While I was examining the overall matrix of English department course (see Service below), I wanted to examine the composition course sequence as well. While many faculty across the department have labored for years to establish a cohesive sequencing of courses, the vast scale of our department and different philosophies behind composition pedagogies proved challenging. I thought that I might examine the course sequence through my own pedagogies and examine how I might create cohesion through them.
I started by examining the English composition course offering descriptions at all USHE institutions and conducting brief content analysis of their objectives and focus areas. I then turned to my own and the most recent official course descriptions and syllabi for English 1010 and 2010 to interpret how they might be aligned with the USHE descriptions. I then revised my own English 1010 and 2010 courses into a “Connected Composition Sequence” that envisioned the courses as two parts of a whole student experience (while at the same time providing the necessary literacy learning experiences for AAS/CTE students who only need to take 1010). I submitted that curriculum to my Associate Dean for approval, and piloted the connected sequence with three cohorts of students who registered for my English 1010 in the fall semester and then were offered first placement into the English 2010 courses offered in the spring semester.
This connected sequence has been very successful, with high retention and pass rates, and high student evaluations. An average of 75% of students enrolled in my English 1010 courses go on to enroll in my English 2010 courses the next semester and of those students, all complete the English 2010 course successfully.