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If you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years feel free to explain. (n=75)

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  • (1) The dept. may revise English 1A to include critical reading. (2) The state may adopt a common assessment. (3) We hope to continue hiring additional full-time faculty.
  • adding more support for online students
  • Adjunct instructors may be added.
  • After I retire, without a vocal advocate, the Writing Center may not survive.
  • All schools in the [the state] Board of Regents system (of which we are a part) will be integrating learning support writing into English Composition I. A co-requisite model is being used for this integration.
  • All tutoring, including the writing program, are funded by a 5-year grant which expires October 1, 2015. The college will reapply for the grant so the specifics of that are not yet determined. If the grant isn't renewed, the college will need to decide how all tutoring, including writing, will move forward.
  • As online writing classes and developmental learning communities are established, I imagine shifts in the writing program will occur: some things will be expanded and others eliminated.
  • As we have only just implemented our Writing Communication Center this year, and it has already undergone a few adminsitrative structural changes, I anticipate more changes in the next five years as we develop the program.
  • Because the writing center on our campus is new and not yet part of official budgeting, many decisions about its future remain undecided.
  • creation of writing center run by the English Program
  • Current administration is moving toward computer-based modularized learning for developmental education as cost-saving measure that is easy to quantify, reducing cost for personnel
  • Developmental courses are "under attack" and will undoubtedly evolve or change to focus more on comp/transfer than life skills. Already many courses of reading/writing have been combined. Next? Modules instead of classrooms for developmental writing.
  • Developmental writing is in chaos. We don't know how it will all shake out, but the goal is to shrink the pipeline and increase success.
  • Due to budget cuts, we will no longer be able to hire consultants or student workers for our Writing Center. English faculty also work in the Writing Center, but for the next two years we will be relying on faculty alone to administer the Center and provide consultations.
  • During the summer of 2014, we are exploring the possibility of a restructure. This restructure is initially focused on staffing and our ability to claim apportionment. Primarily, the Writing Center staff coordinator position may morph into a Academic Resources faculty coordinator/director.
  • Funding and management is likely to have far-reaching and unpredictable effects on nearly every aspect of student support services (academic, counseling, etc.)
  • Funding continues to be the greatest challenge to providing services.
  • Hopefully relocating and expanding our Writing Center as demand increasing.
  • I am the first associate dean at the college with a PhD in rhetoric and composition and a significant background as a WPA, and we are embarking on significant change in a number of areas.
  • I am very hopeful that we can develop a writing center in the future.
  • I anticipate a move to consolidate developmental writing that occurs in Skills Development with the developmental writing that occurs in the English department.
  • I anticipate taking a closer look at our Writing Across the Curriculum courses. I'm unsure of what the outcome will be.
  • I anticipate the course objectives and description changing for a few more writing courses: freshman composition II and American Literature. I see a writing across the curriculum change at our institution.
  • I believe that the writing center specialist's position will expand from a 10 month to a 12 month position, with some faculty respsonsibilities.
  • I hope to see our writing center expand significantly.
  • I see a WI-type requirement being implemented within the next 5 years. I also forsee the developmental writing and reading course being phased out, if the state gets its way.
  • I see expansion of assessment initiatives
  • Ideally, the Success Center will become its own department and at least two tenure positions will be added.
  • If [the college] becomes a community college, there will be changes to the number of writing classes students are required to take.
  • In the midst of budget cuts, we are in a constant state of battle trying to make the case for a WPA for the college. We made progress last year, but then had a major setback when the position was eliminated this year. It is difficult to know how this will turn out from year to year.
  • In the process of reexamining the assesment process for all departments on campus
  • In [the state], faster better cheaper is the hallmark of community college funding; rigor in writing therefore dwindles; humanities courses are not as important as courses which insure employment
  • In [the state], we are required to comply with [a state law], which has radically changed the landscape of freshmen composition.
  • Last year was [our institution's] first year with a WPA. As I begin to oversee the program in the coming year, I anticipate changes, but I'm unsure of what, exactly, they will be at this time.
  • Low enrollment is affecting staffing
  • more and more adjunct faculty
  • more full-time positions
  • My budget was significantly cut for this coming year (14-15). Unfortunately, writing center staffing will be impacted.
  • New positions: executive director of developmental education, dedicated full-time dev ed writing positions
  • Our English 100 course—transitional between ESLA (academic), developmental writing, and FYC—has been eliminated as of Fall 2015 due to state mandate; the consequences are far reaching: We are redesigning FYC to meet the needs of more students who presumably are less "college ready," we are redesigning our placement process to include multiple measures and DSP, we are expanding our Accelerated Learning Program courses (FYC + developmental writing), we are helping to redesign developmental writing courses (integrated reading and writing), helping to redesign ESLA capstone course, and providing alternate routes to college-level courses (such as removing all pre-requisites for 100-level literature courses). All of this will require an integrated assessment process coordinated across different departments and our IR people.
