To search sessions by speaker, institution, session type, or title, click here.
(Monday,June 4, 1:40 – 2:55 p.m.)
A1. Roundtable | Longleaf
Mary Lou Odom, Kennesaw State University
Bonnie Smith Whitehouse, Belmont University
Expanding upon John Duffy's conception of teaching writing as ethical work, this roundtable probes how WAC principles and practices impact audiences and contexts beyond the classroom. We also ask if we bear responsibility - in effect, an ethical obligation - to ensure these connections.
A2. Panel | Terrace I
Jamie Sailors,Leslie Cordie, Becky Barlow, and John Kush
Panelists from varied disciplines discuss their challenges, successes and strategies for helping both undergraduate and graduate students communicate how their academic experiences connect with the expectations of employers through an online, outward-facing ePortfolio that provides examples of relevant experience combined with reflective writing.
This session has been cancelled due to unforeseen circumstances.
A3. Teaching Demonstration | Oak II
Mara Lee Grayson, Pace University
The presenter draws upon original research and teaching experience to share pedagogical suggestions and print materials that may aid instructors in the development of curricula that encourage both racial literacy and critical writing skills across the curriculum.
A4. Teaching Demonstration | Legacy II
Gracemarie Fillenwarth, Rowan University
Mary McCall, North Dakota State University
We demonstrate a research-based unit on professional development for undergraduate engineering students based on the American Association of Engineering Societies' Engineering Competency Model. We include theoretical background, interactive practice with unit activities, and discussion of assessment practices.
A5. Panel | Legacy I
Elizabeth Wardle, Ann Updike, and Angela Glotfelter
We describe our efforts to create and implement a threshold concepts-based, semester-long WAC training for teams of departmental faculty from across the disciplines. We outline how the program works, how faculty have responded to it, and provide suggestions for implementing such programs at other institutions.
A6. Individual Paper Panel | Terrace III
Building a WAC Project from the Ground Up: Mississippi State University
Ann Spurlock and Chelsea Henshaw, Mississippi State University
We present the development, implementation, collaborative partnerships, intensive faculty development, and role of assessment in our campus-wide WAC project, the Maroon and Write Quality Enhancement Plan.
Creating College Connections through Writing
Linda Nicholl and Ollie Pedersen, Confederation College
We present the creation and success of our WAC program which integrates interdisciplinary programs across the College to improve student communication skills, foster divergent thinking, and build connections among faculty.
A7. Panel | Camelia
Tom Deans, University of Connecticut
Shan-Estelle Brown, Rollins College
Thomas Lawrence Long, University of Connecticut
Karen Bottge, University of Kentucky
Sara Haefeli, Ithaca College
Cheryl Tatano Beck, University of Connecticut
This panel features authors of discipline-specific writing guides in four fields--anthropology, biology, music, and nursing--who reflect on how they conceived of and executed their books, what they learned during the process of composing them, and how these publishing projects emerged from and continue to inform their teaching.
A8. Individual Paper Panel | Oak I
The Large-Scale Writing Program as Campus Connector
Jenny Aune and Jo Mackiewicz, Iowa State University
We argue that our Advanced Communication large-scale writing program serves students, faculty, and administrators best when it functions with performative and ostensive aspects of routine because routine helps WPAs establish and cultivate connections.
The WEC Effect: Student Engagement Data from the Writing Enriched Curriculum Program
Daniel Emery, University of Minnesota
Our statistical analyses of the responses to the Student Experience at Research Universities survey illustrate measurable positive effects from WEC participation in nearly all student engagement measures. We address both methods and conclusions.
Exploring Construct-Based, Multiple Trait Assessment of Writing in the Disciplines
Valerie Ross, University of Pennsylvania
We explore results of a construct-based, multiple-trait writing assessment process in a WID program, including questions of training, rubric development, validity and reliability in assessing a multiple-document portfolio scored by raters drawn from different disciplines.
(Monday, June 4, 3:15 – 4:30 p.m.)
B1. Individual Paper Panel | Azalea
Graduate TA's: The Neglected Middle in Anti-Racist Writing Pedagogy
Cameron Bushnell, Clemson University
Writing programs for graduate and international TA's, which put into practice teaching and rhetorical strategies aligned with the aims of anti-racist pedagogies, might become interdisciplinary, intercultural resources for campus-wide development of rigorous, diplomatically minded democratic education.
Embodied TA Identity in the Writing Classroom: A Multimodal Analysis
Lillian Campbell, Marquette University
Writing TAs negotiate the complicated and conflicting identities as students, disciplinary scholars, and teachers. This presentation discusses teaching videos and interview data from instructors with varied disciplinary backgrounds in literature and composition and demonstrates how teaching performances are an under-utilized site for studying identity negotiation.
Connecting Writing and Disciplinary Knowledge: Teacher Formation in a WAC Program
W. Brock MacDonald, Woodsworth College, University of Toronto
Andrea L. Williams, University of Toronto
Graduate Teaching Assistants play a key role teaching writing in the disciplines, but little research examines the impact of their teaching experiences on their academic identities. Interviews of former WAC program participants found significant changes in their understanding of teaching and connections between writing and disciplinary knowledge.
B2. Roundtable | Longleaf
Christopher Hassay and Crystal Fodrey
This roundtable facilitates discussion about the importance of understanding unique components of disciplinary and institutional contexts to build meaningful connections among local stakeholders through writing studies best practices and the writing-specific learning outcomes expected of students in each academic unit.
B3. Panel | Camelia
Rebecca Barlow (Chair), Adam Maggard, Djibo Zanzot, Beau Brodbeck, and Chuck Hemard
Panelists from different science disciplines discuss how they have used extension and outreach communication techniques in the classroom to translate science-based material into practical information for a variety of audiences and address associated pitfalls and challenges.
B4. Panel | Terrace I & II
Jeffrey Foy, Paul Pasquaretta, and Millie Hepburn
We contextualize our WAC small-scale SoTL grants by discussing the role of disciplinary differences in writing and assessment. Three researchers from different disciplines then discuss their projects: writing-to-learn in a computer science course; patient-scenarios in nursing; journals to encourage reflection and assess mentoring in a cinematography course.
