Writing Intensive Courses: How one university developed a multi-disciplinary cross-campus approach to teaching writing

B1. Panel • Anderson B (1st Floor)

Bradley University emphasizes writing as a way to improve Core Curriculum learning outcomes for students of all backgrounds. The writing intensive (WI) program is designed to enhance content understanding and cross-disciplinary thinking. Faculty from Bradley’s first WI workshop will discuss their experiences from conception through implementation of WI courses.

Cecile M. Arquette Bradley University
Seth Katz Bradley University
Tricia Dahlquist Bradley University
Francesca Armmer Bradley University
Michelle Edgcomb Friday Bradley University
Aurea Toxqui Bradley University

Reconsidering and Revitalizing Peer Review

B2. Panel • Pond A (1st Floor)

This panel will consider how differences between teachers’ and students’ expectations can affect the peer review process. We hope to provoke questions but also to provide strategies and insights that may revitalize the practice of peer review.

Christopher Weaver William Paterson University
Phoebe Jackson William Paterson University
Pam Lieske Kent State University at Trumbull

Responding for Transfer: A WAC Approach to Teacher Feedback

B3. Panel • Wolverine (1st Floor)

This panel addresses how teachers can help promote long-term writing development and transfer between students’ prior writing experiences and the day-to-day activities in the classroom, including written feedback. We do so through the presentation of results from two longitudinal studies and a discussion of practical feedback strategies to promote transfer.

Dana Driscoll Indiana University of Pennsylvania
Joe Paszek University of Detroit Mercy
Kelsey Hixson-Bowles Indiana University of Pennsylvania
Roger Powell Indiana University of Pennsylvania

Designing for Inclusivity: Lessons from the first five years of WAC at the largest Hispanic-serving university in the continental United States

B4. Panel • Pond B (1st Floor)

In this panel, WAC administrators from Florida International University will share how they help faculty across disciplines address challenges of writing instruction and establish inclusive practices, including moving beyond error correction and focusing instead on assignment design, clarifying expectations for linguistically diverse students, and scaffolding assignments to support student learning.

Jen Bartman Florida International University
Michael Creeden Florida International University

Forging Lines: Explorations in Narrative, Difference, and Design

B5. Panel • Anderson C (1st Floor)

Expanding on Pratt (1991), this panel examines how multimodal assignments can encourage interdisciplinary writing beyond traditional discourses. Speaker one will explore a digital storytelling project between students in the USA and South Africa. Speakers two and three will discuss designing collaborative and multimedia assignments that support student engagement across differences.

P.F. Potvin University of Michigan
Kristian Stewart University of Michigan – Dearborn
Andrew Wright Univeristy of Michigan – Dearborn

The Role of Instructor and Peer Feedback in Improving the Cognitive, Interpersonal, and Intrapersonal Competencies of Student Writers in STEM Courses

B6. Panel • Anderson D (1st Floor)

Thanks to funding from NSF, researchers at the University of South Florida, The University of Pennsylvania, North Carolina State University, MIT, and Dartmouth are researching ways the assessment community can use digital tools to create valid measures of writing development and assess the efficacy of peer review.

Norbert Elliot New Jersey Institute of Technology
Joseph Moxley University of South Florida
Val Ross UPENN
Alex Rudniy Farleigh Dickinson University

Powerpoint Presentation (.pptx)

Fostering Intercultural Communication in University Business Curricula

B7. Panel • Parker (2nd Floor)

Drawing from research into student and faculty experiences, the presenters address some of the struggles business faculty and students at different institutions encountered when teaching and learning within and across cultures. They describe and evaluate approaches for building effective intercultural curricula that bridge differences and enable more effective collaborative communications.

Geoffrey Clegg Penn State University
Heidi McKee Miami University
Xiaoqiong You University of New Hampshire

Powerpoint Presentation (pptx)

Peer response across disciplines in HE

B8. 5×10 Talk • Kuenzel (1st Floor)

Ofte and Duggan analyse Norwegian teacher-training students’ perceptions of peer response in EFL. Shultz and Gere explore to what extent peer response improves conceptual content learning in an American chemistry program. Karlsson and Gustafsson analyse Swedish PhD health sciences students’ reflections over peer response on research plans.

Ingunn Ofte Norwegian University of Science and Technology
Peer Response in L2 writing development in Norwegian Teacher Training

Jennifer Duggan HiST
Peer Response in L2 writing development in Norwegian Teacher Training

Magnus Gustafsson Chalmers University of Technology
Anna Karlsson Gothenburg University
Peer-review-based examination in a PhD-level course ”Introduction to Research” at the Sahlgrenska Academy, Gothenburg University, Sweden

Presentation (pdf)

Ginger Shultz University of Michigan
Anne Ruggles Gere University of Michigan
Investigating How Students Learn Chemistry Content through Peer Review of Writing

Presentation (pdf)

Undisciplined Knowledge? Researching Departmental Cultures of Support for Writing and General Education

B9. Roundtable • 2105A (2nd Floor)

How do instructors reconcile their disciplinary course goals and a wider writing curriculum? In this panel, we share research findings about how course documents at a Research I university reflect this challenge. Then, a department program coordinator will share how collaborating with our WAC team helps her address these concerns.

Christopher Manion Ohio State University
Jennifer Michaels Ohio State University
Cynthia Lin Ohio State University
Evan Thomas Ohio State University
Melissa Beers Ohio State University

Powerpoint Presentation (.pptx)

Responding to Change in WAC Partnerships: Assessment, Sustainability, and Writing for Social Leadership

B10. Panel • Anderson A (1st Floor)

Three current and former coordinators of a local WAC partnership between English and Animal Sciences will describe the partnership’s transition from an animal breeding course to a senior seminar. They will discuss how WAC initiatives sustain themselves by responding to programmatic change and conducting assessment proactively.

Mary McCall Purdue University
Samuel Dunn Purdue University
Daniel Kenzie Purdue University

Pedagogy and the Institution: Inclusivity, Disciplinary Reciprocity, and Disability

B11. Panel • CROFOOT (1st Floor)

This panel explores the complex interaction of pedagogy and institutionalism in three different settings. Speaker 1 examines Paul Feyerabend’s work against institutionalized racism and argues for Feyerabend’s WAC pedagogical value. Speaker 2 explores writing as both an object and discipline in complex institutional settings. Speakers 3 and 4 discuss teaching with a disability in relation to institutional expectations and management.

David Calonne Eastern Michigan University
Paul Feyerabend and a Pedagogy of Inclusivity

Presentation (doc)

Chad Wickman Auburn University
Writing Pedagogy and the Inclusivity of Difference

Bill West University of Minnesota
Creating Accommodations in an Online Technical Writing Course for a Disabled Instructor

Elizabeth Mackey University of Minnesota
Creating Accommodations in an Online Technical Writing Course for a Disabled Instructor

Collaborations and Crossroads

B12. Panel • Bates (1st Floor)

Sherri Craig Purdue University
Are We WAC Yet? An Assessment of Two Linked Courses and Their Struggle for Collaboration

Kenya Mitchell University of California, Davis
Writing at the Crossroads: Diversity at the nexus of out-of-school and academic literacies

Susan Ruff MIT
Michael Carter North Carolina State University
Characterizing Employers’ Expectations of the Communication Abilities of New Engineering Graduates

Presentation (pdf)