WAC ANNUAL REPORT FY08

Department: Writing Across the Curriculum Program Director: Teresa M. Redd, Ph.D., Professor of English and Member of the Board of Consultants of the National Network of Writing Across the Curriculum Programs A. Unit Overview During FY08, the Writing Across the Curriculum (WAC) program continued to extend its reach beyond the College of Arts & Sciences (COAS) to the University’s other schools and colleges. At its headquarters at the Center for Excellence in Teaching, Learning, and Assessment (CETLA), it offered workshops, seminars, and support services. Both faculty and student evaluations attest to the effectiveness of the expanded program. However, COAS remains the flagship college. B. Mission, Goals, and Objectives

1. Mission An interdisciplinary program, Writing Across the Curriculum promotes “writing to learn” and “learning to write” in every discipline. Because writing and learning are intrinsically linked, the WAC program aims to expand the role of writing in courses in every discipline. In addition, it seeks to reinforce writing skills learned in Freshman English while helping students master the text conventions of their chosen discipline. To achieve its aims, the WAC program strives to change the way teachers teach as well as the way students learn. Therefore, although the WAC program encourages faculty to offer “official WAC courses,” (i.e., writing-intensive courses that fulfill the third writing requirement in COAS), the program supports the incorporation of WAC methods in all courses. Consequently, in 2006, the WAC Committee agreed that courses in the professional schools could incorporate selected WAC strategies and thereby qualify for WAC support—even when the classes were too large to fulfill a writing requirement.

2. Goals

a. To expand the role of writing in courses in every discipline.

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b. To empower students to use writing to learn the subject matter of a discipline.

c. To improve students’ professional as well as general writing skills.

3. Objectives During FY08, the WAC program sought to fulfill the following broad objectives:

a. Writing across the Disciplines. Faculty across the curriculum will integrate WAC methods in their courses.

b. Writing to Learn. WAC students will use writing to read

carefully, to make sense of their lessons, to think critically about the subject matter, to organize their thoughts, and to present those thoughts in a comprehensible format.

c. Learning to Write. WAC students will master the text

conventions of a discipline as well as general writing skills learned in Freshman English.

To fulfill these objectives, the WAC program set the following benchmarks for FY08:

a. At least 75% of COAS departments beyond the English Department will offer an official WAC course, while at least six other schools or colleges will offer WAC-approved courses.

b. The majority of WAC students will report that writing

helped them learn the subject matter of a WAC course.

c. The majority of WAC students will report that they improved their writing skills as a result of taking a WAC course.

d. At least 75% of the students in a random WAC sample

will demonstrate progress in one or more areas of writing, achieving at least a “C” for writing proficiency.

1. Staff

The WAC Program is directed by CETLA’s director with the assistance of an interdisciplinary WAC Committee and CETLA’s support staff.

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Name Position Department Teresa M. Redd, Ph.D. Director CETLA/English Gloria Bethea Administrative Secretary CETLA Benny Schalin Webmaster CETLA Ann Kelly, Ph.D.

WAC Committee

English

Wade Harrell, M.A. WAC Committee English Annette Davis, Ph.D. WAC Committee EAC Adeniran Adeboye, Ph.D. WAC Committee Math Marguerite Neita, Ph.D. WAC Committee Allied Health Lila Ammons, Ph.D.

WAC Committee

Afro-Am Studies

C. Progress in Fulfillment of the University’s Mission As envisioned in Strategic Framework for Action I and II, the WAC program has not only strengthened academic programs but also promoted excellence in teaching. In fulfillment of the University’s mission, the WAC program has provided students with “an educational experience of exceptional quality” by “developing a cadre of faculty who . . . are committed to producing distinguished and compassionate graduates.” The narrative below will document how the WAC Program has been fulfilling the University’s mission. D. Key Performance Indicators The WAC Program met or approached its FY08 benchmarks:

1. At least 75 % of COAS departments beyond the English Department will offer an official WAC course, while at least six other schools and colleges will offer WAC-approved courses. PARTIALLY ACHIEVED. Approximately 68% of COAS departments (beyond the English Department) offered at least one official WAC course—a total of 25 WAC courses (13 in Fall 2007 and 12 in Spring 2008). These COAS courses enrolled 178 students in the fall and 131 in the spring. In addition to COAS, six schools and colleges offered seven “WAC-approved” courses (6 in Fall 2007 and 1 in Spring 2008) serving 324 students in the fall and 6 in the spring (see Tables 1 and 2).