  • Plans are to hire a half-time Writing Program Coordinator, half-time Writing Instructor.
  • Possible elimination of a lab hour on three-hour composition class which will cause alteration of curriculum for all first semester courses; increase in assessment; review of WAC; more hours provided to administration to oversee WC instead of faculty; consolodate WC with tutoring center
  • Rather than teach a fifth class, many full-time faculty will put in 8 hrs. of work in the writing centers displacing MANY tutors who have been here a long time. There will be many disgruntled tutors.
  • Requirements of assessment added for the upcoming HLC (Higher Learning Commission) visit; replacement of retired full-time instructors with adjuncts
  • revisions to our basic writing program, merging with the literacy program
  • The 5-year PD program has goals that will broadly impact the way writing is taught in composition courses, supported, and used for as a writing to learn strategy in content courses.
  • The college is currently considering an administrative proposal to restructure organization of basic math and basic English into a new unit in Learning Resources, taking those programs from the discipines within which they currently reside. The outcome of this proposal is not yet determined. Additionally, the state proposes to adopt a statewide uniform assessment procedure.
  • The State has made it possible for certain Associate Degree programs to eliminate writing requirements in favor or an oral comm. requirement. It is unclear whether the college will entertain this idea.
  • The WC is likely to expand. The position of WCD could become FT.
  • the writing center will likely be moved to a home in English; professional writing tutors will likely be hired; a FT writing center coordinator will likely be hired
  • the Writing Center will move to be relocated to the training area and Professional Tutor obtained for hire
  • the Writing Lab specifically will expand beyond its current face-to-face offerings, gradually making online tutoring available for all students
  • There is a movement to increase SI instruction on campus, so that may possibility affect some funding of the Writing Center itself.
  • there is a need for more writing across the curriculum to improve student performance in all programs; need to apply different ways to assess writing and some programs may be adding writing components to courses and programs.
  • two year colleges in our state are becoming more responsible for remediation and basic academic writing courses; research universities in the state are challenging traditional first-year writing requirements in the state
  • We are always looking for ways to improve our program. Our completion/success rates are lower than we would like, and we can use data to help makes changes that meet the needs of our students.
  • we are currently creating a state wide writing assessment rubric
  • We are hoping to change the focus in our developmental writing and reading center to service all writers across the curriculum, but this may depend on budget constraints.
  • We are in the process of getting a Liberal Arts Associates Degree Specialization in English approved. If approved this specialization will include a track in Rhetoric and Writing. The department leadership recognizes the evolving needs of their positions and anticipates the need to revise the roles, but decisions have not been made. Additionally, the college is re-examining compensation of these roles, which might shape the future of the positions as well.
  • We are moving from a structure of Chair, Asst. Chair, and Writing Center Coordinator to Chair, Writing Program Admin, English/Humanities Asst. Chair, and Writing Center Coordinator
  • We are one college in a ten college district, so we can't have any formal curriculal changes. We can, however, change the ways that the course competencies are expressed on our campus. We plan to emphasize the reading/writing connection more at the developmental level and continue to shrink the skills gap between ENG 091, our highest developmental course, and ENG 101, our first college level writing course. We plan to address these structural issues with a regular cycle of assessment on 3 levels: student writing sampls, faculty surveys to check for alignment of pedagogy and assignments, and student surveys to check for disicpline specifc data on student experneinces and student engagement
  • We are the smallest community college in [the state]. If we get any money, we may be able to become like more functional CCs in this state.
  • We expect there will be more accelerated options for basic writing.
  • We have a new Board of Regents at the state level. I think in the next five years, they will begin to look more closely at writing programs.
  • We have proposed making writing tutoring (the Writing Center) part of the English Department rather than the Academic Success Center
  • We hope to add a full-time position in Rhet/Comp in the next few years to help oversee our Writing program.
  • We hope to add a writing portfolio for all students to assess their achievement of the college's learning outcomes.
  • We may be adding a Writing Studio program to work with specific student populations.
  • We plan to pilot UpSwing, an online tutorial service with an audio/video component, to see if synchronous online writing tutoring is superior to asynchronous online writing tutoring.
  • We will be adding Writing Intensive courses
  • We will soon need to link assessment directly to course and general education outcomes. We will do more PD with area secondary teachers.
  • We would like to create an independent writing center.
  • Writing Center may be incorporated into a skills center
  • [The institution] will be embedding developmental writing (Learning Support) with college-level writing as a co-enrolled course.
  • [The state] is redoing general education curriculum, and when we become independently accredited, we may rethink our assessment. The college may be moving to some sort of e-portfolio assessment.

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