Research & Reports

Communication across the Curriculum

This site is a gateway for exploring research, course assessment data, campus impact studies, annual reports, and publications related to Communication across the Curriculum (CxC) at the University of Wyoming.

COM Assessment Reports

From 2019 to present, the COM Assessment Reports measure the impact of current trends on communication teaching in the classroom. 

  • 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

CAMPUS IMPACTS

Learn about CxC's extensive impacts through workshops, faculty learning communities, graduate learning communities, and other efforts. 

CxC Campus Impacts

ANNual Reports

Access annual reports using the buttons below.

2021-2022

2020-2021

2019-2020

2018-2019

Research Publications

Access publications of research led by the CxC director, Rick Fisher.

  • 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

OTHER CxC Publications

Access presentation slides, handouts, and other writings about CxC below.