Hosted by:Campus Writing ProgramIndiana UniversityBloomington, Indiana

05 • 20-22 • 2010

SCHEDULE AT A GLANCE All conference sessions and social activities will be held in the Indiana Memorial Union

with the exception of the receptions scheduled for Thursday and Friday evenings and the campus tours planned for Friday afternoon.

Wednesday, May 19, 2010

4:30pm – 7:00pm Registration East Lounge 6:00pm – 7:30pm Informal reception for early Garden Terrace arriving guests (cash bar)

Thursday, May 20, 2010

7:30am – 5:00pm Registration East Lounge 7:30am – 8:30am Continental Breakfast Alumni Hall 8:30am – 11:30am Pre-conference Workshops Session Rooms 9:30am – 11:30am Beverages Conference Lounge 11:30 am – 12:30pm Lunch Alumni Hall 12:00pm – 5:00pm Exhibitor Displays Frangipani Room 12:30pm – 1:45pm Concurrent Sessions 01 Session Rooms 1:30pm – 4:00pm Refreshments 2:00pm – 3:15pm Concurrent Sessions 02 Session Rooms 3:30pm – 4:45pm Concurrent Sessions 03 Session Rooms 5:30pm – 6:30pm Reception (cash bar) Co-sponsored by NSSE IU Art Museum 6:30pm – Dinner on your own

Friday, May 21, 2010

7:30am – 5:00pm Registration East Lounge 7:30am – 8:30am Continental Breakfast Alumni Hall 8:00am – 5:00pm Exhibitor Displays Frangipani Room 8:30am – 9:45am Concurrent Sessions 04 Session Rooms 9:45am – 11:30am Beverages 10:00am – 11:30am Concurrent Sessions 05 Session Rooms 11:30am – 1:00pm Lunch Alumni Hall Speaker: Terry Myers Zawacki 1:15pm – 2:30pm Concurrent Sessions 06 Session Rooms 2:30pm – 5:00pm Refreshments 2:45pm – 4:00pm Concurrent Sessions 07 Session Rooms 4:15pm – 5:30pm Local Color Tours meet in East Lounge 6:00pm – 7:30pm Informal Reception (cash bar, entertainment) Neal Marshall Center 7:30pm – Dinner on your own

Saturday, May 22, 2010

7:30am – 8:30am Continental Breakfast Alumni Hall 8:00am – 12:00pm Registration East Lounge 8:00am – 12:00pm Exhibitor Displays Frangipani Room 8:30am – 9:45am Concurrent Sessions 08 Session Rooms 9:30am – 11:00am Beverages 10:00am – 11:15am Concurrent Sessions 09 Session Rooms 11:30am – 12:45pm Concurrent Sessions 10 Session Rooms 1:00pm – 3:00pm Closing Lunch Alumni Hall Speaker: Art Young

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TABLE OF CONTENTS

Scheduleataglance Insidefrontcover Thank-yous p.2

Conferenceprogram p.3

Advertisers pgs.22—25

Specialnotices p.26 Conferencespecialevents p.27 Topicindex p.28

MapofIMU/conferencerooms Insidebackcover Keynoters Backcover

Hosted by: CampusWritingProgram IndianaUniversity

Co-sponsored by: TheUniversityofTexasatAustin

05 • 20-22 • 2010

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The 10th International Writing Across the Curriculum ConferenceMay20-22,2010

IndianaUniversityBloomington

HostedbytheIndianaUniversityCampusWritingProgram

Co-sponsoredbyTheUniversityofTexasatAustin

Conferencechairs:LauraPlummerandJoAnnVogtConferencecoordinator:JohnPetersonAssistantcoordinator:HollySchreiber

TheWAC2010organizerswouldliketothankthefollowingpartnersfortheircontributionstothesuccessofthisconference:

NationalSurveyofStudentEngagement WACClearinghouse,ColoradoStateUniversity Bedford/St.Martin’s TheMITPress PearsonHigherEducation W.W.Norton&Company CommissiononInstitutionalCooperation(CIC)WritingCenterDirectors BloomingfoodsMarketandDeli

TheconferenceorganizerswouldalsoliketothankthefollowingIndianaUniversityBloomingtonpartners:

OfficeoftheProvost OfficeoftheViceProvostforUndergraduateEducation OfficeofPublications&Graphics OVPUEInformationTechnology IndianaUniversityConferences TheLillyLibrary NealMarshallBlackCultureCenter TheKinseyInstituteforResearchinSex,Gender,andReproduction IndianaUniversityAuditorium IndianaUniversityArtMuseum TheIndianaMemorialUnion

Ourthankstotheseindividualsaswell:

JudithWarner,IUConferences MichaelNelson,IUOfficeoftheProvost R.BrianSmith,IUOfficeoftheProvost ScottTaylor,IUOfficeoftheProvost PaulKillinger,IUCampusWritingProgram JoanMullin,IllinoisStateUniversity MarthaTownsend,UniversityofMissouri GeorgeSchorn,UniversityofTexasatAustin

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Past, Present, Future: Making High School-College WAC Collaborations Work

PamelaChilders—The McCallie SchoolJacobBlumner—University of Michigan-Flint

Throughaninteractiveworkshopparticipantswillbeactivelyinvolvedindesigningcreativesolutionstothecontinuousproblemofunderpreparedstudentsofwritingincollegesanduniversitiesthroughsuccessfulcross-institutionalWAC/writingcenterpartnerships.

Developing and Sustaining an Undergraduate Writing Fellows Program as Part of a WAC Program

BradHughes—University of Wisconsin-MadisonEmilyHall—University of Wisconsin-MadisonKathyEvertz—Carleton College

Collaborationamongstudentpeersisanespeciallyeffectivemodeoflearning.TheWritingFellowsprogramattheUniversityofWisconsin-Madisontrainsundergraduatestoworkcloselywithprofessorsaswellasstudentwritersinspecificwriting-intensivecourses.Inthisinteractiveworkshop,stafffromtheUWWritingCenterandWACProgramwillleadparticipantsthroughthephilosophyandlogisticsofestablishingsuchapeerWritingFellowsprogramtosupportwritingeffortsthroughoutthecurriculum.

A New Approach to and Vision of Enhancing Learning Through Writing — Scenes and Issues in the US and Europe

MagnusGustafsson—Chalmers University of Technology, SwedenJulianIngle—Queen Mary, University of LondonPaulAnderson—Miami UniversityDavidRussell—Iowa State UniversityMichaelCarter—North Carolina State University

Aworkshoptooutlinetheprosandconsofamorefar-reachinganddepartmentallyorientedapproachtopromotingstudentwriting.Thisworkshopwilldiscussparameterssuchaseffectivestrategies,decisivedifferences,organizationaloreducationalobstacles,andcharacteristicsofhighqualitylearningthroughwriting.

Take Your Students to the Movies: Teaching Writing and Thinking Through Film

ChantalGibson—Simon Fraser UniversityStephanieDayes—Simon Fraser University

UsingHenryFondaasthemodelcriticalthinker,thiscriticalreadingof12 Angry Menoffersteachersafunandengagingwaytoguidestudentsthroughtheargument-writingprocessastheyevaluatethestrengthsandlimitationsoftheirownthinking.

Thursday,May20,7:30am-8:30am ContinentalBreakfast Alumni Hall

11:30am-12:30pm Lunch Alumni Hall

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WAC as Platform for Integrated LearningChair:JeanneBohannon—Georgia State University

WAC as a Model and Partner for Integrated Learning InitiativesNathanGrawe—Carleton College

Working it Out: Faculty Teaching One Another Toward a New CurriculumCarolRutz—Carleton College

AtCarletonCollege,WACpedagogyhasprovenfundamentaltotheestab-lishmentofanewcurriculumbasedonintegrativeapproachestolearning.

