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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. Michael, good start. How much of this do you think needs to go directly into the entry and how much still needs to be combined with other knowledge/sources?Cathygaborusf (talk) 19:48, 26 March 2019 (UTC)cathygaborusf

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. It is going to be hard to really add any heavy details as they have been mainly fleshed out on the Wikipedia article.

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).