Laying the Foundation, Targeting the Institutional: The Trajectory of a WAC Program in the Sciences at a Jamaican University

Abstract

Abstract. This paper outlines the contextual implications and experiences of a team of practitioners attempting to establish a Writing Across the Curriculum (WAC)/Communication Across the Curriculum (CAC) Program in the Sciences. Largely reflective in nature, it seeks to contextualize the progress and outcomes of this initiative by employing the Anson [2006] and Condon and Rutz [2012] framework for evaluating the positioning of WAC in relation to administration, staff, and students. This framework also helped identify the required steps for the full integration of WAC within the institution. The use of the aforementioned analytical tools revealed an appreciable gap between the current status of WAC/CAC at our institution and full institutional endorsement. A discussion of current initiatives being taken to move the program further ahead is undertaken. It is anticipated that the issues highlighted in this paper will serve to inform similar initiatives, while communicating the potential of WAC/CAC programs to enable students to develop to their full potential via a student-centred, interactive environment that promotes effective teaching and exchange of ideas.