NSU's Quality Enhancement Plan April 2017

NSU QEP Literature Review | 17 2. Eastern Kentucky University (EKU): The Development of Informed, Critical, and Creative Thinkers Who Communicate Effectively (2007) One critical outcome of EKU’s QEP was the development of a “Studio for Academic Creativity” where students can receive writing support. 3. University of Mississippi: Write Here. Write Now. Enhancing Student Writing (2009) This QEP helped initiate the university’s Center for Writing and Rhetoric and improve and expand the university’s writing center. The University of Mississippi’s five learning outcomes are closely associated with outcomes supported by the Council of Writing Program Administrators. 4. Old Dominion University (ODU): Improving Disciplinary Writing (2012) ODU’s QEP focuses largely on developing a strong WAC/WID initiative, providing faculty members with support and assisting academic programs with developing action plans for their units to enhance student writing. In addition, ODU uses both NSSE and FSSE as part of their assessment. 5. Tennessee State University (TSU): WRITE: Write Reflect Integrate Transfer Excel (2011) TSU’s QEP used an earlier version (from 2000) of learning outcomes supported by the Council of Writing Program Administrators as a foundation for their learning outcomes. Their QEP also focused on developing their university writing center and providing faculty support with teaching writing. 6. University of North Carolina—Pembroke (UNCP): Write to the Top: Enhancing Student Writing through a Writing Intensive Program (2010) UNCP’s QEP focused on student success both in college and after graduation by developing their general and professional writing skills. To that end, the university developed designated “writing enhanced” classes beyond first-year composition, as well as a required “writing in the disciplines” course for each major. 7. McNeese State University: Write to Excellence (2006) McNeese State’s QEP focused on enhancing student writing skills by incorporating more writing into designated first- and second-year general education courses. These courses were identified as “writing-enriched” courses. The university also developed a writing center to support students. While each QEP is unique, they all strive to support student learning through the creation or enhancement of a university writing center (or similar support unit), most incorporate faculty support for teaching writing as an integral part of enhancing student learning, and ECU developed a writing mentors program to provide students with discipline- specific writing assistance outside of class. Also, ECU, Mississippi, ODU, TSU, and UNCP use research from and best practices supported by the Council of Writing Program Administrators as foundations for their projects. Finally, UNCP and McNeese State both identified and labeled specific undergraduate courses as “writing enhanced/enriched” in an effort to provide support to students enrolled in and faculty members teaching those courses.