Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

Committee Director

Kristi Costello

Committee Member

Kevin DePew

Committee Member

Louise Wetherbee-Phelps

Committee Member

Todd Reucker

Abstract

Starting in 2015, federal and state legislation eliminated writing placement exams and basic writing courses in several states creating gaps in First Year Writing support. This project examines one such program at a small, private HBCU that had to redesign its writing program to build in the removed writing support while also complying with accreditation requirements and attending to resource constraints. The project explores how WPAs navigate a complex web of rhetorical, legal, institutional, political, accreditation, and resources limitations while attempting programmatic reform.

The process of program development and the program itself are considered and assessed here using a design-based research framework which guided iterative course design, implementation, and assessment. A mixed-methods approach was used including quantitative data such as course grades, pass rates, and pre- and post-test scores as well as qualitative data such as student interviews and surveys. An autoethnographic and action research perspective is integrated here to demonstrate how the triple identities of pedagogue, administrator, and researcher inform and shape programmatic decisions in WPA work. The intervention most studied, a co-requisite writing lab showed moderate learning gains and variable improvements across semesters. Qualitative findings indicated students valued idealized support, flexibility, and felt increased confidence in academic writing. Institutional constraints, data access limitations and political pressures affected program consistency and scalability.

This project suggests that while co-requisites can partially mitigate lack of writing support, iterative program design is required in programs with limited resources. This project also demonstrates how WPA work requires navigation of overlapping pedagogical, administrative, and political pressures and how sustainable writing programs require adequate resources, stakeholder buy-in, and a clear alignment of institutional goals, accreditation requirements, and student needs.

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DOI

https://doi.org/10.25777/nefw-ba10

ISBN

9798197810274

ORCID

0009-0007-9809-3485

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Available for download on Monday, June 26, 2028

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