Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.04
Matthew Luskey, Daniel L. Emery
While many colleges and universities employ writing across the curriculum (WAC) and writing in disciplines (WID) programs, the embedded and faculty-driven character of the WEC program allows for a reconsideration of faculty development activities and the roles of writing professionals. This chapter argues that the structured conversations of the WEC model both unearth tacit assumptions about disciplinary writing and student learning and often challenge persistent assumptions regarding what writing is and how it works. Much as students encounter liminality in their transitions from novice outsiders to disciplinary insiders, faculty experience their own process of change and transformation, complete with the discomfort and resistance that such transformations imply. As faculty engage each other in understanding the constitutive character of writing in shaping knowledge, they often move well beyond an interest in policing surface-level conventions. Two case studies from the University of Minnesota illustrate how faculty members in departments negotiate this transition and revise their orientations toward writing through the WEC process, and how a transformed orientation toward writing leads to engaged, thoughtful, and sustained curricular change.
{"title":"Beyond Conventions: Liminality as a Feature of the WEC Faculty Development","authors":"Matthew Luskey, Daniel L. Emery","doi":"10.37514/per-b.2021.1299.2.04","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.04","url":null,"abstract":"While many colleges and universities employ writing across the curriculum (WAC) and writing in disciplines (WID) programs, the embedded and faculty-driven character of the WEC program allows for a reconsideration of faculty development activities and the roles of writing professionals. This chapter argues that the structured conversations of the WEC model both unearth tacit assumptions about disciplinary writing and student learning and often challenge persistent assumptions regarding what writing is and how it works. Much as students encounter liminality in their transitions from novice outsiders to disciplinary insiders, faculty experience their own process of change and transformation, complete with the discomfort and resistance that such transformations imply. As faculty engage each other in understanding the constitutive character of writing in shaping knowledge, they often move well beyond an interest in policing surface-level conventions. Two case studies from the University of Minnesota illustrate how faculty members in departments negotiate this transition and revise their orientations toward writing through the WEC process, and how a transformed orientation toward writing leads to engaged, thoughtful, and sustained curricular change.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132489493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.10
Heather Bastian
This chapter explores how the WEC model may be integrated with embedded peer tutors (EPTs), a staple initiative of many WAC programs. It begins by outlining the tensions between WAC and WEC and the resulting challenges. It then considers how the WEC model and EPTs might function together productively within the underlying tensions to support student learning and development and to reinforce curricular and instructional change.
{"title":"Sustaining WEC through Peer Tutors","authors":"Heather Bastian","doi":"10.37514/per-b.2021.1299.2.10","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.10","url":null,"abstract":"This chapter explores how the WEC model may be integrated with embedded peer tutors (EPTs), a staple initiative of many WAC programs. It begins by outlining the tensions between WAC and WEC and the resulting challenges. It then considers how the WEC model and EPTs might function together productively within the underlying tensions to support student learning and development and to reinforce curricular and instructional change.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116643722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.03
K. Yancey
{"title":"Follow the Sources: Notes toward WEC�s Contribution to Disciplinary Writing","authors":"K. Yancey","doi":"10.37514/per-b.2021.1299.2.03","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.03","url":null,"abstract":"","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126343839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.1.3
Chris M. Anson
{"title":"Introduction. WEC and the Strength of the Commons","authors":"Chris M. Anson","doi":"10.37514/per-b.2021.1299.1.3","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.1.3","url":null,"abstract":"","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121259455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.11
Robert Scafe, Michele Eodice
This chapter offers tactics for moving toward a sustainable, faculty-driven WEC process when the very conditions of working with a department seem to preclude faculty involvement. In the WEC initiative at the University of Oklahoma, our approach has been like that of a social activist doing grassroots work behind the scenes before they have achieved the critical mass to effect institutional change. The chapter first aims to update the general WAC conversation about social movement tactics with recent literature about relational dynamics (Tarabochia, 2017), including the rhetoric of respect (Rousculp, 2014) practiced in community-oriented writing centers. These relational dimensions are especially important for new or small WEC programs that must flexibly build coalitions and one-with-one ties to foster a campus culture of writing. We present evidence from WEC’s work with the OU Department of Chemistry and Biochemistry. Drawing on faculty focus group responses and curriculum development materials, we demonstrate how one curriculum specialist, guided by WEC, gradually initiated a departmental conversation through one-with-one conversations, coalitions with other teaching initiatives, and strategically chosen curricular interventions.
