From 0 to 100 since Covid: how reform in the English program and humanities department in a STEM university sparked a writing center culture

Abstract

In the last decade, academics in science, technology, engineering, and mathematics (STEM) and high-tech employers have complained about declining English communication skills in our country. This decline is problematic for industry and academia. After years of discussion, a governmental plan to reform the English program is now beginning to be implemented on all levels. This plan will finally update, for example, the outdated reading and grammar-focused program by significantly incorporating communication skills such as writing, speaking, and listening. Simultaneously, concepts such as “power’’ or “soft’’ skills for well-rounded engineers are entering our campuses. Our institution’s administration followed this trend by reforming the Humanities studies for all STEM students to enhance student’s literacy skills. We, the English coordinators inside of our STEM university’s only Humanities department, decided to capitalize on the COVID spirit of change, along with the government reform and administration’s action, to establish a writing center. Here, we detail the specific stages leading to the establishment of a fledgling writing center in our institution, one of the first in the country. The online and on-campus writing center complements the existing academic writing course program, adding individualized instruction to the academic writing program.