Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50
Edited by Megan J. Kelly, Heather M. Falconer, Caleb L. González, and Jill Dahlman
Copy edited by Annie Halseth. Designed by Mike Palmquist.
Developed from presentations at the Fifteenth International Writing Across the Curriculum Conference, this edited collection celebrates the 50th anniversary of the WAC movement while also identifying innovative directions for writing pedagogies, program building and impact, and program mobilization. Contributors reflect on the evolution of WAC as an educational movement as well as the challenges and possibilities facing WAC programs as they respond to the shifting contexts of higher education. The chapters in this collection—found in sections on faculty development, classroom implications, and institutional considerations—offer a range of practices, pedagogies, frameworks, and models for readers who are invested in building and sustaining WAC programs that impact their college and university campuses through cultures of writing. Adapting the Past to Reimagine Possible Futures engages topics such as program assessment, professionalization, and interdisciplinary collaborations, and connections with creative writing. Its 17 chapters testify to WAC’s persistence, resilience, and impact in a dynamic educational landscape.
Table of Contents
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Introduction. Complicating WAC in a Time of Transition, Megan J. Kelly, Heather M. Falconer, Caleb L. González, and Jill Dahlman
DOI: 10.37514/PER-B.2023.1947.1.3
Section 1. Faculty Development
Chapter 1. The Work Beyond the Workshop: Assessing and Reinvigorating Our WAC Outreach Model, Olivia R. Tracy, Juli Parrish, Heather N. Martin, and Brad Benz
DOI: 10.37514/PER-B.2023.1947.2.01
Chapter 2. The University of Denver Ethnography Lab: Fostering a WAC Community of Practice, Kamila Kinyon, Alejandro Cerón, and Dinko Hanaan Dinko
DOI: 10.37514/PER-B.2023.1947.2.02
Chapter 3. Assessing Faculty Members’ Threshold Concepts for the Teaching of Writing: The Challenges of Survey Validity and the Promise of Narrative Methods, Christopher Basgier and Leslie Cordie
DOI: 10.37514/PER-B.2023.1947.2.03
Chapter 4. Strengthening the Core: Designing and Implementing a New, Sustainable WAC/WID Program, Kimberly K. Gunter, Lindy E. Briggette, Mary Laughlin, Tiffany Wilgar, and Nadia Francine Zamin
DOI: 10.37514/PER-B.2023.1947.2.04
Chapter 5. Growing a WAC Program alongside a New College, Elizabeth Baxmeyer, Rikki Corniola, William Davis, Gloria Poveda, and Christopher Wostenberg
DOI: 10.37514/PER-B.2023.1947.2.05
Chapter 6. Furthering WAC Influence Through Strategic Partnerships, Ming Fang, Kimberly Harrison, and Christine Martorana
DOI: 10.37514/PER-B.2023.1947.2.06
Section 2. Pedagogical Considerations
Chapter 7. Accessing Critical Reflection to Promote Inclusivity in Writing Intensive Courses, Julie Birt and Christy Goldsmith
DOI: 10.37514/PER-B.2023.1947.2.07
Chapter 8. Using Creative Nonfiction to Influence Student Dispositions Toward Writing Transfer and Development: Pedagogical Opportunities for WAC, James P. Austin
DOI: 10.37514/PER-B.2023.1947.2.08
Chapter 9. WAC and Writing Centers: Finding Space to Work on Institutional Diversity, Equity, and Inclusion, William J. Macauley, Jr., Pamela B. Childers, and Brandall C. Jones
DOI: 10.37514/PER-B.2023.1947.2.09
Chapter 10. When Learning Outcomes Mask Learning, Part 1: The Promises and Pitfalls of Learning Analytics, Kathleen Daly Weisse
DOI: 10.37514/PER-B.2023.1947.2.10
Chapter 11. When Learning Outcomes Mask Learning, Part 2: Probing Assumptions about Assessment via Disciplinary Genres, Angela J. Zito
DOI: 10.37514/PER-B.2023.1947.2.11
Section 3. Institutional Considerations
Chapter 12. Built to Last: Two Decades of Sustaining WAC Programs at CUNY, Andrea Fabrizio, Linda Hirsch, Dennis Paoli, and Trudy Smoke
DOI: 10.37514/PER-B.2023.1947.2.12
Chapter 13. Blurred Boundaries: Sussing Out Thresholds between WAC and WPA in Administrative Professionalization, Mandy Olejnik, Amy Cicchino, Christina M. LaVecchia, and Al Harahap
DOI: 10.37514/PER-B.2023.1947.2.13
Chapter 14. A WAC/WID Experience in Argentina: Working for a High Degree of Institutionalization, Estela Ines Moyano
DOI: 10.37514/PER-B.2023.1947.2.14
Chapter 15. English as a Lingua Academica in Scholarly Publishing: The Clash of Anglo-American and Slovak Writing Style Conventions, Alena Kačmárová, Magdaléna Bilá, and Ingrida Vaňková
