Welcome to the WAC Bibliography. The bibliography, developed and presented in collaboration with CompPile, was developed to support teachers across the disciplines who are interested in using writing and speaking in their courses; scholars who are interested in WAC theory and research; and program administrators, designers, and developers who have interests in the latest work in faculty outreach, program design, and assessment.
Your search found 25 citations.
1. Allen, Michael; William Condon; Marcia Dickson; Cheryl Forbes; George Meese; Kathleen Blake Yancey. (1997). Portfolios, WAC, email, and assessment: An inquiry on Portnet. In Yancey, Kathleen Blake; Irwin Weiser (Eds.), Situating portfolios: Four perspectives; Logan, UT: Utah State University Press (pp. 370-384).
Keywords: portfolio, WAC, email, evaluation, listserv, Portnet, inquiry
2. Barrow, D. A. (1992). The use of portfolios to assess student learning: A Florida college's experiment in a general chemistry class. Journal of College Science Teaching 22.3, 148-153.
Keywords: WAC, chemistry-course, portfolio, evaluation, gain, data
3. Beers, Susan E. (1985). Use of a portfolio writing assignment in a course on developmental psychology. Teaching of Psychology 12.2, 94-96.
Keywords: WAC, psychology-course, topic choice, interviewing, readings, student-response, data, student-opinion, portfolio, write-to-learn
4. Beyer, Catharine Hoffman; Gerald M. Gillmore; Andrew T. Fisher. (2007). Inside the undergraduate experience: The University of Washington's study of undergraduate learning. San Francisco, CA: Jossey-Bass.
Annotation: The University of Washington's Study of Undergraduate Learning (UW SOUL) tracked 304 entering freshmen and transfer students as they moved through their college experience from fall 1999 to spring 2003. Unparalleled in its scope, this longitudinal study focused on six areas of learning: writing, critical thinking/problem solving, quantitative reasoning, information literacy, understanding and appreciating diversity, and personal growth. This book provides faculty, staff, and administrators at two- and four-year institutions with a model of assessment that both captures the complexity of the undergraduate experience and offers practical information about how to improve teaching and learning. Data from surveys, open-ended email questions, interviews, focus groups, and portfolios make it possible for the authors to create case studies of individual learning paths over time, as well as to report the group s aggregate experience. Honoring the authenticity of student voices, this book illuminates the central roles played by the academic disciplines and by faculty in undergraduate learning, offering powerful evidence for the argument that assessment of student learning is most complete and most useful when conducted at the department level. [publisher's blurb]
Keywords: longitudinal, data, University of Washington, undergraduate, critical-thinking, problem-solving, quantitative reasoning, diversity, information literacy, personal growth, development, survey, focus group, case-study, portfolio, self-report, self-evaluation, argumentation, WAC, research-based, undergraduate
5. Carson, J. Stanton., Wojahn, Patricia G., Hayes, John R., & Marshall, Thomas A. (2003). Design, Results, and Analysis of Assessment Components in a Nine-Course CAC Program. Language and Learning Across the Disciplines, 6(1)
, 30-61. https://doi.org/10.37514/LLD-J.2003.6.1.03
Annotation: Combining the interests of the various communities, a number of us at Robert Morris recently faced the question of how we could show our various stakeholders, including a faculty extraordinarily generous with its time, whether our one-of-a kind Communication Skills Program is effective in improving students' communications skills and worth a continuing investment. In this article, we argue that we have begun to find our answers in a uniquely tailored evaluation process made up of student portfolio reviews; course plan/syllabus evaluation; and a newly developed program evaluation involving pre, mid, and post-testing. To do so, we focus on the context surrounding the development of the latter, 'locally grown' program evaluation and on what we have learned from our initial study. We believe we can be very helpful in showing what a committed group with limited time and money can do to create effective evaluation for a comprehensive skills program. We also hope our experiences can serve as models for others interested in developing 'in-house' program evaluations.
