ERIC Number: ED407037
Record Type: Non-Journal
Publication Date: 1997-Apr
Reference Count: N/A
Current Curricular Principles and Instructional Practices in Community Colleges' Writing Programs.
As part of a sabbatical leave for professional development, a faculty member from Missouri's St. Louis Community College (SLCC) undertook a survey to determine principles and instructional practices in community college writing programs. A literature review was conducted of theories related to writing instruction. In addition, questionnaires were sent to department chairs or writing program coordinators at 45 public community colleges having a student population of at least 5,000, site visits were conducted at 2 colleges similar to SLCC, and 2 national writing conferences were attended. The questionnaire sought information on the purposes, administration, and instructional practices of respondents' writing programs. Study findings, based on responses from 23 program administrators, included the following: (1) the most commonly cited purposes were to help students use writing for lifelong learning and prepare students for employment, cited by 10 respondents each, and develop students' basic writing skills, cited by 7 respondents; (2) respondents indicated that adjuncts taught fully 69% of the composition courses; (3) 61% of faculty were assigned five courses per term, while average class sizes were 27 for composition courses and 22 for basic writing courses; and (4) the most frequently used instructional methods were in-class workshops, conferences, collaborative learning, in-class writing, peer tutoring, and computer-assisted instruction. Contains 43 references. The survey instrument and a list of participants are appended. (HAA)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Saint Louis Community Coll., Forest Park, MO.