Pedagogies of Inclusion for First-Generation Students at Liberal Arts Colleges and Community Colleges

E1. Panel • Koessler (LEAGUE 3RD FLOOR)

Writing instructors from liberal arts colleges and urban community colleges will describe writing curricula designed to embrace cultural, linguistic, and media differences that will better reach and retain first-generation college students. Following brief presentations, panelists will encourage audience exchange about innovations that allow students to experience inclusion in academic spaces where they may otherwise experience distance and difference.

Crystal Benedicks Wabash College
Jill Lamberton Wabash College
Sandra Jamieson Drew University
Linda Hirsch Hostos Community College
Andrea Fabrizio Hostos Community College

The New Research Phases of the International WAC/WID Mapping Project

E2. Panel • Hussey (LEAGUE 2nd FLOOR)

This panel will describe and seek to develop interest in the next two phases of the ongoing research known as the International WAC/WID Mapping Project (Thaiss and Porter, 2010; Thaiss, Bräuer, Carlino, Ganobcsik-Williams, Sinha, 2012). These new phases will depend for their success on broad participation by WAC/WID and other writing/literacy program leaders and developers around the world.

Chris Thaiss UC Davis
Aparna Sinha California Northstate University
Michele Zugnoni UC Davis

Powerpoint Presentation (ppt)

Promoting multilingual writing pedagogy in four university contexts

E3. Panel • Founders B (ALUMNI CENTER)

This presentation examines various approaches to improving multilingual writing instruction in four university contexts: an intensive English program, a center for teaching excellence, a law school, and a teacher education course. Presenters will highlight distinctive challenges and affordances in each setting and identify insights for curriculum development and teacher training.

Brooke Ricker Schreiber Pennsylvania State University
Dorothy Worden University of Idaho
Lindsey Kurtz Penn State University
Eunjeong Lee Penn State University

Development of a Strategic Writing Plan for Multilingual and Native English Speaking Students in a Medical Laboratory Curriculum

E4. Presentation • Founders C (ALUMNI CENTER)

The medical laboratory science faculty and writing specialists developed a strategic plan to improve discipline-specific writing skills with intentional support for multilingual students and scaffolded assignments. This presentation will share the study’s purpose, goals, research questions, methodology, and writing development plans for this medical science-based curriculum.

Donna Spannaus-Martin University of Minnesota
Janice Conway-Klaassen University of Minnesota
Charlotte Romain University of Minnesota
Lorna Ruskin University of Minnesota

Presentation PDF

Stanford University’s Writing Specialist Initiative: Engaging Differences within the Disciplines

E5. Panel • Founders D (ALUMNI CENTER)

To integrate writing pedagogy and support across all four years of undergraduate study, the Writing Specialist Initiative pairs instructors who teach in Stanford’s required writing curriculum with programs and departments. Panelists have worked and are working as Writing Specialists in History; Human Biology; and Science, Technology, and Society. The panelists describe their efforts to collaboratively build robust writing cultures in these disciplinary and inter-disciplinary contexts through consulting, teaching, and tutoring and address the challenges posed by ideological, pedagogical, and institutional differences.

Sarah Peterson Pittock Stanford University
Shay Brawn Stanford University
Kevin DiPirro Stanford University

Program Review as Graduate Student Mentorship Opportunity: The WAC RE/VIEW Project at George Mason University

E6. Roundtable • Henderson (LEAGUE 3RD FLOOR)

The “RE/V” project re-visioned WAC program “review” as a graduate student mentoring opportunity. PhD students enrolled in research methods contributed to the research design and analysis of data for the review, as they learned about WAC-theory and practice. Presenters will discuss findings and their learning as collaborative researchers.

Chris Kervina George Mason University
Ashley Yuckenberg George Mason University
Bree McGregor George Mason University
Alisa Russell George Mason University
Michelle LaFrance George Mason University

Disciplines caught between discourses: Implementing WAC in Art and Design

E7. Panel • Kalamazoo (LEAGUE 2nd FLOOR)

Writing is a site where tensions between studio making, art and design practice and the disciplinarity of art and design education intersect. In this session, we explore how studio education productively destabilizes conceptions of writing as authentic academic discourse, where “learning to write” becomes an act of “making” the discourse.

Catherine Black OCAD University
Emilie Brancato OCAD University
Nicole Collins OCAD University
Cary DiPietro (Chair) OCAD University
Saskia van Kampen OCAD University

Representing the Disciplines in “College Readiness”: A WAC-Based Alignment Project

E8. Panel • Room 4 (LEAGUE 1st FLOOR)

Initiatives shaped by the parameters of the Common Core State Standards have left faculty in college disciplines unheard and under-utilized. In this session, we will argue for the reclamation of what is meant by three of the CCSS major concepts: “college readiness,” “close reading,” and “informational texts.” We will share how a year-long collaboration with college-level WAC specialists helps high school English and history teachers anticipate the demands of the reading and writing their students will encounter across the college curriculum in the humanities and social sciences.

Christine Farris Indiana University
Raymond Smith Indiana University

Getting Published in Across the Disciplines

E9. PANEL • Michigan (LEAGUE 2nD FLOOR)

In this session, the editors of ATD will present an overview of the journal, its history, its mission, and the process of producing its four annual issues. The session will be geared toward helping prospective authors publish their research in ATD and answering a number of common questions.

Michael Pemberton Georgia Southern University
Michael Cripps University of New England

Expanding the Conversations: Considering WAC in Transitional Spaces

E10. Panel • Founders A (ALUMNI CENTER)

This panel seeks to blur disciplinary lines across educational levels. Speaker one addresses how a theoretical approach to the National Writing Project model of development can transfer to college WAC programs. Speaker two considers a case study of student-identified transferable knowledge from a basic writing class structurally grounded in the rhetorical situation.

Sarah Baker George Mason University
Melissa Bugdal University of Connecticut

Transfer: Exploring Difference and Inclusion

E11. Panel • Room D (LEAGUE 3RD FLOOR)

Wendy Olson Washington State University
Siskanna Naynaha California State University
Beyond Transfer: Difference, Inclusion, and WAC/WID in the 21st century

Alexander Champoux University of Minnesota
Nikki Fisher University of Minnesota
Difference, English Proficiency, and Transfer in WAC