WAC Program Vulnerability and What to Do About It: An Update and Brief Bibliographic Essay

Assessing WAC Elements in Business Syllabi

“…This study aimed to determine whether or not WAC/WID elements exist or are beginning to be visible at this university. Since, as stated above, an obstacle to evaluating a writing across the curriculum program is that WAC means different things at different institutions (Bazerman et al, 2005;Fulwiler, 1988;Townsend, 2005Townsend, , 2008, it was determined that a review of the course syllabi in the FOB would give us some indication whether or not writing is even present as a learning strategy.…”

“…WAC programs mean different things to different institutions (Bazerman et al, 2005;Fulwiler, 1988;Townsend, 2005Townsend, , 2008, and therefore, it is not possible to describe a standardized WAC program. WAC programs imply an existing support structure.…”

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

“…WAC scholar-practitioners have been urged to make purposeful choices toward sustainability ever since McLeod (1989) recognized that WAC had progressed from a primarily grassroots movement to a "second stage" of increasing institutionalization. Since then, most conversations about the sustainability of WAC have revolved around the dynamic landscape of higher education and institutionalization (Condon & Rutz, 2012;Malenczyk, 2012;Townsend, 2008;Walvoord, 1996). However, the Writing Across the Curriculum Graduate Organization (WAC-GO) is the result of turning these conversations about the sustainability of WAC as a movement toward WAC as a field.…”

Chapter 18. Meaningful Writing and Personal Connection: Exploring Student and Faculty Perspectives

“…WAC scholar-practitioners have been urged to make purposeful choices toward sustainability ever since McLeod (1989) recognized that WAC had progressed from a primarily grassroots movement to a "second stage" of increasing institutionalization. Since then, most conversations about the sustainability of WAC have revolved around the dynamic landscape of higher education and institutionalization (Condon & Rutz, 2012;Malenczyk, 2012;Townsend, 2008;Walvoord, 1996). However, the Writing Across the Curriculum Graduate Organization (WAC-GO) is the result of turning these conversations about the sustainability of WAC as a movement toward WAC as a field.…”