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

2. 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.

3. FWIS course evaluation data F2012-S2016

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

5. 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

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

7. 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

8. FWIS 100 course evaluation data F2012-S2016

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

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

11. 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

12. 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

13. FWIS survey data F2012-S2016

14. 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.

15. 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.

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

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

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

19. 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

20. 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 16 7 15 38 12 44 13
CWOVC led workshops in 13 departments
last year.

21. 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 11 5 20 7 26 44
CWOVC gave communication workshops to support
co-curricular programs in

22. 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

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

24. PWC Center for Written, Oral & Visual Communication
First-year Writing-Intensive Seminars
English as a Second Language Programming
Communication in the Disciplines
consultations in
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
CHBE and CSWGS early partners
Graduate student writing groups in 2 depts.
Dissertation camps

25. 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

26. 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.

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

28. 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.

29. 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.

30. 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.

31. 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.