Spring 2024 Written Communication Assessment Report

Essential Studies Learning Goal Assessment Written Communication Spring 2024

Written Communication Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. Full AAC&U rubric is available on ES Assessment website Five rubric aspects: Context of and Purpose for Writing Context Development Genre and Disciplinary Conventions Sources and Evidence Control of Syntax and Mechanics

Data Collection Processes All instructors teaching written communication-validated ES courses during the Spring 2024 semester were asked to provide their assessment data for at least four rubric aspects at the end of the semester. They attended training or viewed the recorded session on how to use the rubric for assessment within their course prior to the course beginning. We currently do not collect assessment data in SPEA courses.

Data Collection We collected 49 separate reports for Spring 2024 that included a total of 2320 students from all 7 colleges providing undergraduate programs and 26 different departments. Each college had multiple departments represented Thirty-four reports were from courses delivered in an on campus or hybrid format and 17 reports were from courses delivered online. Forty-three reports were from upper-division courses (300, 400, and 500) and 8 reports were from lower-division courses (100 and 200).

Written Communication ES Assessment Percent Reported for all Participants (N = 2320) 100 90 80 70 60 50 39.1 38.03 36.8 40 30.44 26.85 26.49 25.59 25.45 30 23.66 20 7.66 7.66 7.18 10 1.87 1.78 1.44 0 Context of and Purpose for Writing (n=2299) Content Development (n=2299) Genre and Disciplinary Conventions (n=2282) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Written Communication ES Assessment Percent Reported for all Participants (N = 2320) 100 90 80 70 60 51.8 47.5 50 39.08 40 28.46 27.16 25.56 30 24.13 15.64 20 11.48 9.46 7.23 10 5.4 4.4 1.5 1.2 0 Sources and Evidence (n=2316) Control of Syntax and Mechanics (n=2277) Overall Faculty Impression Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Overall Findings Overall, students did best with control of syntax and mechanics. Students struggled most with sources and evidence. Instructors perceptions of the overall construct tended to be slightly lower than what was reported. They indicated the belief that more students were at the beginning milestone level than what was reported for any area.

Context of and Purpose for Writing: On Campus and Online Percent Reported for all Participants (N = 2299) 100 90 80 70 60 45.67 50 42.21 40 25.85 30 24.77 22.28 17.78 20 10.58 6.57 10 3.69 0.6 0 On Campus (n=1675) Online (n=624) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Content Development: On Campus and Online Percent Reported for all Participants (N = 2299) 100 90 80 70 60 50 44.46 39.97 40 25.65 30 24.88 24.04 21.7 20 7.3 7.13 10 3.81 1.06 0 On Campus (n=1696) Online (n=603) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Genre and Disciplinary Conventions: On Campus and Online Percent Reported for all Participants (N = 2282) 100 90 80 70 60 50 45.17 42.95 40 27.4 30 24.91 20.81 19.07 20 7.96 6.89 10 3.69 1.15 0 On Campus (n=1658) Online (n=624) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Sources and Evidence: On Campus and Online Percent Reported for all Participants (N = 2316) 100 90 80 70 60 54.79 50 41.83 40 27.72 30 21.75 19.07 20 10.17 8.69 7.53 10 4.61 3.85 0 On Campus (n=1692) Online (n=624) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Control of Syntax and Mechanics: On Campus and Online Percent Reported for all Participants (N = 2279) 100 90 80 70 60 50 41.03 39.58 37.65 40 34.67 30 19.7 20 11.86 5.77 10 5.26 3.69 0.79 0 On Campus (n=1655) Online (n=624) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Faculty Overall Impression: On Campus and Online Percent Reported for all Participants (N = 2320) 100 90 80 70 58.78 60 50 40 35.4 32.86 25.55 30 19.93 20 11.91 8.14 10 5.08 1.24 1.11 0 On Campus (n=1696) Online (n=624) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Online vs. On Campus delivery modes Online and on campus reports included both upper and lower division sections. More students in lower division sections were included in the on campus reports than online. Online student performance was higher than on campus student performance for all rubric aspects. Online students Performed best for Control of Syntax and Mechanics Performed worst for Context of and Purpose for Writing On Campus students Performed best for Control of Syntax and Mechanics Performed worst for Sources and Evidence Faculty judged student performance in both online and on campus courses as worse than the data would indicate. Percentage of higher scores (intermediate benchmark/capstone) was lowest in the overall faculty impression for both types of courses.

