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COM Assessment Reports
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- Fall 2023: Indirect assessment of instructor perceptions and activities, including emerging
policies for generative AI (GAI) technologies. The assessment also gathered information
to help guide USP revision of communication-intensive courses.
- Spring 2023: Indirect assessment of instructor perceptions, attitudes, and beliefs. This report
includes data about instructor adaptations in response to the widespread availability
of ChatGPT.
- Fall 2022: Direct course-level assessment of student work using VALUE rubrics for written and
oral communication. This report includes comparative data from Spring 2022 and Fall
2021 assessments.
- Spring 2022: Direct course-level assessment of student work against the VALUE Written Communication
rubric, AND results of survey of students enrolled in COM3 courses.
- Fall 2021: Direct assessment of student work against the AAC&U VALUE rubrics for oral and written
communication.
- Spring 2021: Direct assessment of student work related to COM2/3 outcomes related to audience,
purpose and structure
- Fall 2019: Survey results related to the COM instructors personal practices and teaching practices
related to digital communication and oral communication.
- Spring 2019: A report of findings and trends from cafeteria-style assessment projects across COM2
and COM3 courses
CxC/WAC Research Publications
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- Fisher, R., Brock, C.H., Welsh, K.M. & Swarts, G.P. (2023). An academic writing program
as displacement space: New stories and new positions.” Journal of Writing Research, 15(2): 167-197. doi: 10.17239/jowr-2023.15.02.01
- Fisher, R. (2023). Mixed messages: A disciplinary(?) response to physics lab reports.
Journal of the Scholarship of Teaching and Learning, 23(1) doi: 10.14434/josotl.v23i1.32483
- Fisher, R., DeDiego, A.C., Cooper, K.E., Frye, K., Larson, M.D. & Duball, C. (2022,
December 30). “This is the type of audience I’ve learned to write to my whole life”:
Exploring student perspectives about writing for different types of audiences. Across the Disciplines, 19(3/4): 198-224. https://doi.org/10.37514/ATD-J.2022.19.3-4.03
- Fisher, R. (2021). The fact of the text: Exploring misalignment in undergraduate lab reports. Research in the Teaching of English, 56(2), 155-176.
- Fisher, R., Brock, C.H., Frahm, T., Van Wig, A. & V. R. Gillis (2020.) Reflections on writing and identity: exploring the role of qualifying exams in the
sociocultural development of doctoral students, Studies in Continuing Education, 42(3), 365-380, doi: 10.1080/0158037X.2019.1661237
- Fisher, R. (2018). Reconciling disciplinary literacy perspectives with genre-oriented activity theory:
Toward a fuller synthesis of traditions. Reading Research Quarterly, 54(2), 237– 251. doi:10.1002/rrq.233
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