2. The majority of WAC students will report that writing

helped them learn the subject matter of a WAC course. ACHIEVED. In Fall 2007, more than half of the students in COAS’s WAC courses claimed that the writing assignments had improved their reading, understanding, and critical

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thinking; in Spring 2007, at least 90%. This was also the consensus of the majority of the students in WAC-approved courses in other schools and colleges (see Tables 3 and 4).

3. The majority of WAC students will report that they

improved their writing skills as a result of taking a WAC course. ACHIEVED. In Fall 2007, 84% of the students in COAS’s WAC courses felt that the writing instruction had helped them organize their writing, and 60% thought it had helped them follow the conventions of the discipline; in Spring 2007, the percentages were 92% and 85% respectively. Meanwhile, in the fall, 60% of the respondents said they had practiced editing skills taught in Freshman English; in the spring, 87%. A similar trend emerged in the WAC-approved courses in other schools and colleges. In those courses, the majority of the students also felt that the writing instruction had helped them organize their writing and follow the conventions of the discipline. However, since large class sizes limited the amount of writing their instructors could evaluate, most of the students in professional classes did not report the improvement in editing skills that COAS’s WAC students did (see Tables 3 and 4).

4. At least 75% of the students in a random WAC sample will demonstrate progress in one or more areas of writing, achieving at least a “C” for writing proficiency. UNDETERMINED. In Spring 2008, CETLA collected student papers, reflections, and course evaluations via Blackboard from 11 of the 12 Spring 2008 WAC courses in COAS. Then CETLA recruited WAC and English faculty to score all portfolios with two or more papers (a total of 75) for proficiency and those with three or more papers for progress. However, the data analysis is still in progress.

E. Assessment and Evaluation Assessment of faculty development is a three-stage process beginning with Participation, followed by Implementation, and ending with the Impact on student learning and teacher productivity. Consequently, the following pages present this year’s assessment of the faculty’s participation in and satisfaction with WAC activities, an analysis of the faculty’s implementation of WAC strategies, and evidence of the impact.

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1. Participation a. Enrollment. At its December 2007 meeting, the

WAC Committee recommended that CETLA offer a one- or two-day certification seminar in August instead of the sparsely attended WC01, WC03, and WC06 certification workshops because faculty could rarely schedule all three. Consequently, during FY08 only 33 faculty participated in CETLA’s WAC activities, and even when multiple visits were counted, enrollment did not exceed 41. As Table 5 reveals, the FY08 participants came from 9 schools and colleges.

As a result of the low enrollment, only 3 COAS faculty completed the WAC seminar or workshops leading to certification. However, altogether, 110 COAS faculty have completed WAC training; of these, 73 have submitted syllabi to the WAC Committee to complete the certification requirements (see Table 6). In addition, 62 faculty from other schools and colleges have completed the training, and 13 of them have submitted syllabi for WAC certification. (See http://www.cetla.howard.edu/check/cert/certified.aspx for a list of certified faculty.)

b. Satisfaction. Soon after each workshop or seminar, CETLA solicited anonymous faculty evaluations of the instruction; 29 of the 41 participants completed the evaluations, expressing a high level of satisfaction. Indeed, Table 7 shows that at least 85% of the participants “strongly agreed” or “agreed” that the sessions were organized, the instructions were clear, the lessons encouraged sufficient participation, and the pedagogical advice was useful.