{"title":"Finding Writing Where It Lives: Departmental Relationships and Relationships with Departments","authors":"Robert Scafe, Michele Eodice","doi":"10.37514/per-b.2021.1299.2.11","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.11","url":null,"abstract":"This chapter offers tactics for moving toward a sustainable, faculty-driven WEC process when the very conditions of working with a department seem to preclude faculty involvement. In the WEC initiative at the University of Oklahoma, our approach has been like that of a social activist doing grassroots work behind the scenes before they have achieved the critical mass to effect institutional change. The chapter first aims to update the general WAC conversation about social movement tactics with recent literature about relational dynamics (Tarabochia, 2017), including the rhetoric of respect (Rousculp, 2014) practiced in community-oriented writing centers. These relational dimensions are especially important for new or small WEC programs that must flexibly build coalitions and one-with-one ties to foster a campus culture of writing. We present evidence from WEC’s work with the OU Department of Chemistry and Biochemistry. Drawing on faculty focus group responses and curriculum development materials, we demonstrate how one curriculum specialist, guided by WEC, gradually initiated a departmental conversation through one-with-one conversations, coalitions with other teaching initiatives, and strategically chosen curricular interventions.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121529543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.08
Jeffrey R. Galin
When administration of WAC programs is discussed in WAC literature, program description and advice are typically emphasized rather than building a theory of administering and building WAC programs. Such a framework with roots in multiple disciplines that overlap enables WAC administrators and oversight committees to examine WAC programs systematically, even when they have developed organically over time. This chapter highlights ways that a WEC model can address threats to WAC programs’ sustainability, i.e., the complexities of higher education programs as they relate to administrative structures and leadership. The story of developing the WEC component of FAU’s twelveyear old WAC program is one of slow development, broad stakeholder participation, manageable growth, and limited scope. But it is also the story of an institution working through a systematic process of program building that is grounded in what Cox et al. (2018) call the whole systems approach to WAC program sustainability. This chapter traces FAU’s process as the first WAC program in the country to implement sustainability indicators as the basis for its formative self-assessment to track all facets of its WAC program. It also demonstrates how other such programs can draw on the whole systems approach for WEC program implementation.
{"title":"Theorizing the WEC Model with the Whole Systems Approach to WAC Program Sustainability","authors":"Jeffrey R. Galin","doi":"10.37514/per-b.2021.1299.2.08","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.08","url":null,"abstract":"When administration of WAC programs is discussed in WAC literature, program description and advice are typically emphasized rather than building a theory of administering and building WAC programs. Such a framework with roots in multiple disciplines that overlap enables WAC administrators and oversight committees to examine WAC programs systematically, even when they have developed organically over time. This chapter highlights ways that a WEC model can address threats to WAC programs’ sustainability, i.e., the complexities of higher education programs as they relate to administrative structures and leadership. The story of developing the WEC component of FAU’s twelveyear old WAC program is one of slow development, broad stakeholder participation, manageable growth, and limited scope. But it is also the story of an institution working through a systematic process of program building that is grounded in what Cox et al. (2018) call the whole systems approach to WAC program sustainability. This chapter traces FAU’s process as the first WAC program in the country to implement sustainability indicators as the basis for its formative self-assessment to track all facets of its WAC program. It also demonstrates how other such programs can draw on the whole systems approach for WEC program implementation.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133810461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.02
Chris M. Anson
Although assessment is a crucial component of the WEC model, studies of how faculty respond to its implementation are needed, especially by outsiders who can impartially analyze its successful uptake. This chapter describes an interview-based study of eight faculty—four at a small liberal arts college and four at a large state-supported university—representing five departments all in the formative stages of WEC implementation. Analysis based on grounded theory surfaced five themes that interviewees consistently described, and that appear to be important considerations in the development of the WEC model and in the inductive learning of threshold concepts for WAC: the role of cross-curricular activities such as faculty workshops; the importance of departmental autonomy and self-directed innovation; the usefulness of lower-stakes, learning-based writing; the perception of improvement in student writing ability; and the transformative effects of WEC as a pedagogical and curricular initiative.
{"title":"The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum","authors":"Chris M. Anson","doi":"10.37514/per-b.2021.1299.2.02","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.02","url":null,"abstract":"Although assessment is a crucial component of the WEC model, studies of how faculty respond to its implementation are needed, especially by outsiders who can impartially analyze its successful uptake. This chapter describes an interview-based study of eight faculty—four at a small liberal arts college and four at a large state-supported university—representing five departments all in the formative stages of WEC implementation. Analysis based on grounded theory surfaced five themes that interviewees consistently described, and that appear to be important considerations in the development of the WEC model and in the inductive learning of threshold concepts for WAC: the role of cross-curricular activities such as faculty workshops; the importance of departmental autonomy and self-directed innovation; the usefulness of lower-stakes, learning-based writing; the perception of improvement in student writing ability; and the transformative effects of WEC as a pedagogical and curricular initiative.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133418154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.06
Stacey Sheriff
This chapter considers a paradox at the heart of WEC and, arguably, all WAC work: the disciplinary immersion that leads to expertise makes it difficult for faculty members to articulate and pass on their knowledge of writing in the disciplines. Drawing on research in WAC/WID, psychology, and education, the chapter offers tools for WEC facilitators. First, it outlines three socio-cognitive frameworks that can help faculty become aware of their blind spots and tacit expectations. Second, it offers a heuristic to describe faculty members’ key realizations about writing in their disciplines as they work to unearth disciplinary expertise. Finally, a case study from a computer science department in a small liberal arts college illustrates the application of these tools in the context of the WEC process. Implementing a WEC initiative increases faculty members’ awareness of and attention to their own expertise, expectations, and potential blind spots as they articulate the characteristics, values, conventions, and forms of writing and research in their majors.
