• Economic Development/Workforce Demand
  

  Within the Department, the Composition Program is currently developing innovative curricula and implementing university-wide writing reform. For the past several semesters, the Composition Program has experienced a rising demand to add ENC 1101 and 1102 sections both fall and spring semesters. We added one additional 1101 section the first week of spring 2013, and within 12 hours, 25 students registered for the class. We are understaffed and struggle each semester to meet the demands of increasing student enrollment. We are taking measures to ameliorate the situation by increasing the number of qualified graduate Teaching Assistants who can handle introductory writing courses. We have a robust teacher-training program in place for graduate students, and we have graduate students at each stage of the process. Full-Time Instructors mentor teaching assistants, and additional Instructor lines would enable the Department to offer more course sections each semester as well as offer more consistent training for our increasing number of graduate assistants in the Writing Lab and graduate Teaching Assistants. Instructorships would enable graduate students to receive education, framed in experience, that makes them more workforce ready.
  The Writing Lab currently functions as an assessment and retention center, providing writing, grammar instruction, and workforce readiness for both undergraduate and graduate students. The undergraduate and graduate students who work in the Writing Lab as student employees, interns, directed-study students, and volunteers consist of managers, tutors, paper-readers, who obtain managerial and tutoring experience. In each of these positions, students receive invaluable workplace skills.

• Science, Technology, Engineering, and Mathematics (STEM)
  

  We are currently in the beginning stages of designing and implementing two curricular innovations that impact STEM and other disciplines across campus. We are piloting a section of ENC 1102 thematically cast as Writing Across the Curriculum, and we are researching and collecting data to pilot a 3000-level Writing for STEM class, which we will offer Fall 2013. To meet demand anticipated by participating chairs of three STEM departments, Environmental Studies, Chemistry, and Computer Science and Engineering and to enhance this program further, we aim to target at least one new hire with a STEM writing background or industry experience for each of these areas.

• Accreditation Requirements
  

  The request we have for an additional hire directly links to our Department's Assessment Outcomes and anticipation for future Accreditation requirements. Currently, almost 85% of Composition faculty consist of adjunct faculty members. The addition of Full-Time Instructor lines will help us decrease the number of contingent faculty and increase the number of full-time faculty in the Composition Program. We are in need of full-time Composition faculty who can teach, develop, and engage in assessment of our newer curricular innovations. The Writing Lab is an assessment and research center for the university, providing services and writing data. Such data include documenting student use by College: paper-reading, tutoring, The Online Writing Lab, Elluminate, Thesis/Dissertation Readings, Grammar Hotline, Independent Studies, Directed Studies, Volunteers, and Capstone Interns.

• Niche programs with growth potential
  

  The Composition Program's university-wide writing reform efforts have resulted in a rapid expansion of the Program with outreach to a number of different university stakeholders. We are currently working at the pilot stages on several new inter-related programs that include teacher-training, curricular revision, and assessment.
  1. Teacher-Training
  The Composition Program and the Writing Lab collaborate in training graduate students to teach composition classes. In our Department's TA-Training Program, graduate students begin their training in the Writing Lab as consultants. After Lab experience, they are able to obtain classroom experience by joining a more advanced teacher's classroom as a TA. Full-Time Instructors are critical to our design of a sustainable teacher-training program. We currently have five new TAs this Spring 2013, and we placed four of the TAs in adjunct faculty classes. After this semester of classroom training, TAs are able to become the instructor of record for ENC 1101 and 1102 classes. After this academic year, the Department will attain six additional sections of ENC 1101 to offer Fall 2013. Additional Full-Time Instructors would actually offer an exponential growth of teachers for the Composition Program. Full-Time Instructor positions would enable us to expand our teacher-training program, mentoring more graduate students each semester by the most qualified teachers.
  2. Writing Across the Curriculum
  In addition to our teacher-training program, we also have efforts in place to revise and implement a Writing-Across-the Curriculum approach to the writing instruction. We believe a vertical writing model, in which students receive writing intensive instruction throughout their undergraduate education, helps student writers transfer knowledge as they move into their respective majors. We adopted this model from one of UWF's sister-aspiration schools, Appalachian State University. As a very early initiative, we are currently involved in a cross-disciplinary collaboration with STEM departments to design a 3000-level Writing for STEM class. As a result of these conversations, the Composition Committee is considering curricular revisions for ENC 1102, which may cast the class as an Introduction to Writing Across the Curriculum.
  3. Retention and Writing Studio
  The Writing Studio initiative emerged from the Department's Assessment Committee as a necessary curricular action in response to startling retention data that positively correlates student success to student grades in first-year Composition classes. This Spring 2013 we all ready have two pilot sections in place. One class is open enrollment, and the second section is strictly reserved for TRIO students. We are in need of more administrative assistance as we collect and analyze data and move forward with a Longitudinal study regarding Writing Studio and retention efforts.
  4. Writing Lab
  The Writing Lab currently has 3 Satellite centers across campus: College of Professional Studies and College of Business. The School of Education now requires the Lab's Diagnostic test for students preparing for field experience. A score of 90% or higher is required, and many of these students will require additional assistance and are already currently using the Writing Lab for help. And, Mamie Hixon has been contacted by the School of Communication Arts with a request for offering a similar program for Comm majors. Hixon is currently teaching a pilot 990 section, LIN 3990, Practical Grammar for Pre-Professionals. This course is open to all university majors, and assignments are tailored to writing skills that transfer to workplace readiness. The class currently has Engineering, Communication Arts, Literature, Writing, and Business majors. In this class, students will take pre- and post- Diagnostic test. This class has the growth potential to become a frequently offered lecture class. The Writing Lab is also using Diagnostic testing as an assessment measure, using Diagnostic testing as a pre-test indicator to determine students' needs for specific help in the Writing Lab. We are moving toward a pre- and post-test Diagnostic assessment for students enrolled in first-year Composition classes and Pre-Professional Grammar courses. The Department of English and World Languages also has plans to implement Diagnostic testing for majors. Solicited by the Graduate School and by chairs of departments with graduate Programs, the Writing Lab has also recently instituted Thesis and Dissertation support. Thesis writers are assigned a Writing Lab Thesis Coach who works with the student on content, formatting, and disciplinary conventions. Although in its second semester of implementation, the Thesis Coach Program is expected to help with graduate student retention, program completion, and workplace readiness. This academic year, The Writing Lab added an additional Satellite Writing Lab in the College of Business at the request of that College. In just a short semester, we already have an increased demand for more hours, from 9 hours of paper reading in Fall 2012 to 17 hours of paper reading in Spring 2013. The Dean of the School of Business requested these additional hours for paper reading because of the number of students whose paper-reading requests could not be accommodated.