2. Classroom Implementation At the request of former Provost A. Toy Caldwell-Colbert, CETLA has sought to expand WAC beyond the College of Arts & Sciences since opening CETLA. Via the WAC Program, CETLA has not only helped develop WAC courses but has also introduced software such as Turnitin (for plagiarism detection) and Labwrite (for lab reports) to improve students’ writing. As explained below, faculty throughout the campus have been implementing these WAC initiatives.

• WAC Courses. As expected, in FY08 COAS faculty offered the most WAC courses (see Tables 1 and 2). These

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“official” WAC courses fulfilled the third writing requirement in COAS, and they extended across the COAS curriculum. Approximately 68% of COAS departments (beyond the English Department) offered at least one official WAC course—a total of 25 WAC courses (13 in Fall 2007 and 12 in Spring 2008). These COAS courses enrolled 178 students in the fall and 131 in the spring. However, this year’s enrollment was lower because the Chemistry Department stopped offering six sections of Organic Chemistry Lab as WAC courses: Since only one or two professors were teaching all of the sections, they could not handle the paper load. Nevertheless, there were WAC-trained faculty in every department except Music, and an informal survey confirmed that many of them incorporated WAC methods in non-WAC as well as official WAC courses in COAS.

In addition to COAS, six schools and colleges offered seven “WAC-approved” courses (6 in Fall 2007 and 1 in Spring 2008) serving 324 students in the fall and 6 in the spring. Although WAC-approved courses are normally too large to fulfill a writing requirement (as the “official” WAC courses in COAS do), in 2006 the WAC Committee decided to approve such courses because of the integration of “writing-to-learn” and/or “learning-to-write” techniques by WAC-certified instructors.

b. Last Year’s Participants. To understand how faculty were

implementing what they had learned in WAC workshops, CETLA collected survey responses and syllabi from last year’s workshop participants. Of the 55 faculty enrolled in WAC workshops in FY07 only 10 responded to the survey, but their syllabi provided tangible evidence of implementation:

• Two instructors who attended WC06 “Handling the

Paper Load” stated that the workshop helped them handle the paper load, especially the work created by teaching an overload.

• Two other faculty members who attended WC03 “Helping Students Learn to Write in the Disciplines” reported that using information in the workshop helped students write for their respective disciplines. One instructor explained, “I put into practice what I learned from the workshop. I divided the course term paper into parts (i.e., proposal, outline, first draft, final

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composition) in order to encourage students to start early on their term paper. The overall quality of term papers was greatly improved. Students also received credit and regular feedback at each stage of the writing project.”

• Two instructors who attended WC01 “Helping Students Write to Learn about a Discipline” reported that the content taught in the workshop directly and indirectly helped when teaching students and doing scholarly work. One instructor said, “I put into practice what I learned from the workshop. I designed writing assignments based on course objectives, created writing exercises (i.e., theological case studies) encouraging students to think creatively and critically about contemporary social issues from a theological perspective.”

• As for the 16 FY07 participants in the WC12 workshops, 7 actively used the Turnitin plagiarism detector in FY08.

• Eventually, four of the FY07 WAC workshop participants submitted a syllabus for WAC certification, and all of them taught a WAC-approved course during FY08.

The most exciting WAC news of the year came from the School of Divinity. After participating in WC14 “Creating Rubrics for Writing” in FY07, the faculty of the School of Divinity adopted a school-wide rubric, which was recently published in the student handbook.

c. Plagiarism Detection. In FY06, CETLA bought its first Turnitin.com license to protect the academic integrity of the University’s writing requirements. Consequently, after taking CETLA’s WC12 “Discouraging Plagiarism” workshop, faculty teaching Freshman Composition, Writing Across the Curriculum, and other official writing courses can use Turnitin.com’s database to deter and detect student plagiarism. During FY08, a total of 22 faculty took advantage of Turnitin.com to check 1,293 papers from 647 students. Among those faculty were professors from the Legal Writing Program, which adopted Turnitin in FY07 and professors from the Graduate School, which made Turnitin submission a requirement for all graduate theses and dissertations in FY08.