Wrangling Faculty into WAC/WIDChair:PamelaChilders—The McCallie School

Encouraging Communication: Including Faculty in a Workshop for Navigating the PhDMarileeBrooks—Michigan State UniversityElenaAdkins—Michigan State University

MichiganStateUniversity(MSU)’sWritingCenterandGraduateSchoolcosponsoratwo-dayworkshopforPh.D.studentsfacilitatedbyaWritingCenterconsultant.ThepresenterwilldiscussthestrengthsandweaknessesoftheworkshopasitexistsanddiscussreshapingtheworkshoptoincludethefacultyadvisorsofPh.D.students.

Approaches to Writing Development for Academic Staff in UK Universities RebeccaO’Rourke—University of Leeds

Thispresentationreportsthefindingsofasmall-scaleresearchprojectwhichsetouttoexploretherecenttrendofprovidingwritingdevelopmentactivitiesforacademicstaffinUKuniversities.Inparticular,thepresenterwillexplorehowtheseactivitieschallengetheassumptionthatwritingis—oroughttobe—anunproblematicpartofacademicidentityandpracticeandtheimplicationsthishasforstudentwritingdevelopment.

From Tutor to Tutor: Acculturating Tutor TraineesChair:JoAnnVogt— Indiana University

JoAnnVogt—Indiana UniversityBillTrovinger—Indiana UniversityKelseyNash—Indiana UniversityShabrellePollock—Indiana University

Usingvideoclipsfromatutor-trainingsession,apanelofexperiencedpeertutors,formerpeertutors,andgraduatetutorswillillustratehowaquestion-basedtrainingsessionallowscurrenttutorstoacculturatetraineesandpassontheessenceofwhatgoodtutoringmeans.

“Naked Language”: Writing to Advance the Disciplines, a New Rhetoric

Chair:TarezSamraGraban—Indiana University

RobertSmart—Quinnipiac UniversitySuzanneHudd—Quinnipiac UniversityAndrewDelohery—Quinnipiac UniversityGlendaPritchett—Quinnipiac UniversityMarkHoffman—Quinnipiac University

Thepanelpresentswritingassignmentscraftedbycolleaguesinthecontentareastobolstercriticalthinkinganddeeperdisciplinaryunder-standing,alongwithdatagatheredattheirhomeinstitutionandotheroutsideschools,tosuggestthatengagingdisciplinarylearninginthismoreactive,interrogativemannerleadstoabetter,fullerunderstandingonthepartofstudents.

Building and Sustaining a Viable WAC Program: Lessons from the Ten Year CUNY-wide WAC Initiative

Chair:MagnusGustafsson—Chalmers University of Technology, Sweden

WAC at Hostos Community College: Strengthening Undergraduate Proficiencies LindaHirsch—Hostos Community College/CUNY

WID at the CrossroadsMarianArkin—LaGuardia Community College/CUNY

From the Usual Suspects to the College at LargeTrudySmoke—Hunter College/CUNY

WAC/Writing Fellows and the Writing CenterDennisPaoli—Hunter College/CUNY

ThispanelpresentationwillexaminetheevolutionandinsightsgleanedfromtenyearsofanongoingCityUniversityofNewYork(CUNY)WACInitiativeatboththefour-yearandcommunitycollegeswithreflectionsontheparticularchallengesandsuccessesofthisvastundertakingatindividualmembercampuses.

Using Blogging to “Place” Students within Content AreasChair:J.RockyColavito—Butler University

Using Blogging to Place Students within the American ClassroomKatherineSchutte—Western Illinois University/Moline High School

Usingbloggingtechnologieshelps“situate”studentswithinacademia,increasingcriticalthinking,studentengagement,andthemotivationtowriteinalldisciplines.

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Where Teacher-Based Research Leads Us: New Questions for WAC Practitioners

Chair:LauraPlummer— Indiana University

Learning to Communicate in Science and Engineering: Lessons LearnedNealLerner—Massachusetts Institute of Technology

Creating a Transnational WAC Model JenniferCraig—Massachusetts Institute of Technology

Panelistswilldescribehowamulti-yearresearchprojectonscientificandengineeringcommunicationsparkedfollow-upWACresearch—particularlyininternationalcontextsandondiversityissues.

The Value of Writing in Math and ScienceChair:HollySchreiber— Indiana University

From Math Student to Mathematician: Training Summer Research Students to Write as MathematiciansPatrickBahls—University of North Carolina AshevilleAmyMecklenburg-Faenger—College of Charleston

Thepresentersexaminethewaysinwhichstudentparticipantsinasummermathresearchprogramgrowaswritersand,throughtheirwriting,aspractitionersofthediscipline.

Teaching Evolution: A Renewed Faith in the Value of WritingErinBarley—Simon Fraser University

Lowstakeswritingassignmentswereusedinathirdyearevolutioncoursetoincreasestudentengagement,understandingofevolutionaryconcepts,andthedevelopmentofcriticalthinkingskills.

The Influence of Writing Tutors on Course Design and Tutoring Practice

Chair:JoAnnVogt— Indiana University

Cross-Pollinating Tutorial Approaches in a Hybrid Writing CenterJacksonBrown—Stephen F. Austin State University

Thispresentationexaminesagrouptutorialmodelinthewritingcenter.

How Individual Perspectives Promote Progress in Fellows ProgramsJohnLauckner—Michigan State University

ThepresenterwilllookatMichiganStateUniversity’sSpring2009writingmentorspilotprogram,andhowtheperspectivesofthementorsinvolvedarealreadyaffectingthefutureoftheprogram.

Writing Fellow Influence on Assignment Design in the DisciplinesBethHedengren—Brigham Young University

Thisstudyexaminesreportsbytutors,professors,andstudentstodeterminetheextentoftheinfluenceWritingFellowshaveonprofessors’designofwritingprompts.

Snapshots of a Campus Writing Program: Networked Assessment

Chair:ChristopherManion— The Ohio State University

Networked AssessmentJeffRice—University of Missouri

Snapshots Across One Longstanding WAC Program IBonitaSelting—University of Missouri

Snapshots Across One Longstanding WAC Program IICatherineChmidling—University of Missouri

ThisisapresentationbytheDirectorandtwoCoordinatorsintheUniversityofMissouri’sCampusWritingProgramdescribingadistinctiveassessmentproject.

Genre AwarenessChair:RaymondSmith— Indiana University

Genre Awareness, Academic Argument, and TransferabilityIreneClark—California State University Northridge

Thispresentationwillreportonaprojectthatfocusedonhelpingstudentsacquire“genreawareness”asameansofenablingthemtomakeconnec-tionsbetweenacademicargumentaspresentedinfirst-yearwritingclassesandthewritinggenrestheyencounterinotherdisciplines.

Science Students and the Development of Genre KnowledgeSuzanneLane—Massachusetts Institute of Technology

Basedonalongitudinalstudythatincludedinterviewswith18sciencestudentsandanalysisoftheirwritingfromfreshmantosenioryear,thispaperwillanalyzethedevelopmentofgenreawareness,andtheeffectsthatlearningthegenreconventionsofsciencewritinghadonthewritingthatthesesciencestudentsproducedoutsideofthatdiscipline.

