Pandemic Writing Pedagogy
Appendix: Survey Questions
- How would you describe your instructional role/job title?
- Full-time Teaching Faculty
- Graduate Teaching Assistant
- Part-time Teaching Faculty
- Tenure-line Faculty
- Other (please describe):
- How would you describe your role in the writing program as of March 2020?
- Lead administrator (often "Director")
- Online Course Specialist or equivalent position
- Supporting lead administrator (“Associate/Assistant Director,” either as a faculty member or graduate student)
- Other (please describe:)
- Now, let's learn a little about your writing program and how you made supportive decisions in March 2020. Who teaches in your writing program? Choose all that apply.
- Full-time teaching faculty
- Graduate Teaching Assistants
- Part-time teaching faculty
- Tenure-line faculty
- About what percentage of your program’s instructors are… [Sliding scale]
- Full-time teaching faculty
- Graduate Teaching Assistants
- Part-time teaching faculty
- Tenure-line faculty
- Who did you focus support efforts towards during the emergency shift to remote teaching (including writing support materials and resources)? Choose all that apply.
- Full-time teaching faculty
- Graduate Teaching Assistants
- Part-time teaching faculty
- Tenure-line faculty
- Did you provide different supportive communications or resources tailored to the different types of instructors in your program?
- No, all instructors received the same resources and communications.
- Yes, some were different based on audience.
- [If yes:] Could you describe just a few of those differences?
- What area(s) of instruction did you focus support towards during the shift of March 2020? Choose all that apply.
- Accessibility in online writing instruction
- Engaging students in asynchronous courses
- Engaging students in synchronous courses
- Grading/assessing students in uncertain times
- Instructor self-care
- New course delivery format
- Technology for asynchronous coursework (such as LMS setup)
- Technology for conducting synchronous class sessions (such as videoconferencing software)
- Other (please specify):
- What, if any, barriers did you face in supporting your instructors during the emergency shift to remote instruction? Choose all that apply.
- Difficulty communicating with instructors
- Lack of clarity from other admin on new expectations
- Resource constraints
- Time constraints
- No major barriers
- Other (please specify):
- If you could time-travel to two weeks before the emergency shift to remote teaching and give yourself a quick bit of WPA-related advice, what would you say?
- Tell us a little about the institution you work at. Is it…
- Degrees granted at your institution:
- Two-year
- Four-year
- Masters
- Doctorate
- Institution type:
- Community College
- Completely Online University
- Historically Black College or University
- Regional Comprehensive University
- Research University
- Small Liberal Arts College
- Tribal College
- About how many undergraduate students are enrolled at your institution?
- About how many graduate students are enrolled at your institution?
- Would you be interested in being interviewed at a later stage of this project to reflect on support and the role of WPAs in March 2020?
- Yes
- Maybe: send me more information
- No
- [If yes or maybe:] Please enter your email address so we can reach out to you.