Achieving and maintaining an excellent program also requires constructive curricular assessment. Curricular assessment is at its most constructive when conducted with an eye toward finding both strengths and weak points in a program, and then making adjustments based on those results. It should focus on curricula and programs, not on individual instructors; rather, instructor performance should be assessed through annual review.

Assessment should commence for the sake of better learning and to support successful teaching. It should be followed by course revision in response to results that includes instructors in the planning process. These adjustments should likewise be followed with further assessment of the changes. Assessment should be done in a way that does not interfere with the teaching of the class.

Eastern Kentucky University

Curricular Assessment, ENG095R and 101R (Integrated Developmental Reading and Writing). Fall 2016, ongoing.

Following a redesign of developmental Reading and Writing courses into integrated co-credit courses, design and implement an assessment rubric for use in gauging and tracking the effectiveness of the new curriculum.

Member, ENG102 Assessment for General Education Rubric Revision Work Group. Summer, 2015.

Participated in a day-long work group session to revise the rubric used to assess the First Year Writing curriculum.

Assessment Reader, ENG102. Summer, 2015.

Participated in assessing a random sampling of ENG102 research essays as part of the First Year Writing General Education assessment.

Miami University

Coordinator and Assessment Reader, BUS102: Business Writing Program Assessment. Howe Writing Initiative. Summer 2013.

  • Designed assessment rubric
  • Collected, de-identified, and distributed a random sampling of BUS102 student writing to assessment workgroup
  • Participated with the workgroup in assessment reading

Researcher and Principal Investigator, Class of 2012 Longitudinal Study, Howe Writing Initiative. Fall 2009–Summer 2012.

An IRB approved longitudinal study of Business students’ perceptions of writing in Miami’s School of Business, designed and conducted by members of the Howe Writing Initiative over a four-year period.

  • Served as principal investigator, Fall 2010–Spring 2011
  • Conducted and transcribed student interviews
  • Collaborated with other HWI members to organize, code, and analyze study data and compose a final report for the School of Business
  • Assembled final report document using InDesign

Principal Investigator, Writing in the Farmer School of Business. Spring 2010

An IRB approved study of Faculty in the FSB regarding writing assignments, expectations of student writing, and grading practices, consisting of an online survey and interviews with faculty members. Completed as a component of ENG735: Research Methods and to provide the HWI with information about the state of writing in the Business School.

West Virginia University

Assessment Reader, Department of Finance. West Virginia University. Summer 2007.

  • Conducted rubric scoring for Finance 305 essay exam
  • Provided a report on student writing and recommendations for future writing assignments and essay exams to the instructor

Assessment Reader, Department of Business and Economics. West Virginia University. Spring 2007.

  • Served as an outside reader of final essay exams for Economics 481 and Accounting 322
  • Conducted rubric scoring for Econ481 final essay exam
  • Provided a report on student writing and recommendations for structuring future writing assignments and essay exams to the participating instructors and the Dean of Business and Economics

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