NSU's Quality Enhancement Plan April 2017

16 | NSU QEP Literature Review been implementing course-embedded and classroom-based writing support programs (Carpenter, Whiddon, and Dvorak, 2014). When writing centers offer such assistance, they are able to make strong diplomatic connections with faculty members and students—which can increase the number of student visits to the writing center. Tutors can demonstrate writing center pedagogy in the classroom, where students are already comfortable, and can negotiate with faculty members how to best work with the students in the class (Decker, 2005). These positive experiences are designed to lead to more effective pedagogies used in the classroom, as well as stronger writing habits among the students. Writing Fellows Work with Students at all Educational Levels Writing fellows programs, in their many forms, have proven to be effective with students at a variety of academic levels. They have been shown to improve student writing in first-year college composition courses (Dvorak, Bruce, and Lutkewitte, 2012). They have also proven to be effective change agents for upper-level college courses (Zawacki 2008; Mullin, Schorn, Turner, Hertz, Davidson, and Baca, 2008), while helping students understand specialized discourses (Severino & Trachsel, 2008). While the bulk of writing fellows research has focused on the undergraduate level, recent scholarship shows how universities can incorporate writing fellows programs into graduate and professional programs. Simpson, Clemens, Killingsworth, Rae, and Ford (2015) showed how fellows can be incorporated into STEM-related programs to improve student writing while changing a culture of writing on campus, while Hallman (2014) discusses effective strategies used for connecting a writing fellow to a graduate-level business course. Even secondary schools have begun effectively using writing centers and versions of writing fellows programs (Fels & Wells, 2011; Kent, 2006). Writing Fellows Programs in Multiple Formats Writing fellows programs have proven to be effective not only for ground courses, but in online formats as well. Arzt, Barnett, and Scoppetta (2009) found that when fellows were actively involved with classes, they were able to conduct online sessions with relative ease, which led to student satisfaction with the program. Out of 144 students who responded to their end-of-the-semester survey administered, “74 percent of survey participants found having a writing associate in their class to be very helpful; 24 percent found the presence of an associate somewhat helpful; and only 1 percent reported that a writing associate was not helpful” (“Student Data” section). Institutional QEPs That Include Writing Over 50 SACSCOC institutions have developed QEPs that include writing. The QEP Proposal Writing Team reviewed many of them and found the following to be most useful for enhancing NSU’s QEP. 1. East Carolina University (ECU): Write Where You Belong (2013) ECU’s QEP provides several levels of writing support to their university, including the development of a new university writing center, the implementation of a writing mentors (a.k.a., writing fellows) program, and faculty support.