Can Campus-wide Writing Centers Accommodate Diverse Discourse Communities?: Exploring Generalist Tutors’ Genre KnowledgeErinKane—University of Alabama

Becausemoredisciplinesacrosscampusesareincorporatingwritinginstructionintotheircurricula,campus-widewritingcentersmustrespondtoincreasingneedsofstudentswhowritefordiversediscoursecommu-nities.Thissessionpresentsthreecasestudiesthatdetailpotentialfactorsaffectingthefeedbackqualitythatgeneralisttutorsprovidetostudentswritingindiscipline-specificcontexts.

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Inviting Students to Re-vision their Writing: Improving Speaking, Listening and Writing across the Curriculum

Chair:LauraPlummer—Indiana University

Building Audience Awareness Through Audio FeedbackSusanSchorn—University of Texas at Austin

Letting Research Shape our Practice: Supporting f2f and Performance FeedbackJoanMullin—Illinois State University-Bloomington/Normal

Feedback Face-to-Face: Mentoring First-Year Writers into Reflection and Rhetorical Flexibility HollyBruland—University of Hawaii at Manoa

Drawingonreplicablestudies,presentersdemonstratethatwhenwriting-centerpedagogieswhichinstantiatereaderreactionaretranslatedtoWACclassroomstheyincreasemetacognitiveandreflectiveactivity,twoofthestrongestpredictorsoflongitudinalwritinggrowththatarecriticaltosuccessfullymanagingthevarietyofdisciplinaryexpectationsdemandedofstudents.

Collaborative Faculty DevelopmentChair:PatrickBahls—University of North Carolina Asheville

Penning a Science Narrative: Assessing WAC as Curriculum SupportJeanneBohannon—Georgia State UniversityChuckBohannon—Bartow County Schools

Thisquantitativestudyseekstodeterminewhateffects,ifany,animple-mentationofWACtasksintoahighschoolsciencecurriculumwillhaveonstandardizedsciencetestscoresandeducationaloutcomes.

The Writing Fellow/Faculty Collaboration: Making It WorkLindaHirsch—Hostos Community College/CUNYAndreaFabrizio—Hostos Community College/CUNY

ThispresentationwillexaminethevariousmodelsofWritingFellow/facultyWACpartnershipstodistinguishthosepersonalandacademiccharacter-isticswhichleadtoeffectivecollaborationsandimplementationofWACprinciplesandpractices.

Collaboration Website for Instructors of Upper Level Communication-Intensive Mathematics ClassesSusanRuff—Massachusetts Institute of TechnologySamiAssaf—Massachusetts Institute of TechnologyVioletaIvanova—Massachusetts Institute of TechnologyMiaMinnes—Massachusetts Institute of Technology

Presentationofawebsitedesignedtosupportcollaborationamongmathematicsinstructorswhoareteachingupperlevelcommunication-intensivemathclassesatM.I.T.

At Home with Writing: WAC Faculty Fellows at St. John’s University

Chair:RichardHolody—Lehman College/CUNY

AnneEllenGeller—St. John’s CollegeNatalieByfield—St. John’s CollegeZacharyDavis—St. John’s CollegeEmilioSquillante—College of Pharmacy and Allied Health ProfessionsJenniferTravis—St. John’s CollegeMelissaYates—St. John’s CollegeEnjuWang—St. John’s College

Thefacultyonthispanelwilldescribereadingandthinkingwithcolleaguesoutsidetheirdisciplines,reflectingonandrevisingtheirpracticesofteachingwriting,andworkingwithundergraduatewritingfellowsintheirspring2010courses.Eachfacultypersononthepanelwillalsopresentapieceofactionresearchfromtheyear’sworkandinvitetheaudiencetorespondasfacultycolleagues,modelingpiecesofthecollaborativeworkthisgroupwilldotogetherovertheyear.

Collaborative Technology in the ClassroomChair:JacksonBrown— Stephen F. Austin State University

Real World Teaching Tools: Wikis as Collaborative WorkspacesAdrienneLewis—Davenport University

Thissessionwillexplorebestpracticesforusingcollaborativewebapplica-tionstoenhancelearningintraditionalcollegecourses.

OMG, the OP Must Be On Dope! LMAO! STFU! :0!: Analyzing the Conversations, Arguments, and Discourse Conventions in Discussion Board ThreadsJ.RockyColavito—Butler University

Thispresentationaddressesthepracticalconsiderationsofrhetoricalandlinguisticfeaturesofdiscussionboardactivityandtheirplaceintheteachingofwritingacrossthecurriculum.

Single Source Content Management: Implications for WAC ProgramsRebekkaAndersen—University of California, Davis

SingleSourceContentManagement(aninformationdevelopmentmethod-ologythatenableswriterstocreatecontentonceandreuseitmanytimes)hasprofoundimplicationsforhowWACcoursespreparestudentstobecriticalthinkersandwritersintheirdisciplines;thepresenterwillhighlightsomeoftheseimplications.

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The Challenges of Writing Program Administrators in 21st Century Contexts

Chair:IreneClark— California State University Northridge

A Case Study of First Year WAC Development: Ideological Conflict, Uneasy AlliancesCollieFulford—North Carolina Central University

Inonecomplexcaseofcoincidentreformstofirstyearwritingandgeneraleducation,writingacrossthecurriculumideologiesandstandards-basedassessmentideologiescomeintoconflict.

WAC at TSC: Writing Across and Up the Curriculum as a Gen Ed/Program PartnershipChrisGeyer—Cazenovia College

ThispresentationoffersperspectivesontheopportunitiesanddangersthatfaceaWACprogramataverysmallcollege.

We All Shine On: Transition and Change in a Writing in the Disciplines ProgramChristinaMarieDevlin—Montgomery College

Anaward-winningprogramnavigatesleadershiptransitionandeconomicchangebysharpeningitsstudentfocus.

Blogs and Online CollaborationChair:MarileeBrooks—Michigan State University

Online Groupwork Across the CurriculumNoahUllmann—Michigan State University

Thispresentationwilladdresstheuseofsharedonlinespacestosupportinter-classconversations.

Blogging Across the Curriculum: Diverse Goals, Effective PracticesJaneFife—Western Kentucky University

Thispresentationexaminesthegrowingliteratureonblogginginthecollegeclassroomtosuggestbestpracticesforblogassignmentstoachievethegoalofconversationallearninginavarietyofclassroomcontexts.

Blogs: Learning through Writing in a Networked CommunityKatherineBridgman—Florida State University

Thispresentationwillincorporateboththepresenter’spersonalexperiencewiththisassignmentasagraduatestudentandherexperienceintegratingthisapproachintoherownclassroomwithundergraduates.Shewillincludeillustrativepersonalnarrativeaswellasamultimediapresentationthatexploresbloggingasaspaceinwhichstudentswritetolearnandwritetoenterabroadercommunity.

5:30pm-6:30pm Reception(cashbar) IU Art Museum Co-sponsored by National Survey of Student Engagement

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Responding to and Evaluating Student WritingChair:JoyceAdams— Brigham Young University

PEER Review: Teaching TAs how to Provide Effective Evaluation and ResponseChantalGibson—Simon Fraser University

ThispresentationdescribesthewritingactivitiesusedinaworkshopdesignedtoteachnewTAshowtoprovidethoughtfulfeedbackthatmotivatesstudents.

Speaking of Writing : Using Voice Recognition Software to Comment on Student PapersVickiMartineau—National University

Thispresentationwilldemonstratethebenefitsofusingvoicerecognitionsoftwaretocommentonstudentwritingandreducetimespentongivingfeedback.

Training Graders as a Means to Grade Equity and (Future) Faculty DevelopmentLauraPlummer—Indiana University

Normingsessionsmeettheshort-termgoalofestablishingequitablebenchmarksandstandardsforrespondingtostudentwriting;thelong-termeffectsreachnotonlytocurrentfacultypracticeinwritinginthedisciplines,butalsotopreparingfuturefaculty.

