From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis. Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics. First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education. Contributors: Matthew Bridgewater, Cristine Busser, Beth Buyserie, Polina Chemishanova, Michael Day, Bruce Feinstein, Patricia Freitag Ericsson, Nathan Garrett, Joanne Baird Giordano, Tawanda Gipson, Sarah E. Harris, Mark Hartlaub, Holly Hassel, Jennifer Heinert, Ashley J. Holmes, Rita Malenczyk, Christopher P. Parker, Cassandra Phillips, Anna Plemons, Pegeen Reichert Powell, Marc Scott, Robin Snead, Sarah Elizabeth Snyder, Sara Webb-Sunderhaus, Susan Wolff Murphy
Retention is a vital issue for institutions, but as these students’ stories show, leaving college is often the result of complex and idiosyncratic individual situations that make institutional efforts difficult and ultimately ineffective.
Retention is a vital issue for institutions, but as these students’ stories show, leaving college is often the result of complex and idiosyncratic individual situations that make institutional efforts difficult and ultimately ineffective.
261—63; lifelong, 155, 279, 281; strategies focused on, 261; students' experience of, 260—61 learning communities, 27, ... 40 Nelson, I. M., 121 Newcomb, T. M., 11 No Child Left Behind Act, 168 Noel-Levitz, 96, 112 non-persistence.
... Journal of Teaching Writing, The Journal of Popular Culture, The Review of Education, Pedagogy, and Cultural Studies, and Writing & Pedagogy. She is also one of the editors of the collection, Critical Conversations about Plagiarism ...
Following a unique ‘roots to shoots’ journey through an inclusive learning design tree, chapters focus on five dimensions: Values Context Content Assessment Evaluation An accessible and practical guide for higher education course design ...
By making these resilient practices visible, Two-Year College Writing Studies amplifies the voices and validates the experiences of instructors engaging in this work.
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... Writing Program Retention Assessment: What We Need to Know.” In Retention, Persistence, and Writing Programs, edited by Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth Brunk- Chavez, 56–74. Logan, UT: Utah State University Press ...
... Retention Rates of Second Language Writers and Basic Writers: A Comparison within the Stretch Program Model.” Retention, Persistence, and Writing Programs, edited by Todd Ruecker et al., Utah State UP, 2017, pp. 185–203. . The Stretch ...
... online writing conference. Portsmouth, NH: Boynton/Cook Publishers Inc. Martinez, D., & Olsen, L. (2015). Online writing labs. In B. L. Hewitt & K. E. DePew (Eds.), Foundational practices of online writing instruction. Fort Collins, CO ...