All Thursday sessions are held in the Michigan Union.
Writing Assignments Across Disciplines: (Mis)Understanding Instructor Expectations
A1. Panel • 2105A (2nd Floor)
Writing prompts can be effective tools for instructors and students, but often are a cause of misunderstanding. The presenters explore assignment prompts across disciplines by comparing expectations and cognitive demands of various writing assignments, meta-cognitive awareness of differences in expectations for ESL students, and through students’ discourse community knowledge.
Jinrong Li Georgia Southern University
Xiaomei Song Georgia Southern University
What is in an assignment? Analyzing college writing tasks
Jovana Milosavljevic University of New Hampshire
Writing Assignments: Students’ Understanding vs Professors’ Expectations
Rachel Buck University of Arizona
Student Perspectives on Assignments Across the Curriculum and WAW Approaches to FYC
How One Becomes the Other: Teaching Writing in the (Second) Most Diverse College in America
A2. Panel • Anderson A (1st Floor)
The culturally and linguistically complex microcosm of Queens, NY provides a unique opportunity to examine the sometimes unexpected points of intersection between acculturation and communication. In this panel, we discuss ways in which all students can explore personal identities through both discipline specific and multimodal forms of writing.
Rebecca Wiseheart St. John’s University
Manuel Martinez St. John’s University
Karen Sung Columbia University
Difference: The Unifying Thread in WID/WAC
A3 – Panel • Anderson B (1st Floor)
This panel explores difference among seemingly homogeneous populations of student writers through various lenses: ethnographic research at a rural community college, surveys of liberal arts colleges in Appalachia, and a search for “stickier” discourse for writing center WAC/WID work at a large state university.
Rachel Azima University of Nebraska-Lincoln
Leading Across Difference: Writing Center Administration as Translation
Megan Bardolph Penn State New Kensington
Locating Language Difference among “Native” Speakers at a Rural, Two-Year College
Erin Wais-Hennen Lindsey Wilson College
Building WAC Programs in Appalachia: an Exercise in Understanding Our Challenges While Appreciating Our Differences
Supporting Instructors’ Genre- and Discipline-Based Writing Instruction and Assessment
A4. Panel • Wolverine (1st Floor)
This panel will discuss efforts to support instructors in developing genre- and discipline-based approaches to writing. Presenters will share research of FYW instructors’ challenges in implementing genre-based approaches, exploration of student genres and disciplinary writing with faculty across the disciplines, and assessment practices that are attentive to genre and disciplinary expectations.
Christine Tardy University of Arizona
Zak Lancaster Wake Forest University
Laura Aull Wake Forest University
Cross Level Conversations on Disciplinary Literacies
A5. Roundtable • Parker (2nd Floor)
In summer institutes, subject-specific secondary school teachers and university WAC faculty have engaged in collaborative conversations about the role of disciplinary literacies at both levels, helping each group better understand the constraints and realities inherent in disciplinary writing, college and career readiness, and transitions between high school and college writing.
Cathy Fleischer Eastern Michigan University
Ann Blakeslee Eastern Michigan University
Ethan Konett Ann Arbor Public Schools
Annette Wanamaker Eastern Michigan University
Diversity and Inclusivity in Policy Writing
A6. Panel • Welker (1st Floor)
As faculty at a policy school, we often assume that the directness and concision of professional writing make it more universally accessible than academic writing that uses discipline-specific language. In this panel, we will question this assumption, considering whether policy-writing pedagogy entails any special challenges regarding diversity and inclusivity.
Alex Ralph University of Michigan
Beth Chimera University of Michigan
Megan Tompkins-Stange University of Michigan
Expanding the Canon of WAC/WID Best Practices: Strategies for Addressing Advanced Challenges
A7. Panel • Kuenzel (1st Floor)
Solving challenges arising after implementation of basic WAC/WID strategies: improvement in student writing in WID programs plateaus because WI courses aren’t coordinated to build on one another, and faculty are uncertain when and how to introduce their disciplines’ genre conventions.
