Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

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Virginia Crank
Sara Heaser
Darci L. Thoune

Abstract

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.


 

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How to Cite
Crank, V., Heaser, S., & Thoune, D. (2019). Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change. Journal of the Scholarship of Teaching and Learning, 19(1). https://doi.org/10.14434/josotl.v19i1.26780
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