Program Reports
This page is a quick reference to all First-Year Writing Program reports.
Annual Reports
The 2010-2011 First-Year Writing Program's Annual Report concluded with the following list of goals for the 2011-2012 academic year and beyond. While we address all seven of the previously articulated goals, we'd like to highlight a few major accomplishments: we have increased efforts to provide professional development opportunities for instructors of FYW; we have piloted several new curricular initiatives in an effort to better serve our students; and we are working to collaborate with different programs and departments across campus in order to better serve the college community.
The 2009-2010 Annual Report concluded with this list of future plans for the 2010-2011 academic year and beyond. In the 2010-2011 academic year, the First-Year Writing Program has made remarkable progress.
According to statistics gathered by the Director of the Writing Program, the total number of sections offered in the 2009-2010 academic year is 66 (43 in fall; 23 in spring. See document in Appendix). Fall sections are often overenrolled (as many as 26 students in WRTG 100); in the spring, no sections of ENGL 010 and only one section of WRTG 100 are overenrolled. Most likely, this is due to the fact that advisors and department chairs encourage students to fulfill their writing requirement as soon as possible...
First-Year Writing Statistics
Reflects totals from the close of the add/drop period...
Reflects totals from the close of the add/drop period...
Reflects totals from the close of the add/drop period...
Reflects totals from the close of the add/drop period...
Reflects totals from the close of the add/drop period...
Reflects totals from the close of the add/drop period...
First-Year Writing Program Assessment Reports
Based on a four-point scoring rubric (see below), the average holistic score for spring 2012 was 2.42. Of the total student population enrolled in WRTG 100 at the end of the spring 2012 add/drop period, student packets were collected from 6.71% of the population. The FYW Program solicited 34 packets (two from each of the 17 sections offered); 20 packets were collected or 58.82% of the total number requested.
Based on a four-point scoring rubric (see attached), the average holistic score for fall 2011 was 2.34, down .31 from spring 2011 and down .50 from fall 2010. Of the total student population enrolled in WRTG 100/100H at the end of the fall 2011 add/drop period, student packets were collected from 6.03%. The FYW Program solicited 70 papers (two from each of the 35 sections offered); 47 papers were collected or 67.14% of the total number requested.
Based on a four-point scoring rubric (see attached), the average holistic score for Spring 2011 was 2.65, down .19 from fall 2010. Of the total student population in WRTG 100 at the end of the spring 2011 add/drop period, student packets were collected from 8.07%. The FYW Program solicited 38 packets (two from each of the 19 sections offered); 31 packets were collected, or 81.58%.
Based on a four-point scoring rubric (four being the highest score), the average holistic score for fall 2010 was 2.84, up .09 from spring 2010. Of the total student population in WRTG 100 at the end of the fall 2010 add/drop period, student packets were collected from 6.57%. The FYW Program solicited 74 packets (two from each of the 37 sections offered); 55 packets were collected, or 74.32%
In spring of 2010 the FYW Program, in conjunction with members of the English Department's Composition Committee, piloted an assessment plan. The goals of the assessment were to investigate how well WRTG 100 satisfied the outcomes and goals of the Committee on General Education (COGE) and to institute an assessment plan to be used in future academic years...
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