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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 College Faculty Members' Perceptions of Students' Writing Abilities Deborah Bellamy Walden University Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations Part of theAdult and Continuing Education Administration Commons,Adult and Continuing Education and Teaching Commons,Higher Education Administration Commons, and theHigher Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University College of Education This is to certify that the doctoral study by Deborah Bellamy has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Marilyn Robb, Committee Chairperson, Education Faculty Dr. Christopher Godat, Committee Member, Education Faculty Dr. Vicki Underwood, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract College Faculty Members’ Perceptions of Students’ Writing Abilities by Deborah Bellamy MA, Murray State University, 2001 BS, Murray State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This illustrative case study, guided by the constructivist approach to instruction, was designed to discover college faculty members’ perceptions concerning university students’ writing and the interventions needed to improve writing skills. The qualitative data were collected through audio-recorded semistructured interviews of 12 college faculty members that were transcribed and coded with Ethnograph software. The findings indicated that college faculty members believed most students lacked basic writing skills and did not take sufficient initiative for their learning. Faculty members also thought students’ writing would improve if students assumed responsibility for their learning and used the resources available. This study provides insight into college faculty members’ views of students’ writing skills and recommendations for how these skills might be improved through collaborative efforts across the university, resulting in positive outcomes for both the students and university by increasing student graduation rates and reducing college debt. College Faculty Members’ Perception of Students’ Writing Abilities by Deborah Bellamy MA, Murray State University, 2001 BS, Murray State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Dedication I would like to dedicate this to my mother, my greatest supporter, and two sons who served in the United States Marine Corps. Acknowledgments I would like to thank my Committee Chair Dr. Marilyn Robb, my Second Committee Member Dr. Christopher Godat and my URR Committee Member Dr. Vicki Underwood, who worked tirelessly with me through the writing process, encouraged and pushed me when I needed it. Table of Contents List of Figures ..................................................................................................................100 Section 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................5 Entrance Exams and the Open Door Policy .............................................................8 Summary of Background .......................................................................................12 Problem Statement .......................................................................................................13 Purpose of the Study ....................................................................................................16 Research Question .......................................................................................................17 Nature of the Study ......................................................................................................19 Definitions....................................................................................................................21 Assumptions .................................................................................................................22 Scope............................................................................................................................22 Limitations ...................................................................................................................23 Delimitations................................................................................................................23 Significance of the Study .............................................................................................24 Implications for Social Change ....................................................................................24 Summary and Transition ..............................................................................................25 Section 2: Literature Review .............................................................................................27 Literature Search Strategy............................................................................................27 How to Improve College Students’ Writing Skills ......................................................28 Weak Writing Skills a Wide Spread Problem..............................................................34 Assessment of Developmental Programs.....................................................................43 Teaching Writing with Technology .............................................................................48 i The Cost of Developmental Education ........................................................................52 Retention and Graduation ............................................................................................55 Professors’ Perceptions of Student’s Writing and Interventions .................................59 Summary and Transition ..............................................................................................63 Section 3: Research Method ..............................................................................................64 Methodology ................................................................................................................64 Context .........................................................................................................................68 Role of the Researcher .................................................................................................69 Ethical Procedures .......................................................................................................70 Criteria for Participant Selection .................................................................................70 Data Collection ............................................................................................................73 Instruments ...................................................................................................................74 Data Analysis Plan .......................................................................................................75 Validity and Trustworthiness .......................................................................................77 Summary and Transition ..............................................................................................78 Section 4: Results ...............................................................................................................79 Findings........................................................................................................................80 Faculty Perceptions .................................................................................................80 Research Question 1 Findings .................................................................................80 Research Question 2 Findings .................................................................................87 Discrepant Cases .....................................................................................................92 Interpretation of the Findings.......................................................................................94 Evidence of Trustworthiness .....................................................................................107 Summary and Transition ............................................................................................108 ii Section 5: Discussion, Recommendations, and Conclusions...........................................109 Implications for Social Change ..................................................................................111 Recommendation for Action ......................................................................................113 Recommendation for Further Study...........................................................................117 Researcher’s Experience ............................................................................................117 Conclusion .................................................................................................................119 References ........................................................................................................................121 Appendix A: Interview Protocol ......................................................................................153 Appendix B: Data Tracking Log......................................................................................154 Appendix C: Participant Screening Log ..........................................................................155 Appendix D: Writing Discrepancy Frequency Chart ......................................................156 Appendix E: Field Note Summary ...................................................................................157 Appendix F: Sample Transcribed Interview ....................................................................159 iii

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million dollars to community colleges through the Complete College Initiative (Complete. College America, 2012). or research questions, should guide the selection of participants. Potential members are http://thf_media.s3.amazonaws.com/2012/pdf/SR119.pdf. Aziz, S., Shammin, M., Faisal, M.,
