2002 CSUS Faculty Writing Survey Results
Total Surveys Returned: 252
Departments Responding:
Accounting, Aerospace Studies, Anthropology, Art, Biology, Chemistry, Civil Engineering, Communication Studies, Computer Science, Construction Management, Counselor Education, Criminal Justice, Design, Economics, Ed leadership and Political Studies, Education, EEE, English, Environmental Studies, Ethnic Studies, Family and Consumer Sciences, Foreign Language, Geography, Geology, Government, History, Humanities and Religious Studies, Kinesiology/Health Science, Learning Skills, Library, Management, MIS, Mathematics, Mechanical Engineering, Music, Nursing, OBE, Philosophy, Physical Therapy, Psychology, Public Policy and Administration, Recreation and Leisure Studies, Social Work, Sociology, Special Education, Teacher Education, Theatre and Dance, Women’s Studies
In your opinion, how important is the quality of student writing related to other learning outcomes?
Extremely important Important Somewhat important Unimportant No answer |
196 = 77.8% 50 = 19.8% 4 = 1.6% 0 = 0.0% 2 = 8% |
Is the quality of writing in your majors an item of discussion and programmatic concern in your department?
Yes Occasionally No Not applicable/no answer |
174 = 69% 58 = 23% 11 = 4.4% 9 = 3.6% |
Over the years I have taught here, the quality of students writing has:
Improved Stayed about the same Gotten worse No data for an opinion No answer |
22 = 8.7% 112 = 44.4% 78 = 30.9% 38 = 15.1% 2 = 0.8% |
Do you make writing assignments in your course?
Yes, in every course Yes, in some courses *Not at all No answer |
207 = 82.1% 34 = 13.5% 10 = 4.0% 1 = 0.4% |
*If you answered “not at all” to questions 6, can you say why?
Courses do not lend themselves to writing Course enrollment is too high Quality of student writing is too poor |
7 = 70% 3 = 30% |
What challenges do you face in incorporating writing assignments in your classes?
Poor quality of student writing Large class enrollment Helping students to improve Grading and evaluation Working with ESL students Student resistance Integrating assignments into course objectives Assignment design Other—plagiarism Other—time |
158 = 62.7% 147 = 58.3% 142 = 56.3% 115 = 45.6% 101 = 40.1% 73 = 29.0% 35 = 13.9% 2 = 0.8% 1 = 0.4% |