ABSTRACT
The author's faculty and administrators built the first-year seminar program on the tacit belief that the writing skills learned in the FYW seminar would transfer to upper-division courses and professional contexts; in retrospect, expecting the results from faculty who had yet to receive adequate development opportunities might have been overly optimistic. This research showed that student persistence, and thus students conception of themselves as writers, is positively affected by the addition of a single metacognitive drafting step. Although this research has been shared with administrators and disseminated at faculty retreat sessions, our FYW program continues to consider how they might revise or restructure the FYW program to maximize our instructional resources and amplify student learning. This research, or iterations of it, could inform research or decision-making processes at other institutions with various contexts. Leadership teams in a variety of contexts might repurpose the theory behind this research.
