Quality Enhancement Plan
Georgia Southern University


Who are Writing Enrichment Faculty (WEF)?

  • Writing Enrichment Faculty are a group of self-identified faculty members with a strong commitment to the integration and enhancement of writing in the classroom as a method for furthering student learning and preparing students for the demands of the workplace and/or graduate school.  See the above link for additional information regarding Writing Enrichment Faculty (WEF).

Writing Enrichment Faculty Spotlight

Congratulations to Dr. Marcela Ruiz-Funes for being awarded the USG Board of Regents SoTL Fellowship!

2017 SoTL Award winner:  Dr. Jody Langdon (School of Health and Kinesiology, CHHS)

Jody Langdon, Ph.D., is an associate professor in the School of Health and Kinesiology. Dr. Langdon began her SoTL research at Georgia Southern as a SoTL Fellow in 2013 investigating the effects of the Flipped Classroom Model on perceptions of course experience, motivation, course performance, and basic need satisfaction. Since her experience as a fellow, she has continued her research in the SoTL field, leading to one publication and four conference presentations. Her most recent research focuses on metacognition and its ability to enhance student learning. Additional research is now being conducted on autonomy supportive teaching among undergraduate instructors. Dr. Langdon also serves on the Georgia Southern SoTL leadership team and has been a mentor to numerous emerging SoTL scholars.

2017-2018 SoTL Fellow:  Peter D. Rogers (Civil Engineering and Construction Management)

  • “Using Lightboard Video Lectures to Improve Student Learning in a Flipped Classroom Environment.”

Writing Enrichment Faculty:  Thoughts on Student Improvement in Writing Enriched Courses

  • There are about 10 students in my QEP course that are also enrolled in a non-QEP course that I teach. That course has three major writing assignments. I noticed that those same students were performing very well on the assignments from the non-QEP course and that their submissions were usually more polished. A few weeks ago, I unexpectedly received a stack of forms from the writing center indicating that eight of those very students had sought professional support for all of their non-QEP course assignments. Upon discussing this with the students, I learned that they felt the need to seriously engage in the writing process, in large part because of the program’s emphasis on writing and the structured support they received from the QEP student writing fellow. Therefore, I concluded that the QEP course has transcended students’ approach to formal writing, both in that course and beyond.”


  • In the semester that I taught the QEP course, I watched students grow in their writing abilities. Many had expressed that they had rarely used the writing process in their other classes (especially the revision piece). By incorporating a QEP assignment into our course, the students learned how the entire writing process is beneficial not only in their scholarly pursuits but also in their future careers. They were able to receive help from our Student Writing Fellow during their drafting and revision phases, and support from the WEF during class on the prewriting and final piece. Many students expressed after the assignment, that they continued to visit the SWF for other writing assignments in the class. They also stated that they felt more confident in their writing abilities. The addition of the QEP into our course has made a positive impact on students’ ability to write and produce proficient academic writing pieces.”


  • This semester I piloted an assignment as the QEP assignment. Most of the students made improvements from the draft to the revision, especially in the areas of inquiry, evidence, and citations. They also made improvements in the mechanics area of their writing. As the semester has gone on, some students have asked additional questions related to evidence and sources for other assignments, more than I have noticed in previous semesters with parallel assignments.”


  • I was fortunate to have the opportunity to teach our course the first semester it was identified as a writing enriched course. It was very rewarding to see students grow in their ability to write in the discipline as well as grow in their confidence as writers. Students were very honest at the beginning of the course in sharing their lack of experience and confidence with utilizing the writing process. During the course, students were provided with the opportunity and structure necessary to help them experience success in their writing. The support provided included mini-lessons provided by myself and GSU library faculty as well as individual support provided by the Student Writing Fellow and the Writing Center. It was an awesome experience to see the pride exhibited by my students when they experienced success with writing. I am confident they are better prepared to write effectively in future coursework.”


  • In general, the way in which each of the programs distinctively came into its own by using the Student Writing Fellows for more targeted ends improved this year.  Specifically, James, a Multimedia Film and Production Student Writing Fellow, was able to work effectively on the content storyline line of the films scripts under his purview; faculty are, thus, able to concentrate on those issues in addition to stylistic and mechanical issues.  James said he is busier than ever.  He is having the opportunity to speak more to students about the writing process, and he sees evidence of the culture of writing emerging in his discipline as evinced by their more effective character development, and clearer sense of what kind of writing needs to accompany documentaries — and that it takes careful revision too.  As an aside, James did also tell me that the things that the QEP has so far fostered greater student-faculty interaction as a result of the focus on revision and the writing process.”


  • Jennifer, a Student Writing Fellow, has been quite glad to have been involved with the program as a Fellow during her senior year; she even told me that she wishes that this program had begun long ago.  As someone who is soon to graduate, and is now on the job market, she feels as though her experience as a species of writing instructor has helped her to reflect more critically on her own writing process and the way in which her skills have been improved.  Thus, we have some evidence of recursive improvement — students benefiting from the Student Writing Fellow, and the Student Writing Fellow benefiting from the process of helping to engage students in writing.”

Last updated: 3/28/2018

Quality Enhancement Plan • PO Box 8080 • Statesboro, GA 30460  • qep@georgiasouthern.edu