Keywords: WAC, WID, writing across the curriculum, assessment, CAC, communication across the curriculum, pedagogy, pedagogy, portfolio
6. Condon, William. (1997). Building bridges, closing gaps: Using portfolios to reconstruct the academic community. In Yancey, Kathleen Blake; Irwin Weiser (Eds.), Situating portfolios: Four perspectives; Logan, UT: Utah State University Press (pp. 196-213).
Keywords: portfolio, WAC, academy, community, change
7. Glade, Fiona; Diane Kelly-Riley; Susan McLeod; William Condon. (2001). Faculty opinion and experience: The writing portfolio. In Haswell, Richard H. (Ed.), Beyond outcomes: Assessment and instruction within a university writing program; Westport, CT: Ablex (pp. 161-168).
Keywords: institutional, Washington State University, assessment, pedagogy, faculty-opinion, WAC, data, portfolio
8. Harrison, Suzan. (1995). Portfolios across the curriculum. Writing Program Administration 19.1-2, 38-49.
Keywords: WAC, portfolio
9. Larson, Richard L. (1991). Using portfolios in the assessment of writing in the academic disciplines. In Belanoff, Pat; Marcia Dickson (Eds.), Portfolios: Process and product; Portsmouth, NH: Boynton/Cook Publishers (pp. 137-149).
Keywords: portfolio, evaluation, academic, disciplinary, WAC
10. Lieber, Todd. (1997). Portfolio-based exit assessment: A progress report. Ade Bulletin, no. 116, 23-32.
Keywords: Simpson College, portfolio, exit-exam, WAC, evaluation, community, self-reflection, data, frequency, rubric, topic, progress-report
11. Lovitt, Carl R.; Art Young. (1994). Portfolios in the disciplines: Sharing knowledge in the contact zone. In Black, Laurel; Donald A. Daiker; Jeffrey Sommers; Gail Stygall (Eds.), New directions in portfolio assessment: Reflective practice, critical theory; and large-scale scoring; Portsmouth, NH: Boynton/Cook Publishers (pp. 334-346).
Keywords: portfolio, WAC, disciplinary, sharing
Keywords: teaching-portfolio, reflection, tension, voice, WAC
13. Peters, Brad; Julie Fisher Robertson. (2007). Portfolio partnerships between faculty and WAC: Lessons from disciplinary practice, reflection, and transformation. College Composition and Communication 59.2, 206-236.
Keywords: Assessment, composition, cost-effective, coverage, cultural, efficiency, evaluation, FYC, nursing, portfolio, reflection, rubric, knowledge-transfer, transferability, WAC, WPA, transformative
14. Phelps, Charles. (1997). Spreading the word of portfolios throughout the school system. In Purves, Alan C.; Sarah L. Jordan; James H. Peltz (Eds.), Using portfolios in the English classroom; Norwood, MA: Christopher Gordon (pp. 201-218).
Keywords: school, portfolio, pedagogy, WAC, cross-disciplinary
15. Plumb, Carolyn; Catherine Scott. (1998). Using student portfolios to evaluate and improve an engineering writing program: A case study at the University of Washington. In 1998 ASEE annual conference proceedings engineering education: Contributing to U. S. competitiveness; Washington, D. C.: American Society for Engineering Education.
Keywords: portfolio, engineering-course, WAC, University of Washington, evaluation
16. Rempe, Robert Henry. (1995). Teachers making meaning while carrying portfolios across the curriculum [doctoral thesis]. East Lansing, MI: Michigan State University.
Keywords: WAC, portfolio, epistemological
17. Russell, David R. (2002). The kind-ness of genre: An activity theory analysis of high school teachers' perception of genre in portfolio assessment across the curriculum. In Coe, Richard; Lorelei Lingard; Tatiana Teslenko (Eds.), The rhetoric and ideology of genre: Strategies for stability and change; Cresskill, NJ: Hampton Press (pp. 225-242).
