Reclaiming accountability : improving writing programs through accreditation and large-scale assessments /

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Bibliographic Details
Imprint:Logan : Utah State University Press, [2016]
©20
©2016
Description:1 online resource
Language:English
Subject:
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12869892
Hidden Bibliographic Details
Other authors / contributors:Sharer, Wendy B., editor.
Morse, Tracy Ann, editor.
Eble, Michelle F., 1974- editor.
Banks, Will, editor.
ISBN:9781607324355
1607324350
1607324342
9781607324348
9781607324348
Notes:Includes bibliographical references and index.
Online resource; title from PDF title page (EBSCO, viewed April 26, 2016).
Summary:"Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives and reimagines accreditation as a way to leverage institutional or program change and addresses assessment requirements beyond those in writing programs"--
Other form:Print version: Sharer, Wendy. Reclaiming Accountability : Improving Writing Programs through Accreditation and Large-Scale Assessments. Logan : Utah State University Press, ©2016 9781607324348
Description
Summary:

Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.

Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.

In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.

Contributors : Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O'Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed

Physical Description:1 online resource
Bibliography:Includes bibliographical references and index.
ISBN:9781607324355
1607324350
1607324342
9781607324348