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International Journal of Construction Education and. Research. Retrieved March 16, 2019, from https://www.tandfonline.com/doi/citedby

This Writing Enriched Curriculum article is all about the the start of a multi year development of a writing plan. This program started at the University of Minnesota, helped faculty develop, implement and assess writing in undergraduate writing plans. This program was constructed to help improve the writing in major programs. Using the constructive management program, curriculum mapping helped improve students learning outcome. With the constructed management program it assesses students work helping for the later implementation of certain teaching that is appropriate for the current writing skills. With more industry feedback this program aims to make college graduates better professional writers in any given field of work. Also this helps the faculty teach their students more broad ways of thinking.

- WEC in the work industry.

- feedback from the work industry on WECs implementation.

to write in a sentence...(possible) With industry feedback WEC program aims to make college graduates better professional writers in any given field of work.

- combined my sentence into definition to enhance the definition.

(College courses-> career-> Industry feedback)

Group draft 1 (4/01/19) Jump to search    [Nylah Andrews] POSSIBLE ENTRY #1: Pamela Flash, a key figure in developing the WEC program, really challenges faculty into reevaluating their teaching methods to grasp their level of willingness to change. She makes a point to have faculty do some self-reflection and understand that undergraduate students and graduate students are not trained in the same writing strategies. Hence the construction of undergraduate writing plans. POSSIBLE ENTRY #2: The process in the development of WEC provided a space for equal dialogue between all faculty in all disciplines. One article suggests that WEC can also be integrated into the Performing Arts curriculum. Writing in all its forms is an art. It allows for expression, imagination, metacognition, translation through the body and music, the analyzing of works such as poetry and complex plays. POSSIBLE ENTRY #3: In 2016, Stony Brook University conducted an empirical study on their implementation of WEC, specifically in their Doctor of Nursing Program (DNP). This project, created by faculty for students, emphasized peer-review because it resulted in students gaining better writing skills. ARTICLE SUMMARY: 1: In 2016, Stony Brook University conducted an empirical study on their implementation of WEC, specifically in their Doctor of Nursing Program (DNP). This project, created by faculty for students, emphasized peer-review because it resulted in students gaining better writing skills. It can be frustrating for faculty to grade students' papers as a whole because of the different styles and levels of writing; this frustration is shared by the students because it can be difficult for them to adhere to the writing expectations of faculty. The purpose behind administering WEC, was to push students to challenge what they were taught about good writing and for faculty to reassess and re-evaluate what they know about good writing. The students become mentors, sponsors even, to each other to boost self-confidence in writing. Using the university's writing center, faculty devised two writing assignments and had the enrolled students use a five-point rubric as well as university resources to help with their critique. An end-of-course QUALTRICS survey was then conducted to gather data. Students, faculty, and tutors reflected on the entire writing process. They found that the application of WEC as an academic program was sufficient enough to fulfill their purpose, though faculty are still developing it. Suggestions such as improving course syllabi, making writing assignments, rubrics, and learning outcomes more clear-cut came up. 2: Article 1: From the apprised to revised: Faculty in the disciplines change what they never knew they knew (2016) [7 useful models in article] faculty makes assumptions that undergraduate writing competency is the same for graduates (vice-versa) Developing of WEC Model Pamela Flash sought to "capitalize on reflection and divert resistance" (Maybe faculty feel academically threatened?); she gets a handle on the willingness of faculty to change their pedagogy/method of teaching/curriculum/instruction; Easy for faculty to forget that their students have different levels of writing competency Offering of alternative methods Understanding of clear and effective writing; explicit in descriptions of assignments 55 undergrad depts. enrolled in WEC Program Forming of "undergrad writing plans" because graduate writing levels are very different from undergrad writing levels in terms of training; writing abilities develop over time Article 5: Articulate Bodies: Writing Instruction in a Performance-Based Curriculum 1st article not about the sciences Integrating WEC into the arts WEC also focuses on creating, discovering, and using a language that can translate into practices, academic and professional. Making it a habit to challenge writing norms Writing as a form of art/performance: bringing words to life (translating through the body, the voice, music, etc.); analyzing; expression; imagination; metacognition; process WEC process achievement of dialogue between all faculty and across the curriculum/departments Citations: ^ Rohan, Annie; Fullerton, Judith. "Effects of a programme to advance scholarly writing". The Clinical Teacher. 0 (0). doi:10.1111/tct.12979. ISSN 1743-498X. ^ lang0925 (2017-01-04). "Research & Assessment". WEC. Retrieved 2019-04-01.

