Date Approved

3-27-2015

Embargo Period

3-26-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Sudeck, Maria

Subject(s)

Community colleges--Faculty;Academic writing

Disciplines

Community College Education Administration

Abstract

The purpose of this multi-method qualitative study was to determine the nature and extent of any gaps that exist between the writing skills faculty members across disciplines at a community college expect their students to utilize in intermediate-level writing intensive courses, their perceptions of the students' general ability to demonstrate those skills, and the importance of the learning outcomes of the two semesters of FYC courses. The faculty members identified a majority of the FYC learning outcomes as having some level of importance to their courses across disciplines. In addition, the directions for the writing assignments used by these faculty members reveal that students are frequently being challenged to analyze, explain, identify, and evaluate. Connections between the required skills, professors' use of class time to teach/review writing, and their perceptions of the students' ability to demonstrate FYC learning outcomes are discussed.

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