{"title":"Writing-Enriched Curriculum: A Model for Making and Sustaining Change","authors":"Pamela Flash","doi":"10.37514/per-b.2021.1299.2.01","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.01","url":null,"abstract":"To provide a foundational framework for ensuing chapters in this collection, this chapter overviews the genesis and design of the WEC approach and details components of the WEC model developed at the University of Minnesota and adopted in other institutional settings. From its grounding principles and basis in WAC/WID and educational research, to its systems for engaging academic faculty groups in creating, implementing, and assessing locally relevant undergraduate writing plans, the WEC methodology is outlined and substantiated with departmental case studies. Finally, this chapter identifies six essential features of the WEC model and considers ways in which these features represent shifts from established WAC/WID programming.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"17 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":"126322139","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}
{"title":"Piloting WEC as a Context-Responsive Writing Research Initiative","authors":"Crystal N. Fodrey, Chris Hassay","doi":"10.37514/per-b.2021.1299.2.07","DOIUrl":"https://doi.org/10.37514/per-b.2021.1299.2.07","url":null,"abstract":"This chapter frames WEC as a collaborative research methodology that privileges context as the primary factor in curricular revision efforts. We explain how, at our small liberal arts college, the practice of rhetorical listening with both undergraduate and graduate programs served as a catalyst to initiate WEC. A case study of our WEC pilot in the English department underscores the contextual flexibility inherent in a modified model that includes interviews/focus groups as a qualitative data component and epistemological tool meant to be placed into conversation with both writing artifacts and survey data to guide group discussion and inform the development of writing plans.","PeriodicalId":200684,"journal":{"name":"Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation","volume":"73 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":"125762457","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}