B5. Panel | Terrace III
Julia Voss, Denise Krane, Christine Bachen, Laura Doyle, and Nicole Branch
Santa Clara University
Tricia Serviss, University of California, Davis
We report on the development and assessment of on our multi-disciplinary faculty learning community (FLC) formed to study evidence-based best practices for writing, critical thinking, and information literacy instruction. We present the assignments faculty created.
B6. Individual Paper Panel | Oak I
Improving Student Writing and Understanding in a Studio-Based Design Course: Peer-Reviewed and Scaffolded Writing Assignments
Ed Dechert and Charles Fulford
Mississippi State University
We present our redesign of an entry level Landscape Architecture course including various forms of writing, iterative assignments, peer review, and scaffolding. We discuss the impact of the redesign on students' understanding of content.
Makerspaces and Trolls: Developing Inclusive Makerspaces for Collaborative Writing-in-Action
Anne Heintzman, Western Kentucky University
Makerspaces are appearing across universities nationwide and offer a unique collaborative learning opportunity for students, faculty, and staff to develop relationships, create projects and cooperatively document the process in a variety of writing styles.
B7. Panel | Oak II
Stanton Miller, Kathy Hubbard, Megan Voeller, and Kathryn Gindlesparger
Thomas Jefferson University
Amid a merger in our institution, our multi-disciplinary team collaboratively launched a creative writing workshop to engage medical students in sharing stories of injury. We explain the planning and implementation process and consider how other types of creative writing programming might provide embedded education about WAC practices and tenets.
B8. Teaching Demonstration | Legacy II
Joseph Moses, University of Minnesota, USA
Team-based peer review of brief paragraphs that students write in class is a more efficient and timely way of providing feedback on student writing than traditional peer review in pairs. The demonstration invites participants to practice the approach in teams and then reflect on pros and cons for students and instructors.
B9. Panel | Legacy I
Paula Patch, Teresa LePors, and Li Li
We report on our multi-disciplinary approach to developing an assessment based on collectively analyzing a random sample of different research-based texts students produced that enabled us to bridge disciplinary perspectives on information literacy instruction and take a deeper look at how students used library resources in their writing.
(Monday, June 4, 4:50 – 6:05 p.m.)
C1. Individual Paper Panel | Azalea
Meditation and Contemplative Composition: Informing Writing Instruction Across Disciplines
Mike Cook and Katharine Brown
Presenters draw on existing literature and their own experiences to describe benefits associated with contemplation and writing instruction across disciplines. We demonstrate meditation and contemplative practices we use in our writing classrooms and provide meditation and writing prompts.
Toward a Taxonomy of Reflective Moves in Student Learning Journals
Kerrie Kephart, University of Maryland Baltimore County
Investigates student reflective journal writing in three disciplines—chemical engineering, materials engineering, and music education. Findings highlight the role that genre, disciplinary conventions, and the writing prompt play in shaping students’ written reflections and their learning.
C2. Roundtable | Longleaf
Alisa Russell, University of Kansas
Jake Chase, West Chester University
The Writing Across the Curriculum Graduate Organization (WAC-GO), a free-standing organization that seeks to increase mentoring and support for graduate students with an interest in WAC/WID work, reviews its recent initiatives and invites participants to collaboratively shape future goals and projects and consider together how the organization might best serve them.
C3. Panel | Camelia
Nicole Spottke, Stephanie Spong, Julianna Moring, Elizabeth Renn, Claire Yates, and Vasudha Sharma
Our multi-perspective, community college panel describes their work to align with area high schools and a major university, build a WAC certification program, and offer a writing to learn summer faculty program to encourage implementing reflective practice. We welcome discussion about the challenges of such work.
C4. Individual Paper Panel | Terrace I & II
Emergent Concepts for Writing and Disciplinary Practice
Chad Wickman, Auburn University
Examines the challenges involved in using “threshold concepts” to characterize writing as a teaching subject, disciplinary practice, and object of institutional assessment. Discusses how particular concepts emerge in diverse university contexts, and explores how those concepts can be used to develop shared understanding and collaboration between diverse stakeholders.
Genre Learning in a Geography Course
Misty Anne Winzenried, University of Washington
What strategies do students use while learning to write in their majors? What challenges do they experience? This presentation presents an empirical analysis of the rhetorical moves students took up and struggled to take up while writing a discipline-specific genre and examines instructor strategies for unmasking disciplinary genre characteristics.
C5. Panel | Oak II
Michael Cripps, Anna Bass, and Margaret Friar
University of New England
This panel uses a case study of a biology department to consider how a department might stumble into WEC. Panelists detail the department's communication plan, changes to the curriculum and pedagogies at multiple course levels, and consider the role of informal faculty networks and a Writing Fellows program in these developments.
C6. Individual Paper Panel | Oak I
Towards a Praxis of Transnational WAC/WID
Amy Hodges, Texas A&M University at Qatar
This presentation focuses on engineers' perceptions of losses and gains from their experience in an American international branch campus, particularly the changes in their language abilities. The findings from this analysis are used to report on an initial praxis of transnational WAC/WID and a more just education for multilingual writers.
WAC/WID and Other Across the Curriculums around the World: What Does it Mean to be International?
David Russell, Iowa State University
WAC/WID is now one of several movements, originating elsewhere around the world, to improve students’ learning through writing: Integrated Content and Language (Northern Europe), Academic Language and Literacy (Australia), Academic Literacies (UK), and Disciplinary Didactics (Francophone Europe). This presentation describes some similarities and differences with these other movements.
C7. Teaching Demonstration | Legacy II
Amber Wagnon, Stephen F. Austin State University
This session demonstrates and develops methods for incorporating screencasts for writing instruction, peer assessment, and teacher assessment. Our hands-on session will provide examples from three content areas and give attendees opportunities to create screencasts for their personal classroom use.
C8. Panel | Legacy I
Bradley Hughes, University of Wisconsin-Madison
Elisabeth Miller, University of Nevada, Reno
Kathleen Daly, University of Wisconsin-Madison
Chris Anson (Chair), North Carolina State University
Presents new research about an immersive WAC faculty development seminar at a large public research university. Using activity theory, we analyze participants' self-reports of their learning and videotapes of the peer-review workshops of their assignment sequences. We discuss the implications and impact on faculty.
