College Program Re-design Using Iterative Research Process

Background

The University of Arizona Writing Program serves over 6000 students a semester, and in 2017 I was assigned to lead a team of researchers and teachers to re-design the program’s instructional approaches and materials for one of the core courses that support student writing development. This iterative design process addressed misalignment of old approaches and materials with emerging trends and user needs.

Research Methods

• Comparative analysis of past iterations of the course and course materials

• Comparative analysis of possible support materials already in existence in the academic publishing market

• Synthesis of user needs, program goals, and national trends in writing instruction

• User testing of new approaches and materials

• Survey of users to assess effectiveness of pilot materials/approaches and guide revisions

Challenges

• Changing leadership of program during process

• Massive size of program

• Buy-in from users because old approaches had been in place for several years

Impact

• Course materials were first piloted by 10 instructors and after revisions were piloted again by over 40 instructors before being implemented across entire program

• The program revision supported The University of Arizona Writing Program in winning the 2017-2018 Writing Program Certificate of Excellence, the highest national honor granted to academic programs that support student writing development