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%
4 = 40%

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%
29 = 11.5%

2 = 0.8%

1 = 0.4%