(Tuesday, June 5, 8:30 – 9:45 a.m.)
D1. Panel | Terrace III
Jennifer Messier, Lourdes Fernandez, Jessica Matthews, and Bree McGregor
George Mason University
We share our experiences with two types of extended professional development: the one-day workshop extended through website interaction and the one-semester professional learning community. Both were created to cultivate collaboration and inclusivity amongst faculty from different disciplines (and amongst pedagogically-diverse composition faculty) as they establish common ground for writing instruction.
D2. Panel | Camelia
Vincent Cellucci, David "Boz" Bowles, and Becky Carmichael
Louisiana State University
Discusses 3D technologies (scanning/printing and digital fabrication) as teaching tools for connection and transfer of concepts across disciplines (Engineering, Science, Humanities, and Art & Design). Outlines applications and benefits of 3D pedagogies and shares lessons learned.
D3. Individual Paper Panel | Oak I
Starting by Connecting: WAC as a Natural Outgrowth of Liberal and General Education Review
Cheryl Hofstetter Duffy, Fort Hays State University
This session explores the vital connections possible when WAC stakeholders collaborate with campus leaders charged with re-imagining and revitalizing Liberal Education and General Education. In this way, WAC initiatives become positively entrenched in key university systems, increasing their relevance and staying power.
Scaling Undergraduate Scientific Writing via Prominent Feature Analysis
Katarzyna Gallo, Mississippi State University
Sherry Swain, National Writing Project
Prominent Feature Analysis (PFA) is a scaling tool for assessing student writing. The measure has been developed from analysis of student essays in grades 3-12, and highlights common positive and negative aspects appearing in writing samples. We report on adapting the scale for evaluating scientific writing of educational psychology undergraduates.
WAC as a Method for Engaging First-Year Students: Results from a Cross-Disciplinary Faculty Learning Community (FLC)
Lisa Litterio, Bridgewater State University
This presentation explores results from a pilot study of a faculty learning community facilitated by a WAC Administrator. This multidisciplinary group of 5-6 faculty gathered together consistently to explore the topic of engaging first-year students in writing practices.
D4. Individual Paper Panel | Oak II
The Potential Value of Experimental Writing for Transfer of Learning
Justin Hayes, Quinnipiac University/Double Helix
In shifting attention away from the content of writing to unfamiliar rules governing its composition, experimental writing in first-year composition holds out the possibility of developing students' metacognitive ability to recognize and negotiate new writing contexts in and across the disciplines.
Genre, Transfer, and Discourse Community: Bringing WAC into FYC
Katelyn Stark, Florida State University
Presents a composition course that teaches WAC concepts in an FYC, non-WAC specific course. This curriculum, which can be adapted to your specific institutional context, allows students to make explicit connections that encourage writing knowledge transfer.
D5. Teaching Demonstration | Legacy II
Laura Crowe, Auburn City Schools
Focuses on reading and writing strategies that can be used in science and other STEM courses to provide a link between inquiry learning and develop writing skills that are necessary to be successful in a STEM-related career. Provides specific examples of such reading and writing strategies.
D6. Panel | Legacy I
Suzanne Lane, Jessie Stickgold-Sarah, and Michael Trice
Massachusetts Institute of Technology
Presents “disciplinary reasoning diagram” as a tool to help students integrate disciplinary, rhetorical, and genre knowledge as they compose. Discusses relevant theory, the method for producing diagrams, and the assessment of their use in different fields, including Comparative Media Studies, Materials Science, Chemical Engineering, Brain and Cognitive Science, and Computer Systems.
D7. Panel | Azalea
Peggy Lindsey and Tracy Linderholm
Georgia Southern University
This panel details the process of developing an intervention designed to provide more support for education majors writing dissertations and other final projects to complete their graduate degrees. We present the findings of our pilot study.
(Tuesday, June 5, 10:05 – 11:20 a.m.)
E1. Panel | Azalea
Heather Bastian, Stephanie Norander, Andrea Freidus, and Erik Byker
University of North Carolina at Charlotte
WAC/WID personnel and disciplinary faculty explore how one WAC/WID program met the challenges of providing support for WI courses with a WI Teaching Academy. The Academy utilized online and face-to-face settings to facilitate connections between disciplines. We describe philosophy, structure, implementation, and reflections from participants.
E2. Panel | Terrace I & II
Jose Lai, Laura Man, Elaine Ng, Chris Rozendaal, and Zhizhi Pan
The Chinese University of Hong Kong
Members of the English Across the Curriculum (EAC) Project have collaborated with faculties from Information Engineering, Earth System Science, Music, and Statistics. We share our experience of setting up communities of practice projects, and discuss the similarities, differences, challenges and keys to success in implementing EAC in different faculty settings.
E3. Individual Paper Panel | Camelia
Teaching the Rhetoric of Social Commentary: Connecting Composition and Experiential Learning
Suzanne Cope, St. John's University, Lesley University
This panel looks at the teaching of the rhetoric of social commentary as an approach to a composition course curriculum, with applications for other disciplines, and argues that engaging in and creating social commentary is an important experiential learning approach to writing across the disciplines.
Teaching Post-Truth Information Literacy in Writing for the Sciences (moved to F8)
Daniel Kenzie, North Dakota State University
Explores the background of the so-called "post-truth" moment, then presents a pedagogical approach to information literacy in writing instruction in the sciences. Includes specific assignments as well as lessons in research, argument, public science literacy, and circulation that can be applied to any curriculum.
E4. Panel | Terrace III
Jenna Morton-Aiken, Brown University, University of Rhode Island
Stacy Kastner, Brown University
Jennifer Liese, Rhode Island School of Design
Jillian Belanger, Roger Williams University
Nedra Reynolds, University of Rhode Island
Will Toner, Providence College
This panel brings together colleagues from five institutions to showcase particular programs or services and reflect on how statewide cross-institutional dialogue helped to inspire innovation and experimentation despite apparent differences in mission and student populations.
E5. Panel | Oak I
Gregory Skutches, Gerard Lennon, and Kyle Kristiansen
Discusses the assessment results of a fall 2017 partnership between the Research and Writing Fellows Program and the lead instructor of a large, first-year course required for all engineering students that features research, writing, and communication. Panelists represent different levels of this partnership and offer their own perspectives.
