Report on Program in Writing and Communication Kate Beckingham and Carl Caldwell Co-chairs, Faculty Advisory Board February 22, 2017

Key findings related to FWIS Student evaluations show FWIS courses consistently beating the Rice mean. Student survey data indicate that students view the effect of FWIS on their writing positively. Student focus groups pointed out places where the program could be improved, and its leaders have already responded. Syllabi were interesting and aligned with FWIS learning objectives; however, the level of specificity across syllabi varied, making it difficult to assess consistency. Steps are being taken to address this issue.

FWIS course evaluation data F2012-S2016

Overall course quality ratings for FWIS courses F2012-S2016 11 courses rated 1.0 Of the 5 courses rated 3-3.99, 3 were first-time courses, 2 were not. N = 301 courses Rating scale = 1 – 5; 1 is Excellent

Instructor effectiveness ratings for FWIS courses F2012-S2016 All 3s for instructor effectiveness occurred in Y1 of program N = 301 courses Rating scale = 1 – 5; 1 is Excellent

FWIS courses consistently beat the Rice mean on “overall course quality” Rating Semester Rating scale = 1 – 5; 1 is Excellent

FWIS courses consistently beat the Rice mean on “instructor effectiveness” Rating I do not have standard deviation for the Rice mean. Semester Rating scale = 1 – 5; 1 is Excellent

FWIS 100 course evaluation data F2012-S2016

FWIS 100: Overall course quality ratings F2012-S2016 4 courses 18 courses Ratings N = 23 courses Rating scale = 1 – 5; 1 is Excellent

FWIS 100: Instructor effectiveness ratings F2012-S2016 5 courses 18 courses Ratings N = 23 courses Rating scale = 1 – 5; 1 is Excellent

FWIS 100 courses slightly outperformed the Rice mean on “overall course quality” Rating S14 = 1 section, no standard deviation Don’t have standard deviation for Rice mean Rating scale = 1 – 5; 1 is Excellent Semester Only 1 section in S14

FWIS 100 courses slightly outperformed the Rice mean on “instructor effectiveness” Rating No errors bars on FWIS 100 courses with only 1 section (S14) Don’t have standard deviation for Rice mean. Semester Rating scale = 1 – 5; 1 is Excellent Only 1 section in S14

FWIS survey data F2012-S2016

Pre- and post-FWIS surveys Pre-FWIS Survey 26 items on communications behavior, attitude, beliefs I believe that I need to be a good writer in order to be a successful student. The point of most academic writing is to articulate an argument. Revising is an essential part of the writing process. Post- FWIS Survey Same 26 items + 10 items related to course goals My FWIS course helped me understand the importance of writing in the learning process. In my FWIS course, I learned strategies for analyzing and responding to college-level readings. Taking a FWIS course improved my ability to communicate my ideas in writing.

Pre- and post FWIS survey results Statistically significant positive change on 12 of 26 items Year 1 Statistically significant positive change on 18 of 26 items Year 2 No positive change on any items Years 3 & 4* * Distinct difference in pre/post responses occurred after timing of pre-FWIS survey shifted from late August to May.

Results of 10 goal items on post-FWIS survey are encouraging Year Results* 2012-2013 All items equal to or slightly higher than “Neutral” 3 items higher than “Slightly Agree” 2013-2014 All items higher than “Slightly Agree” 2014-2015 8 items higher than “Slightly Agree” 2015-2016 Same as 2014-2015 *statistically significant at p<.01

The state of Upper Level Communication: Proposals for campus-wide enhancement

What is happening in ULC/CID at Rice? Is it enough? Three approaches to discovery: PWC efforts Departmental activities Senior Exit Survey

A. Efforts by the PWC ULC/CID activities focus on: Responding to requests by individual faculty or departments Outreach activities such as workshops and lectures

Curricular impact of PWC on ULC/CID Faculty partners reside in: Anthropology Bioengineering Biosciences Chemistry Chemical & Biomolecular Eng. Civil & Environmental Eng. Earth Science Energy Economics English Linguistics Music Political Science Religious Studies Study of Women, Gender, & Sexuality Year # of Workshops # of Depts 2012-2013 16 7 2013-2014 15 2014-2015 38 12 2015-2016 44 13 CWOVC led workshops in 13 departments last year.