WAC, WID, and the Cultures of WritingChair:JonLeydens—Colorado School of Mines

Cultivating Critical Engagement Across the CurriculumRuthKistler—Florida State University

Blogging Across the Curriculum: Writing for a CommunityJenniferO’Malley—Florida State University

The “Things They Carried” from Another Vantage Point: The Contribution of WAC and WID to the Question of Transfer of Composing Knowledge and PracticesKathleenYancey—Florida State University

UsingWAC—andhercousinWID—aspointofperspective,thepresentersidentifywaystoenhancestudentdevelopmentwithinmanyculturesofwriting:throughcriticalpedagogy,blogging,andteachingfortransfer.

WAC in Multilingual ContextsChair:ChrisGeyer—Cazenovia College

“Salam Aleikum! You’d Like Some Help with Your Essay?”LynneRonesi—American University of Sharjah

ThispresentationhighlightstheperceptionsofwritingtutorsatanEnglish-mediumuniversityintheUAEregardingtherelationshipbetweentheirEnglishwritingabilityandtheiridentitiesasbilingualArabs.

What WAC/WID Faculty Need to Know About Multilingual Learners: New Approaches for Faculty DevelopmentJonathanHall—York College/CUNY

ThispresentationoffersaspecificallyWAC/WIDmodelforfacultydevel-opmentwhichadaptsresearchonL2writing,languagelearning,andotherfieldstothechallengesofupper-levelWAC/WIDcoursesenrollingstudentswhoarefarremovedfromthelevelofthestrugglingbeginninglanguagelearner,butwhomayneverthelessbeworkingthroughimportantadvancedlanguageissueswhichinstructorsshouldbeawareof.

Adjusting, Surviving, Sustaining: Tales of WAC Program Upheaval and Change

Chair:KurtSchick— James Madison University

Surviving from the Ground Up: Social Movement Theory and the Perseverance of WACDanMelzer—California State University Sacramento

Notice, Adjust, Evolve: How to Let That Which Does Not Kill Us Make Us StrongerLisaJohnson-Shull—Washington State University

Sustaining WAC Amid the Chaos: Adapting to Leadership Change, New Initiatives, and Fiscal UncertaintyMichaelCripps—York College

Textual Collaboration as Movement: WID Surviving Turf WarsFionaGlade—California State University Sacramento

Symbiosis Under Scrutiny: The Strength of WAC AgencySarahBaker—George Mason University

Inthispanel,WPAsfromestablishedWACprogramswilldiscusschallengestothesurvivaloftheirprogramsandofferadviceforsustainingWACduringtimesofupheavalandchange.

Friday,May21,7:30am-8:30am ContinentalBreakfast Alumni Hall

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A New Frontier: Teaching with WikipediaChair:BryanKopp— University of Wisconsin-La Crosse

AdrianneWadewitz—Indiana UniversityAnneEllenGeller—St. John’s UniversityRobertCummings—University of MississippiJonBeasley-Murray—University of British ColumbiaLaurenBall—St. John’s University

ThispanelwilldiscusswaysinwhichWikipediacanbeincorporatedintotheclassroomtoteachdigitalliteracyandcollaborativewriting.Branchingofffromthesespecifictopics,thepresenterswillasklargerquestionsaboutthenatureofknowledgeandauthoritythatarisefromusingWikipedia.

Working with Faculty Expectations and PerceptionsChair:CynthiaCochran— Illinois College

Pressure, Pick Lists, and Patient Care: How and Why to Teach Writing to Future NursesAudreyAppelsies—University of MinnesotaLindaHerrick—University of Minnesota

Thepresentersexplorehow,asonefacultysaid,the“many,manymastersthatnurseshave”impingeontheteachingandlearningofwritinginuniversityclassrooms.

“Stealth WAC”: Starting a Conversation about Writing in a Resistant EnvironmentMonicaLuebke—University of Arkansas at Fort Smith

Thispresentationwilldiscussawritingspecialist’seffortstoengagefacultyfromHSandSTEMinconversationsaboutdisciplinarydiscourseconven-tions,firsttodevelopcurriculumforascientificandtechnicalwritingcourserequiredofallrhetoricmajorsinthe“ProfessionalandTechnicalWriting”trackofthedegreeinRhetoricandWriting,andsecondtobeginaconver-sationaboutwriting-to-learnandlearning-to-writeinthedisciplines.

The “Hidden Curriculum” of Sociology Writing InstructionSuzanneHudd—Quinnipiac University

Presentationofdatafrominterviewswithsociologistsontheeastcoastthatdescribestheirexpectationsandpedagogicalstrategiesforstudentwritinginthediscipline.

Tutoring Writing Across the CurriculumChair:BethHedengren— Brigham Young University

Tutoring Across the Curriculum: How Interdisciplinary Tutor-Tutee Collaborations Affect WritingAlHarahap—San Francisco State University

The Tutoring Studio: WAC through an Alternative Tutoring SpaceRobertCedillo—University of Nevada, Reno

The Rx?: WAC and the Writing Center at a Pharmacy SchoolSusanMueller—St. Louis College of Pharmacy

ThispanelaimsnotonlytoreinforcetheimportanceofcollaborationbetweenWACandthewritingcenter,butalsotoshowthroughthethreedifferentpresentationsthatwecancollaborateinvariousways.

Be OURs. Be WAC. Writing to Inquire across the Curriculum at BSC

Chair:DelmaMcLeod-Porter— McNeese State University

Be WAC: Addressing Faculty Misconceptions about Student ResearchMichelleCox—Bridgewater State College

Be OURs: Collaborations in Inquiry between WAC and Undergraduate ResearchLeeTorda—Bridgewater State College

Not “Just” Research: Writing for Inquiry in a Communications ContextNancyVanLeuven—Bridgewater State College

Inthispanelpresentation,theleadersoftheOfficeofUndergraduateResearchandWritingAcrosstheCurriculumwilldescribetheircombinedeffortsforintegratinginquiry-drivenwritingacrossthecoreandinthemajors.Thenacommunicationstudiesfacultymemberwhosepedagogyexemplifieswhatispossiblewhenstudentresearchandwritingintersectwillshowcaseherapproachestoteachingwithinquiry-drivenwriting.

Writing Fellows Remix: The TRAC (Technology, Research, and Communication) Writing Fellows Program at Lehigh University

Chair:KatieLevin— University of Minnesota - Twin Cities

The TRAC Writing Fellows Program and Writing Across the CurriculumGregorySkutches—Lehigh University

Faculty Development and the TRAC Writing Fellows ProgramGregoryReihman—Lehigh University

The TRAC Writing Fellows Program and Information Literacy TinaHertel—Lehigh University

The TRAC Writing Fellows Program and Instructional TechnologyJasonSlipp—Lehigh University

A Former Fellow Reflects on TRAC Writing Fellow ExperienceCourtneyJackson—St. Paul’s School

ThispanelwillpresenttheresultsofthepilotrunoftheTRAC(Technology,Research,andCommunication)WritingFellowsProgramatLehighuniversity.

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Writing to Learn On Emerging Frontiers: Fresh Perspectives for 21st Century WAC Programs

Chair:MarthaTownsend—University of Missouri

A Call to Develop New Media Connections in WAC ProgramsEricDragseth—University of Missouri

Bridging the Content Gap With Writing Across the CurriculumBarriBumgarner—University of Missouri

PanelistsfocusonanareaoftheirownuniquebackgroundstoexaminesomeofthemostcurrenttrendsinWACstudies,allrevolvingaroundthepedagogicalpillarofwriting-to-learn.

