Conference Session Schedule


We are pleased to announce the session schedule for IWAC 2018. The list below may be sorted by column, or you may use the search bar to the right to filter the list by presenter name, institution, title, type of session, or session slot. Click here to view the Schedule at a Glance page. Workshop presenters and details are listed separately on the Conference Workshops page. For your reference, sessions are held on the following dates and times.

Monday, June 4
Session A: 1:40-2:55 p.m.
Session B: 3:15-4:30 p.m.
Session C: 4:50-6:05 p.m.

Tuesday, June 5
Session D: 8:30-9:45 a.m.
Session E: 10:05-11:20 a.m.
Session F: 1:40-2:55 p.m.
Session G: 3:15-4:30 p.m.
Session H: 4:50-6:05 p.m.

Wednesday, June 6
Session I: 8:30-9:45 a.m.
Session J: 10:05-11:20 a.m.

First NameLast NameInstitutionTitleSesssionType
Mary LouOdomKennesaw State UniversityMore than a Conference Theme: Making Connections as Ethical ObligationA1Roundtable
BonnieSmith WhitehouseBelmont UniversityMore than a Conference Theme: Making Connections as Ethical ObligationA1Roundtable
JamieSailorsAuburn UniversityTell Me About YourselfA2Panel
LeslieCordieAuburn UniversityTell Me About YourselfA2Panel
BeckyBarlowAuburn UniversityTell Me About YourselfA2Panel
JohnKushAuburn UniversityTell Me About YourselfA2Panel
GracemarieFillenwarthRowan UniversityEngineering Résumé Writing and Professionalization: A Quantitative Approach to Facilitating Students’ Professional DevelopmentA4Teaching Demonstration
MaryMcCallNorth Dakota State UniversityEngineering Résumé Writing and Professionalization: A Quantitative Approach to Facilitating Students’ Professional DevelopmentA4Teaching Demonstration
ElizabethWardleMiami UniversityUsing Threshold Concepts and Disciplinary Teams as the Backbone of WAC SeminarsA5Panel
AngelaGlotfelterMiami UniversityUsing Threshold Concepts and Disciplinary Teams as the Backbone of WAC SeminarsA5Panel
AnnUpdikeMiami UniversityUsing Threshold Concepts and Disciplinary Teams as the Backbone of WAC SeminarsA5Panel
AnnSpurlockMississippi State UniversityBuilding a WAC Project from the Ground Up: Mississippi State University A6Individual Paper Panel
ChelseaHenshawMississippi State UniversityBuilding a WAC Project from the Ground Up: Mississippi State University A6Individual Paper Panel
LindaNichollConfederation CollegeCreating College Connections through WritingA6Individual Paper Panel
OlliePedersenConfederation CollegeCreating College Connections through WritingA6Individual Paper Panel
TomDeansUniversity of ConnecticutFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
Shan-EstelleBrownRollins CollegeFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
Thomas LawrenceLongUniversity of ConnecticutFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
KarenBottgeUniversity of KentuckyFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
SaraHaefeliIthaca CollegeFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
CherylTatano BeckUniversity of ConnecticutFrom Curriculum to Handbook: Authors from Four Fields Reflect on Crafting and Publishing Discipline-Specific Writing GuidesA7Panel
JennyAuneIowa State UniversityThe Large-Scale Writing Program as Campus ConnectorA8Individual Paper Panel
JoMackiewiczIowa State UniversityThe Large-Scale Writing Program as Campus ConnectorA8Individual Paper Panel
DanielEmeryUniversity of MinnesotaThe WEC Effect: Student Engagement Data from the Writing Enriched Curriculum ProgramA8Individual Paper Panel
ValerieRossUniversity of PennsylvaniaExploring Contruct-Based, Multiple Trait Assessment of Writing in the DisciplinesA8Individual Paper Panel
CameronBushnellClemson UniversityGraduate TA’s: The Neglected Middle in Anti-Racist Writing PedagogyB1Individual Paper Panel
LillianCampbellMarquette UniversityEmbodied TA Identity in the Writing Classroom: A Multimodal AnalysisB1Individual Paper Panel
W. BrockMacDonaldWoodsworth College, University of TorontoConnecting Writing and Disciplinary Knowledge: Teacher Formation in a WAC ProgramB1Individual Paper Panel
Andrea L.WilliamsUniversity of TorontoConnecting Writing and Disciplinary Knowledge: Teacher Formation in a WAC ProgramB1Individual Paper Panel
ChristopherHassayMoravian CollegeHow Does Institutional Context Impact Adoption of Best Practices Promoted in Writing Studies Scholarship?B2Roundtable
CrystalFodreyMoravian CollegeHow Does Institutional Context Impact Adoption of Best Practices Promoted in Writing Studies Scholarship?B2Roundtable
BeckyBarlow (Chair)Auburn UniversityScience to Citizens: Outreach Writing in Teaching and PracticeB3Panel
AdamMaggardAuburn UniversityScience to Citizens: Outreach Writing in Teaching and PracticeB3Panel
