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WEC or Writing Enhanced Curriculum/Writing Enriched Curriculum, a developing concept relating to Writing Across the Curriculum (WAC), was created by Pamela Flash and her colleagues at The University of Minnesota. Flash is the university's director of Writing Across the Curriculum, founding director of the Writing-Enriched Curriculum and co-director of the writing center and is credited with the development of the WEC model.

The University of Minnesota is the pioneer of the WEC writing instruction model; The university has had its faculty enroll up to 5 units of WEC plans per year into the undergraduate curriculum for up to 10 years.

According to the University of Minnesota, WEC is an instructor motivated method to ensuring effective writing across the curriculum. The WEC model created and implemented by The University of Minnesota involves a three-step plan to maximize the rate and accuracy of writing across the curriculum. The first is forming an effective plan. The outlining of plans is attempted through collaborative discussions between numerous departmental faculty and specialists in both writing and assessment and the consideration of previous attempts at effective writing instruction. Some of the content under consideration include writing assessments, locally collected data, stakeholder surveys and writing expectations from instructors. The outcome of this meetings is pronounced expectations and plans for relevant instructions to be implemented in the curricula. The next step is the application of the plan into the undergraduate curriculum and assessing Undergraduate Writing Plans (Molly B). Integrating the WEC model is anticipated to show improvements in writing instruction at a rate that would meet faculty expectations. The permitted writing plans are tested for 1-3 academic years through multiple outlets; writing workshops, seminars, additional research. The effectiveness of the writing plans on student writing is then finally assessed by a subcommittee of the Faculty Senate; the Campus Writing Board. The writing plan assessment is done through results from student writing assessments, panel ratings of students writing against faculty expectations and criteria, the results are then used to guide future writing plans.

look at:

https://www.asee.org/public/conferences/1/papers/1200/download