Powering Up Your WAC Program: Practical, Productive Ways to Use Assessment Data from NSSE’s Consortium for the Study of Writing in College

Chair:RaymondSmith— Indiana University

RobertGonyea—National Survey of Student EngagementPaulAnderson—Miami UniversityChrisAnson—North Carolina State ChuckPaine—New Mexico State University

WACleadersfromvariouscollegesanduniversitieswillexplainhowtheyareusingnationaldataandtheirowninstitution’sdatatoincreasethescopeandeffectivenessoftheirWACprograms.

The Empowered Powerlessness of Liminal WPAs in “These Tough Economic Times”

Chair:KellyMoor—Southwestern Oklahoma State University

The Empowered Powerless: The Paradox of Liminal WPA WorkTalinnPhillips—Ohio University

Something’s out of WAC: Writing (De)Valued Across the Curriculum MeganTitus—Ohio University

Neither Here nor There: The Interim (ABD) Director and WAC in PerilPaulShovlin—Ohio University

Destructive Misperceptions and the Death of a WAC / WPA DreamMelanieLee—Ohio University

Thispanelanalyzestheparadoxofempoweredpowerlessnessinwhataretermed“liminalWPA”spaces.

WAC/WID Faculty Strike Back: Reasserting the Importance of the Humanities in Today’s Vocationally Oriented Universities

Chair:DebrahHuffman— Indiana University-Purdue University Fort Wayne

The Humanities and the American Mariner: Good Shipmates in a Globalized WorldJulieChisholm—California State University Maritime Academy

Teaching Brave New World to Tomorrow’s Pilots AshleyAndrewsLear—Embry-Riddle Aeronautical University

The Technical HumanitarianMichaelPerez—Embry-Riddle Aeronautical University

Facultyfromamaritimeuniversityandanaeronauticaluniversitydiscussmethodsusedintheattempttoreinjecthumanistidealsintothewriting-intensiveclassroom.

Professional Practices in the WAC Classroom: Journal Clubs, Poster Presentations, and Graphic Representations of Laboratory Work

Chair:RebeccaO’Rourke— University of Leeds

Adapting the Professional Journal Club for WACLeslieAnnRoldan—Massachusetts Institute of Technology

The Professional Poster Session & Its Simulation in Undergraduate SettingsJaneKokernak—Massachusetts Institute of Technology

ThepanelwillexploretwocommunicationpracticesthatarelittlestudiedinWACliteraturebutarevaluedbyprofessionals:journalclubsandposterpresentations.

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The Writing Center Beyond CampusChair:JaneFife—Western Kentucky University

Expanding the Walls of the Academy: Bringing WAC to Community-Based Internship SupervisorsRichardHolody—Lehman College/CUNY

Thispresentationexplorestherolethatcommunity-basedsupervisorsofinternscanplaytohelpbaccalaureatesocialworkstudents(and,byextension,otherdisciplinesthatutilizeinternships)toimprovetheirwritingskills.

The Reading/Writing ConnectionLynneRhodes—University of South Carolina Aiken

Thispresentationoffersasnapshotofhowteacherparticipationinlocalwritingprojectscaninfluenceandbuildonteachers’professionaldevel-opmentinliteracypractices.

Research Writing: The Whole in the MiddleChair:ZakLancaster— University of Michigan Ann Arbor

“My author sort of talked about...”: Using Biblography to Decode Academic ArgumentFayePrichard—Virginia Commonwealth University

The Review of Literature Paper: Making Meaning of the ConversationBonnieOrzolek—Virginia Commonwealth University

Support from the Library for Students and FacultyDonnaCoghill—Virginia Commonwealth UniversityLauraWestmoreland—Virginia Commonwealth University

Thispresentationexploresmakingwholetheoftenfragmentedprocessthatstudentsresorttoinresearchwritingcoursesandassignments.

Engaged Learning through Writing: Physical Therapy Assisting Program

Chair:KevinHooge— University of California, Santa Barbara

What is Engaged Learning through Writing?GlennBlalock—Our Lady of the Lake College

Overview of Enhancing Learning in PTA ProgramKatherineKrieg—Our Lady of the Lake College

Using Writing to Enhance Learning in the PTA Program, Part IMartyAime—Our Lady of the Lake College

Using Writing to Enhance Learning in the PTA Program, Part IILeahGeheber—Our Lady of the Lake College

FacultyinthePhysicalTherapyAssistingProgramdescribehowtheydevelopanduse“qualitywritingexperiences”throughouttheirhighlystructuredcurriculumtoenhancelearninginthishealthprofessionsdegreeprogram.

11:30am-1:00pm Lunch Alumni Hall Speaker: Terry Myers Zawacki

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Best Practices for a Multilingual ClassroomChair:ElenaAdkins—Michigan State University

Non-Native English Speakers (NNES) in the Writing Classroom and Writing CenterEliseGeither—Baldwin-Wallace College

ThispresentationincludesresultsandsuggestionsfromstudiesonNNESstudentperceptionsoftheirneedsinwritingandperceptionsofsuccessinwritingcentersessions.

Developing Textual Identity: Achieving “Optimal” Course Design for First-Year Multilingual WritersTarezSamraGraban—Indiana University

Thispresenterdiscusseshowtheconceptsof“moves”and“interlanguage”fromEAP/ESPresearchcanbeadaptedforpromotingmoreequitableculturalpositioningamongnovicemultilingualwritersinthenon-WIDcompositioncourse.

Manifesto Against “Courseocentrism”: Institutionalizing Linked-Course Collaborations

Chair:JoanGraham—University of Washington

A Freshman Linked Course Program in Core Courses: An Eight-year StudyMargotSoven—La Salle University

Linked Courses as Opportunities for Faculty DevelopmentCarrieMatthews—University of Washington

The Linked Course as Paper Tiger: The Possibilities and Challenges of Negotiating Shared Outcomes for Linked CoursesMichelleLaFrance—Drew University

Threepresentersandarespondentdiscussthenecessarydevelopmentofsocialnetworks,training,andcurricularplanningtosupportandsustaintheimplementationoflinkedcoursesascollaborativesites.

Online Publishing as WAC: The Case of Blogs@BaruchChair:DanWu—Clemson University

Blogging as Professional DevelopmentMikhailGershovich—Baruch College/CUNY

Personal Publishing and the Path to the University of the FutureLucasWaltzer—Baruch College/CUNY

Re-imaginging the Literary Magazine through a Blogging PlatformKeriBertino—Baruch College/CUNY

EachofthethreepresentersonthispanelwilladdressanaspectofBlogs@Baruch’sincreasingcentralitytotheWAClandscapeofBaruchandconnecttheprojecttobroaderWAC/WID-relatedissues.

New to WAC: New Initiatives and New Challenges for WPAsChair:MarciaBuell—Northeastern Illinois University

What’s a Writing Specialist to Do? Making WAC and/or WID a Cornerstone of a Quality Enhancement PlanSylviaWhitman—Marymount University

Agreenwritingspecialistsurveystheplaceofwritinginqualityenhancementplans(QEPs)institutedaspartofareaccreditationprocessandexploreswiththeaudiencethepossibilitiesandperilstherein.

Best Practices for Prospective Pre-tenured WPAsNaomiClark—University of Missouri

Thispresentationexploreshowgraduatestudentscanbestprepareforthechallengestheymightexpecttoencounteraspre-tenuredwritingprogramadministrators,thusidentifyingthebestreturnontheirpresenttimeinvestments.

Cohorts in Curriculum: Making it Work for WACHollyNorton—University of Northwestern Ohio

Thispresentationwilladdressthephilosophy,challenges,andresultsofWACcohortsattheUniversityofNorthwesternOhio.