DjiboZanzotAuburn UniversityScience to Citizens: Outreach Writing in Teaching and PracticeB3Panel
BeauBrodbeckAuburn UniversityScience to Citizens: Outreach Writing in Teaching and PracticeB3Panel
ChuckHemardAuburn UniversityScience to Citizens: Outreach Writing in Teaching and PracticeB3Panel
JeffreyFoyQuinnipiac UniversitySupporting the Assessment of Writing within Disciplinary ContextsB4Panel
PaulPasquarettaQuinnipiac UniversitySupporting the Assessment of Writing within Disciplinary ContextsB4Panel
MillieHepburnQuinnipiac UniversitySupporting the Assessment of Writing within Disciplinary ContextsB4Panel
JuliaVossSanta Clara UniversityTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
DeniseKraneSanta Clara UniversityTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
ChristineBachenSanta Clara UniversityTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
LauraDoyleSanta Clara UniversityTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
NicoleBranchSanta Clara UniversityTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
TriciaServissUniversity of California, DavisTeaching Teachers to Teach Writing, Critical Thinking, and Information Literacy: Case Study of a Faculty Learning Community as a Campus-Wide Pedagogical Intervention StrategyB5Panel
EdDechertMississippi State UniversityImproving Student Writing and Understanding in a Studio-Based Design Course: Peer-Reviewed and Scaffolded Writing AssignmentsB6Individual Paper Panel
Charles FulfordMississippi State UniversityImproving Student Writing and Understanding in a Studio-Based Design Course: Peer-Reviewed and Scaffolded Writing AssignmentsB6Individual Paper Panel
AnneHeintzmanWestern Kentucky UniversityMakerspaces and Trolls: Developing Inclusive Makerspaces for Collaborative Writing-in-ActionB6Individual Paper Panel
StantonMillerThomas Jefferson UniversityCreative Writing as Introduction to WAC: Connecting Two Institutions through the Stories of InjuryB7Panel
KathyHubbardThomas Jefferson UniversityCreative Writing as Introduction to WAC: Connecting Two Institutions through the Stories of InjuryB7Panel
KathrynGindlespargerThomas Jefferson UniversityCreative Writing as Introduction to WAC: Connecting Two Institutions through the Stories of InjuryB7Panel
MeganVoellerThomas Jefferson UniversityCreative Writing as Introduction to WAC: Connecting Two Institutions through the Stories of InjuryB7Panel
JosephMosesUniversity of MinnesotaPeer Review While Standing: A Teaching DemonstrationB8Teaching Demonstration
PaulaPatchElon UniversityReassessing Information Literacy: Methods and Findings from a Collaborative Assessment of College Writers’ Source UseB9Panel
TeresaLePorsElon UniversityReassessing Information Literacy: Methods and Findings from a Collaborative Assessment of College Writers’ Source UseB9Panel
LiLiElon UniversityReassessing Information Literacy: Methods and Findings from a Collaborative Assessment of College Writers’ Source UseB9Panel
MikeCookAuburn UniversityMeditation and Contemplative Composition: Informing Writing Instruction Across DisciplinesC1Individual Paper Panel
KatharineBrownAuburn UniversityMeditation and Contemplative Composition: Informing Writing Instruction Across DisciplinesC1Individual Paper Panel
KerrieKephartUniversity of Maryland Baltimore CountyToward a Taxonomy of Reflective Moves in Student Learning JournalsC1Individual Paper Panel
AlisaRussellUniversity of KansasMentoring a New Generation of WAC/WID Scholars, Administrators, and Teachers: A Roundtable Discussion on the Past and Future of WAC-GOC2Roundtable
JakeChaseWest Chester UniversityMentoring a New Generation of WAC/WID Scholars, Administrators, and Teachers: A Roundtable Discussion on the Past and Future of WAC-GOC2Roundtable
NicoleSpottkeValencia CollegeWAC 360: A View from the StartC3Panel
StephanieSpongValencia CollegeWAC 360: A View from the StartC3Panel
JuliannaMoringValencia CollegeWAC 360: A View from the StartC3Panel
ElizabethRennValencia CollegeWAC 360: A View from the StartC3Panel
ClaireYatesValencia CollegeWAC 360: A View from the StartC3Panel
VasudhaSharmaValencia CollegeWAC 360: A View from the StartC3Panel
ChadWickmanAuburn UniversityEmergent Concepts for Writing and Disciplinary PracticeC4Individual Paper Panel
Misty AnneWinzenriedUniversity of WashingtonGenre Learning in a Geography CourseC4Individual Paper Panel
MichaelCrippsUniversity of New EnglandStumbling into a Writing Enriched Curriculum: Writing Fellows, Accidents of Geography, and Writing in BiologyC5Panel
AnnaBassUniversity of New EnglandStumbling into a Writing Enriched Curriculum: Writing Fellows, Accidents of Geography, and Writing in BiologyC5Panel
