A Writing Plan comes about through a collaborative process in which members of an academic unit together with the facilitation of a Faculty Writing Consultant (a Writing Program faculty member) collect and examine data, reflect on values, envision possibilities, decide on priorities, and write collaboratively a document that reflects how writing is and can be infused into the discipline\u2019s undergraduate curriculum. The process of creating the Writing Plan involves the following:<\/span><\/p>\n Application<\/strong><\/span>: Apply by filling out this <\/span>application form<\/span><\/a>: undergraduate academic units from CAS (departments, programs, or even majors within a unit) can apply to participate.<\/span><\/p>\n Assemble a team<\/span><\/strong>:<\/span> a group of 3-5 faculty members, headed by the Chair and\/or Director of Undergraduate Studies, should be assembled prior to the first meeting by the academic unit. We recommend selecting for this team (or sub-committee\/task force) faculty members who are interested in student writing in the discipline and\/or those who teach formal Writing-Intensive courses or courses that are writing rich. The Chair and\/or DUS should be involved, since the team will be examining the unit’s undergraduate curricula and making recommendations. Data Collection <\/span><\/strong>involves In collaboration with the team and department\/program staff, the WID program will collect samples of undergraduate writing, syllabi, and assignments prior to the first fall meeting of the sub-committee. In conjunction with department\/program staff, the WID program will conduct the surveys of faculty and students at the beginning of the fall semester. In collaboration with the team and department\/program staff, the WID program will identify relevant professional affiliates and survey them prior to the first fall meeting of the sub-committee. In conjunction with the team and unit staff, the WID program\u2019s Faculty Consultant will conduct focus group interviews with staff and select students.<\/p>\n Meeting Schedule<\/span><\/strong> with the Writing Faculty Consultant and Team\/sub-committee.<\/span><\/p>\n Fall<\/b><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 1 \u2013 Discipline Specific Writing Skills (and Data overview)<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 2 \u2013 Desired Writing Abilities (continue w\/Data overview)<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 3 \u2013 Curricular Integration of Writing (courses)<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 4 \u2013 Curricular Integration of Writing (staffing)<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 5 \u2013 Assessment<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 6 \u2013 Assessment<\/span><\/p>\n Spring<\/b><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Full Faculty Meeting \u2013 Listening Session\/feedback on findings from the Fall semester \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 7 \u2013 Decision Making<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meeting 8 \u2013 Decision Making<\/span><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Meetings 9-10 \u2013 Writing\/Editing Writing Plan<\/span><\/p>\n \u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> Submission of Writing Plan to the College of Arts & Sciences, the WID Program, and the Academic unit. Next <\/strong>Steps<\/strong><\/span> – Implementation, assessment, and revision of the plan are the work of the academic unit and the WID program once the Writing Plan is submitted and shared.<\/p>\n <\/p>\n <\/p>\n <\/p>\n Our work on writing plans has adapted materials developed by the Writing Across the Curriculum Program<\/a> at the University of Minnesota and is made available through Creative Commons Attribution NonCommercial, NoDerivatives 4.0 International License<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":" Process for Developing a Writing Plan A Writing Plan comes about through a collaborative process in which members of an academic unit together with the facilitation of a Faculty Writing Consultant (a Writing Program faculty member) collect and examine data, reflect on values, envision possibilities, decide on priorities, and write collaboratively a document that reflects […]<\/p>\n","protected":false},"author":5795,"featured_media":0,"parent":15921,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/pages\/16860"}],"collection":[{"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/users\/5795"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/comments?post=16860"}],"version-history":[{"count":14,"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/pages\/16860\/revisions"}],"predecessor-version":[{"id":18497,"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/pages\/16860\/revisions\/18497"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/pages\/15921"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/writingprogram\/wp-json\/wp\/v2\/media?parent=16860"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/span><\/p>\n
\n(a) <\/span>collection of samples of undergraduate student writing, faculty syllabi and writing assignments;
\n(b) <\/span>surveys of faculty, students in the major, and professional affiliates (professional organizations, employers, internships, etc.); and
\n(c) f<\/span>ocus group interviews of staff and select students.<\/span><\/p>\n
\n<\/span><\/p>\n
\n<\/span><\/p>\n