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National Census of Writing
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Four-Year Institution Survey
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Does your institution have an official writing program or department?
What is the institutional home of the writing program or department?
Does your institution have first-year writing?
Is first-year writing part of the writing program or department?
If not part of the writing program or department, what is the institutional home for first-year writing?
Does your institution have writing across the curriculum (WAC)?
Is WAC part of the writing program or department?
If not part of the writing program or department, what is the institutional home for WAC?
Does your institution have writing in the disciplines (WID)?
Is writing in the disciplines part of the writing program or department?
If not part of the writing program or department, what is the institutional home for writing in the disciplines?
Does your institution have an undergraduate writing major?
Is the undergraduate writing major part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the undergraduate writing major?
Does your institution have an undergraduate writing minor?
Is the undergraduate writing minor part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the undergraduate minor?
Does your institution have a graduate program in writing/rhetoric?
Is the graduate program part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the graduate writing program?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the writing center?
Does your institution have a basic writing program?
Is the basic writing program part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the basic writing program?
Does your institution have a writing requirement?
What does the writing requirement at your institution consist of?
What other writing requirements does your institution have?
Are there curricular requirements that are not part of the writing requirement but that have writing as an explicit goal?
What curricular requirements have writing as an explicit goal?
Are there college-wide student writing goals?
Have the goals been influenced by the WPA Outcomes Statement?
How are the college-wide student writing goals assessed?
Who administers the college-wide assessment?
Who participates in the college-wide assessment?
Does your institution administer the National Survey of Student Engagement (NSSE)?
How does your writing program use the NSSE data?
Is your school part of the WPA/NSSE Consortium for the Study of Writing in College?
Have there been changes to the writing program or sites of writing at your institution in the past 10 years?
Were there changes to the writing requirement in the past 10 years?
Which changes have taken place in regards to the writing requirement?
Were there changes to the assessment of writing at your institution over the past 10 years?
Which changes have taken place in regards to assessment?
Were there any changes to the administrative structures of the writing program or the sites of writing over the past 10 years?
Which administrative structures of the writing program or the sites of writing changed?
Was the writing program changed in the past 10 years to expand or eliminate areas?
How did the writing program change?
Were there changes to the staffing of the writing program or center over the past 10 years?
Which changes to the staffing of the writing program or center have taken place over the past 10 years?
Were there any additional changes to the writing program or the sites of writing at your institution not already mentioned?
If there were any additional changes to the writing program or the sites of writing at your institution not already mentioned, please explain.
Do you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years?
What type of changes to the administrative, curricular, or support structures of the sites of writing at your institution do you foresee in the next five years?
If you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years feel free to explain.
Does your institution have a first-year writing requirement whether explicit or embedded?
How many semesters/courses of first-year writing are required?
By when must the second semester course be completed?
How would you describe your first-year writing requirement?
Does your institution allow students to place out of FYWS?
Does your institution allow students to place out of FYC?
Does your institution allow students to place out of FYS?
Does your institution allow students to place out of other first-year requirements?
What is your program's placement mechanism?
Does your institution accept transfer credit for FYWS?
Does your institution accept transfer credit for FYC?
Does your institution accept transfer credit for FYS?
Does your institution accept transfer credit for other first-year writing requirements?
Who approves transfer credit for FYW courses?
Are there explicit goals for FYWS?
Are there explicit goals for FYC?
Are there explicit goals for FYS?
Are there explicit goals for other first-year writing requirements?
Are FYWS goals informed by the WPA Outcomes Statement?
Are FYC goals informed by the WPA Outcomes Statement?
Are FYS goals informed by the WPA Outcomes Statement?
Are other first-year writing goals informed by the WPA Outcomes Statement?
How are the goals for FYW courses assessed?
Who participates in the assessment of the goals for FYW courses?
What is the content of the FYWS requirement? See Note 5.
What is the other content of the FYWS requirement?
What is the content of the FYC requirement? See Note 5.
What is the other content of the FYC requirement?
What is the content of the FYS requirement? See Note 5.
What is the other content of the FYS requirement?
What is the content of the other first-year requirement? See Note 5.
What is the other content of the other first year requirement?
Is there a common syllabus for FYWS courses?
Is there a common syllabus for FYC courses?
Is there a common syllabus for FYS courses?
Is there a common syllabus other first-year writing courses?
What is the enrollment cap for honors sections of FYWS?
What is the enrollment cap for honors sections of FYC?
What is the enrollment cap for honors sections of FYS?
What is the enrollment cap for honors sections of other types of FYW?
What is the enrollment cap for regular sections of FYWS?