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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 College Faculty Members' Perceptions of Students' Writing Abilities Deborah Bellamy Walden University Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations Part of theAdult and Continuing Education Administration Commons,Adult and Continuing Education and Teaching Commons,Higher Education Administration Commons, and theHigher Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University College of Education This is to certify that the doctoral study by Deborah Bellamy has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Marilyn Robb, Committee Chairperson, Education Faculty Dr. Christopher Godat, Committee Member, Education Faculty Dr. Vicki Underwood, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract College Faculty Members’ Perceptions of Students’ Writing Abilities by Deborah Bellamy MA, Murray State University, 2001 BS, Murray State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Abstract The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This illustrative case study, guided by the constructivist approach to instruction, was designed to discover college faculty members’ perceptions concerning university students’ writing and the interventions needed to improve writing skills. The qualitative data were collected through audio-recorded semistructured interviews of 12 college faculty members that were transcribed and coded with Ethnograph software. The findings indicated that college faculty members believed most students lacked basic writing skills and did not take sufficient initiative for their learning. Faculty members also thought students’ writing would improve if students assumed responsibility for their learning and used the resources available. This study provides insight into college faculty members’ views of students’ writing skills and recommendations for how these skills might be improved through collaborative efforts across the university, resulting in positive outcomes for both the students and university by increasing student graduation rates and reducing college debt. College Faculty Members’ Perception of Students’ Writing Abilities by Deborah Bellamy MA, Murray State University, 2001 BS, Murray State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017 Dedication I would like to dedicate this to my mother, my greatest supporter, and two sons who served in the United States Marine Corps. Acknowledgments I would like to thank my Committee Chair Dr. Marilyn Robb, my Second Committee Member Dr. Christopher Godat and my URR Committee Member Dr. Vicki Underwood, who worked tirelessly with me through the writing process, encouraged and pushed me when I needed it. Table of Contents List of Figures ..................................................................................................................100 Section 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................5 Entrance Exams and the Open Door Policy .............................................................8 Summary of Background .......................................................................................12 Problem Statement .......................................................................................................13 Purpose of the Study ....................................................................................................16 Research Question .......................................................................................................17 Nature of the Study ......................................................................................................19 Definitions....................................................................................................................21 Assumptions .................................................................................................................22 Scope............................................................................................................................22 Limitations ...................................................................................................................23 Delimitations................................................................................................................23 Significance of the Study .............................................................................................24 Implications for Social Change ....................................................................................24 Summary and Transition ..............................................................................................25 Section 2: Literature Review .............................................................................................27 Literature Search Strategy............................................................................................27 How to Improve College Students’ Writing Skills ......................................................28 Weak Writing Skills a Wide Spread Problem..............................................................34 Assessment of Developmental Programs.....................................................................43 Teaching Writing with Technology .............................................................................48 i The Cost of Developmental Education ........................................................................52 Retention and Graduation ............................................................................................55 Professors’ Perceptions of Student’s Writing and Interventions .................................59 Summary and Transition ..............................................................................................63 Section 3: Research Method ..............................................................................................64 Methodology ................................................................................................................64 Context .........................................................................................................................68 Role of the Researcher .................................................................................................69 Ethical Procedures .......................................................................................................70 Criteria for Participant Selection .................................................................................70 Data Collection ............................................................................................................73 Instruments ...................................................................................................................74 Data Analysis Plan .......................................................................................................75 Validity and Trustworthiness .......................................................................................77 Summary and Transition ..............................................................................................78 Section 4: Results ...............................................................................................................79 Findings........................................................................................................................80 Faculty Perceptions .................................................................................................80 Research Question 1 Findings .................................................................................80 Research Question 2 Findings .................................................................................87 Discrepant Cases .....................................................................................................92 Interpretation of the Findings.......................................................................................94 Evidence of Trustworthiness .....................................................................................107 Summary and Transition ............................................................................................108 ii Section 5: Discussion, Recommendations, and Conclusions...........................................109 Implications for Social Change ..................................................................................111 Recommendation for Action ......................................................................................113 Recommendation for Further Study...........................................................................117 Researcher’s Experience ............................................................................................117 Conclusion .................................................................................................................119 References ........................................................................................................................121 Appendix A: Interview Protocol ......................................................................................153 Appendix B: Data Tracking Log......................................................................................154 Appendix C: Participant Screening Log ..........................................................................155 Appendix D: Writing Discrepancy Frequency Chart ......................................................156 Appendix E: Field Note Summary ...................................................................................157 Appendix F: Sample Transcribed Interview ....................................................................159 iii

Description:
million dollars to community colleges through the Complete College Initiative (Complete. College America, 2012). or research questions, should guide the selection of participants. Potential members are http://thf_media.s3.amazonaws.com/2012/pdf/SR119.pdf. Aziz, S., Shammin, M., Faisal, M.,
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