Abstract
In 2011, the University of Minnesota's Construction Management (CM) program received funding from the Writing Enriched Curriculum (WEC) project. WEC operationalizes the University's commitment supporting integration of effective discipline-relevant writing instruction. Funding, collaboration with members of the WEC team, and technical support enabled the assembly of a comprehensive, multi-year plan to examine and improve CM student writing. Because many, if not all, elements of the WEC process may prove portable to other institutional contexts, this article describes the process of creating, implementing, and assessing the faculty-authored CM Writing Plan. Specifically discussed are the initial stages of a multi-year process including the development of a Writing Plan; the first year course mapping; analysis of writing assigned in CM courses; and work the department will do going forward with WEC.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 111-125 |
| Number of pages | 15 |
| Journal | International Journal of Construction Education and Research |
| Volume | 10 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2014 |
Bibliographical note
Funding Information:In 2011, the University of Minnesota’s Construction Management (CM) program received funding from the Writing Enriched Curriculum (WEC) project. WEC oper-ationalizes the University’s commitment supporting integration of effective discipline-relevant writing instruction. Funding, collaboration with members of the WEC team, and technical support enabled the assembly of a comprehensive, multi-year plan to examine and improve CM student writing. Because many, if not all, elements of the WEC process may prove portable to other institutional contexts, this article describes the process of creating, implementing, and assessing the faculty-authored CM Writing Plan. Specifically discussed are the initial stages of a multi-year process including the development of a Writing Plan; the first year course mapping; analysis of writing assigned in CM courses; and work the department will do going forward with WEC.
Funding Information:
In 2007, the University applied for and was awarded a Bush Foundation grant supporting the development and piloting of a Writing-Enriched Curriculum project. The new project, created and led by the university’s Writing Across the Curriculum Director, is premised on the belief faculty members situated within disciplines are positioned to offer powerful, relevant writing instruction. Yet, WEC recognizes individual faculty members are often unsure about how to instruct students in writing (Flash, 2013). WEC is informed by both North Carolina State University’s outcomes identification program (Carter, 2002) and Broad’s dynamic criteria mapping process (Broad, 2003). The program provides an ongoing method by which faculty members within academic units develop unit-specific writing plans identifying writing values, assessing current adequacy of writing instruction, and making requests for specific forms of assistance.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- development of writing instruction analysis tool
- writing across the curriculum
- writing assessment
- writing instruction in construction management
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