MargaretFriarUniversity of New EnglandStumbling into a Writing Enriched Curriculum: Writing Fellows, Accidents of Geography, and Writing in BiologyC5Panel
AmyHodgesTexas A&M University at QatarTowards a Praxis of Transnational WAC/WIDC6Individual Paper Panel
DavidRussellIowa State UniversityWAC/WID and Other Across the Curriculums around the World: What Does it Mean to be International?C6Individual Paper Panel
AmberWagnonStephen F. Austin State UniversityUtilizing Screencasts in Writing Instruction and Assessment across Content AreasC7Teaching Demonstration
BradleyHughesUniversity of Wisconsin-MadisonWhen Disciplinary Colleagues Become WAC Consultants: An Activity Theory Analysis of an Immersive WAC Faculty Development WorkshopC8Panel
ElisabethMillerUniversity of Nevada, RenoWhen Disciplinary Colleagues Become WAC Consultants: An Activity Theory Analysis of an Immersive WAC Faculty Development WorkshopC8Panel
KathleenDalyUniversity of Wisconsin-MadisonWhen Disciplinary Colleagues Become WAC Consultants: An Activity Theory Analysis of an Immersive WAC Faculty Development WorkshopC8Panel
ChrisAnson (Chair)North Carolina State UniversityWhen Disciplinary Colleagues Become WAC Consultants: An Activity Theory Analysis of an Immersive WAC Faculty Development WorkshopC8Panel
JenniferMessierGeorge Mason UniversityReaching for Common Ground: Professional Development Within and Across the DisciplinesD1Panel
LourdesFernandezGeorge Mason UniversityReaching for Common Ground: Professional Development Within and Across the DisciplinesD1Panel
JessicaMatthewsGeorge Mason UniversityReaching for Common Ground: Professional Development Within and Across the DisciplinesD1Panel
BreeMcGregorGeorge Mason UniversityReaching for Common Ground: Professional Development Within and Across the DisciplinesD1Panel
VincentCellucciLouisiana State University3D Across the Curriculum: Connecting Colleges through the Pedagogy of Technological CommunicationD2Panel
David "Boz"BowlesLouisiana State University3D Across the Curriculum: Connecting Colleges through the Pedagogy of Technological CommunicationD2Panel
BeckyCarmichaelLouisiana State University3D Across the Curriculum: Connecting Colleges through the Pedagogy of Technological CommunicationD2Panel
CherylHofstetter DuffyFort Hays State UniversityStarting by Connecting: WAC as a Natural Outgrowth of Liberal and General Education ReviewD3Individual Paper Panel
KatarzynaGalloMississippi State UniversityScaling Undergraduate Scientific Writing via Prominent Feature AnalysisD3Individual Paper Panel
SherrySwainNational Writing ProjectScaling Undergraduate Scientific Writing via Prominent Feature AnalysisD3Individual Paper Panel
LisaLitterioBridgewater State UniversityWAC as a Method for Engaging First-Year Students: Results from a Cross-Disciplinary Faculty Learning Community (FLC)D3Individual Paper Panel
JustinHayesQuinnipiac University/Double HelixThe Potential Value of Experimental Writing for Transfer of LearningD4Individual Paper Panel
KatelynStarkFlorida State UniversityGenre, Transfer, and Discourse Community: Bringing WAC into FYCD4Individual Paper Panel
LauraCroweAuburn City SchoolsBridging Writing and Reading with Inquiry to Prepare Future STEM LeadersD5Teaching Demonstration
SuzanneLaneMassachusetts Institute of TechnologyDeveloping “Disciplinary Reasoning Diagrams” to Link Disciplinary and Rhetorical KnowledgeD6Panel
JessieStickgold-SarahMassachusetts Institute of TechnologyDeveloping “Disciplinary Reasoning Diagrams” to Link Disciplinary and Rhetorical KnowledgeD6Panel
MichaelTriceMassachusetts Institute of TechnologyDeveloping “Disciplinary Reasoning Diagrams” to Link Disciplinary and Rhetorical KnowledgeD6Panel
PeggyLindseyGeorgia Southern UniversitySupporting Graduate Student Writing: A WAC SolutionD7Panel
TracyLinderholmGeorgia Southern UniveristySupporting Graduate Student Writing: A WAC SolutionD7Panel
HeatherBastianUniversity of North Carolina at CharlotteConnecting Disciplines, Connecting Faculty: The WI Teaching AcademyE1Panel
StephanieNoranderUniversity of North Carolina at CharlotteConnecting Disciplines, Connecting Faculty: The WI Teaching AcademyE1Panel
AndreaFreidusUniversity of North Carolina at CharlotteConnecting Disciplines, Connecting Faculty: The WI Teaching AcademyE1Panel
ErikBykerUniversity of North Carolina at CharlotteConnecting Disciplines, Connecting Faculty: The WI Teaching AcademyE1Panel
JoseLaiThe Chinese University of Hong KongCollaborative Projects Across the Curriculum: Similarities, Differences, Challenges, and StrategiesE2Panel
