We won funding for a dozen graduate top-off and dissertation completion fellowships dedicated to the writing program. We built partnerships with faculty development, the graduate school, community engagement, teaching with technology, and departments in many units beyond the college of arts and sciences. We converted writing support efforts from a small tutorial operation to an ambitious multiliteracies center. We have recommended consolidation of writing support across the university.
We required graduate student instructors to engage in continuing education, including peer assessment, and--for the first time--to design innovative courses whose outcomes fell within the CWPA framework.
We have initiated sweeping conversations about curricular reform--featuring an emphasis upon textual production, not just consumption--as part of a strategy to better serve Emory's undergraduate population. We targeted for change policies that forced some Emory undergraduates into composition classes featuring close reading of literature and literary theory, a choice that gratifies certain teachers but--in the view of most qualified observers--poorly serves many students, particularly multilingual students who are English learners. We expect the changing curriculum to benefit other department and college constituencies. For instance it may help to revive the English major and improve the placement of English PhD students.
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