What is the enrollment cap for regular sections of FYC?
What is the enrollment cap for regular sections of FYS?
What is the enrollment cap for regular sections of other types of FYW?
What is the enrollment cap for basic writing sections of FYWS?
What is the enrollment cap for basic writing sections of FYC?
What is the enrollment cap for basic writing sections of FYS?
What is the enrollment cap for basic writing sections of other types of FYW?
In the 2011-12 academic year, what percentage of FYWS courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of FYC courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of FYS courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of other types of FYW courses were taught by: See Note 2a.
Is there faculty or professional development available for those teaching FYWS?
Is there faculty or professional development available for those teaching FYC?
Is there faculty or professional development available for those teaching FYS?
Is there faculty or professional development available for those teaching other first-year writing courses?
What form does the faculty development take for FYW faculty?
Do those attending faculty development for FYWS receive additional compensation?
Do those attending faculty development for FYC receive additional compensation?
Do those attending faculty development for FYS receive additional compensation?
Do those attending faculty development for other types of FYW receive additional compensation?
Does your institution identify students who may need additional writing support, including students whose primary language is not English?
How does the institution identify these students?
What types of supports are available to those students?
Does your institution have a formal basic writing program?
What percentage of the student body is placed into basic writing? See Note 4.
How are students placed into basic writing?
How do students exit basic writing?
Is there a director of basic writing?
What is the structure of the basic writing program? See Glossary for terms used.
How many levels of basic writing do you have?
What is the curriculum of the basic writing courses?
Is there support for English Language Learners (ELLs)?
Is support for ELLs separate from basic writing?
What type of supports are available for ELLs?
Does your institution offer ELL writing classes?
What percentage of the student body is placed into ELL writing courses? See Note 4.
How are students identified and/or placed into ELL writing courses?
What is the institutional home of the ELL writing courses?
Does your institution have a WAC program and/or writing requirement beyond the first year?
Does your institution require all students to take lower-division writing courses taught by the English or Writing department for students in other departments? Does not include the first-year writing requirement.
Does your institution require all students to take upper-division writing courses taught by the English or Writing department for students in other departments?
Does your institution require all students to take a mid-level writing course(s)?
How would you describe the mid-level course?
Does your institution require ALL students to complete a senior thesis or other writing-intensive capstone experience?
Is the senior thesis an explicit part of the college writing requirement?
Does the institution require some students to complete a senior thesis or other writing-intensive capstone experience? If so, what are the requirements?
Does your institution require all students to take writing-intensive (WI or W) courses taught by departments other than English or Writing?
How long has the WI requirement been in existence?
How many WI courses are required beyond the first-year requirement?
When do WI courses need to be completed?
Are there explicit goals for the WI courses?
Have the goals been influenced by the WPA Outcomes Statement?
What form of assessment takes place of the WI goals?
Who administers WAC assessment?
Who participates in WAC assessment?
What are the criteria for a WI course?
Who certifies that a course fulfills WI designation?
Are there incentives offered for faculty to teach a WI course?
Which incentives are offered to faculty to teach WI courses?
Is there professional development available for those teaching in the WAC Program?
What form does that faculty development take?
What other forms of faculty development exist?
If faculty attend a seminar or workshop, how are they compensated?
Does your institution have a writing major? See Note 3.
What areas of writing can students specialize in as part of the major?
In which department is the major housed?
Does your institution have a writing minor?
What areas of writing can students specialize in as part of the minor?
In which department is the minor housed?
Does your institution offer a masters degree (M.A.) in writing, other than creative writing?
In which department is the masters program housed?
Does your institution have a Ph.D. program in writing, other than creative writing?
In which department is the Ph.D. program housed?
Does the graduate coursework include a course on writing program administration?
Does the graduate coursework include a course on writing center studies?
Roughly how many graduate students in your program complete their Ph.D.s each year?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center free-standing or part of another institutional unit?
If the writing center is not free-standing, what larger institutional unit is it a part of?
Where is the writing center located? Note: From this point on writing center refers to both free-standing and those located within another unit.
Is there a mission statement for the writing center?
Are there explicit goals for the writing center?
How are the goals assessed?
What services does the writing center offer?
What other services does the writing center offer?
How many face-to-face consultations were offered in the Fall of 2011? See Notes 2b & 4.
How many face-to-face consultations were offered in the Spring of 2012? See Notes 2b & 4.
How many face-to-face consultations were offered in the Summer of 2012? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Fall of 2011? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Spring of 2012? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Summer of 2012? See Notes 2b & 4.
How many online consultations were offered in the Fall of 2011? See Notes 2b & 4.
