ࡱ> 130g cbjbjVV . r<r<c22222FFFFZFknnnnnIII$f2IIIII22nn%I 2n2nI>n6"lSV;0k^,/i@//2LIIIIIIIIIIkIIII/IIIIIIIII : WAC Committee Meeting Thursday, November 15th 2012 10:00-12:00 GS 214A Present: Dan Murtaugh, Fred Bloetscher, Joe Su, Julia Mason, Jeff Galin, Ellen Ryan (phone), Julianne Curran Absent: Allen Smith, Chris Ely I. WAC Assessment results JG presented various graphs that summarized results of the WAC Assessment for the 2010-11 and 2011-12 academic years. Lines on the graphs plotted the mean scores for each rubric trait for each course. Some combinations of result graphs that were discussed were: All courses for 2010-11 and 2011-12 All English courses in 2010-11 and 2011-12 ENC 1101/2 and replacement 1102 of ENC in 2010-11 and 2011-12 All honors and honors college courses All upper division courses Some considerations when reading the graphs: Data for English courses: in the year 2010-11, all LIT courses were grouped together instead of being separated by course (i.e. is graphed as all LIT instead of LIT 2010, 2030, 2040); LIT 2040 is not represented in either year; ENC 3213 will no longer be housed in the English department after 2011-12. Data for Honors courses: the data is not separated by university honors program courses and Honors College courses. Data for upper division courses: some large classes have very low survey/assessment return rates (such as PHI 2010). The next goal for WAC is to close the loop; that is, now that WAC courses have been established and taught by trained faculty and some data has been compiled, departments should be informed of some the assessment results to encourage conversations about curriculum. II. Writing Enriched Curriculum WAC decided to postpone sending the writing survey to faculty so as to not conflict with the return rate of the QEP faculty survey. In the meantime, WAC will seek to identify departments who are already integrating writing and encourage them to develop/draft a WEC writing plan and perhaps apply for a WAC developmental grant. It is likely that the only additional aspect that a department would need for a WEC draft would be some kind of assessment to determine whether outcomes are being met. A key is to identify departments that have or are developing programs that are translatable to WEC and also where capstone courses might exist. For example, Philosophy is considering developing once a month workshops to improve writing skills. Also, the best projects from the Philosophy capstone course will be published in the student journal they are creating. In English, WEC may be a way to address course cap concerns raised in curriculum committee. Ultimately, WAC wants to look to where writing is happening, consider the outcome needs/goals, and ask whether outcomes are being met. WAC would like to find ways to help departments make meaningful outcomes and assessments. A WEC model could be piloted with Philosophy and English as models, and then the survey sent to faculty to determine how to proceed. III. Online courses Ellen Ryan (ER) asked if WAC was considering creating writing guidelines for online courses as a means of expanding WAC since the university is encouraging expanding the online course offerings. JG is not certain that there are a lot of existing online writing courses, or if new development will move in this direction over modular-type courses. IV. expansion of WAC WAC would like to grow its committee and support and needs new ways of soliciting such. Joe Su (JS) suggested considering outside support from local industry, and Fred Bloetscher (FB) added that outside businesses can help give peer advice on what outcome goals should be. This might help writing in terms of eliminating bias inside the university about what writing should look like versus what the industry thinks it should look like. 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