Big Rubrics and Weird Genres: The Futility of Using Generic Assessment Tools Across Diverse Instructional Contexts

Chair:MonicaLuebke— University of Arkansas at Fort Smith

Contextual Dependencies in Faculty Evaluation of Student Writing Across the Disciplines: Toward a New ModelChrisAnson—North Carolina State University

Why, Your “Well-Developed” Looks Nothing Like Ours!: Working Toward Accurate Writing Assessment in the DisciplinesPamelaFlash—University of Minnesota

Measuring the Intangible: Assessing Relational Genre Knowledge in Disciplinary SettingsDeannaDannels—North Carolina State University

Developing Assessments for Communication in the Disciplines: A Case Study in Landscape ArchitectureAmyHousleyGaffney—North Carolina State University

Throughexamplesoftheassessmentofspecific,highlydiscipline-basedgenresofwritingandspeaking,thissessionarguesfortheuniversalabandonmentofgenericassessmentrubricsandpractices.

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Developing and Assessing a Sequenced Writing CurriculumChair:ChristinaMarieDevlin—Montgomery College

Supporting a Vertical Writing ModelGeorgiaRhoades—Appalachian State University

Thepresenter’sWACProgramhascreatedafacultydevelopmentstructureinwhichcompositionandWIDfacultysupportaverticalwritingmodelinfourrequiredGen.Ed.writingcourses.

Writing across the Nursing CurriculumRogerGraves—University of Alberta

Thispresentationwillreporttheresultsofadescriptivestudyofwritingassignmentsgiventhroughoutthenursingcurriculumatoneuniversity.

Developing Sequenced Writing Curriculum within Science DepartmentsMatthewHaslam—University of Hawaii at Hilo

Thispresentationdescribesthesequencedwritingcurriculumbeingdevelopedwithinsciencedepartmentsata4,000-studentstateuniversity.

Communities and CompositionChair:MarkWaldo—University of Nevada, Reno

Continuing Diverse Experiences within Writing Classrooms: Oral Tradition as Genre of InquiryNatashaTrace—Michigan State University

Thispresentationwillfocusonhoworaltraditionwasusedwithinafirst-yearwritingclassroominordertomeetpedagogicalbeliefsandwhythepresenternowbelievesthatitisimportanttoincludeoraltraditionasanecessarygenreofwriting.

Wikis and Disciplinary Communities of PracticeChristopherManion—The Ohio State University

Throughthreecasestudiesfromanthropology,education,andprofes-sionalwriting,thispanelwillexplorehowwikischangethecommunitiesofpracticewithinclassroomsandprograms.

Conventional WisdomJamieThornton—Kaplan University

Usingamulti-modalmethod(withthesimplenameof“conventionalwisdom”)canhelpstudentsgrasphowtoclearlyandeffectivelyexpressthemselvesintheacademicworldofwrittenessays.

Research as a Tool for Composition InstructionChair:CollieFulford—North Carolina Central University

The WAC-ier UR, the WAC-ier You Can BeD.AlexisHart—Virginia Military Institute

Usingacross-disciplinaryundergraduateresearch(UR)projectinengineeringwritingconductedbyamechanicalengineeringmajor/writingminorasacasestudy,thepresenterwillexaminehowUR’scompatibilitywithWACinitiativesmakesURapotentiallyrichsiteforWACprogramstorealizemanyoftheircentralgoals.

Writing History in Connected CoursesKathrynTomasek—Wheaton College

ThispresentationassessestheHistoryEngineasatoolforhelpingstudentsdevelopanddeploycontextualizedknowledges.

Unconventional Resources to talk about Writing ConventionsKimCrowley

Usingcampusresourceslikearchivesandspecialcollectionscanhelpstudentsfromavarietyofdisciplinesdogreatresearchandalsotalkaboutwhatgoesintogoodwriting,nomatterwhattheareaofstudy.

WAC at Three Levels: The Evolution of a ProgramChair:PatriciaKolb—Lehman College/CUNY

Empowering Adult Learners: From Negotiating Obstacles to Achieving Self-EfficacyAudreyAllison—Kennesaw State University

Writing Toward a Community of Inquiry: WAC in the Interdisciplinary ClassroomSusanRouse—Kennesaw State University

WAC Strategies to Build a WAC ProgramMaryLouOdom—Kennesaw State UniversityBethDaniell—Kennesaw State University

Thispanellooksatoneuniversity’sWritingAcrosstheCurriculuminitiativeandexplorestheimpactofthisworkatthreelevels:1)thelevelofthestudent,asexemplifiedbyadultlearnersinthecommunicationsfield;2)theleveloftheclassroom,asdemonstratedbyaninterdisciplinaryAmericanstudiesclass’sdevelopingsenseofcommunity;and3)theleveloftheprogram,asadministratorsdiscusstheiruseofWACstrategiestodeveloptheWACprogram.

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WAC Curriculum AssessmentChair:AudreyApplesies—University of Minnesota

Measuring Writing Improvement in a Large-enrollment Social Science Course: Early Results from a Three-year StudyBrendaRinard—University of California, DavisChrisThaiss—University of California, Davis

Thispresentationdescribestheprocessofincorporatingwritingassign-mentsinalarge-enrollmentundergraduatesociologycourseataTier-Oneresearchuniversityinordertofulfilltheuniversity’s“writingexperience”requirement.

Putting a WI Microbiology Course under the MicroscopeJulieTrachman—Hostos Community College/CUNY

Assignmentstategiesusedforawritingintensivesectionofamicrobiologycoursewillbediscussed.

Extending a Writing Center Assessment Culture Across The CurriculumKimBallard—Western Michigan University

Thispresentationexplorescross-curricularfacultyparticipationincontext-basedwritingcenterassessmentandstresseshowandwhywritingcenterassessmentdiffersfromwritingassessment.

Reconceptualizing How We Advise WAC Faculty to Praise Student Writers

Chair:TerryZawacki—George Mason University

What Do We Mean by Praise in Response to Student Writing?BradHughes—University of Wisconsin-Madison

Praise for the Sake of LearningBethGodbee—University of Wisconsin-Madison

What I Learned from Greg about Strength ConditioningJonOlson—Pennsylvania State University

ThepanelexploreswhatmotivatesfacultyresistancetopraisingstudentpapersandoffersWACprofessionalsalternativewaystoteachpraisewhichdrawonappreciativeinquiryandastrengthsapproach.

Online Writing CommunitiesChair:JulieChisolm— California State University Maritime Academy

Creating an Online Writing Center for an Online UniversityReneeRamsey—Northcentral University

Thispresentationdescribesandevaluatestheprocessofcreatinganonlinewritingcentertoservestudentsinpsychology,business,andeducation.

Using the Online Experience to Move Students from Learning to Write to Writing to LearnSandyFigueroa—Hostos Community College/CUNYSarahArchino—CUNY Graduate Center and University

Thepresenterswillsharetheuseofformalandinformalwritingexercises,groupprojects,articlesummaries,andacartooninanasynchronousonlinecourse—ComputerLiteracy.

Reinventing Writing Programs as Online Communities of PracticeBryanKopp—University of Wisconsin-La Crosse

Usingonlinecollaborationtoolsandcustomsocialnetworks,writingprogramadministratorscanfacilitateparticipationanddialogueamongteachers,fosterthedevelopmentofwritingassignments,anddocumentprogresstowardbroaderteachingandlearninggoals.

