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FWIL @ UVMPresented to the Faculty Senate, 22 October 2018

Libby Miles, Ph.D. / Dir. of Foundational Writing and Information Literacy

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FW:

Foundational

Writing &

Information

Literacy

SU:

Sustainability

D1 and D2:

Diversity

QR:

Quantitative

Reasoning

General Education @ UVM

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What is the FWIL Requirement? Foundational Writing and Information Literacy

Rhetorical Discernment

Information Literacy

Critical Reading

Substantive Revision

ENGS

1

TAP

HCOL

85ENGS

2

LASP

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Benchmarking: an outside perspective

Required Semesters of Writing

1 32

UVMBoston U

Boston C

American UGeorge Washington

Stony Brook

Binghamton Syracuse

Tufts

Umass/Amherst

UConn

CU Boulder

Rochester

William and Mary

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Benchmarking, con’t.

Required Semesters of Information Literacy

0 21

UVM

Boston UBoston C

American U

George Washington

Stony Brook

Binghamton

Syracuse

Tufts

Umass/Amherst

UConn

CU Boulder

Rochester

William and Mary

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Enrollment Trends: 2014 - 2018

1113

1405 1421

1223

901996 996

1245

187 208 244 219

2201

26092661 2687

0

500

1000

1500

2000

2500

3000

Year 1 Year 2 Year 3 Year 4

FWIL Enrollment: 2014-2018

ENGS1 TAP HCOL Total

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So, how are we meeting that challenge at UVM?

Professional

Development

AssessmentCurriculum

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Professional Development = Assessment + Curriculum Design

2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

FWIL PD

Assess Info Lit

Assess Rhetorical

Discernment

Assess Substantive

Revision

Assess Info Lit

Assess Critical

Reading

= student-led focus groups

= community data sharing

PD and new resources

PD and new resources

PD and new resources

PD and new resources

Curricular change?

Curricular change?

Curricular

change?

So, what have we learned?

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2016-17: Information Literacy

Text draws on multiple

appropriate sources,

organizing and synthesizing

information from those

sources to serve a specific

purpose.

22 raters for 241 artifacts, all-

day rating

ENGS1 HCOL85 TAP/LASP

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How deeply did students engage with the texts?

ENGS1 HCOL85 TAP/LASP

0

1

2

3

4

0 1 2 3 4

So

urc

e Q

uan

tity

Engagement Quality

Do fewer sources result in greater

engagement?

25.0%

75.0%

46.9%53.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

2 andbelow

(n = 16 )

2.5 andabove

(n = 48)

2.5 andbelow

(n = 30)

3 andabove

(n = 34)

2017-18 Critical Reading

-0.5

0.5

1.5

2.5

3.5

4.5

0 1 2 3 4

early middle late

So, what have we done with what we have

learned?

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Issues for Faculty Senate Consideration

Re: Writing @ UVM – Should UVM consider an upper

level WID / WIL / WILD requirement, putting us more in

line with our benchmarks?

Re: Gen Ed @ UVM – Should UVM consider elements of

this sort of structure (curriculum + assessment +

professional development) for other Gen Ed areas?

Re: FWIL – Should UVM continue the position of FWIL

Director (or something like it) after its 5-year start-up?