How many online consultations were offered in the Spring of 2012? See Notes 2b & 4.
How many online consultations were offered in the Summer of 2012? See Notes 2b & 4.
How many online consultations were conducted in the Fall of 2011? See Notes 2b & 4.
How many online consultations were conducted in the Spring of 2012? See Note 2b & 4.
How many online consultations were conducted in the Summer of 2012? See Notes 2b & 4.
What percentage of the undergraduate student body had a writing center consultation during the 2011-12 academic year? See Notes 2a & 4.
Does your writing center work with graduate students?
How many writing center consultations did your center conduct with graduate students during the 2011-12 academic year? See Notes 2a & 4.
What percentage of the graduate student body had a writing center consultation during the 2011-12 academic year? See Notes 2a & 4.
What is the average length of a consultation or tutorial session offered?
Are some or all of your writing center consultants undergraduate students?
Are some or all of your writing center consultants graduate students?
Are some or all of your writing center consultants faculty who teach in the writing program?
Are some or all of your writing center consultants faculty who teach in other academic departments?
Are some or all of your writing center consultants professional tutors?
Are some or all of your writing center consultants volunteers?
Do you have others working as writing consultants?
During the fall of 2011, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were graduate students? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were other personnel? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were graduate students? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were other writing personnel? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were undergraduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were graduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were faculty who teach in the writing program? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were faculty who teach in other academic departments? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were professional tutors? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were volunteers? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were other personnel? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were undergraduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were graduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were faculty who teach in the writing program? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were faculty who teach in other academic departments? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were professional tutors? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were volunteers? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were other personnel? See Notes 2b & 4.
How are consultants working in the writing center initally trained?
What on-going professional development opportunities are offered for consultants working in the writing center?
How are consultants working in the writing center compensated?
Does your institution have a writing fellows (course-based peer tutoring) program?
How old is the writing fellows program?
How is the writing fellows program funded?
Do the writing fellows work both as fellows and in the writing center?
If two separate groups, how are they staffed?
Do the writing fellows regularly attend the class they are assigned to work with?
On average, how many students does each writing fellow work with for a course?
How are the writing fellows compensated?
Who has primary responsibility for administering first-year writing requirement?
How is the FYWD position classified?
Where does the FYWD's tenure line reside?
To whom does the FYWD report?
Was the FYWD director hired for this position?
If the FYWD director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the FYW program?
If others help to administer the FYW program, how many?
Who has primary responsibility for administering the WAC program?
How is the WAC director position classified?
Where does the WAC director's tenure line reside?
To whom does the WAC director report?
Was the WAC director hired for this position?
If the WAC director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the WAC program?
If others help to administer the WAC program, how many?
Who has primary responsibility for administering the writing center?
How is the WCD or LCD position classified?
Where does the WCD or LCD's tenure line reside?
To whom does the WCD or LCD report?
Was the WCD or LCD director hired for this position?
If the WCD or LCD director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the writing center?
If others help to administer the writing center, how many?
How is the solo writing administrator position classified?
Where does the solo writing administrator's tenure line reside?
To whom does the solo writing administrator report?
Was the solo writing administrator hired for this position?
If the solo writing administrator was not hired for this position, how did he/she assume these responsibilities?
Are there others who help the solo writing administrator to administer the various sites of writing?
If others help the solo writing administrator, how many?
What is the teaching load for writing administrators?
What are the job responsibilities for writing administrators?
Do you direct or administer first-year writing?
For how many years have you directed or administered first-year writing?
Do you direct writing across the curriculum (WAC)?
For how many years have you directed writing across the curriculum (WAC)?
Do you direct writing in the disciplines (WID)?
For how many years have you directed writing in the disciplines (WID)?
Do you direct a hybrid WAC/WID program?
For how many years have you directed a hybrid WAC/WID program?
Do you direct an undergraduate major?
For how many years have you directed an undergraduate major?
Do you direct an undergraduate minor?
For how many years have you directed an undergraduate minor?
Do you direct a graduate program in writing?
For how many years have you directed a graduate program in writing?
Do you direct the writing center?
For how many years have you directed the writing center?
Do you direct a writing fellows program?
For how many years have you directed the writing fellows program?
Do you direct basic writing?
For how many years have you directed basic writing?
What is your educational level?
In what academic discipline?
What is your age?
Is English your native language?
With which racial groups and ethnic groups do you identify?
Do you identify as disabled?
What is your gender?
Do you identify as LBGTQ?
What is your annual salary?
Do you receive additional compensation or release time for directing a site of writing?
What is the compensation?
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What form of assessment takes place of the WI goals? (n=118)
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