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First-Year Seminars and Senior CapstonesBookending Writing Instruction in the Undergraduate Curriculum
Tracy L. SkipperDiversity, Learning, and Student SuccessMarch 27, 2014

Writing remains a site of contention in higher education.

Faculty Assessment of Student Writing
Source: Addison & McGee (2010). Writing in high school/writing in college.

FY/SophomoreJunior/SeniorUse paragraphs2.712.97Write for different audiences2.662.97Develop a main idea2.572.90Write for different purposes2.522.93Organize a paper2.492.91Use supporting evidence2.432.77Use correct grammar and syntax2.422.71Employ correct mechanics (e.g., spelling)2.392.85Record data and/or use detail2.372.87Synthesize information from multiple sources2.282.70Analyze data/ideas/argument2.202.73Quote and paraphrase appropriately2.132.63Use, cite, and document sources2.032.63

Employers say the most emphasis should be placed on:
Critical thinking and analytical reasoning (82%) Complex problem solving and analysis (81%) Written and oral communication (80%) The application of knowledge and skills in real-world settings (78%) The location, organization, and evaluation of information from multiple sources (72%) Innovation and creativity (71%)
Source: Hart Research Associates (2013). It takes more than a major.

Yet, we focus on skill development and miss the bigger picture on college writing instruction.

Good Writing Practices Lead to Gains In
Deep LearningHigher-order thinkingIntegrative learningReflective learningOther outcomesPersonal and social developmentPractical competenceGeneral education
Source: NSSE. (2008). Promoting Results for All Students: The Imperative to Look Within.

Purpose
Get high-level view of writing experiences at beginning and end of collegeExamine the extent to which two high-impact practicesfirst-year seminars and senior capstonesserve as sites for effective writing practiceConsider possibilities forand barriers tobookending writing across the undergraduate experience

How Much Are Students Writing?
Source: NSSE 2013 Frequency Distributions by Class and Gender.

Chart1

0.050.350.77

0.20.40.17

0.310.170.03

0.240.060.01

0.10.010.01

0.0500

0.0500.01

> 5 pages

6-10 pages

> 11 pages

First-Year Students

Sheet1

> 5 pages6-10 pages> 11 pages

None5%35%77%

1-220%40%17%

3-531%17%3%

6-1024%6%1%

11-1510%1%1%

16-205%0%0%

> 205%0%1%

How Much Are Students Writing?
Source: NSSE 2013 Frequency Distributions by Class and Gender.

Chart1

0.060.210.43

0.190.350.37

0.270.260.12

0.210.120.04

0.110.040.02

0.070.020.01

0.10.020.01

> 5 pages

6-10 pages

> 11 pages

Seniors

Sheet1

> 5 pages6-10 pages> 11 pages

None6%21%43%

1-219%35%37%

3-527%26%12%

6-1021%12%4%

11-1511%4%2%

16-207%2%1%

> 2010%2%1%

Writing Experiences in College
First-Year Students
Prepared 2 or more drafts of a paper51% (often or very often)Received feedback from faculty on draft or work in progress65% (quite a bit or very much)
Seniors
Prepared 2 or more drafts of a paper45% (often or very often)Received feedback from faculty on draft or work in progress62% (quite a bit or very much)
Source: NSSE 2013 Frequency Distributions by Class and Gender.

What Is the Impact of Effective Writing Practices on Student Learning?
NSSE Experiences with Writing ModuleInteractive writing processesMeaning-making writing tasksClarity of writing expectations

Interactive Writing Experiences
Note. Percent responding Most or All writing assignments. NSSE 2013 Topical Module: Experiences with Writing

During the current school year, for how many writing assignments have youFirst-Year StudentsSeniorsTalked with peer or family member to develop ideas before writing35%30%Received feedback from peer or family member before turning in assignment46%30%Given feedback to a classmate about a draft/outline38%21%

Meaning-Making Writing Tasks
Note. Percent responding Most or All writing assignments. NSSE 2013 Topical Module: Experiences with Writing

Writing TaskFirst-Year StudentsSeniorsSummarize material54%47%Analyze or evaluate 60%63%Describe methods or findings (primary data collection)33%37%Argue a position51%46%Explain numerical/statistical data22%29%Write in style/format of specific field36%54%Address real or imagined audience38%34%

WHERE ELSE ARE STUDENTS ENCOUNTERING WRITING IN THE FIRST YEAR?
English departments may be the default site for writing instruction in the first college year.

