Conferences & Events

Welcome to the WAC Clearinghouse Conferences and Events Listings. You can view upcoming and past conferences and events. If you are a member of the WAC Clearinghouse, you can recommend that a conference or event be added to this list.

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Upcoming Conferences and Events

12th International Writing Across the Curriculum Conference

Location: Minneapolis, Minnesota
Date: June 12, 2014 to June 14, 2014
  “Shifting Currents / Making Waves”
12th IWAC Conference: June 12-14, 2014
Call for Proposals 
Submission begins: August 1, 2013
Submission deadline: November 4, 2013
Conference website:
“Literacy today is in the middle of a tectonic change… [T]hese are structural changes—global, educational, technological… How is it that what we teach and what we test can be so different from what our students know as writing?”—Kathleen Blake Yancey (2004)
“Situations (contexts) do not just exist...[but] are actively created, sustained, negotiated, resisted, and transformed moment-by-moment through ongoing work.”—James Paul Gee (2000)
The Center for Writing and the Office of Undergraduate Education at the University of Minnesota are delighted to announce a call for proposals for the 12th International Writing Across the Curriculum Conference (IWAC), to be held in the Commons Hotel on the campus of the University of Minnesota in Minneapolis, June 12–14, 2014.
Shifting Currents / Making Waves
The conference theme, “Shifting Currents/Making Waves,” references the lively Mississippi River (a few blocks from our on-campus conference hotel), WAC’s history as a progressive pedagogical movement, and its current activity in an era of accelerated change.
Among the shifts and waves we will discuss are those occurring in…
?       disciplinary and interdisciplinary discourse communities and conventions
?       location, focus, and pace of WAC, WID, and CAC programming
?       understanding of literacy development and transferability
?       multimodal reading and writing
?       methods used to access and attribute intellectual content (formerly known as reading and citing)
?       current influence of professional writing upon academic writing and writing instruction
?       global languages and translingualism in the writing-enriched classroom
?       course venues, class sizes, and instructor roles triggered by flipped classrooms, e-learning,
         MOOCs, etc.
?       writing assessment theory and practice
?       approaches to assessing and sustaining WAC, WID, and CAC programming
?       graduate student mentoring and professionalization in WAC
Call for Session Proposals
To facilitate constructive discussion of these and other field-relevant shifts, we will encourage innovative formatting in concurrent sessions and will extend particular welcome to sessions that include interaction and discussion. We enthusiastically encourage proposals for sessions that include instructors from diverse academic disciplines and international settings. Proposals will require a short, one- or two-sentence description of the presentation along with an abstract. Presenters will select from among the following formats:
Pre-conference workshop (180 minutes)
Proposals for these Thursday morning sessions will include session choreography and a set of participant outcomes. If desired, sessions can be scheduled into wired, active-learning classrooms.
5 X 10 talks 
(10 minutes)
Five slides, ten minutes. This innovative alternative to the poster session provides a venue suited for brief, general-audience talks accompanied by visual props. The 5 X 10 is particularly well-suited for profiling institutional programs or drawing attention to a single issue or innovation. Presented live, 5 X 10s will be also videorecorded for looped airing later at the conference.
Individual presentations 
(20 minutes)
Individual presentations will be grouped into three-person panels by shared topic, and a session chair will be assigned. Individual presenters are asked to limit presented segments to 15 minutes in order to allow for substantial discussion at the end of the panel.
Multi-presenter panel or discussion 
(75 minutes)
Proposals for structured discussions (or full panels) will identify sequence of activity, opportunities for interaction, session timing, and a session chair. Possibilities here include point-counterpoint discussions, choreographed roundtables, fishbowl discussions, and intentionally sequenced panels.
Teaching demonstrations (20 minutes)
Brief, interactive demonstrations of writing instruction from any academic discipline. These will be grouped by discipline or strategy, and a session chair will be assigned.
Proposals will be judged against the following criteria:
?       clarity of purpose, content, and design
?       situatedness within WAC theory, research, and practice
?       contribution to and engagement with conference theme
?       potential to foster constructive interaction
?       potential interest to a diverse cross-section of conference attendees
Accommodations and Extracurriculars
The 2014 IWAC will take place at the University of Minnesota at the Commons HotelWe think that this university and the twin cities of Minneapolis and St. Paul are apt places in which to contemplate WAC’s shifting currents and wave-making.
Those who can bear to pull themselves away from sessions will find a variety of Minneapolitan (and St. Paulite) things to see and do. Restaurants, for example: looking beyond hotdishlutefisk, and food on a stick, you’ll find James Beard Award–winning chefs and locally-owned restaurants that advocate and enact sustainable, local food production residing beside eateries that proudly refuse to do so. World-class museums and theatres including the Walker Art Center and Guthrie Theater compete with dozens of local art and performance venues such as the Minnesota Center for Book ArtsJungle Theater, and Intermedia Arts. We also know how to get around: in 2010, Bicycling Magazine voted Minneapolis the country’s most bikeable city, which is not too shabby for a city that endures (celebrates) seven-month long winters. We are also serious about our sports teams. In summer, this means the Minnesota Twins, the Minnesota Lynx, and the St. Paul Saints. Attendees joined by families will appreciate Minneapolis’ many picturesque parks and canoe-friendly lakes, the Science Museum, the Bakken museum (electricity!), the nearby Mill City Museum (flour!), and the Children’s Museum.  And yes, we also have the Mall of America.