Successful Classroom Practice — Writing InstructionChair:AngelaClark-Oates—Arizona State University

Tonya Harding, Nancy Kerrigan, Content, and Style: Using Metaphor to Teach Writing Concepts Across the CurriculumBethNardella—West Virginia University

Thispresentationwilldiscusssomestrategiestodiscoversharedexperi-encesandtoolsfordevelopingappropriatemetaphorsforthecompositionclassroomthatallowstudentstovisualizeunwieldytheories.

Why Everyone Thinks Grammar is EasyMaryMcDonald—Cleveland State University

Thehistoryofeasy,basicgrammarsshowsreductionisttrendsthatarepresentinthe1700sandourtimebutmissinginthe19thcentury.

Thinking “Big”: Using Pop Nonfiction in Advanced CompositionLisaOttum—Indiana University

Thispresentationoffersbothatheoreticaldiscussionandpracticalstrat-egiesforteachingso-called“bigidea”bestsellers(e.g.Freakonomics)inadvancedcompositioncourses.

Rubrics Across the Curriculum: The Results of A Summer Workshop

Chair:HannahMoeckel-Rieke—Norwalk Community College

StephanieThomson—Ferris State UniversityOlukemiFadayomi—Ferris State UniversityLucyNgoh—Ferris State University

ApaneloffacultyfromvarieddisciplinesatFerrisStateUniversitysharestheresultsofasummerWACworkshopthatfocusedonrevisingrubrics.Thispresentationwillincludereportsofexperiencesandexamplesofstudentworkresultingfromthechangesmade.

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Writing to Learn — Who Says You Can’t be Creative in Science?

Chair:GregorySkutches—Lehigh University

Teaching in the Sciences — An Exploration in CreativityVickiMartineau—National University

Rap, Theater, and Literature — Did You Say This Was Nursing?JayneMoore—National University

Physiology — an Experiment in Nontraditional WritingAnwarChaudhry—National University

ThispresentationwillexploretheuseofnontraditionalandcreativewritingassignmentsusedtohelpadultstudentslearncontentintheirscienceclassesatNationalUniversity.

Teaching Counselors to Use Writing as a Therapeutic Intervention

Chair:CarrollFergusonNardone— Sam Houston State University

NoreenLape—Dickinson CollegeRicLong—Columbus State University

Awritingcenterdirectorandacounselingprofessor/psychotherapistwillexplainhowtheytaughtgraduatestudentsinacounselingskillscourse—halfofwhomweremilitarychaplainsjusthomefromIraq—tousewritingasaninterventionintherapyandasaformofself-care.

Negotiating Territory: Undergraduate Scholars Research Project

Chair:JasonSchneiderman—Borough of Manhattan Community College

Undergraduate Scholars Research ProjectDelmaMcLeod-Porter—McNeese State University

Slow and Steady Wins the Race: Implementing and Managing a WAC ProgramHaroldStevenson—McNeese State University

Serving the Students: Effective MentoringWilliamDees—McNeese State University

Where It All Began: The History of the UGSJanetWoolman—McNeese State University

Maintaining Academic Rigor and IntegrityLindaLarson—McNeese State University

Managing the MinutiaLisleHoward—McNeese State University

TheUndergraduateScholarsResearchProjectepitomizesthespiritofacademicexcellenceandwritingacrossthecurriculum.

Engaged Learning through Writing: From the Core to Nursing

Chair:JoAnnVogt— Indiana University

Why Engaged Learning through Writing?GlennBlalock—Our Lady of the Lake College

Engaged Learning through Writing: Introductory BiologyNatalieLenard—Our Lady of the Lake College

Engaged Learning through Writing: Introductory PsychologyMichaelDreznick—Our Lady of the Lake College

Engaged Learning through Writing: Pediatric / Obstetric NursingMicheleWalley—Our Lady of the Lake College

Engaged Learning through Writing: Issues in NursingValerieSchluter—Our Lady of the Lake College

Facultyteachingintroductorybiology,introductorypsychology,andtwocoursesinnursingdescribetheirusesofwritingandtheirfocusonthetransferandexpansionofknowledgeandskills.

4:15pm-5:30pm LocalColorTours Meet in registration area of East Lounge

6:00pm-7:30pm InformalReception(cashbar)

Neal Marshall Center Live music by the Alliteration Trio

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Is There Life After WPA? The (Still) WACky World of the Recovering Administrator

Chair:JoAnnVogt— Indiana University

The More Things Change, the More (Some) Things Stay the Same: A Recovering Administrator Discovers a New Subject Position for Teaching and ResearchBillCondon—Washington State University

The Literate Lives of Athletes, or How A(nother) Former WAC/WID WPA Found New Possibilities for ScholarshipMarthaTownsend—University of Missouri

Bring on the Third Culture: A Multi-Million Dollar NSF Grant Includes a Former WAC/WID WPAMarthaPatton—University of Missouri

ThreeformerdirectorsofWAC/WIDprogramsdescribehowtheirteachingand/orresearchmethodshavechangednowthattheyarenolongeradministrators.

Writing and Writing-to-Learn in the STEM Disciplines: A National Collaborative Project

Chair:PeggyLindsey—Wright State University

Two-Stage Plan of the Writing in the STEM Disciplines ProjectChrisThaiss—University of California, Davis

Background of the Writing in the STEM Disciplines ProjectMarieParetti—Virginia Polytechnic Institute and State University

Sample Collaboration between Writing Faculty and STEM Faculty: Writing in Engineering at Virginia TechLisaMcNair—Virginia Polytechnic Institute and State University

ThepanelwilldescribeanewnationalcollaborativeprojectonlearningintheSTEMdisciplines,withwritingstrategiesandassignmentsattheheartoftheproject,whichwillinvolve50ormoreresearchinstitutions.

Strategies for Skill-based Course DesignChair:KimBallard—Western Michigan University

Writing Instruction that WorksSusanParnell—Professional Learning and Development, Inc.

Thispresentationwillofferthreewritingstrategiesthatyieldresults.

Bridging the GapLynneRhodes—University of South Carolina Aiken

UsingFreshmanFolders(asamplingofwritingrepresentingallsectionsofUSCA’scompositionprogram)andWritingProficiencyPortfolios(representingWAC),thepresenterexplorescross-disciplinaryexpectationsforresearchedwritingatherinstitution,notablythelackofsignificantgainsinresearchedwritingafterFYC,concludingthatpartnershipsmustbeestablishedbetweenFYCandWIinstructionandthatmedia/information-technologyspecialistsmustbecomemoreactivelyengagedinWIcoursedesign.

Theorizing WACChair:KimCrowley

U.S. Undergraduate Writing, Disciplines, and General Education: Insights from Cross-cultural Linguistic AnalysisChristianeDonahue—Dartmouth College and Université Lille 3

Cross-culturalanalyticmethodsforstudyingstudents’negotiationofgeneraleducationvs.disciplinaryparticipationthroughwritingenableustoconsiderwhethertheroleofmeta-awarenessisasimportantasthatofdiscursiveabilityandexpertiseinstudents’growthaswriters.

From Transfer to Negotiation: Examining the Uses and Limitations of the Transfer MetaphorKennieRose—University of Louisville

BuildingontheworkofWardleandactor-orientedtransfertheorists,thepresenterclaimsthe“transfer”metaphordistractsattentionfromhowstudentstransformtheirskillsastheymovebetweencontextsandinsteadrecommendsadoptingthemetaphorofnegotiation,whichallowsscholarstoobservehowstudentsdynamicallyshapetheirknowledgetomeetthedemandsofnewtasks.

Influences of Academic Practice on the Production of TextMarciaBuell—Northeastern Illinois UniversityKevinRoozen—Auburn University

Thepresentationexploreshowpracticesinartanddesignandmathe-maticsinfluencehowtwowritersconstructedtextsinotherfields.