With the state-wide General Education cuts, more supplemental instruction for writing and reading may become essential. Students may be able to take fewer hours of required writing courses, but many students will recognize and seek additional writing assistance. The Writing Studio curriculum has the potential to expand and meet requirements for supplemental writing instruction, making one-on-one contact with students who need additional help with academic writing.

At this time, our requests target immediate General Education needs, crucial retention efforts, and essential training for graduate students to enter the workforce with a higher expectation of employment satisfaction and success.

Composition Instructors
-4/4 teaching load across fall and spring semesters, teaching a range of ENC 1101, 1102, Writing Studio, and the new Writing for STEM class.
-Mentoring graduate TAs through our teacher-mentoring program
-active participation on the Composition Committee
-Co-coordinate TA training program
-Co-coordinate Writing Studio curriculum
-Assist with programmatic assessment and curricular reform

Currently, ENC 1101 & 1102, General Studies requirements, are predominantly taught by contingent faculty members. Many adjunct faculty are teaching the maximum of 4 courses per semester. The Composition Program Director and an advanced adjunct faculty member are teaching and administering the Writing Studio pilots.

* Does not include non-degree specializations (indicated with a † above)

# of FTE Faculty by Tenure Status
	Fall 2008	Fall 2009	Fall 2010	Fall 2011	Fall 2012
Tenure & Tenure Earning	8.0	8.0	8.0	8.0	10.0
Non-Tenure Earning	7.0	7.0	8.0	8.0	7.0

‡ Data not yet available for this term

# (%) of low enrollment courses (undergrad: <20, grad: <15)
	10/11	11/12	12/13
Undergraduate	33 ( 16.2%)	40 ( 18.5%)	44 ( 19.4%)
Graduate	7 ( 77.8%)	9 ( 90.0%)	8 ( 88.9%)

Average Class Size
	Fall 2010					Fall 2011					Fall 2012
	Reg	Adj	TA	ESC	All	Reg	Adj	TA	ESC	All	Reg	Adj	TA	ESC	All
Lower	22.6	28.4	24.8	0.0	26.2	22.5	27.4	25.3	0.0	25.9	23.9	25.9	24.6	0.0	25.3
Upper	20.4	14.0	0.0	24.5	20.4	21.6	18.0	0.0	0.0	21.3	19.9	20.0	0.0	0.0	19.9
Graduate	11.8	0.0	0.0	0.0	11.8	9.4	0.0	0.0	0.0	9.4	9.5	3.0	0.0	0.0	8.2

Percent of student credit hours taught by instructor type
	10/11				11/12				12/13
	Reg	Adj	TA	ESC	Reg	Adj	TA	ESC	Reg	Adj	TA	ESC
Lower	20.1%	50.8%	29.1%	0.0%	16.0%	59.1%	24.9%	0.0%	16.7%	65.3%	17.9%	0.0%
Upper	90.7%	5.2%	0.0%	4.1%	94.8%	5.2%	0.0%	0.0%	96.3%	3.7%	0.0%	0.0%
Graduate	100.0%	0.0%	0.0%	0.0%	100.0%	0.0%	0.0%	0.0%	96.4%	3.6%	0.0%	0.0%
Total	38.2%	39.1%	21.7%	0.9%	34.4%	46.5%	19.1%	0.0%	33.3%	52.5%	14.2%	0.0%