AWAC Business Meeting: June 15th, 3:30-5:00PM EST

Please join us for the AWAC Annual Business Meeting via Zoom on Tuesday, June 15th from 3:30-5:00 PM EST.

Read on for the meeting invitation and agenda, below. Note: to avoid Zoom bombing, the meeting password is omitted below. Please check your email for the June 11 message from “AWAC secretary@wacassociation.orgwith the subject “AWAC Business Meeting Zoom Link” for the password or email the Secretary directly.

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It has been a tumultuous year for many, and our annual business meeting is an important moment for all of us to reflect not only on what AWAC has been able to do (and not do) during the 2020-21 academic year, but also on what we would like to become as an organization. How can AWAC best fulfill its mission to “bring together the intellectual, human, political, and economic capital of the Writing Across the Curriculum (WAC) community to better support and grow WAC as a global intellectual and pedagogical movement”? Just as importantly, as a young organization, we must also ask: How can we bring antiracist practices to all aspects of AWAC and, by extension, WAC work?

To this end, this year’s meeting will have two elements:

  1. A report on the work of AWAC from June 2020 to July 2021, including reports on committee accomplishments from the chairs.
  1. A conversation about racism and antiracist practices with the concrete goal of brainstorming answers to the question, How can we bring antiracist practices to all aspects of AWAC and WAC work?

In preparation for the June 15th meeting, we encourage you to reflect on this question with respect to the full range of AWAC’s work, including the way AWAC is organized and how we function procedurally as an organization; the IWAC conference and WACSI events; our sponsored workshops and panels; our publications, research, and scholarship in WAC journals, the WAC Clearinghouse, and through other venues; our pedagogy and work in WAC classrooms; and our WAC faculty development.

As you reflect, you might find it helpful to view this video of our most recent virtual WAC pedagogy workshop, “WAC Pedagogy, Equity, and Antiracism.” Drs. Teresa Redd, Zhaozhe Wang, and Kate Drezek McConnell talk about the many challenges to achieving equity in WAC programs and solutions for developing antiracist practices in WAC courses.

Please take some time to reflect on antiracism and AWAC and please JOIN US for our June 15th 3:30pm EST meeting.
Zoom link: https://wcupa.zoom.us/j/98021038206?pwd=ejcxbXJFaS91aTI2anViQmlKT3N4Zz09  Meeting ID: 980 2103 8206.

Thank you,

The AWAC Executive Committee

 

2021 Election Results

Congratulations to the following new members of the AWAC Executive Board:

Incoming Chair, Executive Committee
Doug Hesse, University of Denver
(chairs rotate through 1-year terms as Incoming, Current, and Outgoing chair)

Members-at-Large (2-year term)
Sherri Craig, Westchester University
Paula Rosinski, Elon University

Diversity, Equity, and Inclusion Committee Chair (2-year term)
Co-Chairs Swan Kim | LaKeisha McClary (Confirmed)

International Collaborations Committee Chair (2-year term)
Co-Chairs Chris Anson | Federico Navarro (Confirmed)

Mentoring Committee Chair (2-year term)
Co-Chairs Amy Cicchino | Lindsay Clark (Confirmed)

Research and Publications Committee Chair (2-year term)
Co-Chairs Heather Falconer |Chris Basgier (Confirmed)

WAC Graduate Organization AWAC Committee Chair (1-year term)
Mandy Olejnik, Miami University of Ohio (Confirmed)

WAC Summer Institute Committee Chair (2-year term)
Alisa Russell, Wake Forest University (Confirmed)

Partnerships Committee Chair (2-year term)
Brad Jacobsen, University of Texas El Paso (Confirmed)

Note: Board Members assume their roles on July 1, 2021.

Ballot Question #1: Approved.
The following italicized text shall be added to bylaw 5.03 Terms:
4. Chairs of standing committees shall serve two-year terms. The WAC-GO AWAC Committee chair is an exception; this chair shall serve a one-year term.

AWAC Virtual Workshop: WAC Pedagogy, Equity, and Anti-Racism

WAC Pedagogy, Equity, and Anti-Racism

AWAC members are invited to attend a virtual workshop on WAC pedagogy, equity, and anti-racism on Thursday, April 1st, 3:30-5:00 ET on Zoom. Register for the event here. Please register by 5:00 ET on March 30th.

 

Workshop Description

 

Conformity or Equity?: Designing WAC Assignments to Promote Equity in the Curriculum

Presenter:  Teresa Redd, former director of Writing Across the Curriculum and the Center for Excellence in Teaching, Learning & Assessment at Howard University

Description: Drawing upon Critical Language Pedagogy, the presenter will examine how WAC assignments can promote conformity or equity in the curriculum. First, she will demonstrate how WAC privileges the canons and conventions of the dominant group in a discipline.  Then she will expose the consequences: how WAC assignments marginalize people of color by requiring students to conform to canons and conventions that often do not include their perspectives or address their needs. Finally, by sharing excerpts from WAC assignments from Howard University, she will illustrate how some Howard faculty have designed WAC assignments to create an equitable curriculum that can benefit all students.

