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About the Writing Program

Welcome!

Megan O'Neill, Director
Leigh Ann Dunning, Assistant Director

Welcome to the Stetson University Writing Program, where the goal is to help students develop into the writers we want Stetson University's graduates to be: thoughtful in consideration of multiple viewpoints, aware of differences and similarities in outlook, grounded in solid research, and authentic in voice.

The Writing Program supports writing instruction and student learning across the University, specifically through the WE courses offered in the Department of English and the General Education writing-intensive First Year Seminars and Junior Seminars. By encouraging a writing-rich academic environment throughout the core curriculum, the Writing Program fosters the development of essential writing and thinking skills, including purpose, clarity, focus, disciplinary awareness, and an individual and engaging voice.

To support students in their efforts, the Stetson University Writing Center offers hours every week during the academic semesters (fall, spring and summer). This tutoring lab is one of the most popular on campus: tutors offer assistance and guidance during all phases of a writing project. Bring your lab reports, your case studies and your literature analyses! Tutors are available at the duPont-Ball Library; just visit the website to make an appointment.

Check out the 2017 edition of our newsletter.

History of the Program

Stetson University's Writing Program has undergone significant changes in response to student needs, institutional development and national "best practice" standards and expectations. In 1999, the Writing requirement was a two-course sequence of "required English." Since 1999, the Writing Program has

  • expanded to support efforts at writing across the curriculum in the College of Arts and Sciences, the School of Business Administration and the School of Music
  • instituted a wide-ranging and far-seeing assessment initiative with impressive early results
  • helped raise awareness within the campus community of the critical place of written communication in the teaching and learning process

As a result of innovative assessment methods and impressive, confirmed results in our writing-intensive courses, in Fall 2016 Stetson University will implement a new writing requirement: a combination of four writing-enhanced courses, taken across General Education and disciplinary or elective areas. Each of these courses incorporates a rich variety of writing and learning experiences to help students continually develop their skills at written communication. A full description of our innovative general education, writing enhanced curriculum is available on the general education requirements page.

The Writing Program also includes the Writing Center at Stetson, an influential, personalized space where students can seek guidance and assistance from trained peer tutors drawn from all of our disciplines. In one-on-one sessions, students and tutors work together to build stronger skills at interpreting an assignment, crafting and revising the work and responding to professor expectations while developing as independent, self-guided thinkers and writers.

Success of the Program

Each student, parent, and teacher wants to be sure our writing and writing intensive courses benefit our community of learners. We know that the more mindful we are about incorporating writing experiences, the better our students learn their material and polish their critical thinking and writing abilities.

Measuring Success

To know whether or not the Writing Program is successful, we measure various elements of our curriculum to find out how well our students are learning. See what we learned from the Fall 2009 General Education Writing Assessment. Stetson University, though the work of the General Education Assessment Committee, won the 2011 Exemplary Program Award from the the Association for General and Liberal Studies (A.G.L.S.). The award was given for outstanding work of the General Education Assessment Committee on establishing outcomes and testing them in the first wide-scale writing assessment (fall 2009). The A.G.L.S. serves colleges and universities by fostering strong general education programs. The details of this award, including criteria and application rubric, are available online.

The results of the 2013-2014 General Education assessment confirmed the findings we saw in the 2009 assessment: 80% of the sampled students in our writing-intensive FSEM and JSEM courses met the outcome goals. We capitalized on this demonstrated, confirmed success by implementing a writing requirement that exposes all our students to four of the most writing-intensive, learning-rich courses on campus: the learning in FSEMs, JSEMs, and other WE courses.

Curriculum and Change

In December 2016, the Deland campus voted (77-19 in favor!) to change the writing requirement to a sequenced, multilayered expectation that allows students to learn about writing in general education courses as well as in disciplinary and elective courses. Because we know from decades of research in the field that humans learn how to write incrementally, by exposure to new expectations and by coaching and feedback on how to meet new challenges, we have programmed a plan to provide students with a series of challenges and the tools to adapt their skills to each new experience.

At the same time, the Writing Program is working with the Information Literacy library faculty to ensure that students taking writing-enhanced courses get plenty of opportunities to work with "information"--when it's needed, how to ensure it's accurate, how to incorporate it, when to ask for help, where to find it, and how to document it. We want each writing enhanced course, including FSEM and JSEM, to help students to understand some element of information literacy. That's the way we graduate students who have excellent writing and critical thinking skills, and those skills are what employers need more than anything else.