tracy l. skipper diversity, learning, and student success march 27, 2014
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First-Year Seminars and Senior Capstones Bookending Writing Instruction in the Undergraduate Curriculum. Tracy L. Skipper Diversity, Learning, and Student Success March 27, 2014. Writing remains a site of contention in higher education. Faculty Assessment of Student Writing. - PowerPoint PPT PresentationTRANSCRIPT
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First-Year Seminars and Senior CapstonesBookending Writing
Instruction in the Undergraduate Curriculum
Tracy L. SkipperDiversity, Learning, and Student SuccessMarch 27,
2014
Writing remains a site of contention in higher
education.
Faculty Assessment of Student Writing
Source: Addison & McGee (2010). Writing in high school/writing
in college.
FY/SophomoreJunior/SeniorUse paragraphs2.712.97Write for different audiences2.662.97Develop a main idea2.572.90Write for different purposes2.522.93Organize a paper2.492.91Use supporting evidence2.432.77Use correct grammar and syntax2.422.71Employ correct mechanics (e.g., spelling)2.392.85Record data and/or use detail2.372.87Synthesize information from multiple sources2.282.70Analyze data/ideas/argument2.202.73Quote and paraphrase appropriately2.132.63Use, cite, and document sources2.032.63
Employers say the most emphasis should be placed on:
Critical thinking and analytical reasoning (82%) Complex problem
solving and analysis (81%) Written and oral communication (80%) The
application of knowledge and skills in real-world settings (78%)
The location, organization, and evaluation of information from
multiple sources (72%) Innovation and creativity (71%)
Source: Hart Research Associates (2013). It takes more than a
major.
Yet, we focus on skill development and miss the bigger picture
on college writing instruction.
Good Writing Practices Lead to Gains In
Deep LearningHigher-order thinkingIntegrative learningReflective
learningOther outcomesPersonal and social developmentPractical
competenceGeneral education
Source: NSSE. (2008). Promoting Results for All Students: The
Imperative to Look Within.
Purpose
Get high-level view of writing experiences at beginning and end of
collegeExamine the extent to which two high-impact
practicesfirst-year seminars and senior capstonesserve as sites for
effective writing practiceConsider possibilities forand barriers
tobookending writing across the undergraduate experience
How Much Are Students Writing?
Source: NSSE 2013 Frequency Distributions by Class and
Gender.
Chart1
0.050.350.77
0.20.40.17
0.310.170.03
0.240.060.01
0.10.010.01
0.0500
0.0500.01
> 5 pages
6-10 pages
> 11 pages
First-Year Students
Sheet1
> 5 pages6-10 pages> 11 pages
None5%35%77%
1-220%40%17%
3-531%17%3%
6-1024%6%1%
11-1510%1%1%
16-205%0%0%
> 205%0%1%
How Much Are Students Writing?
Source: NSSE 2013 Frequency Distributions by Class and
Gender.
Chart1
0.060.210.43
0.190.350.37
0.270.260.12
0.210.120.04
0.110.040.02
0.070.020.01
0.10.020.01
> 5 pages
6-10 pages
> 11 pages
Seniors
Sheet1
> 5 pages6-10 pages> 11 pages
None6%21%43%
1-219%35%37%
3-527%26%12%
6-1021%12%4%
11-1511%4%2%
16-207%2%1%
> 2010%2%1%
Writing Experiences in College
First-Year Students
Prepared 2 or more drafts of a paper51% (often or very
often)Received feedback from faculty on draft or work in
progress65% (quite a bit or very much)
Seniors
Prepared 2 or more drafts of a paper45% (often or very
often)Received feedback from faculty on draft or work in
progress62% (quite a bit or very much)
Source: NSSE 2013 Frequency Distributions by Class and
Gender.
What Is the Impact of Effective Writing Practices on Student
Learning?