Context of and Purpose for Writing: Lower and Upper Division Course Percent Reported for all Participants (N = 2299) 100 90 80 70.83 70 57.1 60 50 40 30 25.38 21.05 20 11.39 5.92 10 3.89 2.24 1.98 0.22 0 Lower (n=1387) Upper (n=912) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Content Development: Lower and Upper Division Course Percent Reported for all Participants (N = 2299) 100 90 80 70 63.16 59.63 60 50 40 27.63 30 24 20 11.25 7.89 10 2.74 2.38 0.99 0.33 0 Lower (n=1387) Upper (n=912) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Genre and Disciplinary Conventions: Lower and Upper Division Course Percent Reported for all Participants (N = 2282) 100 90 80 70 61.56 56.09 60 50 40 26.04 30 25.31 20 11.97 10.06 10 4.47 2.24 1.34 1 0 Lower (n=1387) Upper (n=895) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Sources and Evidence: Lower and Upper Division Course Percent Reported for all Participants (N = 2316) 100 90 80 74.33 70 61.46 60 50 40 27.13 30 20 14.07 7.43 6.42 10 4.18 2.58 1.4 1 0 Lower (n=1387) Upper (n=929) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Control of Syntax and Mechanics: Lower and Upper Division Course Percent Reported for all Participants (N = 2279) 100 90 80 70 60.09 60 46.94 50 39.44 40 26.79 30 20 11.33 8.07 10 3.32 2.24 1.23 0.56 0 Lower (n=1387) Upper (n=892) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Faculty Overall Impression: Lower and Upper Division Course Percent Reported for all Participants (N = 2320) 100 90 80.32 80 70 58.68 60 50 40 28.65 30 20 10.45 9.58 6.78 10 2.66 1.73 0.72 0.43 0 Lower (n=1387) Upper (n=933) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Level of Course Students in upper division courses performed better on this learning goal than students in lower division courses. This was the case for all aspects of the rubric suggesting that students improve upon their ability for written communication across their academic career at UND. Students in lower division courses performed best on Control of Syntax and Mechanics. Students in upper division courses performed best on Context of and Purpose for Writing. The largest discrepancy among higher scores (intermediate milestone/capstone) between performance by students in lower division and higher division courses was for Sources and Evidence. Faculty judged student performance in lower division courses as worse than the data would indicate. Whereas faculty impressions for upper division courses was similar to the data reported.

Context of and Purpose for Writing: Among Colleges (1/2) Percent Reported for all Participants (N = 2299) 100 87.15 90 80 73.1 70 60 50.49 50 40 30 25.34 22.07 20 12.06 10.07 10 5.03 4.47 3.45 3.35 2.04 1.38 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1618) Business & Public Administration (n-145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Context of and Purpose for Writing: Among Colleges (2/2) Percent Reported for all Participants (N = 2299) 95.35 100 90 79.28 80 67.81 70 63.16 60 50 40 26.32 30 23.97 18.02 20 8.77 6.85 10 4.65 2.7 1.75 1.37 0 0 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=146) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Content Development: Among Colleges (1/2) Percent Reported for all Participants (N = 2299) 100 90 83.24 80 70 62.76 60 53.4 50 40 33.1 30 25.03 20 9.95 9.5 9.09 6.7 10 2.76 2.53 1.38 0.56 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1618) Business & Public Administration (n=145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Content Development: Among Colleges (2/2) Percent Reported for all Participants (N = 2299) 100 93.02 90 80 70.27 70 63.16 60.96 60 50 40 33.56 26.32 30 24.32 20 8.77 6.98 5.48 5.41 10 1.75 0 0 0 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=146) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Genre and Disciplinary Conventions: Among Colleges (1/2) Percent Reported for all Participants (N = 2282) 100 92.18 90 80 70.34 70 60 51 50 40 26.42 30 20 20 10.73 9.73 9.66 10 3.91 3.91 2.12 0 0 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1601) Business & Public Administration (n=145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Genre and Disciplinary Conventions: Among Colleges (2/2) Percent Reported for all Participants (N = 2282) 100 90 80 69.77 70 63.16 58.9 60 53.15 50 40 30.23 29.73 29.46 26.32 30 20 10.27 9.01 8.77 8.11 10 1.75 1.37 0 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=146) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Sources and Evidence: Among Colleges (1/2) Percent Reported for all Participants (N = 2316) 100 90 77.65 80 70 64.53 61.14 60 50 40 30 24.83 20 12.6 12.23 11.73 11.03 6.18 5.59 10 5.03 4.46 0 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1635) Business & Public Administration (n=145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Sources and Evidence: Among Colleges (2/2) Percent Reported for all Participants (N = 2316) 100 90 81.4 80 71.94 70 57.67 57.53 60 50 36.3 40 34.23 30 18.6 17.54 20 8.77 6.3 10 4.79 1.75 1.37 0.9 0.9 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=146) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Control of Syntax and Mechanics: Among Colleges (1/2) Percent Reported for all Participants (N = 2279) 100 87.71 90 80 68.96 70 60 50 44.61 36.62 40 30 22.07 20 9.81 8.38 6.95 6.9 10 3.91 2.07 2.01 0 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1641) Business & Public Administration (n=145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Control of Syntax and Mechanics: Among Colleges (2/2) Percent Reported for all Participants (N = 2279) 100 90 80 71.94 70 65.12 60 54.95 52.43 50 35.15 40 34.88 26.21 30 19.42 17.54 20 8.77 10 4.5 2.7 2.7 1.94 1.75 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=103) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Faculty Overall Impression: Among Colleges (1/2) Percent Reported for all Participants (N = 2320) 100 90 80 80 70.1 70 60 53.79 50 36.55 40 30 20 10 9.66 9.46 8.79 7.57 7.57 10 4.86 1.65 0 0 0 0 Aerospace Sciences (n=179) Arts & Sciences (n=1639) Business & Public Administration (n=145) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Faculty Overall Impression: Among Colleges (2/2) Percent Reported for all Participants (N = 2320) 100 90 80 73.69 70 65.12 61.64 60 50.45 50 36.94 40 34.88 28.77 30 15.79 20 9.01 8.77 8.22 10 2.7 1.75 1.37 0.9 0 0 0 0 0 0 Education & Human Development (n=57) Engineering & Mines (n=43) Nursing & Professional Disciplines (n=146) Medicine & Health Sciences (n=111) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Captstone