Presenter Bio: Teresa Redd directed Howard University’s Writing Across the Curriculum Program for 24 years as well as the Center for Excellence in Teaching, Learning & Assessment for nearly 13.  She also served on the Board of Consultants of the International Network of Writing-Across-the-Curriculum Programs for 19 years.  She is best known for co-authoring A Teacher’s Introduction to African American English: What a Writing Teacher Should Know, published by the National Council of Teachers of English (2005).  Since retiring, she has served as a WAC consultant and published “Breaking Out of the Box: Expanding the WAC Program at Howard University” in Shirley Logan and Wayne Slater’s volume Academic and Professional Writing in an Age of Accountability (Southern Illinois University Press, 2018).

 

Autoethnography as a Site of Negotiation for Linguistic Justice

 

Presenter:  Zhaozhe Wang, doctoral candidate in the Department of English at Purdue University

Description: This presentation will draw our attention to international multilingual students who are victims of tacit or explicit linguistic racism on campus. The presenter will begin with a call for meaningful advocacy work in the disciplines, then introduce an autoethnography assignment designed to cultivate linguistic equity and combat linguistic racism. The description of the assignment will be illustrated with a student case. The presenter will conclude by offering suggestions on how to appropriate the assignment for WAC/WID contexts.

Presenter Bio: Zhaozhe Wang is a doctoral candidate in the Department of English at Purdue University, where he teaches writing and communication. His work, broadly exploring multilingual literacy and transnational digital/public rhetorics, has appeared in journals such as College Composition and Communication, Composition Forum, and Rhetoric Society Quarterly. He is also co-editor of Reconciling Translingualism and Second Language Writing.

What the Written Communication ‘Landscape of Learning’ Reveals about Equity in Undergraduate Learning

Presenter: Kate Drezek McConnell, Assistant Vice President for Research & Assessment and Director of the VALUE Institute, AAC&U

Description: AAC&U’s inaugural Landscape of Learning report spans five years (2014-2019) of findings on student learning outcomes gathered from samples of student work submitted by campuses and evaluated by national panels of scorers using the VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics. For written communication, the most frequently subscribed outcome, results are based on over 20,000 scored pieces of student work. This presentation will share aggregate results for Written Communication focused on equity, diversity across higher education sectors, and quality of learning within the undergraduate curriculum.

Presenter Bio: Kate Drezek McConnell, PhD, is Assistant Vice President for Research & Assessment and Director of the VALUE Institute, AAC&U’s nationwide assessment system that enables any higher education provider (institution, PCE program, academic department, state, consortium, etc.) to collect and upload samples of student work to a digital repository and have the work scored by certified VALUE Institute scorers for external validation of institutional learning assessment. An educational psychologist by training, Dr. McConnell has written extensively on the reliability and validity of the VALUE approach to assessment. Her other research and campus consultations focus on using course-embedded assessment to improve teaching and learning while also addressing accountability and accreditation requirements; course-embedded assessment; aligning pedagogy with assessment efforts; faculty development; and leveraging the learning sciences in teaching, assessment, and evaluation. Before joining AAC&U, Dr. McConnell spent ten years at Virginia Tech working in assessment and evaluation as well as serving as affiliate faculty in Virginia Tech’s graduate program in educational psychology, teaching courses on cognitive processes and effective college teaching. She received a BA from the University of Virginia, an MA in history from Providence College (Rhode Island), and a PhD in educational psychology from Virginia Tech.

WAC Listserv

The WAC listserv (WAC-L) is hosted by the University of Illinois Center for Writing Studies. It was started by Gail Harwisher in 1991 and is now managed by Paul Prior. WAC-L is open to all who are interested in WAC and provides an important forum for conversations about WAC program development, research, and pedagogy.

Rather than establish a separate listserv, AWAC reached out to Paul Prior for permission to point AWAC members to WAC-L. Paul warmly invites AWAC members to join this list.

Subscribe to WAC-L.

Questions about WAC-L may be directed to Paul Prior, pprior@illinois.edu.

INWAC Statement of WAC Principles and Practices

Developed by the International Network of Writing Across the Curriculum Programs (which is now the CCCC WAC Standing Group and endorsed by the CCCC Executive Committee in 2014, this comprehensive statement lays out a definition of WAC, goals and practices of WAC program development, WAC pedagogy, and WAC program assessment, followed by a bibliography of resources.