Michael Emanuel: Flash, P. (2016). FROM APPRISED TO REVISED: Faculty in the Disciplines Change What They never Knew They Knew. In YANCEY K. (Ed.), A Rhetoric of Reflection (pp. 227-249). Boulder, Colorado: University Press of Colorado. Retrieved from http://www.jstor.org/stable/j.ctt1djmhfg.14 This article was written by Pamela Flash, the director for writing across the curriculums and for writing enriched curriculums of the University of Minnesota. The beginning of the essay starts off with interviews between professors. Flash talks about the importance of reflection and divert resistance between professors and faculty members being integral to the Writing Enriched Curriculum (WEC). There needs to be a willingness to reflect in the curriculum for it to work. This means The WEC essentially challenges the normal standards of writing and the way it is frequently taught. Flash argues that professors need to understand the principles of writing and writing education. When the professor possesses a knowledge of these conceptions the student is more likely to latch onto writing for their respective field of study. For the program itself there are undergraduate writing plans that are designed to graduate and equip students with a writing enriched degree. These plans are formulated by faculty meetings, statistics, curricular maps, and sample writings. The WEC model is based upon reflection and critically analyzing what would enrich the student’s writing curricula. Articles that I'm researching right now: Durfee, W.K., Flash, P., Adams, B., & Applesies, A. (2011). A writing program for mechanical engineering. 118th ASEE Annual Conference and Exposition, Conference Proceedings Mechanical Engineering faculty member and WEC Liaison, Will Durfee, describes the ways in which Mechanical Engineering faculty approached the WEC process and the curricular and instructional changes resulting from that process. Conferences 2017 Clinical Laboratory Educators' Conference (ASCLS CLEC), Boston, MA Spannaus-Martin, D.J. (2017, February 27). Using Writing as a Learning Tool. This presentation by a WEC Liaison to other clinical educators described the introduction and implementation of Writing to Learn (WTL) activities in a clinical curriculum. 2016 International Writing Across the Curriculum (IWAC) Conference, Ann Arbor, MI Emery, D.L. (2016, June 24). Social Network Theory and the Writing-Enriched Curriculum Program: Relationships and Knowledge in Faculty-Driven Educational Change. This presentation described the value of social network analysis, a social scientific methodology for studying relationships within knowledge networks, for understanding ways in which the WEC process promotes broad and deep faculty buy-in for effective writing instruction. Spannaus-Martin, D.J., Conway-Klaassen, J.M., Romain, C., & Ruskin, L. (2016, June 24). Development of a Strategic Writing Plan for Multilingual and Native English-Speaking Students in a Medical Laboratory Curriculum. In this presentation, faculty from the Medical Laboratory Sciences program at the University of Minnesota described developing strategic interventions for students in their program based on development and assessment of their Writing-Enriched Curriculum Writing Plan. Flash, P., Eodice, M., Cusack, G., Sheriff, S., Kaduk, S., Lahm, S., & Dickinson, H. (2016, June). WEC Across Contextual Divides: One Model, Five Sites. WAC directors from five institutional sites-including research universities, small liberal arts colleges, and a European university-compared and contrasted ways in which the University of Minnesota's WEC model is adapting to their institutional contexts. Editing the article: I am thinking of trying to improve the part on the principles of the WEC model. I think that it could be improved upon with a little more research. There are a lot of steps involved in the process but they differ depending on field of study. I did not really see this addressed in the Wikipedia article so perhaps we can find a way to explain that in full.

Possible first draft entry: There needs to be a willingness to reflect in the curriculum for it to work. This means The WEC essentially challenges the normal standards of writing and the way it is frequently taught. Flash argues that professors need to understand the principles of writing and writing education (Flash, 2016, p. 227-30).

Elijah Reyes: International Journal of Construction Education and. Research. Retrieved March 16, 2019, from https://www.tandfonline.com/doi/citedby

This Writing Enriched Curriculum article is all about the the start of a multi year development of a writing plan. This program started at the University of Minnesota, helped faculty develop, implement and assess writing in undergraduate writing plans. This program was constructed to help improve the writing in major programs. Using the constructive management program, curriculum mapping helped improve students learning outcome. With the constructed management program it assesses students work helping for the later implementation of certain teaching that is appropriate for the current writing skills. With more industry feedback this program aims to make college graduates better professional writers in any given field of work. Also this helps the faculty teach their students more broad ways of thinking.

Additional sentence (possible): With industry feedback WEC program can help make college graduates better professional writers in any field of work.

Group draft 2 (4/05/19)

POSSIBLE ENTRY #2: The process in the development of WEC provided a space for equal dialogue between all faculty in all disciplines. One article suggests that WEC can also be integrated into the Performing Arts curriculum. Writing in all its forms is an art. It allows for expression, imagination, metacognition, translation through the body and music, the analyzing of works such as poetry and complex plays. POSSIBLE ENTRY #3: In 2016, Stony Brook University conducted an empirical study on their implementation of WEC, specifically in their Doctor of Nursing Program (DNP). This project, created by faculty for students, emphasized peer-review because it resulted in students gaining better writing skills.

Conferences 2017 Clinical Laboratory Educators' Conference (ASCLS CLEC), Boston, MA Spannaus-Martin, D.J. (2017, February 27). Using Writing as a Learning Tool. This presentation by a WEC Liaison to other clinical educators described the introduction and implementation of Writing to Learn (WTL) activities in a clinical curriculum. 2016 International Writing Across the Curriculum (IWAC) Conference, Ann Arbor, MI Emery, D.L. (2016, June 24). Social Network Theory and the Writing-Enriched Curriculum Program: Relationships and Knowledge in Faculty-Driven Educational Change. This presentation described the value of social network analysis, a social scientific methodology for studying relationships within knowledge networks, for understanding ways in which the WEC process promotes broad and deep faculty buy-in for effective writing instruction.

Elijah Reyes: International Journal of Construction Education and. Research. Retrieved March 16, 2019, from https://www.tandfonline.com/doi/citedby

With the constructed management program it assesses students work helping for the later implementation of certain teaching that is appropriate for the current writing skills. With more industry feedback this program aims to make college graduates better professional writers in any given field of work.

Additional sentence (possible): With industry feedback WEC program can help make college graduates better professional writers in any field of work. 138.202.129.75 (talk) 17:47, 24 April 2019 (UTC)elijahhhreyes3