical writing skills, respectively. The center will offer individual and group appointments, while also facilitating supplemental, discipline-specific programming, including an undergraduate writing fellows program and online writing resources. The combination of these initiatives is designed to enhance writing for NSU students. This section reviews the literature that serves as the scholarly foundation of these efforts. The Importance of Strong Written Communication Skills The ability to accurately and concisely express meaning through writing is a prerequisite for success in today’s fast-paced world (Mizrahi, 2015). Writing is a more complex skill than most people recognize; it is learned through a sequential process that combines the use of many interrelated components such as fine motor control, attention, language, memory, logistics, and organization (Burney, 2015). Academically, effective writing can enhance students’ growth for critical thinking and learning (Bean, 2011). Thus, improving students’ writing requires consistent student-faculty member interaction to develop fundamental concepts and address specific mechanical issues (Bok, 2006). Students that receive reinforcement in communication concepts such as professionalism, accuracy, clarity, and brevity show improvement in both their writing skill level and confidence (White, 2015). Moreover, it is essential for students to develop strong writing habits to communicate to a variety of audiences, including academic, professional, and personal ( The Chronicle of Higher Education , 2012). After graduation, written communication skills have a profound impact in one’s career, whether as a recent graduate seeking employment or as a seasoned employee trying to advance in his or her profession (Mizrahi, 2015). Graduates who enter the workplace with the ability to effectively communicate through writing are viewed by employers as major assets (Washington, 2014). In their Job Outlook 2015 survey report, the National Association of Colleges and Employers (NACE) found that more than 70 percent of employers consider writing skills as a crucial determinant in their hiring processes (National Association of Colleges and Employers, 2014). Moreover, the report found that “when considering new college graduates for job openings, employers are looking for leaders who can work as part of a team and communicate effectively.” The primary form of communication referenced throughout the report focused on writing, which is not only critical to academic success but professional success as well. It is no surprise that writing was considered one of the most important skills for new employees. Writing and communication have been appearing on such surveys and reports for years, including • National Commission on Writing ( nwp.org ) • National Council of Teachers of English: Commission on Writing Teacher Education ( ncte.org ) • Boyer Commission on Educating Undergraduates in the Research University ( reinventioncenter.colostate.edu/the-boyer-report ) It is imperative to acknowledge that most employers consider it the responsibility of colleges and universities to improve their students’ written communication skills ( The Chronicle of Higher Education , 2012). Accordingly, it is vital that students receive writing