Knowledge gaining and knowledge making in scientific communication

H1. Panel • Founders A (ALUMNI CENTER)

Gaining and making knowledge in academic disciplines require skills executed by professionals: searching and critical reading of the field’s literature, and tailoring the length of text to one’s message. This panel describes strategies to enhance these skills in a scientific communications course for upper-level biology undergraduates conducting independent, experimental research.

Courtney Crummett MIT
Leslie Ann Roldan MIT
Karen Pepper MIT

From Old to New, from Traditional to Digital: Examining Difference and Inclusivity in Writing Courses

H2. Panel 8 • Room D (LEAGUE 3RD FLOOR)

Difference has an array of meanings: it can involve race, class, gender, sexuality, and ability, as well as diversity and inclusivity. This panel will cross these boundaries to examine how writing courses can work with and across differences between old and new, basic and advanced, traditional and digital to foster student success.

Alice Horning Oakland University
Elizabeth Allan Oakland University
Crystal VanKooten Oakland University

Cognitive Approaches to Difference: Implications for WAC of Current Neuroscience Research

H3. Panel • Hussey (LEAGUE 2nD FLOOR)

Addressing the theme of “difference,” this interactive panel will explore the potential influence of new discoveries about the brain on curricular, pedagogical, and ideological perspectives and practices associated with WAC. It will focus, in particular, on issues that have been associated with student success–identity, self-efficacy, metacognition, and reflection.

Irene Clark California State University
William Macauley University of Nevada, Reno
Jennifer Eidum Zinchuk Elon University

Clark Powerpoint Presentation (.pptx)
Macauley Powerpoint Presentation (.pptx)
Zinchuk Powerpoint Presentation (.pptx)

Developing Multilingual Writing Support: a Department of Foreign Languages and a Writing Center Partner to Write Across Difference

H4. Panel • Room 4 (LEAGUE 1st FLOOR)

This panel will describe how Auburn University’s Miller Writing Center and Department of Foreign Languages and Literature have partnered to develop a multilingual tutoring program, extending the MWC’s support to non-English language classes and enriching the MWC’s work with international students by encouraging truly polyvocal writing consultations.

James Truman Auburn University
Jana Gutierrez Auburn University
Yuxin Sun Auburn University
Marina Garcia Rodriguez Auburn University

Traversing Uncommon Ground: Cases in WID Consulting at Dawson College and UVM

H5. Panel • Michigan (LEAGUE 2nd FLOOR)

Numerous challenges await WID consultants in journeys across disciplinary boundaries. This session argues for a “distributed” consultancy model, examining projects involving WID staff, disciplinary faculty, and librarians.  We’ll explore factors influencing the impact of consultancy initiatives that reach across disciplinary and institutional boundaries.

Susanmarie Harrington University of Vermont
Ian MacKenzie Dawson College
Daniel DeSanto University of Vermont

Understanding Identity through Writing: Foundational Knowledge, Critical Thinking, and Professional Identity in Four Disciplines

H6. Panel • Kalamazoo (LEAGUE 2nd FLOOR)

Four faculty members from various disciplines and one undergraduate who participated in the St. John’s University Writing Fellows Program offer their perspectives on how writing helps students develop their social and professional identities. In particular, the panel will offer insights into how writing helps students learn to conduct evidence-based analyses – one of the core aspects of professional identity generally.

Phyllis Conn St. John’s University
James A. Croft St. John’s University
Joseph M. Serafin St. John’s University
Rebecca Wiseheart St. John’s University
Michel J. Benjamin St. John’s University

Sustainable WAC: A Whole Systems Approach to Launching and Developing WAC Programs

H7. Panel • Henderson (LEAGUE 3RD FLOOR)

This panel will introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today’s institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability.

Michelle Cox Cornell University
Jeff Galin Florida Atlantic University

Presentation (.docx)  Powerpoint Presentation (.pptx)

A Collaborative Model to Improve Writing in Nursing (and Other Disciplines)

H9. Roundtable • Founders B (ALUMNI CENTER)

Participants in this roundtable describe a successful collaboration between faculty in the Nursing Department and writing faculty at Ferris State University to improve the writing of nursing students, discuss lessons learned, and answer questions about how it can serve as a model for collaboration with other disciplines.

Debra Courtright-Nash Ferris State University
Lisa Singleterry Western Michigan University
Beth Kalkman Ferris State University
Lynn Chrenka Ferris State University

Graduate Writing Pedagogy in WAC

H10. Presentation • Founders C (ALUMNI CENTER)

Kelly King-O’Brien Cornell University
Linda Smith-Brecheisen University of Chicago
Readers Across Fields: The Challenges of Graduate Student Pedagogy in WAC

Programs and Practices Two Decades Later: WAC Today in Secondary Schools

H11. Panel • Koessler (LEAGUE 2nd FLOOR)

Programs and Practices: Writing Across the Secondary School Curriculum (Farrell-Childers, Gere & Young) described WAC programs 20+ years ago. Presenters share their current experiences then lead an interactive discussion of WAC work as a catalyst for systemic change, bridge programs, and engagement in learning for the future.

Melanie Dever Mill Creek Middle School
Ethan Konett Huron High School
Jeanette Jordan Glenbrook North High School
Anne Ruggles Gere University of Michigan
Pamela B. Childers The WAC Clearing House

Powerpoint Presentation (.pptx)

Empirical Studies of Language Acquisition

H12. Panel • Founders D (ALUMNI CENTER)

Tyler Evans-Tokaryk University of Toronto
Academic Writing Instruction and the Discourse of English as an International Language (EIL): A Comparative Study of Canadian and South African Writing Centres

Xiaobo Wang Georgia State University
Proposal for Composition Research and Instruction for ESL Students: China’s Underdeveloped Region Gansu as a Case