Bio: Brad Jacobson is Assistant Professor of English at The University of Texas at El Paso, where he teaches courses in writing studies and English education. His research focuses on student experiences writing across the high school to college transition and writing teacher education, and his work has appeared in Writing Program Administration, Currents in Teaching and Learning, and the Journal of Writing Assessment. In addition to his membership in AWAC, Brad is affiliated with CCC, NCTE, NWP, and the Coalition for Community Writing.
Statement: As a scholar and teacher, I am committed to facilitating reciprocal research, teaching, and learning opportunities across K-16 and community contexts. I believe AWAC is uniquely positioned to contribute to such collaborations. As Chair of the Partnerships committee, I would work with the committee to solidify our developing partnership with NWP while seeking new partnerships with like-minded organizations. I look forward to creating and sustaining opportunities like sponsored panels and collaborative events with our partners in the coming years.
Bio: Alisa Russell is an Assistant Professor of English and WAC Director in the Writing Program. Her areas of interest include rhetorical genre studies, public writing, and WAC, and her research focuses on increasing community access through writing and writing innovations. Her work has appeared in journals such as Composition Forum, The WAC Journal, Across the Disciplines, and Pedagogy. Alisa is a founder of the WAC Graduate Organization, and she currently serves as Co-Chair of the WAC Summer Institute Committee for AWAC. She enjoys hiking and re-watching television series.
Statement: For the first institute in 2019, our planning group met every month for a year and half prior: We juggled registration, housing, and catering logistics; we balanced budgets; we designed a jam-packed agenda and materials; we worked closely with local hosts; etc. And then the institute arrived, and it was like magic. WAC faculty from vastly different institutions and programs had this three day gift dedicated to learning from one another, developing their next steps, reenvisioning their program possibilities, and building community. All that hard planning work paid off. I would be honored to continue facilitating and improving this event as one piece of AWAC’s networked vision, the best part of which is collaborating closely with colleagues across WAC.
Bio: Mandy is a third-year PhD Candidate and Graduate Assistant Director of WAC Programs at the Howe Center for Writing Excellence (HCWE). Previously, she served as Graduate Assistant Director of the Howe Center for Business Writing where she worked with students and faculty across Miami’s business school. Mandy currently serves as Chair of WAC-GO and is conducting her dissertation research on graduate student writing support through case study research with graduate faculty on how WAC programming can support graduate students in the moment and, over time, in making meaningful programmatic change. She also is conducting research with the HCWE WAC team on innovative teaching of writing across disciplines.
Statement: As current Chair of the WAC-Graduate Organization (WAC-GO), I hope to bring more graduate student involvement in AWAC activities and membership in this role as WAC-GO AWAC chair. Specifically, I see overlap in some of WAC-GO’s research and mentoring plans and ongoing AWAC initiatives that could lead to beneficial partnerships (e.g., I could see WAC-GO members joining AWAC writing groups). WAC-GO is dedicated to connecting graduate students interested in WAC work with scholars and practitioners in the field. I would work to provide graduate students with such opportunities by learning more about and relaying the work of AWAC and its various committees.
Bio: Heather is an Assistant Professor of Writing and WAC Coordinator at Curry College. Her research focuses on diversity, equity, and inclusion in disciplinary spaces (particularly STEM), and has focused her time with the Research and Publications Committee (first as Chair, then as Co-Chair) on planning opportunities to support scholars at all stages of research.
Bio: Christopher currently works as Acting Director of University Writing at Auburn University, where he helps faculty integrate high impact practices into their courses and leads professional development for the writing center staff. His research on WAC, rhetorical genre theory, writing program administration, and threshold concepts has appeared in Across the Disciplines, the WAC Journal, Double Helix, Prompt, and Composition Forum. He served on the IWAC 2018 planning committee and currently chairs the CCCC WAC Standing Group. As a founding member of AWAC, he participated in the organization’s planning group, and he is interim co-chair of the AWAC Research and Publications committee.
Joint Statement: As co-chairs of the Research and Publications Committee, Drs. Basgier and Falconer intend to continue our successful initiatives, including virtual writing groups, awards for excellent publications, and support for cross-organizational presentations with the AAC&U and others. We also plan to continue developing grants to support WAC/WID research. Finally, we plan to collaborate with WAC-GO on a survey to understand the current level of preparation graduate students receive in WAC theory and practice, with the goal of making recommendations to AWAC and the discipline in general.
Bio: Amy Cicchino is Associate Director of University Writing at Auburn University. At Auburn, she supports faculty development within the WAC program, leads the Graduate Writing Partners program, facilitates workshops related to writing and writing instruction, and is currently expanding online resources for writing across the curriculum. Her research takes up writing program administration, multimodal online instruction, and teacher professionalization. She is a member of the AWAC Mentoring Committee, an Executive Board At-Large member of the Global Society for Online Literacy Educators (GSOLE), and a member on the Association for Authentic, Experimental, Evidence-Based Learning (AAEEBL)’s Digital Ethics taskforce.
Bio: Lindsay Clark is an Assistant Professor of Business Administration at Sam Houston State University where she teaches business and managerial communication courses, directs the College’s Communication Lab, and serves as Co-Chair of the University Writing in the Disciplines Committee. Her research includes visual and multimodal communication, genre theory and pedagogy, and writing across the curriculum. She is a member of the AWAC Mentoring Committee and serves as the Secretary/Treasurer for the Association for Business Communication, Southwest Region.
Joint Statement: As Co-Chairs of the AWAC Mentoring Committee, we hope to grow the initiatives developed by the committee in the last year, including the AWAC Board of Consultants, the workshop series on WAC leadership and pedagogy, and an online repository for WAC resources in collaboration with the WAC Clearinghouse. Additionally, we hope to create new opportunities for conversation and mentorship. In looking forward to the return of the WAC Summer Institute and IWAC conference, we would like to develop opportunities for semi-structured horizontal mentorship in those spaces in addition to more flexible mentoring events that could take place online throughout the academic year.
Bio: 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 widely across the U.S. and in 33 other countries. He is Past Chair of CCCC and Past President of the CWPA. He has received or participated as a co-principal investigator in over $2.1 million in grants. His full CV is at www.ansonica.net
Bio: Federico Navarro is an Associate Professor and the President of the Latin American Association of Writing Studies in Higher Education and Professional Contexts (ALES) and the Chief Editor of International Exchanges: Latin America Section, The WAC Clearinghouse, Colorado State University. He has published more than 100 research papers in 12 countries, including the Spanish edition of “Reference Guide to WAC” (2016).
Joint Statement: Since AWAC was created, we have co-chaired the International Collaborations Committee with a goal of exploring how AWAC could extend its reach to learn from and exchange with people in many countries and organizations. We focused on three projects: 1) developing international AWAC affiliates and partnering, for starters, with organizations in Europe and Latin America; 2) working with international WAC representatives to collectively document trends in WAC and WID worldwide; 3) creating AWAC panels in international conferences. It would be a pleasure to see these projects to fruition and to embark on new initiatives for internationalization that will enrich research and instructional innovation across countries and cultures.
Bio: Swan Kim is an associate professor of English and Writing Across the Curriculum (WAC) coordinator at Bronx Community College (BCC) at City University of New York (CUNY). She received her PhD in English at University of Virginia specializing in Asian American diaspora. She teaches courses in composition and ethnic American literature. She has been directing the WAC program at BCC since 2015, and serving as the departmental personnel and budget committee, member of the faculty senate, and one of the co-leaders for the CUNY-wide WAC Professional Development.
Bio: LaKeisha McClary is an assistant professor of Chemistry. She has spent 9 years teaching a writing-in-the disciples (WID) 2000-level chemistry laboratory course that explicitly teaches students how to write a science manuscript. Her writing assignment received the 2020 Best Assignment Award from the GW WID Program. LaKeisha received her PhD in Chemistry from The University of Arizona and completed a postdoctoral fellowship in chemistry education research at Miami University. She currently serves as the mentor for GW Posse 2 cohort, a leadership and merit based scholarship program aimed to increase diversity, equity, and inclusion on campus. She also is the inaugural Director of Undergraduate Studies in Chemistry.
Joint Statement: Participating in the Diversity, Equity, and Inclusion (DEI) committee meetings through the pandemic, we found ourselves sharing the same vision for AWAC. We are both eager to bring what we learned in theory and practice over the years: Dr. McClary, as a seasoned instructor of WID in Chemistry and mentor of DEI initiatives, and Dr. Kim, as a WAC coordinator at a Hispanic Serving Institution and who has also specialized in Asian diaspora. As co-chairs of the DEI committee, we will collaboratively lead, support, and promote efforts to find creative, simple, and impactful ways to incorporate DEI into AWAC. Our goal is to work toward implementing DEI so that it does not become an add-on but an integral part of AWAC.
Bio: Paula Rosinski is a professor of English/Professional Writing & Rhetoric and Writing Across the University Director at Elon University. She led her university’s 5-year Writing Excellence Initiative (QEP), which sought to enhance the teaching and learning of academic, professional, and co-curricular writing for students, faculty, and staff. Her recent research focuses on the transfer of rhetorical knowledge and writing strategies between self-sponsored, academic, and professional contexts; the writing lives of alumni; reframing rhetorical theories and writing practices in multimodal environments; and Writing Center Fellows. She is currently co-leading Elon’s Writing Beyond the University multi-year, multi-institution research seminar.
Statement: I’m running for this position to support and connect colleagues across the country/world as they work to develop sustainable cultures of writing and infrastructures to support WAC on their own campus. I’m particularly interested in exploring/supporting what WAC means in the 21st century, as writing is increasingly visual, newer genres are emerging, and we’re learning more about writing transfer between academic and co-curricular, professional, and personal contexts. I see in this moment great opportunities for collaboratively designing multi-institutional faculty development and research projects, as a way to address these emerging issues and to continue supporting faculty, staff, and students/alumni.
Bio: I earned my doctorate in Rhetoric, Composition, and Literacy from The Ohio State University in 2020. Currently, I am a Visiting Assistant Professor at Indiana University East. My areas of scholarly interest include WAC/WID, writing center theory and practice, and composition pedagogy. My current research builds on my WID dissertation, which explores history and social work instructors’ writing-related expectations for their undergraduate students. One of my primary research goals is to uncover trends, patterns, and complexities in the writing-related expectations for undergraduates in a variety of disciplines. I pursue this avenue of inquiry with the aim of making implicit disciplinary writing expectations more explicit for students. Ideally, this research can help to reduce inadvertent gatekeeping into academic communities and to promote more just and equitable pedagogy.
Statement: As an early-career scholar, I want to connect with and contribute to the broader WAC/WID community of practice. As a member at large, I would hope both to share new ideas with like-minded scholars, as well as learn from established figures in the field. There are several areas in which I would like to see WAC/WID work expand. First, I would like to foster more collaborative partnerships with faculty across the disciplines, involving disciplinary instructors more directly in shaping WAC/WID scholarship and practice. Second, I would like to promote more mentorship and support for graduate students interested in WAC/WID as an area of inquiry. Finally, I would like to enhance WAC/WID initiatives at the undergraduate level, exploring new avenues to promote undergraduate engagement in WAC/WID work and study.
Bio: Sherri Craig is an Assistant Professor of Professional and Technical Writing at West Chester University where she specializes in teaching diversity and inclusion through business and non-profit writing courses. Much of her research centers upon the experiences of Black women in their academic and industry careers and their professionalization and mentorship. As a student organization advisor and a diversity and inclusion consultant, Sherri enjoys sharing her knowledge with others and being inspired by those around her. Her work can be found in WPA: Writing Program Administration and at SparkActivism.com.
Statement: As the former Chair of the AWAC Advocacy Committee, I have spent the last two years engaged in many conversations with the DEI committee about the relationships between Advocating for and with our AWAC members and supporting the organization’s commitment to inclusion and equity. As the member-at-large for the committee, I would be able to bring these ever-important issues to the forefront of our actions in the WAC community. As the member-at-large, I am most interested in offering my support and experience with diversity and inclusion to help the chair and members of the DEI committee.
Bio: Doug Hesse is Professor and Executive Director of Writing at the University of Denver, where he’s been named University Distinguished Scholar. He’s a past president of NCTE, chair of CCCC, president of CWPA, and editor of Writing Program Administration. Starting at Illinois State in the late eighties, he directed a large writing program that included a WAC effort. His current role includes directing a writing intensive general education requirement that has involved some 250 faculty in three-day seminars, plus ongoing support. His 75+ articles/chapters focus on program development and leadership, writing pedagogy, creative nonfiction, and professional issues in writing studies.
Statement: In addition to ongoing work supporting writing-to-learn and writing in the disciplines, AWAC should encourage research, practices, and policies toward four challenges. We must better understand (1) how conditions for WAC will differ in post-pandemic institutions; (2) how increasingly multimodal-by-default texts are effectively and ethically produced and circulated; (3) how writers with diverse identities, pasts, and futures negotiate academic languages; (4) how WAC might better connect with discourse beyond the academy. Current events demonstrate why publics need information and ideas grounded in scientific, social, and humanistic knowledge. In addition to cognitive growth and epistemological savvy, WAC should foster writers for a world that surely needs expertise.
Bio: Crystal N. Fodrey is director of writing at Moravian College in Bethlehem, PA. Her recent scholarship on writing pedagogy and curriculum development has appeared in Across the Disciplines, Composition Forum, and Implementing Multimodal Curricula and Programs and is forthcoming in multiple edited collections on WEC, faculty development, and multimodal writing. In addition to leading first-year writing and WEC efforts at Moravian, she is currently working with colleagues to develop a conceptual framework for promoting digital multimodal teaching praxes across the disciplines and co-leading a team of undergraduate researchers in studying the role of multimodality across the curriculum.
Statement: As a leader in AWAC, I will strive to promote and embody rhetorical listening, reflection, and flexibility in order to understand and represent the diverse needs of writers, writing faculty, and WAC program administrators across myriad situational ecologies. My vision is for AWAC to expand our influence through strategic and effective communication and outreach efforts, promote faculty development that highlights inclusive assignment design and assessment practices, promote the possibility of both the WEC model and designing college curricula for vertical writing transfer, explore the roles of digital multimodal composing and media literacy in a WAC context, and celebrate innovative work.
Bio: Beginning in 1993, I have been a member of the English department at the University of St. Thomas, serving first as Director of the interdisciplinary Academic Development Program for underprepared students (in which I still teach each year) and then, since its inception in 2009, serving as Director of Writing Across the Curriculum. With a supportive WAC Committee as well as Chris Anson as a mentor and guide, I have weathered the early years of program development. After a WPA Program Review in 2019, UST-WAC is now an established, growing part of our curriculum, and larger university culture.
Statement: As a Member-at-Large, my primary goal would be to make sure the needs of our members are met as they work to build, maintain, and grow their WAC programs during these challenging times. In order to achieve this goal, I would familiarize myself with the work of the AWAC committees and listen carefully to the needs expressed by our membership. As someone who has worked to build a WAC program over the past twelve years, I know how important it is to receive both practical and moral support; I will make sure our members receive these as well.
2020 WACSI Has Been Postponed to August 1-4, 2021
/in NewsThose registered for the 2020 WACSI will receive first priority for what is now the 2021 WACSI.
2020 AWAC Annual Open Business Meeting via Zoom
/in NewsAll are welcome to attend the 2020 AWAC Annual Open Business Meeting, which will take place via Zoom on Tuesday, June 9, 3:30-5:00 pm EDT.
At this meeting, the Executive Board will present the annual report and committees will lead small group discussions to share activities, ask for feedback, and gather ideas.
AWAC members will be emailed a Zoom link; non-AWAC members are welcome and may register here to receive the Zoom link.
May 7th Virtual Workshop: Designing and Using Writing-to-Learn Assignments – obsolete
/in UncategorizedThe 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}http://wacassociation.org/events/#!event/2020/5/7/awac-virtual-workshop-designing-and-using-writing-to-learn-assignments
Seeking nominations for AWAC/WAC Clearinghouse Awards
/in NewsThe Association for Writing Across the Curriculum and the WAC Clearinghouse are seeking nominations for awards that recognize contributions to the WAC community through scholarship and achievements.
Awardees will be recognized at the 2021 International Writing Across the Curriculum Conference (IWAC). Winners will receive an engraved plaque; winners will also be listed on the AWAC website and receive a letter for their promotion and/or tenure files.
Nomination deadline: March 1, 2021. Self-nominations are welcomed and encouraged.
Originally, these awards were planned to be given at the 2020 IWAC Conference. As the conference was postponed due to the COVID-19 pandemic, a new deadline was set. Nominations collected during 2019 will remain included.
Questions may be directed to Mike Palmquist (ude.etatsoloc@tsiuqmlap.ekim) and Michelle Cox (ude.llenroc@xoc.ellehcim).
See below for award criteria and nomination information for each award.