This statement was developed by an INWAC Committee in 2014. This committee included:

  • Michelle Cox, Dartmouth College, Committee Chair
  • Susan Chaudoir, University of Alberta
  • Michael Cripps, University of New England
  • Jeff Galin, Florida Atlantic University
  • Jonathan Hall, York College
  • O. Brian Kaufman, Quinebaug Valley Community College
  • Suzanne Lane, Massachusetts Institute of Technology
  • Mary McMullen-Light, Johnson County Community College
  • Mya Poe, Northeastern University
  • Teresa Redd, Howard University
  • Lori Salem, Temple University
  • Christopher Thaiss, University of California, Davis
  • Marty Townsend, University of Missouri
  • Terry Myers Zawacki, George Mason University, emeritus

View the Statement in PDF format.

WAC Clearinghouse

The WAC Clearinghouse is widely regarded as the leading website supporting the use of writing and speaking in courses across the curriculum. The Clearinghouse publishes open-access journals and books of interest to the writing-across-the-curriculum community, hosts the CompPile database, provides a wide range of web-based resources for instructors who wish to use writing in their courses, and supports research in the use of writing to support learning and teaching.

The Clearinghouse editors and members have compiled the following resources to support scholarly inquiry in WAC, CAC, and ECAC; WAC program development and operation; the teaching of writing; and student writers.

WAC Resources

The Clearinghouse offers numerous resources for WAC scholars, program administrators, and faculty, including an introduction to WAC, WAC Links, a list of WAC programs, lists of scholarly journals and email lists, and several special areas devoted to issues such as writing fellows programs and teaching second-language learners.

Teaching Resources

The Clearinghouse community offers several sets of resources to support teachers interested in using writing in their courses. These include a rich collection of teaching guides, the University of Delaware’s Teaching tips, access to the archives of Bedford Bits, and a list of links to teaching resources elsewhere on the web.

Writing Resources

The WAC Clearinghouse provides a range of resources for writers. Many of these are adapted from the Writing@CSU website, which supported writers and teachers from its initial establishment in 1993 at Colorado State University. Resources include more than 80 writing guides, which cover topics ranging from developing ideas for a writing project to genres in a range of disciplines to up-to-date citation guides to systems including APA, MLA, CSE, and Chicago.

AWAC members receive a 25% discount on print copies of books co-published by the WAC Clearinghouse and the Colorado State University Open Press. View the catalogue.

AWAC Board of Consultants

The AWAC Board of Consultants are AWAC members who have expertise in WAC program administration and pedagogy, and have been vetted by the AWAC Mentoring Committee and AWAC Executive Committee. These consultants may be contacted with invitations to lead WAC workshops, review WAC programs, and promote WAC program development.

The consultants set their own fees. AWAC is providing this list as a service to the field and does not directly benefit from consultations arranged between Consultant Board members and the institutions that hire them.

Though the AWAC Board of Consultants is not designed to conduct formal program reviews, the Writing Program Administrators (WPA) Consultant-Evaluator service offers colleges and universities the opportunity to improve and assess their writing programs, including WAC/WID programs. Employing a method similar to regional accreditation agencies, WPA C-E evaluations include a written self-study and a two-day campus visit by a team of two trained consultant-evaluators. For more information about the Service and its evaluation process, visit their webpage: http://www.wpacouncil.org/aws/CWPA/pt/sp/consulting-services.

Only AWAC members are eligible to serve on the AWAC Board of Consultants. Calls for new consultants go out every three years, with the next call scheduled for October 2022.

May 7th Virtual Workshop: Designing and Using Writing-to-Learn Assignments – obsolete

The AWAC Mentoring Committee is offering the second workshop in our series on WAC pedagogy, “Designing and Using Writing-to-Learn Assignments.” The workshop is presented by Marty Townsend, Professor of Emerita of English of University of Missouri, and Chris Anson, Distinguished University Professor and Director of the Campus Writing and Speaking Program at North Carolina State University. The workshop will take place virtually via Zoom on Thursday, May 7th, 2:00-3:30 Eastern Time

The relationship between writing and learning has been a fundamental part of the WAC movement from its beginnings. When students write frequently and informally about the material of their courses, they experience deeper learning—stronger analysis, synthesis, and integration of ideas—and enhanced reading processes (Graham & Hebert, 2010). And when this low-stakes writing is woven into the fabric of their courses, class sessions can be more engaging and socially dynamic.

In this interactive workshop, Marty Townsend and Chris Anson will explain the theoretical orientation of writing to learn, including distinctions between writing to learn and more formal, higher-stakes writing, and then engage participants in methods for designing and evaluating effective, learning-based writing assignments and integrating them into their courses to enhance student engagement.