E6. Individual Paper Panel | Oak II
Reading Matters Across Campus: How Students Enact Disciplinary Identities Through Reading
Rachel Buck, University of Arizona
Using qualitative results from a study of students and faculty members across three different disciplines, demonstrates the complicated role that reading plays in disciplinary classrooms as students enact (or struggle to enact) disciplinary identities.
How Chemistry Majors Perceive and Construct Disciplinary Identities in Relation to Disciplinary Writing Experiences: Implications for WAC and Retention
Justin Nicholes, Indiana University of Pennsylvania
To suggest how WAC programs can support student engagement and retention, this presentation describes a case study that explored how chemistry majors at one northeastern U.S. state public university perceived and performed identities in relation to life, departmental, and disciplinary-writing experiences.
E7. Teaching Demonstration | Legacy II
Rebecca Harper, Augusta University
Motivating students to write is often difficult for many teachers, but what if teachers and students knew that ESPN could be used to teach writing? This session provides participants with unique and new ways to engage students in the writing classroom and demonstrates specific examples.
E8. Roundtable | Longleaf
Julie Wentworth and Holly Robinson
Auburn High School
This roundtable discussion explores the challenges and successes of ongoing efforts to collaborate with teachers and writing center researchers to create a writing center to serve high school students and faculty.
E9. Panel | Legacy I
Chris Anson, North Carolina State University
Paul Anderson, Miami University of Ohio (ret.)
Pamela Flash, University of Minnesota
Kathleen Yancey, Florida State University (Chair)
Addresses questions surrounding generic rubrics, by: exploring the possibilities and limitations of using such rubrics beyond a single assignment or course; identifying threats posed by an AAC&U initiative relying on generic rubrics for institution-wide and nationwide assessment; outlining the institution-wide implementation of a method enabling faculty in all departments to create specific assessment criteria to guide writing instruction.
(Tuesday, June 5, 1:40 – 2:55 p.m.)
F1. Panel | Azalea
Sherri Craig, Amelia Chesley, and Nathan Mentzer
Gives data-based insights into graduate student instructor experiences, assessment, and training across disciplinary boundaries by detailing the challenges and rewards of a three-course writing integration program. We provide personal perspectives, preliminary research findings, advice for those involved, and invite discussion about instructor support and development in WAC programs.
F2. Panel | Longleaf
Jonathan Hall and Matthew Garley
CUNY York College
Explores the intersection of translingual and transnational practices among "international" students and traces the development of translingual/transnational identities at three key points in students' academic careers on two U.S. campuses: "international" first-year students in composition; undergraduate students in a writing intensive grammar/syntax course; and "international" graduate students from multiple disciplines.
F3. Panel | Camelia
Andrea Olinger, University of Louisville
Zak Lancaster, Wake Forest University
The panelists share findings from their respective studies—each of which used discourse-based interviews to juxtapose how faculty and students represent writing with the actual texts and textual practices the participants described—and we discuss the implications for working with WID faculty and students.
F4. Panel | Terrace I & II
Lynne Rhodes, Vicki Long, and Deborah Tritt
University of South Carolina Aiken
We describe how School of Nursing (SON) faculty have worked with writing specialists and embedded librarians to develop systematic WID frameworks which reinforce disciplinary learning and diagnostic practices and support program learning goals. We present results of student writing assessment in SON.
F5. Panel | Terrace III
Bradley Sturz, Colton Magnant, and Lainie Harris
Georgia Southern University
Explores ways a WAC initiative designed to enhance students' writing and analysis, argumentation, and synthesis skills has connected multiple stakeholders for multiple purposes. Panelists discuss how participation in WAC is addressed in annual reviews and explain how evidence gathered in the WAC program serves to inform planning, implementation, and decision-making.
F7. Panel | Legacy I
Matthew Davis, University of Massachusetts Boston
Kara Taczak, University of Denver
Kathleen Yancey, Florida State University
Liane Robertson, William Paterson University
We present results from our latest research, identifying successes and challenges in adapting the Teaching for Transfer curriculum to diverse student populations, writing programs, WAC, and workplace contexts.
F6. Teaching Demonstration | Legacy II
Sharon Wilbanks and Margaret Vollenweider
Auburn University Early Learning Center
We explore the value of incorporating ePortfolios and portfolio thinking into fieldwork and practicum coursework. We share student ePortfolio examples, grading rubrics, relevant assignments from our program, and how we provide instruction ethical issues related to artifact choices and on reflective writing that enables students to articulate how the fieldwork impacted them and how they will use it in the future.
F8. Individual Paper Panel | Oak I
In This Together: Consubstantial Ethos in Writing in the Sciences Classrooms
Justin Atwell, University of Colorado-Boulder
This paper quantitatively and qualitatively explores student and instructor perceptions of ethos in courses designed to help students learn to write in the sciences. It makes recommendations for best practices related to course content and pedagogy to help engage students in STEM writing courses.
Teaching Post-Truth Information Literacy in Writing for the Sciences (moved from E3)
Daniel Kenzie, North Dakota State University
Explores the background of the so-called "post-truth" moment, then presents a pedagogical approach to information literacy in writing instruction in the sciences. Includes specific assignments as well as lessons in research, argument, public science literacy, and circulation that can be applied to any curriculum.
Connecting Students Across Disciplines Through an Embedded Science-Writing Instruction Program in an NSF-funded Research Experience for Undergraduate Program
University of Central Florida
This joint presentation by a director of a WAC program and a nanoscience faculty member at a large public university describes the setup, implementation, and results of an effort to teach science writing to students in a ten-week nanoscience/biomedical engineering research experience for undergraduates (REU) program funded by the NSF.
F9. Individual Paper Panel | Oak II
Thinking Visually: Students Connect Textual and Visual Resources in Business Communication
Lindsay Clark, Sam Houston State University
Using reflections and assignments collected during a business design and presentation course, I examine the ways students' composing processes are influenced by technology, explore how students make connections between textual and visual resources, and consider the emergent opportunities and challenges when asking students to communicate using multimodal resources.