National Survey of First-Year Seminars
Purpose
Administered triennially over past 25 yearsTypes of first-year seminars Seminar featuresStudent characteristicsInstructional characteristicsAdministrationAssessmentModule on HIPs
2012-2013 Administration
3,753 institutions were invited to participate896 campuses responded (23.9% response rate)804 (89.7% of sample) indicated that they had one or more FYS

Types of First-Year Seminars

Seminar TypeDiscrete Type(n = 788)Primary Type(n = 786)Extended Orientation60.4%39.1%Academic Uniform Content29.4%19.0%Academic Variable Content28.7%19.2%Basic Study Skills22.6%3.9%Professional/Disciple-based16.4%3.8%Hybrid23.4%14.1%Other1.5%0.9%

Role of Writing in the First-Year Seminar
Provide opportunities to produce and revise writing (42.5%)Writing skills are important course topic (17.3%)Developing writing skills is important course course goal (11.6%)

Role of Writing in the First-Year Seminar

Chart1

0.4250.1730.116AllAll

0.2550.0340.007Extended OrientationExtended Orientation

0.5470.2360.135Academic - Uniform ContentAcademic - Uniform Content

0.7170.490.388Academic - Variable ContentAcademic - Variable Content

Writing-Intensive

Important Topic

Important Goal

Sheet1

Column1Writing-IntensiveImportant TopicImportant Goal

All42.5%17.3%11.6%

Extended Orientation25.5%3.4%0.7%

Academic - Uniform Content54.7%23.6%13.5%

Academic - Variable Content71.7%49.0%38.8%

Hybrid42.1%13.1%6.5%

To update the chart, enter data into this table. The data is automatically saved in the chart.

Where Do We See The Emphasis on Writing?
In academic seminars of both types (p < .05)Less likely in extended orientation and pre-professional seminars (p < .05)When section size in less than 19 (p < .001)When tenure-track faculty serve as course instructors (p < .001)Less likely when student affairs professionals are instructors (p < .001)

Evidence of Interactive Writing Practices

EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Instructor feedback12112Peer review25135Writing center/writing tutor1453Collaborative writing assignments3271

Evidence of Meaning-Making Assignments

EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Research paper4183111Expository writing917117Article review, critique, analysis4191311Argument0271Discipline-specific writing assignments0001

Other Types of Writing Assignments

EO (n = 75)AUC (n = 81)AVC (n = 105)Hybrid (n = 45)Journal2118612Career exploration/academic planning161013Personal exploration/reflection2220613Electronic writing5632Response papers22141911Analysis of inventories4200Career-related documents3310Business writing2100

Evidence of Clear Expectations
44.3% of institutions that report seminars provides opportunities to produce and revise writing also assess writing as a course outcome88.3% of institutions that identify development of writing skills also assess writing as a course outcome

WHAT ARE THE SITES OF WRITING INSTRUCTION FOR COLLEGE SENIORS?

National Survey of Senior Capstone Experiences
Purpose
Types of capstone experiences being offeredStructural characteristics and administrationInstruction and pedagogyAssessment and evaluation of outcomes
2011 Administration
3,178 institutions were invited to participate276 campuses responded (7.8% response rate)268 (97.1%) report offering some type of capstone experience

Types of Capstone Experiences
Note. 27.5% of respondents reported offering a project-based capstone experience to their students, defined as senior thesis, internships, comprehensive exam, exhibition, or other.

Capstone ExperienceDiscrete TypePrimary TypeDiscipline-based course84.7%59.6%Senior thesis/research paper64.6%12.9%Exhibition of arts58.2%1.2%Internship46.6%3.9%Interdisciplinary course33.2%12.9%Comprehensive exam20.1%2.4%Other7.1%7.1%

Role of Writing in Capstone Experiences

Chart1

0.2280.2090.449

0.250.230.414

0.3640.3030.556

0.1570.1570.474

Important Goal

Important Topic

Assessed Outcome

Sheet1

Important GoalImportant TopicAssessed Outcome

All22.8%20.9%44.9%

Discipine-Based Course25.0%23.0%41.4%

Interdisciplinary Course36.4%30.3%55.6%

Project15.7%15.7%47.4%

To update the chart, enter data into this table. The data is automatically saved in the chart.

Role of Writing in Capstone Experiences

Chart1

0.5490.3880.231

0.7240.480.289

0.5760.3640.152

0.2570.2710.186

Final Project

Thesis

Curricular Portfolio

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Final ProjectThesisCurricular Portfolio

All54.9%38.8%23.1%

Discipline-Based Course72.4%48.0%28.9%

Interdisciplinary Course57.6%36.4%15.2%

Project25.7%27.1%18.6%

To update the chart, enter data into this table. The data is automatically saved in the chart.

Writing Assignments in the Senior Capstone
Original research projectsIntegrative literature reviewsProfessional portfoliosReflective portfoliosE-portfolios
Analyses of real-world examples/data setsInterdisciplinary research papersBusiness plansConference papersWikis

Interactive Writing Experiences?
The extent to which students have opportunities to give and receive feedback on drafts is unclear, though a review of the literature (Masiello & Skipper, 2013) suggests peer review activities and instructor conferences are built into many senior capstone experiences.

So What Does It All Mean?
Many first-year seminars and senior capstones appear to deliver the kinds writing experiences that support deep learning.Yet, faculty and employers tell us students arent developing as writers to the extent that they should in college.Can we connect these two bookends of the college experience in a meaningful to improve student writing?