LauraManThe Chinese University of Hong KongCollaborative Projects Across the Curriculum: Similarities, Differences, Challenges, and StrategiesE2Panel
ElaineNgThe Chinese University of Hong KongCollaborative Projects Across the Curriculum: Similarities, Differences, Challenges, and StrategiesE2Panel
ChrisRozendaalThe Chinese University of Hong KongCollaborative Projects Across the Curriculum: Similarities, Differences, Challenges, and StrategiesE2Panel
Zhizhi (Paul)PanThe Chinese University of Hong KongCollaborative Projects Across the Curriculum: Similarities, Differences, Challenges, and StrategiesE2Panel
SuzanneCopeSt. John's UniversityCANCELLED: Teaching the Rhetoric of Social Commentary: Connecting Composition and Experiential LearningE3Individual Paper Panel
JennaMorton-AikenBrown UniversityWriting Across the Ocean StateE4Panel
StacyKastnerBrown UniversityWriting Across the Ocean StateE4Panel
JenniferLieseRhode Island School of DesignWriting Across the Ocean StateE4Panel
JillianBelangerRoger Williams UniversityWriting Across the Ocean StateE4Panel
NedraReynoldsUniversity of Rhode IslandWriting Across the Ocean StateE4Panel
WillTonerProvidence CollegeWriting Across the Ocean StateE4Panel
GregorySkutchesLehigh UniversityEngineering Connections: A Writing Fellows Program Partners with a Large, Required First-Year Course for Engineering StudentsE5Panel
GerardLennonLehigh UniversityEngineering Connections: A Writing Fellows Program Partners with a Large, Required First-Year Course for Engineering StudentsE5Panel
KyleKristiansenLehigh UniversityEngineering Connections: A Writing Fellows Program Partners with a Large, Required First-Year Course for Engineering StudentsE5Panel
RachelBuckUniversity of ArizonaReading Matters Across Campus: How Students Enact Disciplinary Identities Through ReadingE6Individual Paper Panel
JustinNicholesIndiana University of PennsylvaniaHow Chemistry Majors Perceive and Construct Disciplinary Identities in Relation to Disciplinary Writing Experiences: Implications for WAC and RetentionE6Individual Paper Panel
RebeccaHarperAugusta UniversityCANCELLED: Pardon the Interruption: We’re Using ESPN to Teach WritingE7Teaching Demonstration
JulieWentworthAuburn High SchoolThe Write Place — Development of a Writing Center at the Secondary LevelE8Roundtable
HollyRobinsonAuburn High SchoolThe Write Place — Development of a Writing Center at the Secondary LevelE8Roundtable
ChrisAnsonNorth Carolina State UniversityGeneric Rubrics for Writing Across Contexts: Possibilities, Limitations, ThreatsE9Panel
PaulAndersonMiami University of Ohio (ret.)Generic Rubrics for Writing Across Contexts: Possibilities, Limitations, ThreatsE9Panel
PamelaFlashUniversity of MinnesotaGeneric Rubrics for Writing Across Contexts: Possibilities, Limitations, ThreatsE9Panel
KathleenYancey (chair)Florida State UniversityGeneric Rubrics for Writing Across Contexts: Possibilities, Limitations, ThreatsE9Panel
SherriCraigPurdue UniversitySupporting Instructors and Administrators in Informal WAC/Writing Integration ProgramsF1Panel
AmeliaChesleyPurdue UniversitySupporting Instructors and Administrators in Informal WAC/Writing Integration ProgramsF1Panel
NathanMentzerPurdue UniversitySupporting Instructors and Administrators in Informal WAC/Writing Integration ProgramsF1Panel
JonathanHallCUNY York CollegeTranslingual/Transnational Spaces: Student Writing Development in “International” First-Year Composition, a Writing Intensive Course, and Post-Graduate Literacy PracticesF2Panel
MatthewGarleyCUNY York CollegeTranslingual/Transnational Spaces: Student Writing Development in “International” First-Year Composition, a Writing Intensive Course, and Post-Graduate Literacy PracticesF2Panel
AndreaOlingerUniversity of LouisvilleEmpirical Approaches to Studying Writers’ Tacit Knowledge: Findings and Implications for Researchers and TeachersF3Panel
ZakLancasterWake Forest UniversityEmpirical Approaches to Studying Writers’ Tacit Knowledge: Findings and Implications for Researchers and TeachersF3Panel
LynneRhodesUniversity of South Carolina AikenCollaborative Conversations Across a Learning Community: Educating Nursing Students through Campus PartnershipsF4Panel
VickiLongUniversity of South Carolina AikenCollaborative Conversations Across a Learning Community: Educating Nursing Students through Campus PartnershipsF4Panel
DeborahTrittUniversity of South Carolina AikenCollaborative Conversations Across a Learning Community: Educating Nursing Students through Campus PartnershipsF4Panel
BradleySturzGeorgia Southern UniversityCANCELLED: The Utilization-Focused WAC: Connect Faculty, Programs, and the InstitutionF5Panel