Publication Awards
These awards recognize significant contributions to WAC scholarship. All nominated publications must have been published in 2018, 2019, or 2020. To make a nomination, email a brief letter with the following information to the award committee chair: bibliographic information for the work being nominated; a brief (250 word) rationale for your nomination; if handy, the email address(es) of the author(s) of the work being nominated; if handy, a PDF of or link to an open-access version of the work being nominated. If the work is a non-open-access book, the award committee chair will contact the publisher for copies.
ude.ccumat@yhprum.nasus
ude.etatsai@lessurrd
ude.ccnu@04illumj
ude.nretsaehtron@eop.m
ude.yrruc@renoclaf.rehtaeh
Achievement Awards
These awards recognize significant contributions of scholars who have made significant contributions to the field of WAC through scholarship, service, or innovative program administration. To make a nomination, email a brief letter with the following information to the award committee chair: the name of the nominee; a brief (250 word) rationale for your nomination; if handy, the email address of the nominee.
ude.rnu@rjyeluacamw
ude.uwr@noskcirdnehb
ude.hatu@nosihtam.neeruam
Virtual WAC Discussion Groups
/in NewsGiven the cancellation of CCCC, the WAC Standing Group and the AWAC Mentoring Committee will hold a remote discussion about WAC on Friday, March 27th from 4:30-5:30 Eastern Time via Zoom. You can access the meeting using this link:https://auburn.zoom.us/j/336120768
We’re excited to have leaders prepared to facilitate discussion on the following topics:
Chris Basgier be managing the main room for people who aren’t sure where they want to go first. That said, to aid in sorting participants into relevant breakout rooms via Zoom, we’re asking you to please register in advance using this link and indicate which breakout room you would like to attend first. (You can always switch breakouts later on.) Please register by 12:00 p.m. eastern on Friday!
If you have any questions, please let Chris know (ude.nrubua@reigsab.sirhc). Otherwise, we look forward to seeing you at the end of the week.
Call for Proposals for an AWAC-sponsored panel at ALES
/in NewsThe International Collaborations Committee is organizing an AWAC-sponsored panel for the Latin American Association for the Study of Writing in Higher Education and Professional Contexts (ALES), which will take place in Joao Pessoa, Brazil, November 9-11, 2020. They are seeking proposals from AWAC members who wish to be panelists. Read the full call here. Proposals are due by February 29, 2020.
2020 AWAC Election Results
/in NewsThe AWAC Executive Board is excited to announce the results of the 2020 AWAC Election.
Ann Blakeslee, Eastern Michigan University, has been elected to the position of Incoming Chair of AWAC, effective July 1, 2020. She will serve for three years, rotating to the positions of Chair and Past Chair.
Pamela Flash of the University of Minnesota and Michael Pemberton of Georgia Southern University will serve as Co-chairs of the IWAC Committee. Until their terms start (July 1, 2020), they will serve as Interim Co-chairs, in place of Margaret Marshall, who has stepped down. We thank Margaret for her leadership as the inaugural chair of this committee.
Kristi Girdharry of Babson College will serve as Co-Chair of the Communications Committee. Until her term starts (July 1, 2020), she will serve as Interim Co-chair, alongside Lisa Tremain, as nominated by the Communications Committee and approved by the Executive Committee.
Also on the 2020 AWAC ballot was a change to the articles of incorporation to expand the Executive board from 19 to 25 members, to allow for co-chairs and the formation of new committees. This change passed, with 95.49% of voters in favor of the change.
We thank all AWAC members who took part in this election. The next election will be in January 2021, when the positions of Incoming Chair and Committee Chairs for all but the IWAC Committee will be open.
IWAC Graduate Student Travel Awards
/in NewsThe Association for Writing Across the Curriculum and WAC-GO is excited to announce four graduate student registration scholarshipsfor the upcoming International Writing Across the Curriculum Conference to be held June 3-6, 2020 at Colorado State University in Fort Collins, CO.
Only graduate students who are members of AWAC are eligible for these awards. Graduate students who are interested in AWAC membership should contact the Board (gro.noitaicossacaw@nimda) to inquire about the availability of sponsored graduate student memberships.
Applications are due April 1, 2020. More details about the scholarship are available here.
Feb. 21 Virtual Workshop: Closing the Assessment Loop–WAC Assessment Options and Strategies – obsolete
/in UncategorizedThe 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.
Call for IWAC 2022 Hosting Proposals Released
/in NewsThe IWAC Conference Committee invites proposals for hosting the 2022 International Writing Across the Curriculum Conference. The call can be found at https://iwac.colostate.edu/host/.
Proposals should contain relevant information that will help the committee decide why the IWAC conference should be hosted by your institution or a consortium of institutions that you have organized; whether the proposed location is convenient and affordable for international travelers; and whether the hosts have sufficient space, institutional support, and the resources to help run the conference.
Proposals are due April 1, 2020 and should be sent via email to moc.liamg@0202cawi. Proposers should be members of the Association for Writing Across the Curriculum.
For additional information, contact Mike Palmquist, IWAC 2020 conference director, at moc.liamg@0202cawi.