Some Possibilities
Many seniors not prepared for the research writing required in the capstone.Build capacity for independent research in senior capstone beginning in FYS with developmentally appropriate assignmentsCreate links between preprofessional or discipline-based first-year seminars where writing is less prominent and the capstone for the major

Some Possibilities
Extended orientation seminars and many academic uniform content seminars include writing assignments centered on personal reflection and academic and career planningUse academic/career planning exercises in FYS as a springboard for integrative reflection in the senior year

Some Possibilities
The senior capstone serves as the site for assessment of learning in the major in particular or in the undergraduate experience more generally on many campuses.Learning outcomes for the FYS can anticipate the outcomes for the capstone.Instructor training and development for the FYS can help faculty map activities and assignments not only to FYS outcomes specifically but also to college outcomes generally.

Some Challenges
How do we connect a largely centralized curricular initiativethe first-year seminarto a decentralized initiativethe senior capstonein a meaningful way?What goals or learning outcomes have relevance both within general education and individual disciplines?How do we articulate these?How do we support faculty teaching within these unique course models, especially around writing instruction?

Questions/Comments
Tracy L. Skipper, PhDAssistant Director for PublicationsNational Resource Center for The First-Year Experience & Students in Transitiontlskippe@mailbox.sc.edu

References
Addison, J., & McGee, S. J. (2010). Writing in high school/writing in college: Research trends and future directions. College Composition and Communication, 62(1), 147-179.Hart Research Associates. (2013, April 10). It takes more than a major: Employer priorities for college learning and student success. Washington, DC: American Association of Colleges and Universities and Hart Research Associates. Available from https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.cfm.Masiello, L., & Skipper, T. L. (2013). Writing in the senior capstone: Theory & practice. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.National Survey of Student Engagement (NSSE). (2008). Promoting results for all students: The imperative to look within. Bloomington, IN: Indiana University Center for Postsecondary Research. Available from: http://nsse.iub.edu/NSSE_2008_Results/docs/withhold/NSSE2008_Results_revised_11-14-2008.pdfNational Survey of Student Engagement (NSSE). (2013a). Frequency distributions by class and gender [Table]. Available from: http://nsse.iub.edu/2013_institutional_report/pdf/Frequencies/Freq%20-%20Gender.pdfNational Survey of Student Engagement (NSSE). (2013b). NSSE 2013 topical modules: Experiences with writing [Table]. Available from: http://nsse.iub.edu/2013_institutional_report/pdf/Modules/2013%20Writing.pdfPadgett, R. D., & Kilgo, C.A. (2012). 2011 National Survey of Senior Capstone Experiences: Intuitional-level data on the culminating experience (Research Reports on College Transitions No. 3). Columbia, SC. University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.Young, D. G., & Hopp, J. M. (2014). 2012-2013 National Survey of First-Year Seminars: Exploring high-impact practices in the first college year (Research Reports on College Transitions No. 4). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Joanne Addison & Sharon James McGeeCCC supported research looking at student writing in high school and college (reported in 2010)

1 = very dissatisfied, 5 = very satisfied

Not particularly favorable and doesnt improve a whole lot

Student assessments typically a point higher than those of faculty

We also know from surveys of employers that recent college grads have been found lacking with respect to writing skills

So one reason to focus on writing in the seminar is that students appear to need greater exposure to improve this skill
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NSSE entered collaboration with Council of Writing Program Administrators in 2008 to examine writing practices in college

Initially, good writing practicesdefined aspre-writing activitiesfeedback from faculty and other on writing ideas and draftsClear expectationsHigher-order writingassignments involving summary, analysis, and argumentGood instructor practicescollaboration with classmates, reviewing models, practice writing tasksIntegrated mediainclusion of numerical data, multimedia, and visual content in writing

BRING IN DATA POINTS HERE
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To sum it up, where are we more likely to see writing-intensive experiences in the first-year seminar

Tenure-track faculty most frequently reported instructor of seminar, but institutions also report fairly high levels of instruction by adjuncts (51.9%) and nontenure-track faculty (60.7%)
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NSSE Topical Module:Talking about ideas before writingReceiving feedback from a peer or family member on a draftGiving feedback to a peer or family member

Data analysis defined this more broadly to include instructor feedback, use of writing center tutors, and collaborative writing assignments

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We gave respondents opportunity to provide additional detail about the inclusion of writing in the seminar. Analyzed 323 responses to open-ended promptTypes of assignmentsWriting pedagogy

As I noted earlier, NSSE has a collaboration with Council of Writing Program Administrators to look at writing experiences in first year; one of the things they look at is meaning-making assignments. These are the kinds of assignments that promote reflective/integrative learning.

NSSE Topical Module:SummariesAnalysis/evaluationsDescriptions of methods/findingsArgue a positionExplain data in writingDiscipline-specificAudience-focused writing

Data analysis defined this more broadlyResearch paperExpository writing (definition, analysis, classification, cause & effect)/informational writing; general essaysResponse to another piece of writing (article review, analysis, critique); includes summary, rhetorical analysisAnnotated bibliographiesArgument/persuasive writingDiscipline-specific writing assignments (e.g., lab reports)

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