ColtonMagnantGeorgia Southern UniversityCANCELLED: The Utilization-Focused WAC: Connect Faculty, Programs, and the InstitutionF5Panel
LainieHarrisGeorgia Southern UniversityCANCELLED: The Utilization-Focused WAC: Connect Faculty, Programs, and the InstitutionF5Panel
SharonWilbanksAuburn University Early Learning CenterUsing ePortfolios to Enhance Student’s Reflections on Fieldwork ExperiencesF6Teaching Demonstration
MargaretVollenweiderAuburn University Early Learning CenterUsing ePortfolios to Enhance Student’s Reflections on Fieldwork ExperiencesF6Teaching Demonstration
MatthewDavisUniversity of Massachusetts BostonExploring Teaching for Transfer Across Eight Research SitesF7Panel
KaraTaczakUniversity of DenverExploring Teaching for Transfer Across Eight Research SitesF7Panel
KathleenYanceyFlorida State UniversityExploring Teaching for Transfer Across Eight Research SitesF7Panel
LianeRobertsonWilliam Paterson UniversityExploring Teaching for Transfer Across Eight Research SitesF7Panel
JustinAtwellUniversity of Colorado-BoulderIn This Together: Consubstantial Ethos in Writing in the Sciences ClassroomsF8Individual Paper Panel
MagnusGustafssonChalmers University of TechnologyCANCELLED: Impacts of WID Collaboration on Students’ Development as Engineers — Student and Faculty PerceptionsF8Individual Paper Panel
DanielKenzieNorth Dakota State UniversityTeaching Post-Truth Information Literacy in Writing for the SciencesF8Individual Paper Panel
AndreGesquiereUniversity of Central FloridaConnecting Students Across Disciplines Through an Embedded Science-Writing Instruction Program in an NSF-funded Research Experience for Undergraduate ProgramF8Individual Paper Panel
LindsayClarkSam Houston State UniversityThinking Visually: Students Connect Textual and Visual Resources in Business CommunicationF9Individual Paper Panel
CourtneyFerriterGeorgia Southern UniversityA Common Bond: Integrating Writing Across the Curriculum and Technical WritingF9Individual Paper Panel
GwendolynneReidOxford College of Emory University“Talking to Other People in their Own Languages”: Making Interdiscursive Connections as Scientific ComposingF9Individual Paper Panel
MarcelaHebbardUniversity of Texas Rio Grande ValleyImplementing a Transdisciplinary and Translingual Student Writing Activity in FYW and SHL ClassesG1Panel
YaninaHernandezUniversity of Texas Rio Grande ValleyImplementing a Transdisciplinary and Translingual Student Writing Activity in FYW and SHL ClassesG1Panel
JacobCraigCollege of CharlestonNetworks of Discourse: Examining the Influence of Institutional Histories and Program Missions in Students’ Writing DevelopmentG2Panel
ChrisWarnickCollege of CharlestonNetworks of Discourse: Examining the Influence of Institutional Histories and Program Missions in Students’ Writing DevelopmentG2Panel
RifatSalamCUNY/Borough of Manhattan CCThe Continuing Relevance of WAC Pedagogy: Lessons and Strategies for Sustaining a Vibrant WAC ProgramG3Panel
HollyMessittCUNY/Borough of Manhattan CCThe Continuing Relevance of WAC Pedagogy: Lessons and Strategies for Sustaining a Vibrant WAC ProgramG3Panel
ChristaBaiadaCUNY/Borough of Manhattan CCThe Continuing Relevance of WAC Pedagogy: Lessons and Strategies for Sustaining a Vibrant WAC ProgramG3Panel
MeganHaskinsAuburn UniversityePortfolios: A Professionalizing Addition to Student LearningG4Panel
HeatherStuartAuburn UniversityePortfolios: A Professionalizing Addition to Student LearningG4Panel
JamilGhazalLouisiana State UniversityePortfolios: A Professionalizing Addition to Student LearningG4Panel
MikeMichaudRhode Island CollegeMaking Connections to Create a Culture of Writing at a “College of Opportunity”G5Panel
JosephZornadoRhode Island CollegeMaking Connections to Create a Culture of Writing at a “College of Opportunity”G5Panel
AndreaDel VecchioRhode Island CollegeMaking Connections to Create a Culture of Writing at a “College of Opportunity”G5Panel
SylviaRossRhode Island CollegeMaking Connections to Create a Culture of Writing at a “College of Opportunity”G5Panel
ChristopherManionThe Ohio State UniversityClassroom-Based Peer Tutoring as Participatory Action Research (PAR)G6Panel
CynthiaLinThe Ohio State University, Marion CampusClassroom-Based Peer Tutoring as Participatory Action Research (PAR)G6Panel
AmyShusterThe Ohio State UniversityClassroom-Based Peer Tutoring as Participatory Action Research (PAR)G6Panel
DanaFerbrache-DarrUniversity of ArizonaClassroom-Based Peer Tutoring as Participatory Action Research (PAR)G6Panel
MalcahEffronMassachusetts Institute of TechnologyConnecting Prior Work to Present: Attribution in the STEM WAC/WID ClassroomG7Individual Paper Panel
