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Assessment efforts are being conducted both on a unit and project-level:

Assesment of WEC Units' Writing Plans

  • With the support of the WEC team, participating units build assessment guidelines and measures into their Writing Plans. The purpose of these assessment activities is to track the progress, over time, of the units' implementation of their WEC-related goals.

  • Data gathered by the WEC team to support units' implementation include:

Assessment of the WEC Project

WEC pilot assessment research is conducted around two questions:
  1. How does the WEC process support the meaningful integration of writing instruction into disciplinary curricula?

    Data gathered about the WEC process include surveys of faculty, teaching staff, professional affiliates, and students; taped and transcribed meetings and summaries; and unit demographic data. The aim of this research is to track, describe, and report to our funders about the ways in which the process itself has allowed for faculty-driven curriculum change.

  2. How does the WEC process result in improved student writing?

    In addition to the aforementioned data collection, the assessment coordinator is conducting three in-depth case studies of contrasting WEC units in order to more finely describe and understand how the process works and to what extent it is an effective and viable way for the University to address the improvement of undergraduate student writing. We are also partnering with Institutional Research to work with University-wide student assessment data such as SERU and NSSE to further understand the relationship between better teaching of writing and student engagement, retention, and graduation rates.

Presentations & Publications

Articles:
Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts, by Chris M. Anson, Deanna P. Dannels, Pamela Flash , Amy L. Housley Gaffney in the Journal of Writing Assessment

WEC Assessment Updates:
Is student writing improving as a result of WEC? August 2010 (pdf)
Are students enrolled in WEC majors seeing changes in writing instruction? December 2010(pdf)
What do students in WEC units say about writing and writing instruction?February 2011 (pdf)

International Writing Across the Curriculum (IWAC) Conference, 2012
The Future of WAC is WEC: Infusing Relevant Writing into Diverse Undergraduate Curricula (Power Point Show)
Articulate Bodies: Writing Instruction in a Performance-Based Curriculum (pdf)
From Problem Set to Design Proposal: Fostering Discipline-Relevant Writing (and Writing Instruction) in Mechanical Engineering (pdf)
Asking for What We Want: Identification & Alignment of Valued Writing Abilities with Writing Instruction in Biological Sciences (pdf)

Conference on College Composition and Communication (CCCC), 2012
Writing from Threshold to Gateway: Faculty Members Map their Curricula (Power Point)

Writing Research Across Borders (WRAB) Conference, 2011
Writing Research Within Borders: Faculty Perceptions of Discipline-Specific Writing Instruction (Power Point)

Writing Across the Curriculum (WAC) Conference, 2010
Why, Your "Well-Developed" Looks Nothing Like Ours (PowerPoint Show)

Writing Program Administrators (WPA) Conference, 2009
WAC + WID = Watching Departmental Faculty Define, Integrate, and Assess Writing (PowerPoint Show) Reporting on WEC Assessment (PowerPoint Show)
Mechanical Engineering: The Engineer's View of 'Writing" (PowerPoint Show)
Writing- Enriched Curriculum in Undergraduate Nursing (PowerPoint Show)
Writing- Enriched Curriculum: Department of History (PowerPoint Show)
WEC in the Department of Design, Housing, and Apparel (PowerPoint Show)

Writing Research Across Borders (WRAB) Conference, 2008
Writing- Enriched Curriculum (PowerPoint Show)

Writing Across the Curriculum (WAC) Conference, 2008
Gargantuan R1 and the Daring Initiative (PowerPoint Show)

Center for Writing  10 Nicholson Hall&nb=sp;   216 Pillsbury Dr. SE    Minneapolis, MN 55455    Phone: 612-625-0791   Fax: 612-626-7580