Socio-scientific issues provide a great platform to both engage students in scientific topics and assess their understanding of scientific concepts. Nancy R. Singer, Amy Lannin, Maha Kareem, William Romine, and Katie Kline report on the STEM Literacy Project, a three-year National Science Foundation grant that aimed to improve STEM teachers'…

This article addresses why and how to support faculty working with student writers on multimodal projects at all levels across the disciplines. The authors argue that faculty need support in the design, implementation, and assessment of multimodal projects so that students are better positioned to transfer writing knowledge and (multimodal)…

In moves to fortify the discipline and articulate its value, does writing studies risk perpetuating narrow views of disciplinarity and academic writing? Drawing from an analysis of the intersections between WAC/WID [Writing Across the Curriculum/Writing in the Disciplines] and transfer scholarship in popular rhetoric and composition journals, I…

After twenty-five years, the authors find that the "natural" writing center-WAC connection has proven its value over time. Pointing to the growth of WAC-writing centers, their scholarship, role in faculty development and community building, the authors end by reflecting on how this program building over the last years supports and can…

Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching…

We explain how collaboratively assessing a writing-intensive general education capstone seminar constituted a high-impact practice for faculty development. Students at the University of Denver complete an Advanced Seminar taught by faculty across the curriculum. Topics and themes vary widely, as do types of assigned writing, making assessment an…

Today, and historically, the presence of WAC/WID programs in the community college setting remains anemic when compared to Ph.D.-granting institutions. This fact is particularly troubling considering the AAC&U's research on high-impact practices and its correlation with WAC/WID theory and practice. This article empirically investigates the…

WAC scholars have demonstrated a strong commitment to faculty professional development in WAC programs but have yet to engage in much conversation, at least in scholarly literature, about the training of TAs in the teaching of writing. The rising number of TAs in doctoral-granting institutions and WAC programs suggests their role in teaching…

The National Commission on Writing for America's Families, Schools, and Colleges (2006) specifies that writing-across-the-curriculum programs (including post-secondary coursework) should be well supported. The National Writing Project (NWP) is a group that understands this issue, believing that teachers must be comfortable and confident with…

It has been almost 30 years since the last systematic look at writing instruction in middle schools and high schools in the United States (Applebee, Writing). Since that report, there have been a number of significant changes in the contexts in which teachers teach and in which their students learn to write. Stretching back to the 1969-70 school…

Communication Across the Curriculum (CAC) programs are growing in number and in degrees of influence across the country. An exploration of the CAC national discussion indicates that the discourse shaping campus programs and faculty/course development practices is one of basic communication skills focused on outcome. The problem with reducing…

A 2-year seminar (jointly funded by the National Endowment for the Humanities and the Pew Charitable Trusts) explored ways faculty at La Salle University in Philadelphia (Pennsylvania) might integrate the emphasis on self-awareness as well as the historical, political, and ethical insight common in humanities courses with courses in other…

In response to criticisms from an accrediting agency, the director of the Writing across the Curriculum (WAC) program at the State University of New York, Farmingdale, designed a one-day marathon session and a series of biweekly seminars to bridge the gap between WAC truths and the assumptions of the engineering faculty concerning writing…

Reviews research concerning the effectiveness of Writing Across the Curriculum (WAC) in higher education, focusing on what it demonstrates about WAC's value in improving subject-area knowledge and writing skills. Concludes that the approach can be effective, but that collaborative, inclusive effort to implement it is needed, including teacher…

An ongoing study evaluated the effectiveness of a writing across the curriculum (WAC) program at a small liberal arts college. Fifty-five out of 99 full-time faculty responded to a survey seeking to compare WAC faculty who had voluntarily participated in at least a 3-day workshop to faculty not involved in the WAC program. Pre- and post-workshop…