| In this dissertation I trace the histories of writing center accreditation and writing center certification, consider the practicality of the two processes, and investigate how the two processes might affect a writing center's strategic planning process. The purpose of this dissertation is to further the development of writing center assessment by providing histories, analyses, and models of certification, accreditation, and strategic planning as they apply to writing centers. It is intended to benefit writing center directors who may be considering certification, a self-study, or strategic planning. This qualitative study evaluates certification and accreditation processes for writing centers to determine how these processes (as they are or with adaptations) contribute to the assessment practices utilized by the writing center community. Findings of this research stem from a historical review of three different agencies providing certification that the writing center community can use, an analysis of current writing center practices compared to the College Reading and Learning Association's (CRLA) certification process, and a review of the CRLA certification process and how it contributes to strategic planning for writing centers.;Additional findings of this research result from a historical review of the National Writing Center Association's accreditation model that was proposed and consequently voted down in 1990, a review of self-studies in current practice compared to the self-study proposed through the early NWCA accreditation process, and a consideration of how the NWCA self-study contributes to strategic planning for writing centers. This dissertation reviews the 1997 National Writing Center's self-study process, a self-study published by the Learning Support Centers in Higher Education Network (2015), a self-study published by the Writing Center at Eastern Illinois University (Taylor, 2013), a published self-study from Grand Valley State University's Writing Center (Schendel, 2012), and a self-study published by Western Carolina University (Hampton, 2012).;This research indicates that the CRLA certification process is too narrowly focused on developmental studies for the majority of the writing center community that generally struggles to shake off a remedial service label and actually serves mostly college level writers. However, CRLA certification can be useful to some writing centers. I have included a decision tree in the final chapter to assist those who are interested in determining whether or not CRLA certification is feasible given a writing center's specific situation. Other results of this research indicate that the certification process primarily focuses on tutor training and evaluation processes and does little to further overall strategic planning of writing centers. In fact, the CRLA certification process actually requires significant time, people, and money, and for some writing centers, the cost is too significant. In addition, this research indicates that the proposed NWCA accreditation and self-study model aligns with most writing center practices and significantly contributes to strategic planning. However, the accreditation and self-study process needs to be updated and requires an extensive investment of resources -- mostly time and people. Tables, figures, and appendices are included to support the findings of this research. |