Written Communication Among Colleges Data among colleges are indicative of what was reported for the course and the college the course is included in. It does not indicate the college the student belongs to (e.g., their major). Arts & Sciences and Business & Public Administration included both online and on campus as well as lower and upper division courses. Aerospace Sciences and Medicine & Health Sciences included both online and on campus sections but upper division courses only. Education & Human Development and Engineering & Mines included only online, upper division courses. Nursing & Professional Disciplines included only on campus, upper division courses.

Written Communication Among Colleges Students completing their written communication course in Aerospace Sciences performed best in Control of Syntax and Mechanics and worst in Sources and Evidence. Students completing their written communication course in Arts & Sciences performed best in Control of Syntax and Mechanics and worst in Sources and Evidence. Students completing their written communication course in Business & Public Administration performed best in Content Development and worst in Context of and Purpose for Writing. Students completing their written communication course in Education & Human Development performed best in Sources and Evidence and Control of Syntax and Mechanics and equally well in all other areas. Students completing their written communication course in Engineering & Mines performed best in Context of and Purpose for Writing and worst in Sources and Evidence. Students completing their written communication course in Medicine & Health Sciences performed best in Context of and Purpose for Writing and worst in Content Development. Students completing their written communication course in Nursing & Professional Disciplines performed best in Content Development and worst in Control of Syntax and Mechanics.

Performance in upper division courses for the learning goals assessed thus far: Information Literacy (Fall 2022) 100 90 80 70 60.3 56.3 60 53.2 50.4 50 42.1 40 29.3 28.4 26 30 23.5 22.4 17.9 20 12.5 12.4 11.8 11.2 6.7 5.7 10 5 4.6 1.7 1.4 1 0.2 0 0 0 Determine Extent of Information Needed (n = 409) Access Needed Information (n=385) Evaluate Information & Sources (n =522) Use Information Effectively (n=522) Ethically & Legally (n=460) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Capstone

Performance in upper division courses for the learning goals assessed thus far. Oral Communication (Spring 2023) 100 90 77.5 80 70.4 70 62.7 60 48.9 47.8 45.8 50 40.8 40 30 25.3 17.6 16.2 20 13.4 12.7 12 10 4.9 3.3 0.7 0 0 0 0 0 0 0 0 0 0 Organization (n = 332) Language (n = 142) Delivery (n = 142) Supporting Material (n=142) Central Message (n=90) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Capstone

Performance in upper division courses for the learning goals assessed thus far. Intercultural Knowledge & Skills (Fall 2023) 100 90 80 70 55.5 60 49.8 49.2 47.7 47 46.6 50 37.5 40 34.9 33.5 32.8 32.4 32.3 30 17.1 17 16.8 16.7 20 15 10.3 10 1.8 1.8 1.4 1.2 0.9 0.8 0 0 0 0 0 0 0 Cultural Self Knowledge (n=281) Cultural Worldview Frameworks (n=281) Empathy (n=253) Verbal and nonverbal communication (n = 244) Curiosity (n = 281) Openness (n = 269) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Capstone

Performance in upper division courses for the learning goals assessed thus far. Written Communication (Spring 2024) 100 90 80 70.83 70 63.16 61.56 61.46 60.09 60 50 40 27.63 27.13 26.79 26.04 30 21.05 20 11.33 10.06 7.89 7.43 5.92 10 2.58 1.98 1.4 1.34 1.23 1 0.99 0.56 0.33 0.22 0 Context of and Prupose for Writing (n=912) Content Development (n=912) Genre and Disciplinary Conventions (n=895) Sources and Evidence (n=929) Control of Syntax and Mechnics (n=892) Did not meet benchmark Benchmark Beginning Milestone Intermediate Milestone Capstone

Learning Goals Assessed in previous four semesters Based on the data from the upper division courses, students are performing strong with information literacy, oral communication, and written communication. Although our data indicate that students are improving in intercultural knowledge and skills over their time at UND, they do appear to perform at lower levels within upper division courses than the other learning goals we have assessed thus far.