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Suggests questions to consider when thinking about what data to collect. Is not specifically for writing centers, but can be helpful

a discussion of programs centers use to collect data and track student visits

The present study aims to investigate the extent to which L2 learners' individual differences (field dependency and writing motivation) predict their retention of a teacher's written corrective feedback (CF) in the short and in the long run. Using Ellis's (2010) theoretical framework, the study examines the issue from cognitive and affective perspectives. Data was collected from 127 intermediate-level university students through written essays, a field-dependence/independence (FDI) questionnaire, and a writing motivation questionnaire, which were analyzed through t test, ANOVA, and multiple regression. The results reveal that there is a strong relationship between field independence (FI) style and the students' successful short-term and long-term retention of corrections in the subsequent writings. Writing motivation, however, influences the short-term retention of CF only.

The goal of the WPA Census is to create an online database that would serve as a first stop for people to find answers to questions that come up often in writing program administration practice and research.  The WPA Census embodies the idea that the administrative work of WPAs, WCDs, and WAC directors is scholarship. By ultimately providing these directors with a database that catalogs and organizes the diversity of writing programs, the Census will allow researchers to analyze macro- and micro-trends in the landscape of US institutions.