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Direct linkCripps, Michael J.; Hall, Jonathan; Robinson, Heather M. – Across the Disciplines, 2016
The teaching assistantship is a venerable model for funding graduate studies, staffing undergraduate courses, and providing pedagogical support for emerging college and university instructors. In this article, we present a variation of this model of graduate student support: the WAC Fellowship at the City University of New York. Using survey data…
Descriptors: Writing Across the Curriculum, Fellowships, Graduate Students, Professional Development
Download full textRichardson, Nicholas; Tooker, Patricia A.; Eshleman, Amy – Learning Communities: Research & Practice, 2014
Learning communities (LCs) offer high-impact practices of active learning and practical application, but such practices demand devoted class time and room for reflection. Core science courses that serve as prerequisites for more advanced courses have specific and fixed content that offers no space in which to incorporate the ideals of LCs. Wagner…
Descriptors: Communities of Practice, Science Education, College Science, Program Evaluation
Schmidt, Lauren Chism, Ed.; Graziano, Janine, Ed. – National Resource Center for the First-Year Experience and Students in Transition, 2016
Over the years, a number of interventions aimed at increasing student engagement and performance have been implemented in higher education. Some of these, labeled high-impact practices (HIPs), when done well, have led to documented evidence of student success. Two approaches that have been identified as HIPs--first-year seminars and learning…
Descriptors: First Year Seminars, Communities of Practice, Universities, Two Year Colleges
Bartolomeo-Maida, Maria – College Student Journal, 2016
Across disciplines, faculty members face a common challenge of finding methods to get their students to complete assigned course readings. It becomes an even larger task to develop strategies whereby students are also engaging in deep reading that promotes critical thinking. Reading positively impacts students on a number of variables, and when…
Descriptors: Textbooks, Psychology, Community Colleges, Two Year Colleges
Varelas, Antonios; Wolfe, Kate S.; Ialongo, Ernest – Community College Enterprise, 2015
Students often enter community college with little proficiency in writing. The authors of this paper share a series of writing assignments designed to help students develop writing and critical thinking abilities throughout their community college experience. The first is a series of relatively low-stakes exercises aimed at helping beginning…
Descriptors: Community Colleges, College Students, Critical Thinking, Skill Development
Sterling-Deer, Carolyn – Across the Disciplines, 2009
This essay examines the impact of WAC/WID methodology and technology in an Education Capstone Course for Childhood Education majors at LaGuardia Community College/CUNY. Written discourse and ePortfolio development of students enrolled in the writing-intensive capstone course is examined within the framework of Veronica Boix Mansilla's (2004) work…
Descriptors: Writing Across the Curriculum, Interdisciplinary Approach, Curriculum, Technology Uses in Education
Halasz, Judith; Brinckner, Maria – Across the Disciplines, 2006
Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC…
Descriptors: Writing Across the Curriculum, College Faculty, Resistance (Psychology), Teacher Attitudes
