The purpose of this multi-method qualitative study was to determine the nature and extent of any gaps that exist between the writing skills faculty members across disciplines at a community college expect their students to utilize in intermediate-level writing intensive courses, their perceptions of the students' general ability to demonstrate those skills, and the importance of the learning outcomes of the two semesters of FYC courses. The faculty members identified a majority of the FYC learning outcomes as having some level of importance to their courses across disciplines. In addition, the directions for the writing assignments used by these faculty members reveal that students are frequently being challenged to analyze, explain, identify, and evaluate. Connections between the required skills, professors' use of class time to teach/review writing, and their perceptions of the students' ability to demonstrate FYC learning outcomes are discussed.
","abstract_html":"<p>The purpose of this multi-method qualitative study was to determine the nature and extent of any gaps that exist between the writing skills faculty members across disciplines at a community college expect their students to utilize in intermediate-level writing intensive courses, their perceptions of the students' general ability to demonstrate those skills, and the importance of the learning outcomes of the two semesters of FYC courses. The faculty members identified a majority of the FYC learning outcomes as having some level of importance to their courses across disciplines. In addition, the directions for the writing assignments used by these faculty members reveal that students are frequently being challenged to analyze, explain, identify, and evaluate. Connections between the required skills, professors' use of class time to teach/review writing, and their perceptions of the students' ability to demonstrate FYC learning outcomes are discussed.</p>","abstract_has_math":false,"creators":["Kraemer-Siracusa, Lynn"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Sudeck, Maria"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-03-27T07:00:00Z","date_published":"2015-03-27T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Community colleges--Faculty; Academic writing","Community College Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/371","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sudeck, Maria"]},{"key":"dc:creator","label":"Author","values":["Kraemer-Siracusa, Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community colleges--Faculty; Academic writing","Community College Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/371"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this multi-method qualitative study was to determine the nature and extent of any gaps that exist between the writing skills faculty members across disciplines at a community college expect their students to utilize in intermediate-level writing intensive courses, their perceptions of the students' general ability to demonstrate those skills, and the importance of the learning outcomes of the two semesters of FYC courses. The faculty members identified a majority of the FYC learning outcomes as having some level of importance to their courses across disciplines. In addition, the directions for the writing assignments used by these faculty members reveal that students are frequently being challenged to analyze, explain, identify, and evaluate. Connections between the required skills, professors' use of class time to teach/review writing, and their perceptions of the students' ability to demonstrate FYC learning outcomes are discussed.
"]},{"key":"dc:title","label":"Title","values":["Faculty expectations and perceptions of writing at a community college"]}]}],"canonical_facts":{"dc:contributor":["Sudeck, Maria"],"dc:creator":["Kraemer-Siracusa, Lynn"],"dc:date.available":["2016-03-26T07:00:00Z"],"dc:description.abstract":["The purpose of this multi-method qualitative study was to determine the nature and extent of any gaps that exist between the writing skills faculty members across disciplines at a community college expect their students to utilize in intermediate-level writing intensive courses, their perceptions of the students' general ability to demonstrate those skills, and the importance of the learning outcomes of the two semesters of FYC courses. The faculty members identified a majority of the FYC learning outcomes as having some level of importance to their courses across disciplines. In addition, the directions for the writing assignments used by these faculty members reveal that students are frequently being challenged to analyze, explain, identify, and evaluate. Connections between the required skills, professors' use of class time to teach/review writing, and their perceptions of the students' ability to demonstrate FYC learning outcomes are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/371"],"dc:subject":["Community colleges--Faculty; Academic writing","Community College Education Administration"],"dc:title":["Faculty expectations and perceptions of writing at a community college"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:09Z"}