FIQWS Faculty survey Fall 10 summary of open ended questions:
FALL 2010 FIQWS FACULTY SURVEY REPORT
January 2011
Introduction:
A faculty opinion survey was conducted in FIQWS at the end of the Fall 10 semester. A total of 109 faculty (in 61 different sections) were asked to provide responses online via the Survey Monkey. Survey response rate was 50% (55 responses) with responses being evenly distributed between the two sections (52.7% topic and 47.3% composition).
The goal was to assess faculty opinion about the success of the key elements of the course: collaboration, interaction with students, academic excitement, midterm progress reports, library requirement, and development of academic and college skills of students.
Data: Results summary
Collaboration agreed or disagreed or neutral
strongly agreed strongly disagreed
I regularly met/corresponded with my co-teacher 81% 13% 6%
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My co-teacher and I planned the course together 62% 25% 13% ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
My co-teacher and I developed assignments together 54% 21% 25%
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My co-teacher and I graded assignments together 55% 32% 13%
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My co-teacher and I assigned grades together 85% 15% 0%
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Interaction with students agreed or disagreed or neutral
strongly agreed strongly disagreed
This course enabled me to develop
close working interactions with students 90% 4% 6%
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This course enabled student to develop
close working interactions with each other 87% 4% 9%
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The course provided a learning community
experience for students 92% 2% 6%
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Academic Excitement agreed or disagreed or neutral
strongly agreed strongly disagreed
Learning about an interesting subject
facilitated student writing 74% 12% 14%
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Exploring the course content facilitated
development of critical thinking skills in students 84% 10% 6%
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Main barriers for student success as identified by the faculty:
• ESL
• Weak grammar and lack of basic writing skills
• Undeveloped college readiness skills (time management, study habits, work ethic, no books)
• Undeveloped critical thinking skills
• Not enough integration between the topic and the composition section
Ways to improve the FIQWS experience:
• Improve (mandate?) collaboration between the instructors
• Clarify assignments/grading between the two sections
• Offer workshops/tutoring at the Writing Center
• Offer CETL workshops led by experienced FIQWS instructors
• Approve syllabi and assignments before the beginning of the semester
• Adopt standardized text for composition sections
• Showcase good syllabi as examples
• Offer lesson plans for composition faculty
• Make FIQWS a year long course
• Compensate composition instructors for attending topic lessons and collaboration
Midterm Progress Reports agreed or disagreed or neutral
strongly agreed strongly disagreed
Midterm progress reports are
an effective way to flag struggling students 90% 2% 8%
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Midterm intervention (tutoring)
helped improve students’ performance 58% 6% 35%
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Ways to improve midterm intervention:
• Adopt earlier flagging/intervention
• Mandate tutoring for flagged students
• Provide forms for advisors’ signatures to ensure students follow through
• Upgrade software to allow printing all forms at once
The online system was easy to use True / False
93% 7%
Library Visits agreed or disagreed or neutral
strongly agreed strongly disagreed
The first library visit provided a useful overview
of the library services and information databases 84% 4% 12%
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The second library visit helped students
prepare for the final research paper 61% 9% 30%
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Ways to improve library instruction in FIQWS:
• Include more interactive, task oriented activities
• Provide printed summary of workshop materials for students
• Librarians and faculty to communicate prior and include assignment specific research
• Align second visit with research paper
Academic Skills/Assessment
This section refers to students’ college readiness and academic skills.
In the beginning of the semester the students’ skills were as follows:
Beginner Somewhat Fairly Accomplished
Competent Competent
Time management 36% 45% 17% 2%
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Class attendance 8% 26% 42% 24%
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Class participation 26% 42% 22% 10%
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Note taking 36% 41% 23% 0%
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Study skills 28% 42% 28% 2%
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Timely submission of assignments 8% 34% 48% 10%
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Test preparation skills 23% 50% 27% 0%
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Reading/comprehension 18% 44% 36% 2%
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Writing 28% 48% 24% 0%
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Critical Thinking 35% 45% 20% 0%
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Information Literacy 32% 50% 16% 2%
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At the end of the semester the students’ skills were as follows:
Beginner Somewhat Fairly Accomplished
Competent Competent
Time management 2% 36% 51% 11%
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Class attendance 10% 14% 36% 40%
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Class participation 4% 18% 44% 34%
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Note taking 2% 34% 55% 9%
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Study skills 7% 25% 57% 11%
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Timely submission of assignments 8% 16% 34% 42%
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Test preparation skills 7% 32% 51% 10%
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Reading/comprehension 2% 20% 60% 18%
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Writing 0% 16% 68% 16%
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Critical Thinking 2% 24% 50% 24%
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Information Literacy 2% 34% 44% 20%
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Faculty overall summary of student progress/obstacles:
• College readiness skills (attendance, timely submission of assignments) did not improve (even worsened as more demand came from other courses)
• Writing skills improved overall
• Writing skills of students receiving tutoring at WC improved significantly
• Critical thinking skills improved
• ESL issues remained
Overall agreed or disagreed or neutral
strongly agreed strongly disagreed
I enjoyed teaching this course 88% 8% 4%
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I would like to teach FIQWS again 90% 6% 4%
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If I taught this course again I would improve it by:
• Coordinating better with other section
• Attending topic section classes
• Lessening amount of reading materials
Conclusion:
Overview and recommendations:
Overall, the survey shows faculty satisfaction and approval of the key elements of the FIQWS program.
To further strengthen the FIQWS experience the following modifications/actions will be taken in the upcoming semester:
1. A Faculty handbook will be developed to guide/support the instructors prior to and throughout the semester. The handbook will contain:
Collaboration expectations and guidelines (Successful collaborative models from experienced FIQWS faculty will be presented along with specific guidelines and expectations regarding course design, assignments and grading of student work).
Examples of successful syllabi
Examples of activities for critical thinking
Examples of lesson plans for writing
Plagiarism policy and procedures
Film viewing policy
Support services available to students
Library visits guide
Midterm progress reports guide
2. Collaboration with the library will be strengthened to ensure that all sections receive the same quality instruction. A possibility for more task oriented instruction will be explored.
3. A Midterm Task force will be established to assess the impact of interventions and explore the possibility of earlier alert for struggling students. Additional intervention strategies for college readiness skills (time management etc) will be explored.
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