Writing Enriched Curricula
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Writing-Enriched Curricula
"This collection introduces, theorizes, and illustrates the Writing-Enriched Curriculum (WEC), an approach to integrating relevant writing and communication instruction into diverse departmental curricula. The book organizes into three sections: "The WEC Approach," which tracks WEC's genesis, theorizes its approach, and explicates the model's component moves; "Accounts of Departmentally-Focused Implementation," which provides examples of the model's adaptive implementation in a range of institutional settings (including large research universities and small liberal arts colleges) and departmental contexts (including those in STEM fields, humanities, social sciences, and arts); and "Extensions and Contextual Variation," which evidences ways in which WEC extends pre-existing writing initiatives and forges constructive partnerships between idiosyncratic academic departments and programs. Themes taken up in this collection include the transformative potential of engaging academic departments in collectively examining their own tacit and explicit writing values, and ways in which the WEC model's decentralized and iterative processes circumvent factors that have long threatened the sustainability of writing across the curriculum and writing in the disciplines programming"--
The New Work of Writing Across the Curriculum
Author: Staci M. Perryman-Clark
language: en
Publisher: University Press of Colorado
Release Date: 2023-08-21
The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives. Author Staci M. Perryman-Clark blends theory and practice, grounds disciplinary conversations with practical examples of campus work, and provides realistic expectations for operations with budgetary constraints while enhancing diversity, equity, and inclusion work in higher education. Many of these initiatives are created in isolation, reinforcing institutional silos that are not used strategically to gain the attention of senior administrators, particularly those working at state-supported public institutions who must manage shrinking institutional budgets. Yet teaching and learning centers and WAC programs gain tremendously from one another by building explicit partnerships on campus-wide diversity initiatives that emphasize cultural competence. In addition, both cultural competence and written proficiency enhance the transferable skills necessary for completing undergraduate education requirements, and this work can be leveraged to draw the attention of senior administrative leadership. Faculty development and WAC need to make diversity and inclusion initiatives a priority for professional development. The New Work of Writing Across the Curriculum reviews initiatives that point to increased understanding of diversity and inclusion that will be of significance to administrators, WAC specialists, faculty developers, and diversity officers across the spectrum of institutions of higher learning.
Writing Program Architecture
Author: Bryna Siegel Finer
language: en
Publisher: University Press of Colorado
Release Date: 2017-11-01
Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies. Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter. The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration. Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda