The Association for Writing Across the Curriculum and the WAC Clearinghouse are pleased to announce the winners of awards recognizing contributions to the WAC community through scholarship, service, and achievement. More details about each of the awards and the winners are available at https://wac.colostate.edu/community/awards/recipients-2021/. Questions may be directed to Mike Palmquist (mike.palmquist@colostate.edu) and Brian Hendrickson (bhendrickson@rwu.edu).
The Best WAC Monograph Award, recognizing an authored book (including books by multiple authors) that makes an exceptional contribution to WAC scholarship, including (but not limited to) WAC programming, administration, pedagogy, and impact, is awarded to Michelle Cox, Jeffrey R. Galin, and Dan Melzer for Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs (NCTE). Honorable mention in this category is awarded to Michelle LaFrance's Institutional Ethnography: A Theory of Practice for Writing Studies Researchers (Utah State University Press).
The Best Edited Collection Award, recognizing an edited collection that makes an exceptional contribution to WAC scholarship, including (but not limited to) WAC programming, administration, pedagogy, and impact, is given to Jo Mackiewicz and Rebecca Day Babcock who co-edited Theories and Methods of Writing Center Studies: A Practical Guide (Routledge). Honorable mention in this category is awarded to Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting (The WAC Clearinghouse), edited by Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie G. Smith.
The Outstanding Dissertation Award, recognizing a dissertation that makes an exceptional contribution to WAC scholarship, including (but not limited to) WAC programming, administration, pedagogy, and impact, is awarded to two dissertations for their equal impact and importance. Winners are Heather Falconer for Triple-Binds and Unintended Consequences: Exploring Scientific Discursive Identity Development with Three Women of Color (Northeastern University) and Justin Nicholes for Exploring How Chemistry and English Majors Understand and Construct Disciplinary Identities in Relation to Life, Departmental, and Writing Experiences: Implications for WAC and Retention (Indiana University of Pennsylvania).
The Best WAC Article or Chapter Focused on Research Award, recognizing a research-based article or chapter that makes an exceptional contribution to WAC by primarily offering the methodology and results of a research study, even if the findings have programmatic, theoretical, or pragmatic implications, is awarded to Heather Falconer's article, "'I Think When I Speak, I Don't Sound Like That': The Influence of Social Positioning on Rhetorical Skill Development in Science" (Written Communication).
The Best WAC Article or Chapter Focused on Pedagogy, Theory, or Practice Award, recognizing an article or chapter that makes an exceptional contribution to WAC scholarship in the areas of pedagogy, theory or practice by primarily offering theoretical ways of approaching WAC work, discussions of program design and operation, or insights regarding pedagogy, even if this work is based in research, is awarded to Sundy Watanabe's chapter, "Intercultural Collaboration: Respect, Relationship, Responsibility, and Reciprocity," in Maureen Mathison's edited collection Sojourning in Disciplinary Cultures: A Case Study of Teaching Writing in Engineering (Utah State University Press). Honorable mention in this category is awarded to Anne Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson for the article "A Tale of Two Prompts: New Perspectives on Writing to Learn Assignments" (The WAC Journal).
The Early Career Contributions to the Field Award, recognizing early career scholars (i.e. graduate students and scholars in the first nine years of their academic career) who have made significant contributions to the field of WAC through scholarship or service, is awarded to Al Harahap, Brian Hendrickson, and Alisa Russell for their efforts to establish WAC GO (the WAC Graduate Organization) and for their ongoing individual contributions to the field and to Genevieve García de Müeller for establishing at Syracuse University a WAC program that places anti-racist praxis at its core and for the creation of an Antiracist WAC Toolkit.
The Outstanding Contributions to Diversity, Equity, and Inclusion in the Field, recognizing scholars who have promoted diversity and inclusion in the field of WAC through scholarship and service, is awarded to Genevieve García de Müeller, Assistant Professor and Director of WAC in the Department of Writing Studies, Rhetoric, and Composition at Syracuse University.
Distinguished Fellows of the Association for Writing Across the Curriculum, recognizing distinguished scholars (i.e., scholars in field for at least 10 years) who have made significant contributions to the field of WAC through scholarship, service, and/or achievement, is awarded to Chris M. Anson, Charles Bazerman, John C. Bean, Vicki Tolar Burton, Paula Carlino, Julia Chen, Pamela B. Childers, Michelle Cox, Pamela Flash, Jeffrey R. Galin, Magnus Gustafsson, Elaine Maimon, Susan H. McLeod, Dan Melzer, Joan A. Mullin, Mike Palmquist, Anthony Paré, Michael A. Pemberton, Teresa M. Redd, Georgia Rhoades, David R. Russell, Carol Rutz, Chris Thaiss, Martha A. (Marty) Townsend, Barbara Walvoord, Art Young, Terry Myers Zawacki, and Pavel Zemliansky.