A Common Bond: Integrating Writing Across the Curriculum and Technical Writing
Courtney Ferriter, Georgia Southern University
This paper argues for more integration between traditional methods of teaching WAC and TC, including the use of ePortfolios and writing to learn exercises in technical writing courses and incorporation of technical writing genres and TC/workplace-type assessment in the composition classroom.
"Talking to Other People in their Own Languages": Making Interdiscursive Connections as Scientific Composing
Gwendolynne Reid, Oxford College of Emory University
This presentation examines how making connections across discourses can be an important part of scientific work, including scientific composing. The speaker presents results from a qualitative case study of biological digital composing that found research participants employed composing strategies explicitly aimed at reaching across discourses.
(Tuesday, June 5, 3:15 – 4:30 p.m.)
G1. Panel | Azalea
Marcela Hebbard and Yanina Hernandez
University of Texas Rio Grande Valley
An instructor of Spanish-as-a-Heritage Language and a First-Year Writing specialist offer a bilingual (Spanish/English) session on the development and implementation of a transdisciplinary and translingual student writing activity designed to develop students' linguistic agency. Includes time for participants to brainstorm a transdisciplinary and translingual collaborative student activity for their institutions.
G2. Panel | Longleaf
Jacob Craig and Chris Warnick
College of Charleston
We analyzed archival materials, student interviews, and student writing to map how discourses intersect in order to understand how those intersections influence students' learning to write. We argue that understanding how students are experiencing these linkages across different programs and classrooms is vital to serving their needs and goals.
G3. Panel | Camelia
Rifat Salam, Holly Messitt, and Christa Baiada
CUNY, Borough of Manhattan CC
While WAC pedagogy has been incorporated into best practices of teaching, WAC programs are rarely given the star status of initiatives offering “innovative” pedagogy. The panel argues for the contributions that WAC principles make to college teaching and the relevance of WAC programs to successful student outcomes. Panelists share organizational strategies and generate a discussion on building and maintaining thriving WAC programs.
G4. Panel | Terrace I & II
Megan Haskins and Heather Stuart, Auburn University
Jamil Ghazal, Louisiana State University
An ePortfolio is a personal website that showcases skills, experiences, and learning to a specific audience through diverse artifacts. ePortfolios require students to reflect on coursework and discover value by contextualizing their experiences for a professional audience. This session provides practical techniques and offers resources for incorporating professionalizing activities, such as ePortfolios, into existing curriculum.
G5. Panel | Terrace III
Mike Michaud, Joseph Zornado, Andrea Del Vecchio, and Sylvia Ross
Rhode Island College
Panelists report on their experiences facilitating and participating in a year-long professional development seminar designed to meet the five key goals enumerated in The Statement of WAC Principles and Practices (INWAC, 2014). We discuss the seminar's history, organization and curriculum, impact on faculty and the institution, and support for cross-disciplinary faculty working to meet the needs of diverse, non-traditional, and first-generation college students.
G6. Panel | Oak II
Christopher Manion, The Ohio State University
Cynthia Lin, The Ohio State University, Marion Campus
Amy Shuster, The Ohop State University
Dana Ferbrache-Darr, University of Arizona
Research has examined how classroom-based peer tutors can navigate the complex relationships between students and instructors within a course and promote pedagogical change. This panel discusses adoption of PAR as a model for their work and describes how the collaborative and reflective methodologies of PAR might shape the ways embedded tutors, instructors, and students make connections between how they tutor, teach, and learn.
G6. Individual Paper Panel | Oak I
Connecting Prior Work to Present: Attribution in the STEM WAC/WID Classroom
Malcah Effron, Massachusetts Institute of Technology
In STEM writing environments, students are often asked to reproduce previously established results and communicate the same thesis and content as their classmates, raising questions about what, when, and who to cite. This paper recommends investing energy into WAC/WID scholarship that addresses these challenges.
The Disciplinary Dynamics of Text Recycling
Michael Pemberton, Georgia Southern University
Susanne Hall, California Institute of Technology
Cary Moskovitz, Duke University
Speakers discuss results of an IRB-approved survey of journal editors and editorial board members about the acceptability of text recycling across disciplines. We discuss the ways source material, text quantity, rhetorical function, and disciplinary affiliation affect perceptions of text recycling practices and consider discipline-specific guidelines.
G8. 5 x 10 Talk | Legacy I
"It Makes Me Think About What I Think is Important": Building a Culture of Writing Through General Education
Brad Jacobson and Lindsay Hansen, University of Arizona
Utilizing survey results to examine the impact of a faculty development program created to support a campus-wide writing initiative, presenters highlight pedagogical strategies and activities used in classrooms and discuss valuing both pedagogical change and cultural attitudes about writing.
Critical Thinking and Theory Application in Graduate-Level Clinical Education
Kara Schall, Auburn University
Students engaged in clinical programs are challenged with applying classroom theory to clinical practice and thinking critically to provide optimal treatment. This presentation describes the results of a pilot clinical assignment designed to enhance problem solving and application of classroom learning through reflective writing exercises.
Come and Get IT! What Food Rhetoric Can Bring to the Table for the English Language Arts Classroom
Lee Ann Stonehouse, Auburn University
Including the rhetoric of food in WAC can help make connections with students’ lives and experiences beyond the classroom. The presenter defines food rhetoric and describes its relationship to regional and community literacy, and its relevance for the ELA classroom.
Writing as a Stimulus for the Design Process
Sarah Michele Young, University of Louisiana at Lafayette
Incorporating writing into design studios teaches students create designs that more effectively communicate function, mood, and intention. This session explores the connection between student writing and their design models over the course of a semester.
G9. Teaching Demonstration | Legacy II
George Cusack, Carleton College
Jennifer Shaiman, Augsburg College
Discussion-based teaching is a cornerstone of classes, but few instructors teach discussion skills or provide students with tools to identify the purposes of discussion, adapt their participation, and produce outcomes they can apply to future tasks. The co-presenters demonstrate a game-based system they've created for teaching discussion skills and encouraging students to develop and adapt methods for engaging in class activities.
(Tuesday, June 5, 4:50 – 6:05 p.m.)