MichaelPembertonGeorgia Southern UniversityThe Disciplinary Dynamics of Text RecyclingG7Individual Paper Panel
SusanneHallCalifornia Institute of TechnologyThe Disciplinary Dynamics of Text RecyclingG7Individual Paper Panel
CaryMoskovitzDuke UniversityThe Disciplinary Dynamics of Text RecyclingG7Individual Paper Panel
BradJacobsonUniversity of Arizona“It Makes Me Think About What I Think is Important”: Building a Culture of Writing Through General EducationG85 x 10 Talk
LindsayHansenUniversity of Arizona“It Makes Me Think About What I Think is Important”: Building a Culture of Writing Through General EducationG85 x 10 Talk
KaraSchallAuburn UniversityCritical Thinking and Theory Application in Graduate-Level Clinical EducationG85 x 10 Talk
Lee AnnStonehouseAuburn UniversityCome and Get IT! What Food Rhetoric Can Bring to the Table for the English Language Arts ClassroomG85 x 10 Talk
Sarah MicheleYoungUniversity of Louisiana at LafayetteWriting as a Stimulus for the Design ProcessG85 x 10 Talk
GeorgeCusackCarleton CollegeThe Discussion Game: A Customizable, Game-Based Approach to Teaching Discussion SkillsG9Teaching Demonstration
JenniferShaimanAugsburg CollegeThe Discussion Game: A Customizable, Game-Based Approach to Teaching Discussion SkillsG9Teaching Demonstration
JamesCroftSt. John's UniversityConnecting Disciplinary Principles of “Effective Writing” with Students’ Prior Writing Experiences and Across Four DisciplinesH1Panel
PhyllisConnSt. John's University
Connecting Disciplinary Principles of “Effective Writing” with Students’ Prior Writing Experiences and Across Four DisciplinesH1Panel
JosephSerafinSt. John's UniversityConnecting Disciplinary Principles of “Effective Writing” with Students’ Prior Writing Experiences and Across Four DisciplinesH1Panel
RebeccaWiseheartSt. John's UniversityConnecting Disciplinary Principles of “Effective Writing” with Students’ Prior Writing Experiences and Across Four DisciplinesH1Panel
RebeccaMorrisonMiami UniversityConflicting Beliefs: How Program Directors Connect with the Values and Experiences of Program Faculty and Institutional StakeholdersH2Panel
JessicaBeckettVirginia TechConflicting Beliefs: How Program Directors Connect with the Values and Experiences of Program Faculty and Institutional StakeholdersH2Panel
RachaelCayleyUniversity of TorontoAnalyzing the Texts that Unify a Paper-Style Dissertation: A Genre within a GenreH3Individual Paper Panel
HeatherFalconerNortheastern UniversityPreparing Disciplinary Writing Mentors: An Examination of the Relationship Between Prior Experience and Pedagogical ApproachH3Individual Paper Panel
AudreyFalkMerrimack CollegeHelping Graduate Students Become Better Writers: Co-Authoring With Graduate StudentsH3Individual Paper Panel
JoThompsonUniversity of Cincinnati Clermont CollegeCollaborative Active Learning Multimodal Projects in STEM CoursesH4Panel
BozenaWidanskiUniversity of Cincinnati Clermont CollegeCollaborative Active Learning Multimodal Projects in STEM CoursesH4Panel
ChristopherGoodmanUniversity of Cincinnati Clermont CollegeCollaborative Active Learning Multimodal Projects in STEM CoursesH4Panel
DexterHulseUniversity of Cincinnati Clermont CollegeCollaborative Active Learning Multimodal Projects in STEM CoursesH4Panel
AdeleLeonUniversity of ArizonaLow-Stakes, High-Impact Writing Assignments in Introduction to Human Resource Management ClassesH5Teaching Demonstration
NighetAhmedAuburn UniversityMaking Connections in a Culturally Disconnected World: Literacy Across Cultures and ContinentsH6Individual Paper Panel
MingFangFlorida International UniversitySupporting Multilingual Student Writers Across Curriculum: Strategies for FacultyH6Individual Paper Panel
PhoebeSiuHong Kong Community College, The Hong Kong Polytechnic UniversityBridging Connections among English Language Teachers, Design Teachers, and Design Students through an Educational Design Research in Genre-Based Pedagogy and TranslanguagingH6Individual Paper Panel
SandraJamiesonDrew UniversityTeaching Writing, Building Democracy: Writing Fellow-Based WAC Learning CommunitiesH7Individual Paper Panel
CaitlinMartinMiami UniversityContinuing Collaborations: Evolving and Extending Support for Economics Writing InstructionH7Individual Paper Panel
XiaomeiSongGeorgia Southern UniversityExamining the Role of Student Writing Fellows: Student, Faculty, and Fellow PerspectivesH7Individual Paper Panel
ShannonMaddenUniversity of Rhode IslandLearning Trajectories of Graduate Students and Faculty Writers: Investigating Connections and DisjuncturesH8Individual Paper Panel
SandraTarabochiaUniversity of OklahomaLearning Trajectories of Graduate Students and Faculty Writers: Investigating Connections and DisjuncturesH8Individual Paper Panel
