Although the actual answer to this question ultimately depends on legislative, state, and institutional policy, the greatest resource for understanding the process of composition reform or reconfiguration is to look to those institutions that have completed the process. The following synthesis summarizes important considerations pertaining to this process:
Re-Definition
- Most reform begins with the collaborative re-evaluation of the goal and purpose of composition within the academic institution. The process of a re-definition of composition characteristically includes the production of a new mission statement and department guidelines that often reflect contemporary goals founded on decades of insight.
Evaluation
- Often an English department will solicit an evaluation of the current program to obtain insight into needed changes. Evaluations of current programs often rely on an outside evaluator(s), available research, grade analyses, faculty, students, and graduated seniors for suggestions and support for future implementation.
Course Design
- This aspect of reform is the most encompassing because it must balance administrative, faculty, and student goals into a single academic offering. The eventual design of a course must meet the institutional standards and support student needs and retention. Faculty must come to a consensus on issues such as focus and implementation of pedagogy, required texts, and in some cases, teacher training.
Assessment
- Assessment should maintain a mix of both qualitative and quantitative data and can include, but is not limited to, outside evaluation, student/faculty surveys, student grades, post-tests, etc.