H1. Panel | Azalea
James Croft, Phyllis Conn, Joseph Serafin, and Rebecca Wiseheart
St. John's University
Faculty across four disciplines discuss their research exploring principles of effective writing with their students and connecting those principles with their students’ prior writing experiences and across their disciplines. The panelists connect views of effective writing to discipline-specific literature on effective writing and discuss the value of their collaboration to their teaching.
H2. Panel | Longleaf
Rebecca Morrison, Miami University
Jessica Beckett, Virginia Tech
Working across the curriculum means working across multiple systems of practice built on different theories of language and navigating the tensions and realities of mediating different forms of knowledge across disciplines. Panelists discuss experience developing a first-year integrated core curriculum in a business school and practical strategies for engaging with institutional stakeholders to foster relationships with administrators and cross-disciplinary faculty in first-year writing programs.
H3. Individual Paper Panel | Camelia
Analyzing the Texts that Unify a Paper-Style Dissertation: A Genre within a Genre
Rachael Cayley, University of Toronto
Doctoral students writing dissertations comprised of standalone research papers need to compose unifying text transforming those papers into a coherent dissertation. However, they are often uncertain how to accomplish this. This presentation analyzes paper-style dissertations and presents common key features of unifying texts.
Preparing Disciplinary Writing Mentors: An Examination of the Relationship Between Prior Experience and Pedagogical Approach
Heather Falconer, Northeastern University
Drawing on longitudinal research with 10 science faculty mentors, this presentation explores how mentors’ experiences as students informed their choices as instructors, and how these experiences influenced how their undergraduate mentees were exposed to scientific reading and writing practices.
Helping Graduate Students Become Better Writers: Co-Authoring with Graduate Students
Audrey Falk, Merrimack College
This presentation focuses on strategies used to support Master's students in strengthening their writing skills, offering best practices from scholarly literature and the author's experience, as well as suggestions for co-authoring with students.
H4. Panel | Terrace I & II
Jo Thompson, Bozena Widanski, Christopher Goodman, and Dexter Hulse
University of Cincinnati Clermont College
By integrating hands-on, authentic writing and presentation assignments in STEM classrooms, students learn both the theory and application of their discipline, as well as how to interpret that knowledge and practice, and share information with different audiences. Panelists describe experiences collaborating to teach STEM students oral, written, and visual communication skills within the context of their courses using simulated real-world project situations.
H5. Teaching Demonstration | Legacy II
Adele Leon, University of Arizona
This demonstration shows the results of applying high-impact writing practices to low-stakes writing assignments in an Introduction to Human Resource Management class. The audience can expect to work collaboratively, mapping potential connections between themselves and unlikely coworkers, departments, and institutions, and to generate ideas for outreach and suitable low-stakes assignments.
H6. Individual Paper Panel | Terrace III
Making Connections in a Culturally Disconnected World: Literacy Across Cultures and Continents
Nighet Ahmed, Auburn University
Using research on the aspirations of influential Muslim women in the U.S. and Morocco, this presentation outlines the pedagogical needs of a growing L2 learner population, highlighting the role of writing/literacy centers in promoting transcultural literacy.
Supporting Multilingual Student Writers Across Curriculum: Strategies for Faculty
Ming Fang, Florida International University
A multilingual writing specialist shares her experience making connections with disciplinary faculty through her WAC consultant work and discusses strategies for teaching transparently, scaffolding effectively, and responding to student writing.
Bridging Connections among English Language Teachers, Design Teachers, and Design Students through an Educational Design Research in Genre-Based Pedagogy and Translanguaging
Phoebe Siu, Hong Kong Community College, The Hong Kong Polytechnic University
This presentation offers genre-based pedagogy and translanguaging strategies to bridge connections among English language teachers, content subject teachers, and students inside and outside classrooms for developing academic literacies in Content and Language Integrated Learning (CLIL).
H7. Individual Paper Panel | Oak I
Teaching Writing, Building Democracy: Writing Fellow-Based WAC Learning Communities
Sandra Jamieson, Drew University
This presentation describes an intentional WAC-based learning community centered in an undergraduate course-embedded WAC writing fellows program that not only facilitates knowledge transfer and invigorates teaching and learning, but focuses on the ideals of social justice and compassion.
Continuing Collaborations: Evolving and Extending Support for Economics Writing Instruction
Caitlin Martin, Miami University
Institutional expectations have greatly influenced how a writing center dedicated to business writing supports changes to writing requirements. This presentation explores how curricular changes affect our program's ability meaningfully support economics writing instruction.
Examining the Role of Student Writing Fellows: Student, Faculty, and Fellow Perspectives
Xiaomei Song, Georgia Southern University
This presentation discusses the results of a study examining how student writing fellows’ roles were shaped and influenced by various groups and demonstrating the diversity, complexity, and many facets of the student writing fellow program and stakeholders’ experiences.
H8. Individual Paper Panel | Oak II
Learning Trajectories of Graduate Students and Faculty Writers: Investigating Connections and Disjunctures
Shannon Madden, University of Rhode Island
Sandra Tarabochia, University of Oklahoma
This presentation discusses a mixed methods study of graduate student and faculty writers to examine the connections and disjunctures between their support needs and learning development, as well as implications for pedagogy and institutional policy.
Communication Across Disciplines: Effectively Articulating the Value of your Work
Jovana Milosavljevic-Ardeljan and Donna Brown
University of New Hampshire
Strong writing and communication skills are essential for graduate students’ job prospects. The presenter shares design, method, and results of a novel workshop that teaches graduate students how to communicate the value of their work to diverse audiences.
Write Your Way into the Field: Using Application Essays to Connect with Healthcare Professional Identities
Jaclyn Wells, University of Alabama at Birmingham
This presentation describes a partnership between a writing center and nursing program that supports students writing application essays for the nursing major and suggests reframing this writing exercise to connect with professional identity instead of simply demonstrating credentials.
H9. Panel | Legacy I
Jeffrey Galin, Florida Atlantic University
Michelle Cox, Cornell University
Despite being the longest standing curricular reform movement in the history of higher education, more than 50% of WAC programs fail. To address this concern, program leaders can identify and track sustainability indicators (SIs) to ensure program stability. Panelists demonstrate building radar charts to create sustainability snapshots and lead the audience in identifying SIs for their own WAC initiatives.
(Wednesday, June 6, 8:30 – 9:45 a.m.)