DOI: 10.37514/PER-B.2023.1947.2.15
Chapter 16. WAC Compared to Other “Across the Curriculums,” David R. Russell
DOI: 10.37514/PER-B.2023.1947.2.16
Chapter 17. Imagining WAC’s Future: Coloniality, Diversity, and Sustainability, Al Harahap, Federico Navarro, and Alisa Russell
DOI: 10.37514/PER-B.2023.1947.2.17
About the Editors
Megan J. Kelly is Teaching Professor in the Writing Program and Assistant Director of the Writing Center at the University of Denver. Her teaching and research focus on writing and storytelling for social change, with a particular emphasis on the narrative and rhetorical strategies of student activists in the climate justice movement, and on training peer tutors of writing in antiracist and anti-ableist practices. She also facilitates writing groups and retreats for faculty. Her work has been published in WLN: A Journal of Writing Center Scholarship.
Heather M. Falconer is an Assistant Professor of Professional and Technical Writing and faculty member of the Maine Center for Research in STEM Education at the University of Maine, Orono. She is a Co-Editor for the Perspectives on Writing book series, is Co-Chair of the Research and Publications Committee of the Association for Writing Across the Curriculum, and serves on multiple editorial and regional boards. Falconer’s research has appeared in journals such as Written Communication, The WAC Journal, and the Journal of Hispanic Higher Education, as well as in multiple edited collections. Her book, Masking inequality with good intentions, is available through the Practices & Possibilities series at The WAC Clearinghouse.
Caleb Lee González is a fifth-year doctoral candidate specializing in Writing, Rhetoric, and Literacy at The Ohio State University. He is a 2022 national recipient of the K. Patricia Cross Future Leaders Award in Higher Education from the American Association of Colleges and Universities (AAC&U). He currently serves as a Graduate Teaching Associate for the Writing Across the Curriculum (WAC) Program, and in 2020-2021, he was an Associate Director for the Fifteenth Biennial International Writing Across the Curriculum Conference. He holds a Master of Fine Arts in Creative Nonfiction with a specialty in travel writing and creative writing studies. His cross-disciplinary work is in composition studies, writing program administration, writing across the curriculum, and higher education studies. He has previously published in Writing on the Edge and in a collaborative chapter in Self+Culture+Writing: Autoethnography for/as Writing Studies edited by Rebecca Jackson and Jackie Grutsch McKinney (Utah State University Press).
Jill Dahlman, Assistant Professor of English at California Northstate University College of Health Sciences, is a product of the University of Hawaii system: Hilo for undergraduate and Manoa for graduate. In addition to teaching and creating classes, she is the co-director of the writing center and coordinator of its burgeoning WAC program. She is a first-year specialist researching the pedagogy of raising student self-efficacy in writing, and she coordinates partnerships with national parks as part of that vision. She has been included in collections as diverse as Comics and the Punk Aesthetics and Composition as Big Data. She is the primary editor for the Beyond the Frontier: Innovations in First-Year Composition series, currently in its third volume. She sits on the editorial board of the Rocky Mountain Review and the peer-reviewed Journal of the Rocky Mountain Modern Language Association, for which she also serves on its executive board.
Publication Information: Kelly, Megan J., Heather M. Falconer, Caleb L. González, & Jill Dahlman (Eds.). (2023). Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2023.1947
Web Publication Date: May 24, 2023
Print Publication Date: Pending
ISBN: 978-1-64215-194-7 (PDF) | 978-1-64215-195-4 (ePub) | 978-1-64642-502-0 (pbk.)
DOI: 10.37514/PER-B.2023.1947
Contact Information:
Megan J. Kelly: Megan.J.Kelly@du.edu
Heather M. Falconer: heather.falconer@maine.edu
Caleb L. González: gonzalez.746@osu.edu
Jill Dahlman: jill.dahlman@cnsu.edu
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University; Heather MacNeill Falconer, University of Maine; and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2023 Megan J. Kelly, Heather M. Falconer, Caleb L. González, and Jill Dahlman, and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 290 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.