NSSE Experiences with Writing ModuleInteractive writing
processesMeaning-making writing tasksClarity of writing
expectations
Interactive Writing Experiences
Note. Percent responding Most or All writing assignments. NSSE 2013
Topical Module: Experiences with Writing
During the current school year, for how many writing assignments have youFirst-Year StudentsSeniorsTalked with peer or family member to develop ideas before writing35%30%Received feedback from peer or family member before turning in assignment46%30%Given feedback to a classmate about a draft/outline38%21%
Meaning-Making Writing Tasks
Note. Percent responding Most or All writing assignments. NSSE 2013
Topical Module: Experiences with Writing
Writing TaskFirst-Year StudentsSeniorsSummarize material54%47%Analyze or evaluate 60%63%Describe methods or findings (primary data collection)33%37%Argue a position51%46%Explain numerical/statistical data22%29%Write in style/format of specific field36%54%Address real or imagined audience38%34%
WHERE ELSE ARE STUDENTS ENCOUNTERING WRITING IN THE FIRST
YEAR?
English departments may be the default site for writing instruction
in the first college year.
National Survey of First-Year Seminars
Purpose
Administered triennially over past 25 yearsTypes of first-year
seminars Seminar featuresStudent characteristicsInstructional
characteristicsAdministrationAssessmentModule on HIPs
2012-2013 Administration
3,753 institutions were invited to participate896 campuses
responded (23.9% response rate)804 (89.7% of sample) indicated that
they had one or more FYS
Types of First-Year Seminars
Seminar TypeDiscrete Type(n = 788)Primary Type(n = 786)Extended Orientation60.4%39.1%Academic Uniform Content29.4%19.0%Academic Variable Content28.7%19.2%Basic Study Skills22.6%3.9%Professional/Disciple-based16.4%3.8%Hybrid23.4%14.1%Other1.5%0.9%
Role of Writing in the First-Year Seminar
Provide opportunities to produce and revise writing (42.5%)Writing
skills are important course topic (17.3%)Developing writing skills
is important course course goal (11.6%)
Role of Writing in the First-Year Seminar
Chart1
0.4250.1730.116AllAll
0.2550.0340.007Extended OrientationExtended Orientation
0.5470.2360.135Academic - Uniform ContentAcademic - Uniform Content
0.7170.490.388Academic - Variable ContentAcademic - Variable Content
Writing-Intensive
Important Topic
Important Goal
Sheet1
Column1Writing-IntensiveImportant TopicImportant Goal
All42.5%17.3%11.6%
Extended Orientation25.5%3.4%0.7%
Academic - Uniform Content54.7%23.6%13.5%
Academic - Variable Content71.7%49.0%38.8%
Hybrid42.1%13.1%6.5%
To update the chart, enter data into this table. The data is automatically saved in the chart.
Where Do We See The Emphasis on Writing?
In academic seminars of both types (p < .05)Less likely in
extended orientation and pre-professional seminars (p < .05)When
section size in less than 19 (p < .001)When tenure-track faculty
serve as course instructors (p < .001)Less likely when student
affairs professionals are instructors (p < .001)
Evidence of Interactive Writing Practices
EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Instructor feedback12112Peer review25135Writing center/writing tutor1453Collaborative writing assignments3271
Evidence of Meaning-Making Assignments
EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Research paper4183111Expository writing917117Article review, critique, analysis4191311Argument0271Discipline-specific writing assignments0001
Other Types of Writing Assignments
EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Journal2118612Career exploration/academic planning161013Personal exploration/reflection2220613Electronic writing5632Response papers22141911Analysis of inventories4200Career-related documents3310Business writing2100
Evidence of Clear Expectations
44.3% of institutions that report seminars provides opportunities
to produce and revise writing also assess writing as a course
outcome88.3% of institutions that identify development of writing
skills also assess writing as a course outcome
WHAT ARE THE SITES OF WRITING INSTRUCTION FOR COLLEGE
SENIORS?
