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Direct linkChemishanova, Polina; Miecznikowski, Cynthia – Across the Disciplines, 2014
This article offers a critical examination of one regional institution's endeavor to imagine, develop, and implement a sustainable campus-wide writing-intensive program. Grounded in local and institutional contexts, our narrative elucidates how WPAs at rural and regional institutions can reconcile the processes of negotiation and concession to…
Descriptors: Undergraduate Students, Writing Across the Curriculum, Writing Instruction, Writing (Composition)
Reitmeyer, Morgan T. – Across the Disciplines, 2009
The article explores three WAC/WID programs that were presented in 1990 in "Programs That Work: Models and Methods for Writing Across the Curriculum" by Toby Fulwiler and Art Young. The author interviewed current directors of the University of Michigan program, the University of Chicago Little Red Schoolhouse, and the George Mason…
Descriptors: Program Descriptions, Writing Across the Curriculum, Interviews, Administrator Attitudes
Zawacki, Terry Myers; Reid, E. Shelley; Zhou, Ying; Baker, Sarah E. – Across the Disciplines, 2009
The WAC director, composition director, director of Institutional Assessment (OIA), and WAC/OIA liaison describe the programmatic "needs" and "wants" they balanced in the plan they collaboratively designed to respond to a state mandate for "value-added" writing assessment. To satisfy this mandate, as they explain,…
Descriptors: Stakeholders, Value Added Models, Writing Evaluation, Writing Tests
Cairns, Rhoda; Anderson, Paul V. – Across the Disciplines, 2008
Writing fellow or writing associate (WA) programs trace their heritage to a single point of origin: the model developed at Brown University in the early 1980s by Tori Haring-Smith (Soven, 1993, 2001). Since then, the Brown model has spread to hundreds of schools. WA programs are so adaptable because they consist of many discrete elements, each of…
Descriptors: Models, Program Development, Task Analysis, Performance Factors
