Write Now: Equipping Christian Leaders to Communicate to Tomorrow
WRITING IS GOOD FOR YOUR BRAIN
Writing is good for our brains – it helps us concentrate better, think outside the box, perhaps even makes us smarter.
The ability to write well is not reserved only for authors, journalists, bloggers, and screenwriters. Strong writing skills are crucial for countless careers and callings. They’re also important for everyday communication – an email to a friend or a text message to a family member. Perhaps most critical – writing can help us become stronger leaders and more capable world changers.
As part of our reaccreditation process, Regent is pleased to introduce Write Now to students, faculty and staff. It’s part of our Quality Enhancement Plan. You will learn more about Write Now resources and opportunities in the weeks and months ahead. Refer to this site for the latest updates.
Students – Enter to Win a $50 Amazon Gift Card.
See details below.
The Southern Association for Colleges Schools Commission on Colleges (SACSCOC) is the regional accrediting body for southern, U.S. institutions that award associate, baccalaureate, master’s, and doctoral degrees. Every 10 years, Regent University’s accreditation must be reaffirmed by SACSCOC. One element of this process is the Quality Enhancement Plan (QEP), which emphasizes improving the quality of student learning.
Accreditation helps determine if an institution meets or exceeds minimum standards of quality. This, in turn, helps students determine acceptable institutions for enrollment. And employers often require evidence that applicants have received a degree from an accredited school or program.
The QEP helps the institution engage in the continuous assessment and improvement of student learning. Numerous areas of the university collaborate to bring out the best in its students and provide meaningful opportunities to grow.
Regent’s area of focus is on improving foundational writing skills. Write Now is the name of our QEP initiative. Its intent is to empower each of our students with stronger foundational writing skills – from grammar, mechanics and formatting to organization, voice, and thesis development.
By the end of their first year in the program, students will be able to:
- Articulate a clear thesis or organizing principle.
- Demonstrate critical thinking skills through a logical presentation of adequate supporting information.
- Use formatting that follows a correct style and successfully avoids plagiarism.
- Use an effective voice and style that is appropriate for the audience, topic, and purpose.
- Demonstrate mechanics mostly free of errors in the conventions of the English language.
The key players in supporting and assessing Write Now progress include: each school and faculty member, under the direction of the dean; University Writing Lab; Information Technology (IT) Department; University Libraries; and an Academic Affairs’ Writing Committee.
Learn more about Roles & Responsibilities
- Each school or program will, under the direction of the dean:
- Develop and circulate rubrics and best practices for good writing within its discipline appropriate to degree level
- Ensure that these pieces are effectively communicated to both faculty and students
- Engage in a norming process to ensure faculty consistency in the approach to writing and its grading
- Encourage faculty to provide incentives for students to use resources of the University Writing Lab (UWL) and University Libraries
- Train faculty to use Advise alerts in writing-intensive courses
- CAS and the UWL will facilitate the training of all Regent faculty on best practices for writing teaching by:
- Offering targeted professional development options that all faculty must complete
- Providing additional and regularly updated online resources (videos, writing tips, etc.) on best practices for writing and writing instruction
- Disseminating information about UWL and University Library resources
- The UWL will provide enhanced resources and services to students and faculty by:
- Increasing the availability of tutoring appointments
- Coordinating with Media Services to provide more video resources available to students
- Designating a UWL representative to serve as a liaison with faculty to further communication and collaboration
- Taking specific steps to increase awareness of UWL resources
- Deans will decide if their school will make tutoring services optional, encouraged, or incentivized.
- IT will:
- Provide Grammarly for use by the whole Regent community
- Make an annual determination of the best available writing assistance technology
- The University Libraries will:
- Develop resources directing faculty and staff to materials relevant to good writing and writing instruction
- Increase program awareness through marketing and publicity of library resources and events
- Integrate current programs such as Jump Start and Write In into the QEP
- Deans will decide if their school will make these programs optional, encouraged, or incentivized
- Academic Affairs will create a university writing-focused committee to:
- Implement the above plan.
- Based on implementation and assessment of these strategies, recommend other program modifications
Review UNIV 100, 101, 102, and 500, and associated faculty professional development offerings to ensure quality and alignment of writing expectations and training with University-wide best practices
The QEP began in 2016 when the QEP Committee met to select a QEP topic. In Summer 2018 the committee passed the “baton” to the QEP Implementation Committee (QEPIC). SACSCOC will conduct a site visit to Regent on February 26 -28, 2019 as part of the university’s assessment.
Explore QEP Implementation Schedule – Same question on displaying
QEP Implementation Schedule
The QEP Implementation Schedule records when the action items will be implemented from Year 0 (2018–2019) to Year 1 (2019–2020) of the QEP.
|Dean(s) of Each School|
|Action Item 1 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Communicate rubric requirements to faculty and students|
|Faculty offer student incentives|
|Faculty training in Advise Alerts|
|College of Arts & Sciences|
|Action Item 2 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Disseminates information about UWL and CAS teaching and learning resources|
|Develops faculty professional development options|
|Offers faculty professional development options|
|Adds and updates online writing resources|
|University Writing Lab|
|Action Item 3 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Selects UWL representative to liaise with faculty|
|Increase awareness of UWL resources|
|Provides adequate number of tutoring appointments|
|Coordinates with Media Services to provide more video resources|
|Information Technology and CAS|
|Action Item 4 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Provide Grammarly for entire Regent community||YEAR TBD|
|Select best available writing assistance technology|
|Action Item 5 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Increase QEP awareness|
|Integrate current programs (i.e., Jump Start and Write In)|
|Develop resources that direct faculty/staff to writing materials|
|Action Item 6 Tasks||Y0 (2018–2019)||Y1 (2019–2020)||Ongoing|
|Implement Action Items 1–5|
|Recommend modifications to QEP Plan|
|Review UNIV 100, 101, 102, 500 and faculty development offerings|
QEP Summary topics include:
How does the QEP impact faculty?
How does the QEP impact students?
Other areas involved in the QEP
How does the QEP impact CAS and the graduate schools?
Assessment Task Chart, and more.
Student Contest – Enter to Win!
$50 Amazon Gift Cards
Deadline to Enter: February 9, 2019
Regent’s QEP – Write Now student contest is now over.