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ERIC Number: ED327871
Record Type: Non-Journal
Publication Date: 1990-Nov
Pages: 7
Abstractor: N/A
Reference Count: N/A
Writing across the Entire Curriculum: A Status Report on Faculty Attitudes.
Beaver, John F.; Deal, Nancy
A study examined faculty attitudes toward writing across the curriculum. In a pilot study, 80 full-time faculty at Elizabethtown College responded to the 35-question survey (for a response rate of 67%). Although Elizabethtown College had recently approved a new core curriculum that called for more writing across the curriculum, the administration and faculty alike were bewildered about implementing such a change. Results indicated that the faculty had a poor perception of student writing, felt a lack of preparation as writing evaluators, but expressed a strong interest in improving their abilities as writing evaluators. The survey was refined and administered to the 230 full-time faculty at State University of New York College at Fredonia, which had a well established writing across the curriculum program. Of the 120 respondents to the survey (representing a response rate of 52%), two-thirds had participated in training workshops conducted by an English department faculty member and had received monetary compensation from the college's administration for their work. Results also indicated that the faculty had an improved perception of the quality of student writing, that they perceived writing across the curriculum as important for all departments, and that most faculty considered the quality of student writing to have improved since the implementation of a writing across the curriculum program. Findings suggest that writing across the curriculum does improve faculty perceptions of student writing. Such improvement, however, takes time to develop, must involve a committed faculty and administration, and must provide follow-up and reinforcement throughout the campus. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A