"The WEC process has enabled me to examine what I do in most productive ways, as well as introducing me to new and exciting pedagogical possibilities in writing instruction. Many of my colleagues have expressed the same enthusiasm....I am convinced that [my department] will now provide even more coherent, consistent, comprehensive and effective writing instruction because of our participation in the WEC Project and the development of a departmental Writing Plan."
"In our program, the faculty have a sense of being overloaded and any new initiatives have to be considered very carefully in terms of available resources... [As a result of piloting the WEC Project,] there is an increased awareness of the WEC requirements [designated in the unit's Writing Plan] as faculty teach the courses that have been targeted. My own courses have included some of the concepts that are being included, in a more formal manner, and my evaluation of writing assignments has improved."
"We in the [. . .] Department have prided ourselves on teaching writing well for years. But I am convinced that the [. . .] Department will now provide even more coherent, consistent, comprehensive, and effective writing instruction because of our participation in the WEC Project and the development of a departmental writing plan. Because we cannot separate how we teach writing from how we teach our subject, the WEC project has also facilitated a broader and extremely useful review and revision of our program for majors. My colleagues and I very much hope that the University will expand and promote the WEC program – with all the necessary resources, including staffing and funding – and continue to support it into the future."
"The WEC team (1) gave ample time to revise surveys that reflected language and issues in our department; (2) adapted processes to respect our culture, e.g., inviting part-time faculty, graduate students and staff to participate; (3) was excellent in providing timely minutes of meetings; and (4) was able to work with faculty members who were not always understanding of the process and expectations."