Keywords: genre, action, activity-theory, activity-systems, high-school, secondary-school, portfolio assessment assessment, cross-curricular, curriculum, WAC
18. Rutz, Carol & Grawe, Nathan D. (2009). Pairing WAC and Quantitative Reasoning through Portfolio Assessment and Faculty Development. Across the Disciplines, 6(1)
, 1-12. https://doi.org/10.37514/ATD-J.2009.6.1.04
Keywords: assessment, WAC, Carleton College, quantitative reasoning, critical-thinking, portfolio, teacher-growth, quantitative
19. Salinger, Terry. (1992). Classroom-based and portfolio assessment for elementary grades. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum (pp. 133-155).
Keywords: literacy, WAC, classroom assessment, portfolio assessment, elementary
Annotation: Drawing on Boix Mansilla’s (2004) criteria for assessing students’ disciplinary knowledge and potential to make interdisciplinary connections, Sterling-Deer’s study explores the use of Blackboard eLearning course management technology and ePortfolio technology to share course materials and to increase student reflection. Sterling-Deer discusses students’ writing and their abilities to link to supporting documents as demonstrates of their learning. She argues that these ePortfolios illustrate students’ struggles to provide their own academically and/or professionally focused ePortfolios despite the general-purpose ePortfolio templates. Her work suggests that students at LaGuardia Community College, CUNY are aware of the potential distribution of their work to multiple audiences, whereas the templates in the ePortfolio software insist on a single format/audience approach. [Carl Whithaus, Distributive Evaluation, WPA-CompPile Research Bibliographies, No. 3]
Keywords: WAC, WID, education-course, capstone, undergraduate, childhood, LaGuardia Community College/CUNY, two-year, eportfolio, writing-intensive, interdisciplinary, validation, learning-community, evaluation, distribution
21. Thaiss, Christopher; Terry Myers Zawicki. (1997). How portfolios for proficiency help shape a WAC program. In Yancey, Kathleen Blake; Brian Huot (Eds.), Assessing writing across the curriculum: Diverse approaches and practices; Greenwich, CT:Ablex [ERIC Document Reproduction Service, ED 445 351] (pp. 79-96).
Keywords: WAC, assessment, portfolio, evaluation, program-validation, proficiency
Annotation: Thomas discusses how eportfolios are used as part of a Quality Enhancement Program (QEP) at Virginia State. The article provides the historical context of Virginia State, and then discusses moves to define and encourage a culture of writing at there. WAC/WID and eportfolios are essential tools in the operationalizing of this culture of writing. Readers of these multi-year eportfolios represent multiple disciplines and a commitment to using writing to develop critical thinking in courses across the curriculum. [Carl Whithaus, Distributive Evaluation, WPA-CompPile Research Bibliographies, No. 3]
Keywords: WAC, assessment, Virginia State University, African-Am, accreditation, eportfolio, critical-thinking, distribution
23. Vaught, Alexander, Karen. (1997). A practical guide to course portfolios: Writing, thinking, and learning across the curriculum. Fairfield, NJ: Pencil Point Press.
Keywords: portfolio, evaluation, pedagogy, WAC, write-to-learn, guidelines
24. Winter, Janet K; Esther J. Winter. (1992). Using the portfolio approach in teaching intercultural business communication. ERIC Document Reproduction Service, ED 347 902.
Keywords: portfolio, WAC, bizcom, international, evaluation, letter-writing, report-writing, diversity, audience-awareness, intercultural
25. Zarin, Eve (recorder); Marcia Silver (moderator); Stephen Witte; Ann Herrington. (1983). The great debate: Objective tests versus writing samples. Notes from the National Testing Network in Writing 03
, 15. https://wac.colostate.edu/comppile/archives/ntw/
Annotation: After long discussion by attendees over the creation of “reliable and valid assessments,” Herrington comes to an unexpected conclusion, that “we limit testing to placement only, and that we offer topics and situations that give students multiple opportunities to show us how they write.” Witte drew attention to the need for evaluation across the curriculum, and “called for increased articulation of English Department faculty with [other departments], for attention to all language arts in order to understanding writing, and for the use of multiple pieces writing, such as a ‘writing portfolio.’” [RHH Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: direct-indirect, holistic, needs-analysis, placement, construct-validity, WAC, evaluation, writer-reliability, portfolio