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Nevertheless, the Turnitin submission statistics are lower than last year’s because in FY08 Blackboard introduced another plagiarism detector, Safe Assign, with no extra charge for Blackboard users. After CETLA asked Blackboard to install SafeAssign in August 2007, it was used in 144 HU Blackboard courses. Unfortunately, Blackboard, Inc. can not yet report the number of faculty users or submissions.

3. Impact

In FY07, CETLA collected direct and indirect evidence of the impact of WAC on students’ learning and teachers’ productivity. Some of the evidence is summarized below. a. WAC Program Student Evaluations. Since COAS

launched the first WAC courses in 1993, the WAC Program has collected student evaluations every year to supplement periodic portfolio assessment and other studies (see http://www.cetla.howard.edu/wac/assessment.htm ). This fiscal year, CETLA collected student evaluations of the Fall 2007 and Spring 2008 WAC courses. In Fall 2007, 300 (59%) of the 502 WAC students in COAS and other colleges completed the evaluation form, while in Spring 2007, 90 (65%) of the 137 WAC students responded. An analysis of the data revealed the following:

The majority of WAC students reported that writing had helped them learn the subject matter of a WAC course. Indeed, in Fall 2007, more than half of the students in COAS’s WAC courses claimed that the writing assignments had improved their reading, understanding, and critical thinking; in Spring 2007, at least 90%. This was also the consensus of the majority of the students in WAC-approved courses in other schools and colleges (see Tables 3 and 4).

The majority of WAC students reported that they had improved their writing skills as a result of taking a WAC course. In Fall 2007, 84% of the students in COAS’s WAC courses felt that the writing instruction had helped them organize their writing, and 60% thought it had helped them follow the conventions of the discipline;

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in Spring 2007, the percentages were 92% and 85% respectively. Meanwhile, in the fall, 60% of the respondents said they had practiced editing skills taught in Freshman English; in the spring, 87%. A similar trend emerged in the WAC-approved courses in other schools and colleges. In those courses, the majority of the students also felt that the writing instruction had helped them organize their writing and follow the conventions of the discipline. However, since large class sizes limited the amount of writing their instructors could evaluate, most of the students in professional classes did not report the improvement in editing skills that COAS’s WAC students did (see Tables 3 and 4).

This trend departs slightly from previous results, which gave the highest marks to reading, understanding, thinking, and organizing (see http://www.cetla.howard.edu/assessment.htm ). This year thinking and organizing thoughts consistently earned the highest ratings across colleges, while reading did so only during the spring semester. However, the data for Spring 1993 – Spring 2008 still suggest that most students feel that WAC courses are worthwhile.

b. WAC Portfolio Assessment. In addition to administering the annual course evaluations, CETLA conducted a portfolio assessment of the Spring 2008 WAC courses in the College of Arts & Sciences—after consulting with the WAC Committee (3/16/08) and soliciting feedback by email from the Spring 2008 WAC faculty. CETLA collected student reflections and evaluations as well as papers via Blackboard. Then CETLA hired WAC and English faculty to score all portfolios with two or more papers (75) for proficiency. Portfolios containing three or more papers were also rated for progress. The data analysis is still in progress.

c. Plagiarism Detection. The Turnitin and Safe Assign

plagiarism detectors have helped both students and faculty. For instance, in FY08, out of 1,293 papers submitted to Turnitin.com, 45 were 75-100% plagiarized, 144 were 50-74% plagiarized, and 193 were 25-49% plagiarized. These statistics show that Turnitin has enabled faculty to hold students to high standards. At the same time, both Turnitin and Safe Assign have increased the faculty’s

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productivity: No longer do they have to spend hours surfing the web or tracking down sources to confirm student plagiarism.