{"title":"Beyond �I Know it When I See it�: WEC and the Process of Unearthing Faculty Expertise","authors":"Stacey Sheriff","doi":"10.37514/per-b.2021.1299.2.06","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.06","url":null,"abstract":"This chapter considers a paradox at the heart of WEC and, arguably, all WAC work: the disciplinary immersion that leads to expertise makes it difficult for faculty members to articulate and pass on their knowledge of writing in the disciplines. Drawing on research in WAC/WID, psychology, and education, the chapter offers tools for WEC facilitators. First, it outlines three socio-cognitive frameworks that can help faculty become aware of their blind spots and tacit expectations. Second, it offers a heuristic to describe faculty members’ key realizations about writing in their disciplines as they work to unearth disciplinary expertise. Finally, a case study from a computer science department in a small liberal arts college illustrates the application of these tools in the context of the WEC process. Implementing a WEC initiative increases faculty members’ awareness of and attention to their own expertise, expectations, and potential blind spots as they articulate the characteristics, values, conventions, and forms of writing and research in their majors.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121230194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.09
Susanmarie Harrington, Daniel DeSanto, Graham Sherriff, Wade Carson, J. Perdrial
The University of Vermont adapted the writing enriched curriculum model in a collaboration between the writing in the disciplines program and the university libraries. Our writing and information literacy in the disciplines (WILD) program invites departments to reflect on the ways writing and information literacy are intertwined and disciplinarily situated. Collaborative attention to the intersections of writing and information literacy helps departments refine their disciplinary goals. Our work is grounded in an emerging set of four principles, which we explore in three programmatic contexts: biomedical & health sciences, engineering, and geology. WILD’s productive boundary blurring of writing and information literacy encourages deeper dives into both fields.
{"title":"Going WILD: Adding Information Literacy to WEC","authors":"Susanmarie Harrington, Daniel DeSanto, Graham Sherriff, Wade Carson, J. Perdrial","doi":"10.37514/per-b.2021.1299.2.09","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.09","url":null,"abstract":"The University of Vermont adapted the writing enriched curriculum model in a collaboration between the writing in the disciplines program and the university libraries. Our writing and information literacy in the disciplines (WILD) program invites departments to reflect on the ways writing and information literacy are intertwined and disciplinarily situated. Collaborative attention to the intersections of writing and information literacy helps departments refine their disciplinary goals. Our work is grounded in an emerging set of four principles, which we explore in three programmatic contexts: biomedical & health sciences, engineering, and geology. WILD’s productive boundary blurring of writing and information literacy encourages deeper dives into both fields.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126751962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.37514/per-b.2021.1299.2.05
G. Blank
By design, the WEC approach works across an entire institution; a program is established and then, one by one, individual departments are enlisted to engage in the process of transforming their curriculum, faculty, and approaches to supporting student writing. In contrast, this chapter chronicles the development of a WEC program in a single department at North Carolina State many years before a campus-wide system was put in place. The success of the effort depended on the presence of a writing expert who served the role of a WEC coordinator embedded in the department and who eventually became one of its own faculty through the acquisition of a Ph.D. in the discipline. Development of the WEC approach in this single department subsequently contributed to the reformulation of the accreditation standards for the discipline and the creation of the first campus-wide WEC program in the U.S., the Campus Writing and Speaking Program.
{"title":"Forty Years of Writing Embedded in Forestry at North Carolina","authors":"G. Blank","doi":"10.37514/per-b.2021.1299.2.05","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.05","url":null,"abstract":"By design, the WEC approach works across an entire institution; a program is established and then, one by one, individual departments are enlisted to engage in the process of transforming their curriculum, faculty, and approaches to supporting student writing. In contrast, this chapter chronicles the development of a WEC program in a single department at North Carolina State many years before a campus-wide system was put in place. The success of the effort depended on the presence of a writing expert who served the role of a WEC coordinator embedded in the department and who eventually became one of its own faculty through the acquisition of a Ph.D. in the discipline. Development of the WEC approach in this single department subsequently contributed to the reformulation of the accreditation standards for the discipline and the creation of the first campus-wide WEC program in the U.S., the Campus Writing and Speaking Program.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115350222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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