Graduate Writing Requirement (GWR) Task Force

CHARGES

YEAR 1 (2014-2015)

Charges come from recommendation of the WASC Educational Effectiveness Review Report (ERR) available at:  http://content-calpoly-edu.s3.amazonaws.com/wasc/1/documents/eer_updated_report_web_march_2015.pdf

Align learning experiences so that GE, the GWR, and the senior project form a coordinated assessment of writing skills at the beginning, developing, and mastery levels (5).

Develop a single expository writing rubric for use by GE or GWR-designated courses, the WPE, and the senior project.

Require Cal Poly undergraduates to satisfy the GWR as juniors, i.e., as soon as possible after completing ninety units, so that they can receive additional writing instruction if necessary before attempting the senior project.

Make the WPE a formative assessment.  The exam should be re-purposed so that it becomes a formative tool for improvement rather than a summative gatekeeper to graduation.

YEAR 2 (2015-2016) and YEAR 3 (2016-2017)

In years 2 and 3, the task force has been charged with exploring alternative pathways to GWR completion.

In Year 2 (AY 15-16), committee members researched both upper-division writing requirements at peer institutions as defined by the most recent WASC study and GWR programs at the other campuses within the CSU.  Thereafter, the task force began to discuss possible revisions to the institution's GWR program, including but not limited to using the Writing Proficiency Exam as a placement tool for upper-division writing coursework, shifting GWR coursework from the English Department into all colleges, implementing a model in which students fulfill the GWR through multiple courses such as upper-divsion GE writing-intensive courses and writing in the majors courses, developing faculty training and support seminars to prepare instructors across the curriculum for such revisions, and establishing a university-wide committee to oversee the program.  At the conclusion of Year 2, the committee had not agreed upon the best course of action and was therefore not prepared to offer a recommendation(s) to the senate.  

The committee requested to reconvene in Year 3 (AY 16-17) to address further the charge.

 

MEMBERSHIP

YEAR 3 (2016-2017)

CHAIR - Dawn Janke, University Writing & Rhetoric Center

Brenda Helmbrecht, Faculty - CLA

Brian Self, Faculty - CENG

Bruno Giberti, Faculty - APP

Debra Valencia-Laver, Associate Dean - CLA

Don Choi, Faculty - CAED

Gita Kolluru, Biological Science - SOE

Kaila Bussert, Library

Kathryn Rummell, Department Chair - English

Leanne Berning, Faculty - CAFES

VACANT, Faculty - OCOB

YEAR 2 (2015-2016)

CHAIR - Dawn Janke, University Writing & Rhetoric Center

Brenda Helmbrecht, Faculty - CLA

Brian Self, Faculty - CENG

Bruno Giberti, Faculty - CAED

Clare Battista, Faculty - OCOB

Debra Valencia-Laver, Associate Dean - CLA

Don Choi, Faculty - CAED

Gita Kolluru, Biological Science - SOE

Kaila Bussert, Library

Kathryn Rummell, Department Chair - English

Leanne Berning, Faculty - CAFES

Matthew Lusky, CTLT

YEAR 1 (2014-2015)

CHAIR - Dawn Janke, University Writing & Rhetoric Center

Brenda Helmbrecht, Faculty - CLA

Bruno Giberti, Faculty - CAED

Clare Battista, Faculty - OCOB

Debra Valencia-Laver, Associate Dean - CLA

Don Choi, Faculty - CAED

Elena Keeling, Faculty - CSM

Kaila Bussert, Library

Kathryn Rummell, Department Chair - English

Leanne Berning, Faculty - CAFES

Matthew Lusky, CTLT

 

REPORTS/FINDINGS

AS-839-17 Resolution on Alternative Approaches to the Graduation Writing Requirement - includes report dates May 10, 2017

Report on the Timing During which Students Attempt to Complete the GWR

Resolution on Action to Promote Timely Completion of the Graduate Writing Requirement

 

STATUS

Active as of January 2017

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