Moreover, Turnitin and SafeAssign are not simply detecting plagiarism; they are teaching students how to avoid plagiarism. Evidence comes from an anonymous survey of ten Spring 2008 WAC classes. Of the 127 registered students, 69 (54%) responded to the survey. When asked, “Did the SafeAssign plagiarism detector help you avoid plagiarism?” 29 claimed that it did. For instance, one student explained:

Yes, it forced me to review my paper more carefully to make sure that I was citing my sources correctly. The plagiarism detector is a good device for pointing out ideas that may be similar to others. This detector allowed me to change any areas in my paper that may have seemed as if they were plagiarized.

However, 19 of the respondents insisted that SafeAssign did not help them avoid plagiarism because they already knew how. One student, though, said “It actually made me fearful of using sources for research.” A few others indicated that they did not know how to access the feedback from Safe Assign.

F. Challenges and Projected Solutions Challenge: Student evaluations of the WAC Program confirm the value of the “writing-to-learn” strategies, but continue to suggest that students need to practice “learning-to-write” strategies, especially editing skills. To strengthen editing skills, WAC faculty can refer students to the English Department’s Writing Center (Locke 100) for individual help with composing, research, and grammar skills. However, the Writing Center is not equipped to serve all of the students who need assistance, especially when and where they need it. Although COAS recently relocated the graduate seminars that met in Locke 100, the Writing Center still does not have enough tutors to provide daytime and evening service. In FY08, CETLA hired two undergraduate tutors for the Center, but, as one Self-Study Work Group confirmed, the number of tutors was still insufficient. Moreover, an English as a Second Language (ESL) tutor is needed.

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Solution: In May, after collaborating with the Director of Freshman English and the Writing Center Coordinator, Dr. Redd submitted a Writing Center budget proposal to the Office of the Provost and subsequently met with Associate Provosts Vasant Telang and Alvin Thornton as well as Budget Officer Rohinton Tengra in June. If the Provost approves the proposal, his office will provide nearly $50,000 a year for seven additional tutors (including an ESL specialist) and a course release for the Coordinator so that he can train and supervise them. This funding would turn the Writing Center into a full-service unit, serving students on campus during business hours, Monday – Friday, and online on evenings and weekends. The increased availability of tutorial support could attract more faculty to the WAC Program. At the very least, it could lead more faculty to assign more writing, including revisions—something students have only limited opportunities to submit, according to the University’s Self-Study survey. Therefore, CETLA will continue lobbying for this critical funding. G. Benchmarks for FY09 Next year CETLA will seek to expand the WAC Program further, reinforce learning, and conduct its periodic assessment of writing in COAS’s WAC courses. Thus, CETLA has adopted the following benchmarks for FY09:

1. At least 75% of COAS departments beyond the English Department will offer an official WAC course, while at least six other schools or colleges will offer WAC-approved courses.

2. The majority of WAC students will report that writing helped them learn the subject matter of a WAC course.

3. The majority of WAC students will report that they improved

their writing skills as a result of taking a WAC course.

4. At least 75% of the students in a random WAC sample will demonstrate progress in one or more areas of writing, achieving at least a “C” for writing proficiency.

SYNOPSIS OF DATA

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Table 1. WAC Course Distribution and Enrollment

(Fall 2007)

COLLEGE OF ARTS AND SCIENCES

Course Number Title Enrollment Faculty AFST 701-01 AFRICAN WORLD-WRTG 20 Edgar CLAS 714-01 LEADERSHIP IN THE ANCIENT WORLD 8 Sandridge ECON 701-01 HIST ECON THOUGHT-WRTG 7 Green GERM 700-01 INDIVIDUAL AND SOCIETY-WRTG 19 Poser HHPL 706-01 HIST AND PHIL OF PE-WRTG 19 Barker HHPL 717-01 ROLE OF SPORT IN SOCIETY-WRTG 21 Corbett HHPL 723-01 ITNRO TO RESEARCH AND STAT-WRTG 17 Caprarola HIST 705-01 US HIST TO 1877-WRTG 11 De Leon HIST 747-01 AFRICAN AMERICAN WOMEN IN US HISTORY-WRTG (ONLINE) 18 Clark-Lewis