Impact on ULC/CID in non-departmental programs Program partners include: Academic Advising Center for Civic Leadership Center for Teaching Excellence Center for Theoretical Biological Physics Community Bridges Graduate & Postdoctoral Studies Institute of Biosciences & Bioengineering Office of International Students & Scholars Rice Undergraduate Research Symposium Social Sciences Gateway Student Wellbeing Office Year # of Workshops # of Programs 2012-2013 11 5 2013-2014 20 7 2014-2015 26 2015-2016 44 CWOVC gave 44 communication workshops to support co-curricular programs in 2015-16.

Taught 1300 students in communication workshops with our partners in 2015-16 pedagogy consultations with faculty since 2012 “BIOC 300 was designed to introduce writing assignments based on scientific publications. I have worked with CWOVC since 2012 to design and hone these assignments. The instruction and support provided by CWOVC for the undergraduate TAs and me was exceptional. The TAs improved their own writing by learning to grade papers. This partnership was a wonderful adventure! ” -Dr. Kathy Matthews

Despite increase in PWC’s CID efforts, much work remains to be done.

PWC Center for Written, Oral & Visual Communication First-year Writing-Intensive Seminars English as a Second Language Programming Communication in the Disciplines 2200+ consultations in 2015-16 Composition exam for matriculants 50+ comm. workshops/yr 90-sec. Thesis Competition Writing retreats w/ Office of Faculty Dev. FWIS 100 8 sections/yr FWIS 76 sections/yr Faculty training seminar Syllabus consultations UNIV courses Reading & Writing (600) Oral comm. (601) Writing (602) Workshops Individual coaching 44 workshops in 2015-16 CHBE and CSWGS early partners Graduate student writing groups in 2 depts. Dissertation camps

B. Investigation of ULC/CID in the four largest majors at Rice Interviews in Computer Science, Economics, Psychology, and Mechanical Engineering revealed: “spotty,” limited, ongoing efforts, but clear interest in ULC/CID from some faculty in all of these departments some resistance to adding ULC/CID at expense of course content lack of understanding of how the PWC can facilitate introduction of ULC/CID without loss of course content

C. Senior Exit Survey Findings Incomplete analysis at this point but clear evidence that a significant fraction of our Seniors are not satisfied with the ULC/CID they received at Rice.

Proposed routes to enhancing ULC/CID TWO MAIN APPROACHES A. Enhancement through integrating ULC/CID into undergraduate research activities B. Systematic outreach to Departments

A. Enhanced ULC/CID through research and QEP collaboration Caroline Quenemoen, QEP director, is interested in collaborating with PWC Communication is vital to inquiry and research constitutes integral part of meaning-making and learning contributes to professional identity formation supports dissemination of new discoveries makes research more impactful, enhancing Rice's profile Students will become more accomplished researchers and sophisticated communicators through inquiry- and research-based courses and co-curricular programs.

B. Generating a sustainable, campus-wide, voluntary, program to advance ULC/CID in departments Outreach to departments to show them the tools and services that the PWC can provide for integration of ULC/CID into courses. Voluntary because departments will choose which tools/services are appropriate for their courses. Long term sustainability will come from continued PWC oversight beyond initial inception.

The PWC “menu” of support for ULC/CID Instructional materials Provide handouts, presentations, annotated examples, and videos to help faculty teach and students learn communication skills. Syllabus consultations Discuss course goals and ways communication assignments can contribute to students’ understanding and retention of course content. Assignment design Help articulate goals of communication assignments and evaluation criteria. Guest lectures and workshops Visit class and teach communication topics (oral presentations, abstracts, data presentation) tailored to your students’ needs. Grader training Share strategies for providing substantive, timely feedback to students on writing, speaking and visuals. Coaching Arrange for your students to work individually with trained peer consultants.

Beginning implementation of the campus-wide program Meetings with Deans and Chairs to educate departments on the “menu items” the PWC can offer. Pilot program with a single department With success in a pilot, the goal would be expansion of the plan to a campus-wide enterprise. Additional PWC support/staff would be needed at that point.