2014 NCPTW/IWCA Joint Conference

Location: Orlando, Florida
Date: October 30, 2014 to November 1, 2014

With my conference co-chair Brian Fallon, I am pleased to announce the 2014 joint conference of the National Conference on Peer Tutoring in Writing and the International Writing Center Association. Our conference will take place from Thursday October 30th to Saturday November 1st at Disney's Coronado Springs Hotel Resort at the Walt Disney World Resort.  

Our keynote speaker will be Beth Boquet, author of  such works as "Our Little Secret: A History of Writing Centers, Pre- to Post- Open Admissions" and  Noise From the Writing Center, as well as co-author of The Everyday Writing Center: A Community of Practice.

You can find the CFP at Please direct any questions to the conference email address,

Melissa Ianetta

Thinking and Writing Beyond Two Cultures: STEM, WAC/WID and the Changing Academy, Quinnipiac University Fifth Biennial Conference on Critical Thinking and Writing

Location: Quinnipiac University, Hamden, CT
Date: November 21, 2014 to November 22, 2014
URL: .
Contact: Paul Pasquaretta, Research and Writing Institute Coordinator at Paul.Pasquaretta@Quinnipiac.Edu

In 2008 The Times Literary Supplement included the publication of C. P. Snow’s 1959 Rede Lecture, "The Two Cultures and the Scientific Revolution," on its list of the 100 books that have most influenced Western public discourse since the Second World War.  Although Snow’s lecture prompted a dustup between scientists and literary elites over who could lay claim to the superior form of knowledge, over time the sides and tenor of the “Two  Cultures Debate” have changed.  As the debate has expanded throughout the natural sciences, humanities, and social sciences to include various disciplinary groups and the beliefs, attitudes, and perspectives with which they are bound together as “cultures,” it has evolved into a conversation about how knowledge is recognized, valued, and taught across the cultures of the university.  The 2014 conference aims to advance this conversation through presentations that attend to the unfolding legacy of the Two Cultures Debate as well as those that revisit and challenge Snow’s original formulation.

The opening conversation, “Science Diplomacy: Critical Thinking and Writing Across the Academy and the World,” will be led by Vaughan Turekian, Chief International Officer for the American Association for the      Advancement of Science (AAAS) and Director of AAAS’s Center for Science Diplomacy.  Working in places where diplomats do not or cannot normally go—Cuba, North Korea, Burma, Syria—the Center for Science Diplomacy addresses problems in foreign policy by engaging partners in a process to develop a shared understanding of science issues and the language that defines them. Building upon this concept of science diplomacy, the conversation will explore how academics from across the disciplines and with widely divergent views understand “science,” as well as other common terms and practices, such as "research,” "diplomacy," and "critical thinking.”  This exchange is intended to elicit attitudes, beliefs, and perspectives in order to consider how they might interact with the disciplines to form cultures, and to reflect on how the various cultures of the university can meet continuously shifting global challenges.

Kathleen Blake Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University, will deliver the keynote address, “Concepts and Practices in Flux: Critical Thinking and Writing Across the Disciplinary Cultures of the Academy.”  When our students enter higher education, they tend to see it as a single entity, as a college or university with a homogeneous culture. But of course, no institution is a single entity. Much like a big city with multiple neighborhoods—each with its own practices and rituals—college is a world with multiple cultures, which we think of as disciplines, each of which has its own language, its own problems, acceptable evidence, and genres. One     important task for faculty, therefore, is to help students understand how a given culture is both similar to and different from other cultures within the academy. Doing so makes the implicit features of the discipline explicit and therefore available and helpful to our students. And because each student brings with him or her unique prior knowledge and experiences, it is critical that students are asked to map—for themselves—these similarities and differences and to articulate what they mean for thinking and writing in a given discipline. Drawing from experiences of both students and teachers in various disciplines, this talk will outline how such articulation and reflection can support student learning.

The conference will be organized into three categories, each focusing on a different dimension of the debate: Philosophy and Politics; Pedagogies, Programs, and Curricula; Critical Thinking and Writing.  While scholars and teachers are invited to submit proposals that engage in or with one of these dimensions of the debate, the conference intends to promote, across categories, a multidimensional conversation that addresses the following questions (and perhaps others):

             How do linkages between critical thinking and writing operate within and/or even define a “culture” of the university?

How do linkages between critical thinking and writing vary among cultures that exist as the    major divisions of knowledge (natural sciences, humanities, and social sciences), within the major divisions of knowledge (biology, literature, criminal justice, etc.), and across the major divisions of knowledge (science journalism, sports studies, medical humanities, etc.)?

How are linkages between critical thinking and writing shared across the cultures of the university?

How might linkages between critical thinking and writing influence and/or be influenced by the shifting cultures of the university?

How do linkages between critical thinking and writing interface with technology in and/or across the cultures of the university?

How might linkages between critical thinking and writing be part of integrating high school students and their prior knowledge into the cultures of the university?

How might linkages between critical thinking and writing aid in transfer of learning within and/or across the cultures of the university?

How might linkages between critical thinking and writing in and/or across the cultures of the  university prepare students for graduate and/or professional work?

For more information about the call for proposals, registration, or the program,  contact Paul Pasquaretta, the Quinnipiac University Research and Writing Institute Coordinator, at