I1. Panel | Azalea
Sarah Nielsen, Julianne Zvolenski, and Jeffrey Galin (Chair)
Florida Atlantic University
Generic rubrics have been criticized as inappropriate for WAC assessment; however, a single rubric used for a university-wide WAC program can be a reliable, valid, and valuable asset for curricular change. This presentation describes a WAC assessment process in which trained raters across disciplines used an online interface and common writing assessment rubric to evaluate argument-driven papers.
I2. Panel | Camelia
Drew Taylor and Kristina Caton
North Dakota State University
In addition to serving graduate students through one-on-one writing consultations, writing centers can also teach graduate writing courses to fill needs that faculty cannot adequately fulfill. This presentation highlights the strengths and opportunities of three graduate writing center courses that run the gamut from “very classroom-like” to “very writing center-like.”
I3. Individual Paper Panel | Legacy I
Making Connections Between Theory and Practice: A Program Review of the Disciplinary Literacy Pre-Service Educator Course Sequence
Christy Goldsmith, University of Missouri-Columbia
While WAC/WID programs are absent from the secondary education landscape, STEM/STEAM literacy popularity has led to an increase in these courses within teacher education. This presentation analyzes the impact of such a course on pre-service teachers’ disciplinary literacy awareness and pedagogy.
Utilizing Science Fiction Novels to Address Content and Scientific Literacy
Leigh Hester, Athens State University
This session discusses utilization of a science fiction novel, literature circles, and other strategies in a secondary physical sciences classroom to address content literacy, teach science content, and guide students in their pursuit of scientific literacy in order to meet Common Core standards.
Revisiting Literacy for Science in the Next Generation Science Standards (NGSS)
Evelyn Meisenbacher, University of Minnesota, Twin Cities
This presentation examines the literacy theories involved in and excluded from the NGSS, explores what rhetorical perspectives might enrich our understanding of reading and writing in the sciences, and discusses the implications of NGSS and Common Core coordination for classroom science writing.
I4. Panel | Terrace I & II
Elaine Wisniewski, University of Michigan
Leslie Bruce, California State University
Leslie Roldan, Massachusetts Institute of Technology
Providing students with opportunities to complete meaningful writing assignments can be difficult when students are unfamiliar with disciplinary genres or perceive that the assignments deviate from industry expectations, or when students are expected to write collaboratively with students from other disciplines. This panel presents strategies to address these challenges in a wide range of courses.
I5. Panel | Oak II
Jana F. Gutiérrez, Traci S. O'Brien, and Makiko Mori
Written expression is a contentious topic amidst foreign language (FL) educators because some esteem the immediate practicality of oral proficiency. Nevertheless, linguists lean toward more inter-connected cognition processing. This panel explores the contributions of FL writing on a small-town college campus, focusing on meta-conceptual storytelling, trans-creative craft, and expectation management.
I6. Individual Paper Panel | Terrace III
Connecting the Dots: Engineering Students Connect Concepts via Reflective Essays
Nancy Barr, Michigan Technological University
Students tend to “silo” course content, especially in non-major courses. This presentation discusses results of an effort in a mechanical engineering program to help students build connections between courses via reflective essays written as they progress through their degree.
What Makes L2 Learners Creative Writers: Learner Reflections from Creative Writing in English, a GE Subject
Shari Dureshahwar Lughmani, The Hong Kong Polytechnic University
This paper explores L2 writers’ awareness of becoming creative writers of fiction and memoirs through analyzing their reflections during the course over four semesters. These are then categorized to gauge novice writers’ maturity as creative writers.
Science Fiction to Illuminate Science Fact: Using Creative Writing to Engage Students in First-Year Physics Courses
Amy Mecklenburg-Faenger and Alexander Silvius
This presentation discusses a collaboration between a physics and English professor to develop engagement and critical thinking of non-physics STEM majors in a required first-year physics course by having students read and write science fiction to explore the implications of physical phenomena.
I7. Individual Paper Panel | Oak I
Cultivating Dispositions toward Integrative and Engaged Learning through Writing in the Cocurriculum
Brian Hendrickson, Roger Williams University
Drawing from a three-year study of writing in an engineering student organization, this presentation argues that students need more opportunities to recognize and respond to contradictions within and between writing situations and should be involved in the writing-intensive process of integrating engaged learning across the curriculum.
Writing Local: The Benefit of Community Resources and Multidisciplinary Writing Projects
Nina Salmon, Lynchburg College
Expanding the college classroom beyond campus and into the community offers students real-world writing opportunities and invites the community to collaborate with the institution. Incorporating community resources enriches learning and course outcomes, and offers the potential for enhanced community relationships and engagement.
I8. Teaching Demonstration | Legacy II
Laura Brady, Nathalie Singh-Corcoran, and Kelly Diamond
West Virginia University
This teaching demonstration provides examples of how PACT (purpose, audience, conventions, and trouble-shooting) and the Association of College and Research Libraries Framework for Information Literacy intersect and inform each other, creating a rich conceptual and linguistic resource that helps students across disciplines become more effective researchers and writers. Participants will brainstorm ways to implement, extend, or sustain information literacy across the curriculum.
I9. Roundtable | Longleaf
Mike Palmquist and Timothy Amidon, Colorado State University
Susan E. Thomas, The University of Sydney, Australia
Learning analytics is a growing area of discussion in higher education, with some scholars expressing concern about surveillance, ethics, inaccurate predictions, and commercialization of student data. Others see promise in these tools, offering frameworks within which learning analytics can be used with integrity and their potential contribution to student success. Considers the implications of learning analytics for WAC and writing instruction.
(Wednesday, June 6, 10:05 – 11:20 a.m.)
J1. Panel | Azalea
Stacey Sheriff, Colby College
Hannah Dickinson and Susan Hess, Hobart and William Smith Colleges
This presentation explores why faculty and WPAs start WEC initiatives, challenges of this approach to WAC, and how WEC builds on and creates relationships to improve writing. While challenges are similar across institutions, the benefits and definitions of WEC are diverse and sensitive to local context. As WEC becomes an increasingly popular model for faculty-driven, localized approaches to WAC, panelists demonstrate how institutions build and sustain WEC-work.