JovanaMilosavljevic-ArdeljanUniversity of New HampshireCommunication Across Disciplines: Effectively Articulating the Value of your WorkH8Individual Paper Panel
DonnaBrownUniversity of New HampshireCommunication Across Disciplines: Effectively Articulating the Value of your WorkH8Individual Paper Panel
JaclynWellsUniversity of Alabama at BirminghamWrite Your Way into the Field: Using Application Essays to Connect with Healthcare Professional IdentitiesH8Individual Paper Panel
JeffreyGalinFlorida Atlantic UniversityTracking Sustainable Development of WAC Programs Using Sustainability IndicatorsH9Panel
MichelleCoxCornell UniversityTracking Sustainable Development of WAC Programs Using Sustainability IndicatorsH9Panel
SarahNielsenFlorida Atlantic UniversityBuilding Bridges Across the Curriculum: A Common Rubric for Writing AssessmentI1Panel
JeffreyGalin (Chair)Florida Atlantic UniversityBuilding Bridges Across the Curriculum: A Common Rubric for Writing AssessmentI1Panel
JulianneZvolenskyFlorida Atlantic UniversityBuilding Bridges Across the Curriculum: A Common Rubric for Writing AssessmentI1Panel
DrewTaylorNorth Dakota State UniversityBringing a Writing Center into the Graduate CurriculumI2Panel
KristinaCatonNorth Dakota State UniversityBringing a Writing Center into the Graduate CurriculumI2Panel
ChristyGoldsmithUniversity of Missouri-ColumbiaMaking Connections Between Theory and Practice: A Program Review of the Disciplinary Literacy Pre-Service Educator Course SequenceI3Individual Paper Panel
LeighHesterAthens State UniversityUtilizing Science Fiction Novels to Address Content and Scientific LiteracyI3Individual Paper Panel
EvelynMeisenbacherUniversity of Minnesota, Twin CitiesRevisiting Literacy for Science in the Next Generation Science Standards (NGSS)I3Individual Paper Panel
ElaineWisniewskiUniversity of MichiganPedagogical Approaches for Enhancing Connections Between STEM Students, Industry, and FacultyI4Panel
LeslieBruceCalifornia State UniversityPedagogical Approaches for Enhancing Connections Between STEM Students, Industry, and FacultyI4Panel
LeslieRoldanMassachusetts Institute of TechnologyPedagogical Approaches for Enhancing Connections Between STEM Students, Industry, and FacultyI4Panel
Jana F.GutiérrezAuburn UniversityBabel Be Gone: Multilingual Writing as a Model for Glo-Cal ConnectivityI5Panel
Traci S.O'BrienAuburn UniversityBabel Be Gone: Multilingual Writing as a Model for Glo-Cal ConnectivityI5Panel
MakikoMoriAuburn UniversityBabel Be Gone: Multilingual Writing as a Model for Glo-Cal ConnectivityI5Panel
NancyBarrMichigan Technological UniversityConnecting the Dots: Engineering Students Connect Concepts via Reflective EssaysI6Individual Paper Panel
ShariDureshahwar LughmaniThe Hong Kong Polytechnic UniversityWhat Makes L2 Learners Creative Writers: Learner Reflections from Creative Writing in English, a GE SubjectI6Individual Paper Panel
AmyMecklenburg-FaengerPark UniversityScience Fiction to Illuminate Science Fact: Using Creative Writing to Engage Students in First-Year Physics CoursesI6Individual Paper Panel
AlexanderSilviusPark UniversityScience Fiction to Illuminate Science Fact: Using Creative Writing to Engage Students in First-Year Physics CoursesI6Individual Paper Panel
BrianHendricksonRoger Williams UniversityCultivating Dispositions toward Integrative and Engaged Learning through Writing in the CocurriculumI7Individual Paper Panel
NinaSalmonLynchburg CollegeWriting Local: The Benefit of Community Resources and Multidisciplinary Writing ProjectsI7Individual Paper Panel
LauraBradyWest Virginia UniversityFinding Common Ground: Transfer and Information LiteracyI8Teaching Demonstration
NathalieSingh-CorcoranWest Virginia UniversityFinding Common Ground: Transfer and Information LiteracyI8Teaching Demonstration
KellyDiamondWest Virginia UniversityFinding Common Ground: Transfer and Information LiteracyI8Teaching Demonstration
MikePalmquistColorado State UniversityLearning Analytics in Writing Instruction: Points, Counterpoints, and Reflections on the Implications for Writing Across the CurriculumI9Roundtable
TimothyAmidonColorado State UniversityLearning Analytics in Writing Instruction: Points, Counterpoints, and Reflections on the Implications for Writing Across the CurriculumI9Roundtable
Susan E.ThomasThe University of Sydney, AustraliaLearning Analytics in Writing Instruction: Points, Counterpoints, and Reflections on the Implications for Writing Across the CurriculumI9Roundtable
StaceySheriffColby CollegeResearching Writing-Enriched Curriculum Programs: Motivations, Definitions, and BenefitsJ1Panel