National Survey of Senior Capstone Experiences
Purpose
Types of capstone experiences being offeredStructural
characteristics and administrationInstruction and
pedagogyAssessment and evaluation of outcomes
2011 Administration
3,178 institutions were invited to participate276 campuses
responded (7.8% response rate)268 (97.1%) report offering some type
of capstone experience
Types of Capstone Experiences
Note. 27.5% of respondents reported offering a project-based
capstone experience to their students, defined as senior thesis,
internships, comprehensive exam, exhibition, or other.
Capstone ExperienceDiscrete TypePrimary TypeDiscipline-based course84.7%59.6%Senior thesis/research paper64.6%12.9%Exhibition of arts58.2%1.2%Internship46.6%3.9%Interdisciplinary course33.2%12.9%Comprehensive exam20.1%2.4%Other7.1%7.1%
Role of Writing in Capstone Experiences
Chart1
0.2280.2090.449
0.250.230.414
0.3640.3030.556
0.1570.1570.474
Important Goal
Important Topic
Assessed Outcome
Sheet1
Important GoalImportant TopicAssessed Outcome
All22.8%20.9%44.9%
Discipine-Based Course25.0%23.0%41.4%
Interdisciplinary Course36.4%30.3%55.6%
Project15.7%15.7%47.4%
To update the chart, enter data into this table. The data is automatically saved in the chart.
Role of Writing in Capstone Experiences
Chart1
0.5490.3880.231
0.7240.480.289
0.5760.3640.152
0.2570.2710.186
Final Project
Thesis
Curricular Portfolio
Sheet1
Final ProjectThesisCurricular Portfolio
All54.9%38.8%23.1%
Discipline-Based Course72.4%48.0%28.9%
Interdisciplinary Course57.6%36.4%15.2%
Project25.7%27.1%18.6%
To update the chart, enter data into this table. The data is automatically saved in the chart.
Writing Assignments in the Senior Capstone
Original research projectsIntegrative literature
reviewsProfessional portfoliosReflective
portfoliosE-portfolios
Analyses of real-world examples/data setsInterdisciplinary research
papersBusiness plansConference papersWikis
Interactive Writing Experiences?
The extent to which students have opportunities to give and receive
feedback on drafts is unclear, though a review of the literature
(Masiello & Skipper, 2013) suggests peer review activities and
instructor conferences are built into many senior capstone
experiences.
So What Does It All Mean?
Many first-year seminars and senior capstones appear to deliver the
kinds writing experiences that support deep learning.Yet, faculty
and employers tell us students arent developing as writers to the
extent that they should in college.Can we connect these two
bookends of the college experience in a meaningful to improve
student writing?
Some Possibilities
Many seniors not prepared for the research writing required in the
capstone.Build capacity for independent research in senior capstone
beginning in FYS with developmentally appropriate assignmentsCreate
links between preprofessional or discipline-based first-year
seminars where writing is less prominent and the capstone for the
major
Some Possibilities
Extended orientation seminars and many academic uniform content
seminars include writing assignments centered on personal
reflection and academic and career planningUse academic/career
planning exercises in FYS as a springboard for integrative
reflection in the senior year
Some Possibilities
The senior capstone serves as the site for assessment of learning
in the major in particular or in the undergraduate experience more
generally on many campuses.Learning outcomes for the FYS can
anticipate the outcomes for the capstone.Instructor training and
development for the FYS can help faculty map activities and
assignments not only to FYS outcomes specifically but also to
college outcomes generally.
Some Challenges
How do we connect a largely centralized curricular initiativethe
first-year seminarto a decentralized initiativethe senior
capstonein a meaningful way?What goals or learning outcomes have
relevance both within general education and individual
disciplines?How do we articulate these?How do we support faculty
teaching within these unique course models, especially around
writing instruction?
Questions/Comments
Tracy L. Skipper, PhDAssistant Director for PublicationsNational
Resource Center for The First-Year Experience & Students in
[email protected]
References
Addison, J., & McGee, S. J. (2010). Writing in high
school/writing in college: Research trends and future directions.