Presenter Bios:

Marty Townsend is Professor Emerita of English at the University of Missouri (MU) and former Director of MU’s award-winning Campus Writing Program (from 1991-2006). Marty has spoken, consulted, and led faculty workshops at over 100 colleges and universities in the U.S. and in dozens of international settings.  She has taught a variety of undergraduate and graduate courses on writing. Her research interests include WAC, WID, writing assessment, and writing program administration. She is a passionate advocate for teaching writing in all disciplines.

Chris Anson is Distinguished University Professor, Alumni Association Distinguished Graduate Professor, and Director of the Campus Writing and Speaking Program at North Carolina State University, where he works with faculty across the disciplines to enhance writing and speaking instruction. He has published 19 books and 140 articles and book chapters relating to writing, WAC, and WID, and has spoken and led faculty workshops across the U.S. and in 33 other countries. He is Past Chair of the Conference on College Composition and Communication and Past President of the Council of Writing Program Administrators, and is co-chair of AWAC’s International Collaborations Committee. He is currently co-editing a new collection on the writing-enriched (WEC) approach to writing across the curriculum. His full c.v. is at www.ansonica.net

The workshop is free to AWAC members with advanced registration. The workshop will be archived for members on the AWAC website. The deadline to register is 5:00pm on May 5th. You will be sent an access link the day before the workshop. 

To register, follow the link to the event at {memberonly}https://wacassociation.org/events/#!event/2020/5/7/awac-virtual-workshop-designing-and-using-writing-to-learn-assignments

Feb. 21 Virtual Workshop: Closing the Assessment Loop–WAC Assessment Options and Strategies – obsolete

The AWAC Mentoring Committee is offering its second virtual workshop on WAC program development and leadership, “Closing the Assessment Loop: WAC Assessment Options and Strategies,” on Friday, February 21st from 1:00-2:00 U.S. EST on Zoom. 

This virtual workshop offers descriptions of several WAC assessment practices that have been used successfully by two well-established WAC programs to “close the loop” for writing assessment. The presenters will speak for 30 minutes and leave 30 minutes for discussions and questions. Over the course of the discussion, other assessment models will be identified and pros and cons of each introduced.

Terry Myers Zawacki, emerita director of the George Mason University WAC program and currently a program consultant, and Tom Polk, interim WAC program director, will describe an ecological approach to both program and discipline-based writing assessment. Terry will describe the department-embedded writing assessment and other processes she developed in collaboration with the associate provost of institutional effectiveness with the goal of proving and improving WAC program effectiveness around faculty teaching-with-writing practices and students’ writing competence. Tom will describe surveys and interviews designed to understand faculty and student perceptions of writing instruction in designated WI courses. He and Terry will then explain current efforts to identify and synthesize the extensive existing institutional data related to student writing across the curriculum for the purpose of sustaining and re-visioning one of the first WAC programs in the country.    

Jeff Galin, founding director of FAU’s WAC program, writing center, and community writing center, will briefly describe three sets of assessment practices: 1) Despite admonitions from some scholars in the field, there are ways to use common rubrics across disciplines for evaluating certain types of academic writing that provide useful and effective strategies for departments to establish benchmarks across traits, identify specific traits to target in a given year, and establish curricular interventions to foster improvement in both teaching and student writing. 2) Assessment within a WEC pilot program provides much more fine-grained assessment practices for participating departments.  3) WAC program self-assessment using sustainability indicators enables WAC programs to track their program’s long-term viability to anticipate program shifts and weaknesses.

The workshop is free to AWAC members with advanced registration. The workshop will be archived on the AWAC website.

To register, click here.

The deadline to register is 5:00pm ET on February 19th. You will be sent an access link the day before the webinar. 

Nov 15 Virtual Workshop, “Filling Your WAC Backpack: Starting Your WAC Program Prepared” – obsolete

The AWAC Mentoring Committee is offering the first workshop in our series on WAC program development and leadership, “Filling your WAC Backpack: Starting a WAC Program Prepared.” The workshop will be presented by Chris Basgier of Auburn, Michelle Cox of Cornell University, and Joan Mullin of University of North Carolina, Charlotte. The workshop will take place virtually via Zoom on Friday, November 15th, 3:00-4:15 Eastern Time.   

This online workshop is designed for anyone who is starting, or thinking of starting, a WAC program at their institution. The panelists will begin with a discussion of the relationships and distinctions among WAC pedagogy, WAC initiatives, and WAC programs. They will provide a brief overview of the WAC programs they’ve led, after which they will describe the essential contents of a “WAC Backpack”: the characteristics and habits new WAC administrators need when initiating conversations about WAC and building sustainable programs. Participants will have ample time to ask questions about signals of WAC success, useful resources, cautionary tales, or anything else they need to get started with WAC.

The workshop is free to AWAC members with advanced registration. The workshop will be archived on the AWAC website.

To register, click here.

The deadline to register is 5:00pm on November 14th. You will be sent an access link the day before the webinar.