MATH 795-01 INTRO TO ANALYSIS I-WRTG 13 Williams III POLS 772-01 GOVERNMENT AND POLITICS OF THE FAR EAST-WRTG 0 Lashley POLS 795-01 NATIONAL AND REV-WRTG 7 Hatem PSYC 716-01 ABNORMAL PSYCHOLOGY-WRTG 18 So

Subtotal 178

COLLEGE OF PHARMACY, NURSING AND ALLIED HEALTH Course Number Title Enrollment Faculty

CLLS 709-01 CLINICAL IMMUNOLOGY-WRTG 12 Neita CLLS 709-02 CLINICAL IMMUNOLOGY-WRTG 0 Neita

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COLLEGE OF COMPUTER SCIENCE, ARCHITECTURE AND ENGINEERING Course Number Title Enrollment Faculty

CIEG 465-01 TRAFFIC ENGINEERING I 10 Rhoulac

SCHOOL OF COMMUNICATIONS Course Number Title Enrollment Faculty

RTVF 211-01 SURVEY OF COMMUNICATIONS RESEARCH 13 McCormick

SCHOOL OF LAW Course Number Title Enrollment Faculty

LAW 617-01 TORTS I 50 Dark

COLLEGE OF MEDICINE Course Number Title Enrollment Faculty

MEDI 417-32 INTRO TO ETHICS AND JURISPRUDENCE 239 Brown Subtotal 324

GRAND TOTAL 502

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Table 2. WAC Course Distribution and Enrollment (Spring 2008)

COLLEGE OF ARTS AND SCIENCES

Courses Title Enrollment Faculty AFST 775-01 PREP-PRACTICUM- WRTG 4 Ammons BIOL 702-01 PARASITIC LECTURE- WRTG 5 Lee

COMP 702-01 PLANETARY SCIENCE LECTURE-WRTG 3 Small-Warren ECON 701-01 HIST ECON THOUGHT-WRTG 2 Green GERM 700-01 INDIVIDUAL AND SOCIETY-WRTG 21 Poser HHPL 723-02 INTRO TO RESEARCH & STAT-WRTG 22 Caprarola HHPL 746-01 ETHICS & SOC ISSUES IN SPORT-WRTG 7 Corbett HHPL 755-01 ADDICTIVE BEHAVIOR-WRTG 16 Calloway HIST 747-01 AF AM WMN-US HISTORY-WRTG (ONLINE) 19 Clark-Lewis POLS 773-01 GOVT & POLITICS OF MIDEAST-WRTG 6 Hatem PHYS 702-01 EXPER PHYSICS I-WRTG 4 Lowe SOCI 786-01 DEATH & DYING-WRTG 22 Reviere

Subtotal 131

COLLEGE OF DIVINITY Courses Title Enrollment Faculty

HISU 201-01 INTRO TO HISTORY OF CHRISTIANITY II 6 Straker Subtotal 6

GRAND TOTAL 137

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Table 3. Student Evaluations of

WAC Courses (Fall 2007) Enrollment=502

Questionnaire Item COAS Other Total

Respondents n=87 n=213 N=300 1. The writing assignments in this course made me read carefully. 57% 66% 63% helped me make sense of the lesson. 66% 58% 60% encouraged me to think critically about the subject matter. 82% 69% 72% 2. The writing instruction helped me organize my thoughts & present them in a comprehensible format. 84% 79% 80% follow the text conventions of the discipline. 60% 60% 60% practice the skills taught in Freshman English. 60% 13% 26%

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Table 4. Student Evaluations of