College Composition and Communication, 62(1), 147-179.Hart Research
Associates. (2013, April 10). It takes more than a major: Employer
priorities for college learning and student success. Washington,
DC: American Association of Colleges and Universities and Hart
Research Associates. Available from
https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.cfm.Masiello,
L., & Skipper, T. L. (2013). Writing in the senior capstone:
Theory & practice. Columbia, SC: University of South Carolina,
National Resource Center for The First-Year Experience and Students
in Transition.National Survey of Student Engagement (NSSE). (2008).
Promoting results for all students: The imperative to look within.
Bloomington, IN: Indiana University Center for Postsecondary
Research. Available from:
http://nsse.iub.edu/NSSE_2008_Results/docs/withhold/NSSE2008_Results_revised_11-14-2008.pdfNational
Survey of Student Engagement (NSSE). (2013a). Frequency
distributions by class and gender [Table]. Available from:
http://nsse.iub.edu/2013_institutional_report/pdf/Frequencies/Freq%20-%20Gender.pdfNational
Survey of Student Engagement (NSSE). (2013b). NSSE 2013 topical
modules: Experiences with writing [Table]. Available from:
http://nsse.iub.edu/2013_institutional_report/pdf/Modules/2013%20Writing.pdfPadgett,
R. D., & Kilgo, C.A. (2012). 2011 National Survey of Senior
Capstone Experiences: Intuitional-level data on the culminating
experience (Research Reports on College Transitions No. 3).
Columbia, SC. University of South Carolina, National Resource
Center for The First-Year Experience and Students in
Transition.Young, D. G., & Hopp, J. M. (2014). 2012-2013
National Survey of First-Year Seminars: Exploring high-impact
practices in the first college year (Research Reports on College
Transitions No. 4). Columbia, SC: University of South Carolina,
National Resource Center for The First-Year Experience and Students
in Transition.
Joanne Addison & Sharon James McGeeCCC supported research looking at student writing in high school and college (reported in 2010)
1 = very dissatisfied, 5 = very satisfied
Not particularly favorable and doesnt improve a whole lot
Student assessments typically a point higher than those of faculty
We also know from surveys of employers that recent college grads have been found lacking with respect to writing skills
So one reason to focus on writing in the seminar is that
students appear to need greater exposure to improve this
skill
*
NSSE entered collaboration with Council of Writing Program
Administrators in 2008 to examine writing practices in college
Initially, good writing practicesdefined aspre-writing activitiesfeedback from faculty and other on writing ideas and draftsClear expectationsHigher-order writingassignments involving summary, analysis, and argumentGood instructor practicescollaboration with classmates, reviewing models, practice writing tasksIntegrated mediainclusion of numerical data, multimedia, and visual content in writing
BRING IN DATA POINTS HERE
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To sum it up, where are we more likely to see writing-intensive
experiences in the first-year seminar
Tenure-track faculty most frequently reported instructor of
seminar, but institutions also report fairly high levels of
instruction by adjuncts (51.9%) and nontenure-track faculty
(60.7%)
*
NSSE Topical Module:Talking about ideas before writingReceiving feedback from a peer or family member on a draftGiving feedback to a peer or family member
Data analysis defined this more broadly to include instructor feedback, use of writing center tutors, and collaborative writing assignments
*
We gave respondents opportunity to provide additional detail about
the inclusion of writing in the seminar. Analyzed 323 responses to
open-ended promptTypes of assignmentsWriting pedagogy
As I noted earlier, NSSE has a collaboration with Council of Writing Program Administrators to look at writing experiences in first year; one of the things they look at is meaning-making assignments. These are the kinds of assignments that promote reflective/integrative learning.
NSSE Topical Module:SummariesAnalysis/evaluationsDescriptions of methods/findingsArgue a positionExplain data in writingDiscipline-specificAudience-focused writing
Data analysis defined this more broadlyResearch paperExpository writing (definition, analysis, classification, cause & effect)/informational writing; general essaysResponse to another piece of writing (article review, analysis, critique); includes summary, rhetorical analysisAnnotated bibliographiesArgument/persuasive writingDiscipline-specific writing assignments (e.g., lab reports)
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