supporting scholarly exchange about communication across the curriculum
Shared by Chris Thaiss on Feb 19, 2008. Last Updated on Mar 29, 2008.
Principal Investigator(s): Chris Thaiss
Co-Investigator(s): Paula Carlino, Univ. of Buenos Aires
Aliki Dragona, UC Davis
Nina Murray, Univ. of Nebraska
Tara Porter, UC Davis
Erin Steinke, UC Davis
Annette Verhein, Hochschule fur Technik, Rapperswill, Switzerland
Terry Zawacki, George Mason University
For More Information: cjthaiss@ucdavis.edu
Keywords: academic writing,bi-lingual, college,ESL,genre, international,second language,student writing,survey research, transnational,tutorials, WAC, WID, writing centers
Permission to Cite: Yes
Abstract/Summary: Based on surveys of (1) colleges and universities in the US and Canada and (2) institutions of higher learning around the world, the project attempts to discover information about writing-in-the-disciplines initiatives throughout the world, in English and in other first languages of instruction. Writing courses, staff/teacher development, and writing support services such as writing centers, learning centers, course modules,and workshops are among program features identified. As of April 2008, the US/Canada survey has received responses from 1300 institutions, while the international "preliminary" survey has received 250 responses from 200 institutions worldwide.
Project Background: The US/Canada survey expands on the 1987 national US survey of McLeod and Shirley (in Susan McLeod, ed., Strengthening Programs in Writing Across the Curriculum, Jossey-Bass, 1988; available on WAC Clearinghouse). The new survey is the first broad-sweep study of WAC/WID presence in the US in 20 years. The international "preliminary" survey (five open-ended questions) is the first of its kind; it is made possible by the availability of international listserves (e.g., EATAW, EWCA, WPA) and the worldwide accessibility of the internet.
Time Frame: 2006-
Research Question or Hypothesis: 1. How widespread are "writing across the curriculum" and "writing in disciplines" programs in the US and Canada? What forms do these programs take and what elements do they contain? How are they administered and funded? 2. In which disciplines and genres are students writing in tertiary and graduate institutions around the world? How is this writing taught and supported by faculty, staff, and academic support services? What theories and pedagogical models influence these structures?
General Research Approach: Mixed / Multi-Modal
Participants and Setting: Most respondents to both surveys have been language professionals, usually with some teaching or administrative responsibility in writing programs or services; close to 90% of international responses have been from the internet; 100% of responses to the US/Canada survey have been online. About 10% of international responses have come from personal interviews or third-party reports.
Research Methods: archival research,surveys,interviewing, statistical analysis
Data / Information Sources: electronic responses, email messages,scholarly documents,interview transcripts and notes
Design Comments: The international survey is "preliminary," in that one purpose is to identify varieties of terms and concepts across cultures and languages, so that future versions of the research can honor this diversity. For example, the international survey has already provoked responses in several languages other than English and so we are in the process of translating the survey into Spanish, Russian, German, French, etc. The research team is growing in response to this linguistic diversity.
Funding: Thus far, internal support for two graduate student researchers from UC Davis.
Related URLs: mappingproject.ucdavis.edu
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