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Reclaiming Accountability

  • Improving Writing Programs through Accreditation and Large-Scale Assessments
  • edited by Wendy Sharer, Tracy Ann Morse, Michelle F. Eble, and William P. Banks
Details
Imprint: Utah State University Press
University Press of Colorado - Reclaiming Accountability
  • Paperback Price: $30.95
  • Ebook Price: $24.95

Winner of the 2018 CWPA Best Book Award

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, and David M. Weed

 

  • Michelle F. Eble

    Michelle F. Eble is part of the writing faculty at East Carolina University. When their program faced reaccreditation in 2013, they chose to address the process as an opportunity to garner institutional support for revisions to their composition and writing across the curriculum programs.

    Tracy Ann Morse

    Tracy Ann Morse is part of the writing faculty at East Carolina University. When their program faced reaccreditation in 2013, they chose to address the process as an opportunity to garner institutional support for revisions to their composition and writing across the curriculum programs.

    Wendy Sharer

    Wendy Sharer is part of the writing faculty at East Carolina University. When their program faced reaccreditation in 2013, they chose to address the process as an opportunity to garner institutional support for revisions to their composition and writing across the curriculum programs.

    William P. Banks

    William P. Banks is director of the University Writing Program and the Tar River Writing Project and professor of rhetoric and writing at East Carolina University, where he teaches courses in writing, research, pedagogy, and young adult literature. He is coeditor of Re/Orienting Writing Studies and Reclaiming Accountability.
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  • Paperback ISBN: 978-1-60732-434-8
  • EISBN: 978-1-60732-435-5
  • Publication Month: April
  • Publication Year: 2016
  • Pages: 344
  • Discount Type: Short
  • ECommerce Code: 978-1-60732-434-8
  • Member Institution Access : Mountain Scholar
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University Press of Colorado University of Alaska Press Utah State University Press University of Wyoming Press