J2. Panel | Oak I
Lacey Wootton, American University
Thomas Polk, George Mason University
Elizabeth Cohn, American University
Understanding the affective and emotional labor involved in writing instruction is essential for professional-development efforts and successful writing instruction in the disciplines. This panel explores elements of that labor to enhance understanding of writing instruction in the disciplines, considers theoretical, empirical, and personal perspectives, and asks participants to reflect on their own participation in affective and emotional labor.
J3. Panel | Terrace I & II
James Truman, Auburn University
Jaena Alabi, Auburn University
Bridget Farrell, University of Denver
Jennifer Mahoney, Indiana University -- Purdue University Indianapolis
Toni Carter, Auburn University
The linear process of “research, then write” is a deeply ingrained narrative that can undermine our goal of helping students develop as critical thinkers who engage actively with knowledge in their field. This panel maps strategies for collaboration between writing programs, writing centers, and libraries and delineates how that collaboration leads to practices encouraging effective research and writing for students and faculty across the curriculum.
J4. Individual Paper Panel | Terrace III
Connecting Students, Faculty, and English Teachers via a New Final Year Capstone Project Mobile App
Julia Chen, The Hong Kong Polytechnic University
Christy Chan, City University of Hong Kong
Angela Ng, The Hong Kong Baptist University
This presentation describes a new English Across the Curriculum project conducted by five universities in Hong Kong that connects faculty, language teachers and students via an interactive mobile app with multi-modal English learning resources to support students in all stages of their capstone project writing and presenting.
Making Connections: How Social Media Works in Online Instruction
Elizabeth Kent, Auburn University at Montgomery
This presentation explores how social media can be used in the composition classroom and across the university to make connections with students, especially in an online environment.
Connecting WAC, RAC, and the State College Community: Writing and Reading to Learn in the Online Environment
Jessica Lipsey, Daytona State College
This presentation connects varied theoretical perspectives that inform a WAC/WID Professional Development Program curriculum design at a state college in Florida. This presentation addresses theoretical frameworks that must inform the practice and presents a model for WAC/RAC online teaching and learning education in the state college community.
J5. Panel | Camelia
Miriam Marty Clark, Barb Bondy, and James Shelley
Drawing on experiences in an art, literature, and philosophy course, panelists discuss using writing to teach art and aesthetics and how making and studying art helps students become more advanced thinkers and writers. We describe how writing assignments help students find a way through the processes of art-making, interpretation, and judgment, and how reflective writing helps them integrate their experience into an emerging sense of themselves.
J6. Meeting | Legacy I
Michelle Cox, Cornell University
Jeffrey R. Galin, Florida Atlantic University
Mike Palmquist, Colorado State University
Heather Falconer, Northeastern University
Pamela Childers, WAC Clearinghouse
Brian Hendrickson, Roger Williams University
Since 2016, a group has been working for develop a new organization: the Association for Writing Across the Curriculum (AWAC). Join this meeting to learn more about AWAC, hear about its current status, and plan next steps.
J7. Poster Session | Oak II
Transforming a Culture of Writing by Building Connections: A University-Wide, Multi-Year Writing Excellence Initiative
Julia Bleakney and Paula Rosinski
This poster demonstrates the goals, processes, collaborations, and outcomes of a university-wide Writing Excellence Initiative’s effort to transform the culture of writing across campus, summarizing activities to enhance the teaching and learning of writing, connections between faculty, staff, and administrators, emerging outcomes, and assessment.
Implementing Reflective ePortfolios in Major Curriculums: A Case Study Perspective
Hannah Ferry and Robert Bubb
This poster presents the steps that the Human Development and Family Studies department at Auburn University used to implement an ePortfolio project in its courses and curriculum.
ePortfolios as a Curriculum Development Tool in Biological Sciences
Robert Boyd and Valerie Tisdale
This poster describes the process and progress, challenges, and future plans for using integrative ePortfolios to increase course connectivity, strengthen core competencies, and improve assessment procedures as our Biological Sciences department revises its curricula.
How Autonomy and Agency Influence Self-Advocacy
Delaney Francis, Indiana University Purdue University -- Indianapolis
As students grow, self-advocacy is an important relationship to build with members of learning communities when writing across the curriculum. In this poster, research explores the connection between autonomy and agency through various disciplines and principles.
Using Peer Review in Class to Develop Critical Writing Skills
Madona Giorgadze, Ilia State University
This poster showcases how peer review can be used to increase students’ motivation for writing, and increase their inter- and intrapersonal skills, involve international students in the learning process, and help students develop critical writing and thinking skills.
Bird’s Eye View: Mapping the Terrain for a Sustainable Writing Program
Melody Pugh, United States Air Force Academy
This poster presents findings of a survey that identifies existing writing practices at a federal military academy that is preparing to implement a Communication across the Curriculum program and demonstrates the value of applying the “Whole Systems” approach to developing sustainable CAC programs within technical/professional schools.
Making Connections with Low-Literacy Parents Through an Innovative Writing-Based Literacy Assessment
Emily Sherwood, University of Tennessee-Knoxville
Learn about the Literacy Assessment of Basic Skills, an emerging assessment for parents of school-aged children based on very early literacy writing skills.
Facilitating Interdisciplinary Competence Through Peer Review: Making Connections Between Nursing and Communication Disorders
Laura Willis, Auburn University
This poster details an inter-professional education activity designed to measure the efficacy of using interdisciplinary peer review to enhance knowledge of allied professions and increase learning across disciplines treating mutual patients, resulting in improved care.
The Collaborative Design-Research Portfolio: Reinventing the Architectural History Paper
Danielle Willkens, Auburn University
The communication goals for typical architectural history courses need to be reexamined. This poster presents graphic-intensive, iterative assignments that integrate research, writing, and revision skills with the concepts of design thinking that dominate the studio-based training found in professional schools of architecture.
J8. Teaching Demonstration | Legacy II
Melissa Meeks, Eli Review
Science depends on peer review, but students’ experience of peer learning in classes often disappoints. Comments from formative feedback activities often indicate that most students are “doing editing” or “doing collegiality;” very few are “doing science” when they give each other feedback. This demonstration explains ways instructors can provide a better scaffold for peer review in task set-up, task follow-up, and task sequencing.