WAC Courses (Spring 2008) Enrollment=137

Questionnaire Item COAS Other Total

Respondents n=84 n=6 N=90 1. The writing assignments in this course made me read carefully. 93% 100% 93% helped me make sense of the lesson. 90% 83% 90% encouraged me to think critically about the subject matter. 90% 100% 91% 2. The writing instruction helped me organize my thoughts & present them in a comprehensible format. 92% 100% 92% follow the text conventions of the discipline. 85% 83% 84% practice the skills taught in Freshman English. 87% 67% 86%

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Table 5. Enrollment in WAC Workshops and Seminars (FY08) WC01 WC06 WC12 WCSI Total COAS 1 1 18 4 24 COD 0 0 0 1 1 CEACS 0 0 0 0 0 CPNAHS 0 0 0 4 4 HUCE 0 0 0 0 0 GS 0 0 1 0 1 COM 0 0 2 1 3 SOB 1 0 0 0 1 SOC 0 0 1 0 1 SOD 0 0 0 0 0 SOE 0 0 0 2 2 SOL 0 0 4 0 4 SOSW 0 0 0 0 0 OTHER 0 0 0 0 0 Total Attendance 2 1 26 12 41 Number of Workshops 1 1 5 2

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Table 6. WAC Faculty University-Wide (FY93 – FY08)

Status COAS Faculty Other H.U. Faculty* Completed WAC Training 110 62

Revised a Syllabus for Certification

73 13

*Prior to CETLA’s opening in October 2003, the WAC Program was primarily a COAS initiative. Since then, CETLA has begun promoting WAC throughout the University.

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Table 7. Faculty Evaluations of WAC Workshops and Seminars (FY08)

Faculty Evaluations

WC01 Helping Students Write to Learn about a Discipline n=7

Item Strongly Strongly Agree Agree Disagree Disagree Unanswered 1. The length and pace of the workshop were appropriate for me. 57% 29% 14% 0% 0% 2. The workshop encouraged sufficient participation. 86% 14% 0% 0% 0% 3. The workshop leader provided clear instructions. 86% 14% 0% 0% 0% 4. The workshop leader provided useful pedagogical advice. 86% 14% 0% 0% 0% 5. The workshop was well-organized 86% 14% 0% 0% 0%

Faculty Evaluations WC03 Helping Students Learn to Write in a Discipline

n=8 Item Strongly Strongly Agree Agree Disagree Disagree Unanswered 1. The length and pace of the workshop were appropriate for me. 62.5% 25% 12.5% 0% 0% 2. The workshop encouraged sufficient participation. 87.5% 12.5% 0% 0% 0% 3. The workshop leader provided clear instructions. 87.5% 12.5% 0% 0% 0% 4. The workshop leader provided useful pedagogical advice. 87.5% 12.5% 0% 0% 0% 5. The workshop was well-organized 87.5% 12.5% 0% 0% 0%

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Faculty Evaluations WC06 Handling the Paper Load

n=7 Item Strongly Strongly Agree Agree Disagree Disagree Unanswered 1. The length and pace of the workshop were appropriate for me. 43% 57% 0% 0% 0% 2. The workshop encouraged sufficient participation. 86% 14% 0% 0% 0% 3. The workshop leader provided clear instructions. 86% 14% 0% 0% 0% 4. The workshop leader provided useful pedagogical advice. 86% 14% 0% 0% 0% 5. The workshop was well-organized 86% 14% 0% 0% 0%

Faculty Evaluations WC12 Discouraging Plagiarism

n=7 Item Strongly Strongly Agree Agree Disagree Disagree Unanswered 1. The length and pace of the workshop were appropriate for me. 43% 43% 14% 0% 0% 2. The workshop encouraged sufficient participation. 57% 43% 0% 0% 0% 3. The workshop leader provided clear instructions. 57% 43% 0% 0% 0% 4. The workshop leader provided useful pedagogical advice. 57% 43% 0% 0% 0% 5. The workshop was well-organized 57% 43% 0% 0% 0%