The First-Year Writing (FYW) Corequisite Program at Eastern Kentucky University was launched in 2018 to bridge academic readiness gaps and increase first-year student success. Designed to support students with lower placement scores or learning gaps, the program provides an integrated model of writing instruction and academic skill-building during students’ first semester.

This program evaluation was developed to assess the FYW Corequisite’s overall effectiveness and identify opportunities for improvement using Kirkpatrick’s Four-Level Model of Training Evaluation:

1. Reaction
2. Learning
3. Behavior
4. Results

Data collection for each level draws on a combination of qualitative and quantitative sources:

• Reaction: Student and instructor surveys measure satisfaction with course components and instructional methods. Attendance records provide additional insight into engagement.
• Learning: Instructor assessments track student proficiency on high-stakes writing tasks using a shared rubric aligned with program learning outcomes.
• Behavior: Instructors evaluate how students apply writing skills through class participation, assignment adherence, and timeliness.
• Results: Retention and pass rate data, drawn from institutional sources and public records, reveal long-term student outcomes and program impact.

Together, these data points provide a multidimensional view of the program’s strengths—such as improved student preparedness and satisfaction—as well as areas needing attention, including professional development alignment, assessment consistency, and early intervention strategies for at-risk students.

This analysis supports ongoing improvement in EKU’s writing program by foregrounding evidence-based instructional support and reinforcing the university’s commitment to access, equity, and student success.

‍