Area 1: Instruction and Pedagogy—
Supporting linguistic and cultural diversity.
- programs/staff supporting English Language Learner students, development of resources for faculty for working with ELL students, development of resources for ELL students
Supporting writing as a process.
- faculty adoption of peer response, faculty adoption of writing assignment drafts, robust writing center, implementation of portfolios
Using writing as a mode of learning.
- faculty development activities and resources focused on WTL pedagogy, faculty adoption of WTL pedagogy
Understanding writing as rhetorical.
- student publishing opportunities, opportunities for students to present their research
Increasing students’ knowledge of disciplinary writing conventions.
- disciplinary rubrics, WEC, WID courses, departmental writing guides, disciplinary student writing journals, campus student research showcases
Building students’ 21st century literacies.
- faculty development for OWI, ePortfolios
Area 2: Student Engagement—
Developing inclusive and accessible strategies for learning.
- faculty development activities focused on accessibility, working with disability services office
Supporting underserved or systemically minoritized students.
- antiracist faculty development activities, collaborating with campus DEI groups
Increasing student engagement across modalities and formats.
- ePortfolios, social media initiatives
Sustaining writing across students’ academic careers.
- vertical writing requirements, career portfolios, WEC
Area 3: Culture/Community—
Identifying and tracing various WAC efforts (including professional development) across campus, including contingent faculty and graduate instructors if relevant.
- retreats, learning communities, workshop series, faculty certificate programs, conferences, celebrations of student writing
Recognizing and building on expertise already on campus.
- writing center support, Writing Studies faculty, WAC expert, collaborations with other campus units
Creating an interdisciplinary community of committed faculty around teaching and student writing.
- learning communities, writing committees/advisory boards, cross-disciplinary writing assessment/placement activities, website/blog
Fostering partnerships with other programs to support WAC goals.
- partnering with a CTL, partnering with a writing center, partnering with DEI efforts, partnering with GE efforts, partnering with graduate studies
Creating a campus culture that supports writing.
- campus writing committee, vertical writing requirements, regular faculty development for teaching writing, student writing awards/showcases/journals, annual program report to highlight accomplishments/feature facets of WAC in action
Area 4: Program Development—
Learning from experienced WAC directors, researchers, and scholars.
- consultants and outside speakers, AWAC and/or WAC Clearinghouse and or CCCC WAC SG involvement
Learning from existing scholarship on WAC program administration.
- identify ideas that informed decision-making in program design/development, developing programs based on frameworks/strategies from the WAC literature
Seeking interdisciplinary input and investment in the WAC program.
- interdisciplinary advisory group, conference presentation opportunities for WAC faculty
Collaborating with other institutional groups.
- co-hosted events/projects
Contributing to WAC scholarship and/or public knowledge about writing and writing scholarship.
- published articles, conference presentations
Advertising your WAC program and its successes.
- website, social media, newsletter, reports
Addressing and overcoming challenges.
- strategic plans, reforms updating programs/curriculum, CWPA site visit
Documenting institutional support.
- budget, course release for administrators, staff support, office space
Area 5: Assessment—
Creating meaningful, inclusive, and equitable evaluation of writing.
- portfolio assessment, contract grading, community-based rubrics, antiracist assessment initiatives
Designing models for WAC assessment.
- working with departments on assessment, rubrics, collaborating with the office of assessment
Designing, implementing, and responding to ongoing program assessment
- evaluating effectiveness of WAC programming, engaging in local needs assessment, (re)designing programs and supports based on assessment findings
Soliciting input from institutional stakeholders
- DSP, cross-disciplinary norming and assessment activities, community-based rubrics