1. Learning From Our Stakeholders: Using Research to Redesign a Business Writing Course Barbara J. D’Angelo, Ph.D. Otis White Association for Business Communication November 1, 2008

2. Barbara J. D'Angelo, November 1, 2008 Background TWC447 Business Reports Required course for Morrison School of Management and Agribusiness majors, Arizona State University Polytechnic Housed in Multimedia Writing & Technical Communication Program, Spring 2007 request to revise course from Morrison School

3. Barbara J. D'Angelo, November 1, 2008 Why revise: Growth Spring 2001 2 sections On campus only 46 students Fall 2008 8 sections On campus, hybrid, online 172 students

4. Barbara J. D'Angelo, November 1, 2008 Why revise: Concerns Content inconsistent across sections Inappropriate(?) assignments Non-business writing genres Duplication with Morrison School courses Problems(?) with textbook Misleading course title

5. Barbara J. D'Angelo, November 1, 2008 Why Revise: Opportunity Improve course design and delivery Ensure consistency across sections Enhance visibility in Morrison School Student engagement through writing Assessment Data for cross-section course review Data for Morrison School accreditation

6. Barbara J. D'Angelo, November 1, 2008 Why Use Research to Revise? Meet stakeholder needs MWTC administration & instructors Morrison School Director of Student Engagement Morrison School faculty Students Industry constituents

7. Barbara J. D'Angelo, November 1, 2008 Summer 2007: Research Methods Wiki for faculty feedback Review of course syllabi 2004-2007 Review course requirements for other business administration/management programs nationally Review of current and potential textbooks Focus groups with industry representatives

8. Barbara J. D'Angelo, November 1, 2008 Wiki Results Skills/abilities needed Grammar Formatting and style conventions Morrison School faculty: need more rigor in own courses Collaboration wanted Linked courses Focus groups, brown bags, more wikis

9. Barbara J. D'Angelo, November 1, 2008 Syllabi Review 11 syllabi and assignments Fall 2004 to Spring 2007 Lack of assignment consistency 22 different genres taught Some sections very little business writing Inconsistent communication on syllabi Course description and policies inconsistent Grading criteria not always clear One did not include instructor contact information

10. Barbara J. D'Angelo, November 1, 2008 Review of AACSB Programs 54 Association to Advance Collegiate Schools of Business-accredited institutions reviewed 41 require at least one upper level course 3 others require upper level writing intensive course 10 do not require writing/communication beyond first year composition Several offer other services Business writing peer tutors Workshops, style guides

11. Barbara J. D'Angelo, November 1, 2008 Textbook Review Current text: Business and Administrative Communication 14 potential texts reviewed 4 texts selected for further review Fit for the redesigned course

12. Barbara J. D'Angelo, November 1, 2008 Industry Focus Groups 13 participants in 2 groups Morrison School advisory board members Insurance, city/county government, banking, real estate, consultant, law 2 directed questions Rank skills/abilities needed of new graduates What types of writing (genres) do new hires do most often? Open-ended questions

13. Barbara J. D'Angelo, November 1, 2008 Trends From Focus Groups Most important for students to learn: Professionalism and style Content (research and communicate information) Audience awareness Grammar discussed as credibility issue Learning formats not critical Most train in company-specific formats, templates, or conventions When and why use genres more important than formatting

14. Barbara J. D'Angelo, November 1, 2008 Course Redesign Part 1 Spring 2008 TWC347 Written Communication for Managers Emphasis on management communication Standardized syllabus and assignments Enforce consistency across sections Role play: students as CEO of own business Engage the students 5 core units: most identified by focus groups Correspondence Meeting documents Policies/procedures Proposal Short report

15. Barbara J. D'Angelo, November 1, 2008 Course Redesign Part 1 Spring 2008, cont. Manager Round Tables Student led discussions Audience analysis, drafts and peer review for each unit New texts Customized edition Business Communication Today (Bovee & Thill) Business Writers’ Handbook (Alred)

16. Barbara J. D'Angelo, November 1, 2008 Ongoing Data Gathering Spring 2008 Faculty forum Discussion board for sharing information Feedback on how course is going Student feedback Last Manager Roundtable Portfolios Tested in one section

17. Barbara J. D'Angelo, November 1, 2008 First Semester Results Some success Role playing Manager round tables Core units, in general Business Writers’ Handbook Some negatives Some instructors felt limited Student reception of peer reviews was mixed Not enough “models”

18. Barbara J. D'Angelo, November 1, 2008 Using the Data Fall 2008 Keep core units but re-organize More time for first-week orientation Shuffle order of the units Provide additional help Additional instructions for assignments Standard Blackboard shell for all sections Add portfolios to all sections for assessment Instructors more familiar with course structure

19. Barbara J. D'Angelo, November 1, 2008 Using research Brought cross-section consistency Identified employer needs and perspectives Balanced instructor perspectives Enhanced visibility with constituents Internal: Morrison School faculty External: industry constituents Established assessment strategy Increased student engagement? Improved student writing?

20. Barbara J. D'Angelo, November 1, 2008 Questions? Contact information: bdangelo@asu.edu