HannahDickinsonHobart and William Smith CollegesResearching Writing-Enriched Curriculum Programs: Motivations, Definitions, and BenefitsJ1Panel
SusanHessHobart and William Smith CollegesResearching Writing-Enriched Curriculum Programs: Motivations, Definitions, and BenefitsJ1Panel
LaceyWoottonAmerican UniversityAffective Labor and Teaching Writing Across the CurriculumJ2Panel
ThomasPolkGeorge Mason UniversityAffective Labor and Teaching Writing Across the CurriculumJ2Panel
ElizabethCohnAmerican UniversityAffective Labor and Teaching Writing Across the CurriculumJ2Panel
JamesTrumanAuburn UniversityEmbrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the CurriculumJ3Panel
JaenaAlabiAuburn UniversityEmbrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the CurriculumJ3Panel
BridgetFarrellUniversity of DenverEmbrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the CurriculumJ3Panel
JenniferMahoneyIndiana University -- Purdue University IndianapolisEmbrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the CurriculumJ3Panel
ToniCarterAuburn UniversityEmbrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the CurriculumJ3Panel
JuliaChenThe Hong Kong Polytechnic UniversityConnecting Students, Faculty, and English Teachers via a New Final Year Capstone Project Mobile AppJ4Individual Paper Panel
ChristyChanCity University of Hong KongConnecting Students, Faculty, and English Teachers via a New Final Year Capstone Project Mobile AppJ4Individual Paper Panel
AngelaNgThe Hong Kong Baptist UniversityConnecting Students, Faculty, and English Teachers via a New Final Year Capstone Project Mobile AppJ4Individual Paper Panel
ElizabethKentAuburn University at MontgomeryMaking Connections: How Social Media Works in Online InstructionJ4Individual Paper Panel
JessicaLipseyDaytona State CollegeConnecting WAC, RAC, and the State College Community: Writing and Reading to Learn in the Online EnvironmentJ4Individual Paper Panel
Miriam MartyClarkAuburn UniversityThe Work of Art in an Age of Practical ConsiderationsJ5Panel
BarbBondyAuburn UniversityThe Work of Art in an Age of Practical ConsiderationsJ5Panel
JamesShelleyAuburn UniversityThe Work of Art in an Age of Practical ConsiderationsJ5Panel
MichelleCoxCornell UniversityMeeting on the Association for Writing Across the CurriculumJ6Meeting
JeffreyGalinFlorida Atlantic UniversityMeeting on the Association for Writing Across the CurriculumJ6Meeting
MikePalmquistColorado State UniversityMeeting on the Association for Writing Across the CurriculumJ6Meeting
Heather FalconerNortheastern UniversityMeeting on the Association for Writing Across the CurriculumJ6Meeting
PamChildersWAC ClearinghouseMeeting on the Association for Writing Across the CurriculumJ6Meeting
BrianHendricksonRoger Williams UniversityMeeting on the Association for Writing Across the CurriculumJ6Meeting
JuliaBleakneyElon UniversityTransforming a Culture of Writing by Building Connections: A University-Wide, Multi-Year Writing Excellence InitiativeJ7Poster Session
PaulaRosinskiElon UniversityTransforming a Culture of Writing by Building Connections: A University-Wide, Multi-Year Writing Excellence InitiativeJ7Poster Session
RobertBoydAuburn UniversityePortfolios as a Curriculum Development Tool in Biological SciencesJ7Poster Session
ValerieTisdaleAuburn UniversityePortfolios as a Curriculum Development Tool in Biological SciencesJ7Poster Session
HannahFerryAuburn UniversityImplementing Reflective ePortfolios in Major Curriculums: A Case Study PerspectiveJ7Poster Session
RobertBubbAuburn UniversityImplementing Reflective ePortfolios in Major Curriculums: A Case Study PerspectiveJ7Poster Session
DelaneyFrancisIndiana University Purdue University -- IndianapolisHow Autonomy and Agency Influence Self-AdvocacyJ7Poster Session
MadonaGiorgadzeIlia State UniversityUsing Peer Review in Class to Develop Critical Writing SkillsJ7Poster Session
MelodyPughUnited States Air Force AcademyBird’s Eye View: Mapping the Terrain for a Sustainable Writing ProgramJ7Poster Session
EmilySherwoodUniversity of Tennessee-KnoxvilleMaking Connections with Low-Literacy Parents Through an Innovative Writing-Based Literacy AssessmentJ7Poster Session
LauraWillisAuburn UniversityFacilitating Interdisciplinary Competence Through Peer Review: Making Connections Between Nursing and Communication DisordersJ7Poster Session
DanielleWillkensAuburn UniversityThe Collaborative Design-Research Portfolio: Reinventing the Architectural History Paper J7Poster Session
MelissaMeeksEli ReviewHow Do We Help Students Think Like Scientists While Giving Peer Feedback?J8Teaching Demonstration