Date of Award

Fall 2011

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educ Foundations & Leadership

Program/Concentration

Community College Leadership

Committee Director

Alan M. Schwitzer

Committee Member

Tammi Milliken

Committee Member

Jill C. Dustin

Abstract

The purpose of this study was to examine the Exit Exam of Writing Proficiency (EEWP) and the variables that may impact the probability of a student passing the EEWP. The EEWP is one of the graduation requirements for all undergraduate students at a mid-sized four-year university in the mid-Atlantic region. The purpose of the EEWP is to ensure that undergraduates demonstrate clear, concise, and professional writing skills.

The literature discusses general issues with student writing skills specific to the field of human services, as they relate to teacher educators, developmental education, and the field of human services. Student demographics, such as gender, ethnicity, age, transfer status, enrollment status, overall grade point average, English as a Second Language (ESL), and region of residence were also reviewed for their relevance to writing skills.

This study utilized a quantitative, correlational post-hoc design to determine the pass rate of 376 participants who took the Exit Exam of Writing Proficiency between fall 2009 and summer 2010. Data were analyzed pertinent to student demographics and the criteria of the EEWP.

DOI

10.25777/xxeb-a674

ISBN

9781267649546

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