ERIC Number: ED345259
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
Assessment as a Team Effort: The Pearce Center Assessment Research Team.
Lovitt, Carl R.
Clemson University is addressing the related issues of: (1) how to integrate writing in courses throughout the curriculum; and (2) how to assess students' writing ability as well as the impact of assessment programs on that ability. Since 1990, the responsibility for addressing these two goals has been assumed by the Pearce Center for Professional Communication, whose broad mission is to develop programs to improve the communication skills of Clemson University's undergraduate students. Considerable evidence suggests that the Pearce Center and its Communication-across-the-Curriculum program have had an appreciable impact on the academic culture at the university. To document the effects of the program, the Pearce Center instituted an "assessment research team," in which four faculty members collaborated with faculty in other disciplines to develop communication-intensive projects and devise and implement measures to assess the effect of the resulting initiatives. The most significant challenge facing the research team was that what they set out to evaluate was by no means easy to measure. Since the team has met for only a short period of time, they cannot present definitive results nor attempt to defend a particular approach to program assessment. However, outlines of projects undertaken and reports on preliminary findings may prove useful as models for other institutions. (A brief description of 10 projects of the assessment research team, a summary of survey responses from faculty members who have attended communication-across-the-curriculum workshops, and a summary of interviews with 13 faculty members in the department of finance are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Clemson University SC; Communication across the Curriculum; Pearce Center for Professional Communication SC
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).