Elizabeth H. Curtin Salisbury University
An Advanced Faculty WAC/WID Seminar: Exploring Connections between Genre Conventions and Disciplinary Knowledge
Paul Anderson Elon University
Scaffolding Across the Major: A Rhetorical and Genre-Based Approach to Intentionally and Progressively Building Students’ Writing Abilities throughout Their Years of Study
Theoretical Approaches to WAC
A8. Panel • Pond A (1st Floor)
Julia Chen The Hong Kong Polytechnic University
The relational nature of WAC: a ‘boundary object’ to bridge across disciplines and differences
Daniel Emery University of Minnesota
Social Network Theory and the Writing Enriched Curriculum Program: Relationships and Knowledge in Faculty-Driven Educational Change
Greg Skutches Lehigh University
Joy to the Word: Positive Psychology and the Training of Writing Fellows
Transfer and Transition: The Problem of Disciplinary Difference
A9. Panel • Pond B (1st Floor)
Erika Scheurer University of St. Thomas
Stories of Transition: What Prompts Faculty to Change to Writing as a Means of Course Content Coverage?
Kathleen Jernquist USCGA
A Pedagogy of Transfer for Colleagues Who Teach Writers in Their Disciplines
A Catalyst for Faculty Learning: Strategies and Challenges in Using a Common Rubric for Implementing and Assessing ePortfolios
A10. Panel • Pond C (1st Floor)
Panel will discuss how a university-wide rubric used by an ePortfolio initiative serves as a catalyst for faculty conversations across disciplines. Though it is a useful assessment tool, our emphasis will be on how the rubric has prompted faculty conversations through use, adaptation, and revision for different contexts.
Leslie Cordie Auburn University
Ashlee Mills Duffy Auburn University
Jamie Sailors Auburn University
Bonnie Sanderson Auburn University
WEC Across Contextual Divides: One Model, Five Sites
A11. Panel • Anderson D (1st Floor)
Panelists from starkly different US and international contexts will compare experiences implementing versions of the University of Minnesota’s Writing-Enriched Curriculum (WEC) model. In its founding context, WEC has yielded sustainable changes in instruction and in student writing. But, how portable is the model’s design? On what components does its success depend?
Stacey Sheriff Colby College
Pamela Flash University of Minnesota
Hannah Dickinson Hobart and William Smith Colleges
Michele Eodice University of Oklahoma
George Cusack University of Oklahoma
Writing in STEM: Considerations, resources, and techniques to connect writers with their audience
A12. Panel • Bates (1st Floor)
Students in STEM courses must communicate effectively with technical and non-technical audiences. To enable the development of these skills in majors and non-majors, providing real-world contexts, emphasizing interdisciplinary approaches for communication and critical analysis, effective use of writing resources, and identifying best practices in WID and WAC, play critical roles.
Joseph Cheatle Case Western Reserve University
Including Audience: Using WID to Help WAC
Hogan Hayes Sacramento State University
Mapping Writing Resources with the Potential to Facilitate Writing Skill Transfer into Upper Division Courses in the Biological Sciences
Becky J Carmichael Louisiana State University
From Non-Expert to Editor: Students Improving Wikipedia Content for Global Communities
Joyce Fernandes Miami University
Brianne Moore Miami University
Communicating scientific advances to the public: embedding writing instruction in a 200-level Biology content course
Expanding Students’ Engagement with Risk and Reflection
A13. panel • Crofoot (1st Floor)
This presentation discusses stories of student engagement with risk, experimentation, failure, and discovery with writing that blurs the borders of disciplinary study. It offers insight into student reflection with examples of writing assignments, exercises, and interviews that engage students in developing these skills.
Meaghan Elliott University of New Hampshire
The Case for Food Writing as WAC Catalyst
Bonita Selting University of Missouri
Including the Gypsies: Health Science Students Tackle the Power of Expressive Language