I had the WAC team read two articles by Michael Carter. The first is an article describing the assessment process Carter oversees at North Carolina State University, “A Process for Establishing Outcomes-Based Assessment Plans for Writing and Speaking in the Disciplines,” Language and Learning Across the Disciplines 6 (2003): 4-29 [available online]. The second is a Richard Braddock award winning essay, “Ways of Knowing, Doing, and Writing in the Disciplines,” College Composition and Communication 58 (2007): 385-418.
How might Carter’s articles inform how we talk to instructors and faculty across the curriculum over all? How might they inform how 367 classes are assessed? How well would the model Carter outlines work at Ohio State?