Deploying Writerly Identity Across the Curriculum: the Institute, the Retreat, and the Hunker

Chair:RaymondSmith—Indiana University

Saturday,May22,7:30am-8:30am ContinentalBreakfast Alumni Hall

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KatieLevin—University of Minnesota - Twin CitiesKirstenJamsen—University of Minnesota - Twin CitiesMitchellOgden—University of Minnesota - Twin Cities

Inthispresentation,thepaneldiscusseshowthreeintensivesummercohortexperiencesforpreK-12teachers,graduatestudents,andfacultyfrommultipledisciplinescultivatetheseparticipants’identitiesaswriters.Whatnewopportunitiesemergewhenwriterlyidentitybecomescentralratherthanperipheraltoourandourclients’work?And,whataretheresidualeffectsofthisintensiveexperience,bothontheclientsandontheinstitution?

North of the Border — Canadian Writing in the DisciplinesChair:KathySmith— Indiana University

The Big Picture at a Small CollegeTheresaHyland—Huron University CollegeBobaSamuels—University of Western Ontario

Bringing Writing into Focus at a Large UniversityMargaretProcter—University of Toronto

Moving Forward in One DepartmentBrockMacDonald—University of Toronto

CommentatorRogerGraves—University of Alberta

Intheabsenceofcentralcompositionprograms,Canadianuniver-sitieshavetobuildWIDinitiativesbyeducatingadministrators,courseinstructorsandteachingassistantsatthesametimeasstudents.FacultyfromthreeCanadianinstitutionswillreportontheireffortsatteam-buildingandintegration,withacommentatoraddingperspectivefromanewly-designedprogramatanotheruniversity.

Analyzing Writing and RhetoricChair:SandyFigueroa— Hostos Community College/CUNY

A Corpus-based Study of Critical Stance in Upper-level Undergraduate Papers in Political Theory and EconomicsZakLancaster—University of Michigan Ann Arbor

Usingsystemicfunctionallinguistics(SFL)basedgenericstageanalysisandAppraisaltheory,thispaperpresentsfindingsfromananalysisof“stance”inhigh-andlow-gradedpaperswrittenintwoupper-levelundergraduatecourses,oneinpoliticaltheoryandtheotherineconomics.

Rhetorical Strategies in AccountingDavidBeach—George Mason UniversityBinoCatasús—Stockholm University

Thisstudyexaminesrhetoricusedincorporations’annualreportsduringadownturneconomyandproposesmethodstoenhancebusinesswritingskills.

“It’s not just about Chinese”: Activity Systems and Language Skill Transfers Reflected in an Upper-level Chinese Language CourseDanWu—Clemson University

Thisqualitativedescriptivestudyprobestheinterlingual(English/Chinese)andintralingual(withinsinglelanguage)literacyskilltransfers(Cummins,1981)inanupper-levelChineselanguagecoursethroughthelensofNorthAmericanactivitytheory.

Effecting a Paradigm Shift for Faculty Teaching (with) Writing Across the Disciplines

Chair:DonaldUnger—Massachusetts Institute of Technology

MatthewCox—Michigan State UniversityTerriBarry—Michigan State UniversityBridgetBehe—Michigan State UniversityN.SuzanneLang—Michigan State UniversityMichaelOrth—Michigan State UniversityScottChiu—Michigan State University

Experienceswithfacultywritingworkshopshaveshownthatinordertomaximizeworkshops’effectiveness,theyneedtoofferpracticalappli-cationswithproductsthatfacultywilluseintheclassroom,timeandappropriatecontextforfeedback,anddesignatedtimeforassignmentdevelopment.

When General Education and Writing Programs CollideChair:LauraPlummer—Indiana University

Embracing Outcomes: Don’t Fence Me InPaulBender—Roger Williams University

Salient Moments: Designing for LearningJenniferCampbell—Roger Williams University

Managing ChangeJohnMadritch—Roger Williams University

FacultymembersfromtheRogerWilliamsUniversityDepartmentofWritingStudies,Rhetoric,andCompositionaddressissuesraisedaspartofanoutcomes-basedgeneraleducationreform.

Making Sense of Campus WritingChair:HollySchreiber—Indiana University

MicheleEodice—University of OklahomaCarrieMiller-DeBoer—University of OklahomaDanielEmery—University of OklahomaJ.QuyenArana—University of Oklahoma

AWACeffortisassessedusingWeick’s“sensemaking”process.

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Coherence Within Diversity: Writing In the Disciplines at the University of Houston

Chair:ReneeRamsey—Northcentral University

A History of Discipline: How the Business College at the University of Houston Took Responsibility for Student WritingStevenLiparulo—University of HoustonFrankKelley—University of Houston

Writing In a Hospitable Discipline: How Writing Studios Help the Hospitality Law Course Engage the Social Nature of its StudentsJeAnnaAbbott—Conrad N. Hilton College of Hotel & Restaurant ManagementMichelleMiley—University of Houston

Asthepresenters’universitypursuesstudentsuccessasoneofthefivestrategicprinciplesinachievingTierOnestatus,ongoingcollegewritingprogramsandotherprogramsyettobedevelopedcontributetotheeffortbyseekingtocreatecoherencewithinthediversitythatdefinestheUniversityofHouston.Inthispresentation,thepanelwilltalkaboutwhythecollegeisthekeylocusforensuringstudentoutcomeslikewriting.

Start-ups and Slow-downs — WAC progamsChair:NaomiClark—University of Missouri

“There’s Nothing But Lint in My Pockets, But I Still Want a WAC/WID Program!”: Creative (and Slightly Sneaky) Ways of Getting StartedKellyMoor—Southwestern Oklahoma State University

PresentationofamethodforinitiatingaWID-basedcurricularassessmentmethodonacampuswherenoWAC/WIDprogrammingorfundingcurrentlyexists.

Devils in the Details: A Tale of Two Founding WAC DocumentsRaymondSmith—Indiana University

Thefoundingdocumentsdescribing“writingintensive”coursesattwolargeresearchuniversities,includingtheultimate(andverydifferent)shapesofthosecourses,areexamined.

Closure of a Writing Center: Effects on Writing Across the CurriculumMarkWaldo—University of Nevada, Reno

TheUniversityofNevada,RenoWritingCenter’sformerdirectorwilldiscusstheclosureoftheuniversity’swritingcenteranditseffectsonthestudentsandfaculty.

Engaging Students Through Writing in Physical Education, Literacy Leadership and Criminal Justice

Chair:EliseGeither—Baldwin-Wallace College

Writing Across the Curriculum in the Age of the Digital Remix DionDennis—Bridgewater State College

A Recipe for Engaging First Year Students: Two Parts Planning, Two Parts Student Involvement, And One Part ChaosMauraRosenthal—Bridgewater State College

The Varied Writing Responsibilities of a Literacy Leader in Today’s SchoolsElaineBukowiecki—Bridgewater State College

Usinglessonsdrawnfromstudent-centeredarchivalresearchinafirst-yearwriting-intensivecourse,engagementwithprofessionalwritinggenresinaliteracyeducationgraduateprogram,andtheencounterwithnewdigitalliteraciesinundergraduatecriminaljusticecourses,thesepresentationsasktheaudiencetoreconsiderthewaysweusewritingtochallenge,engage,mentor,andprofessionalizestudentsacrosslevels,acrossprograms,andacrossthecurriculum.

The Transfer of Knowledge: Building Connections among Students, Faculty, and Administrators

Chair:HollyNorton—University of Northwestern Ohio

Bridging the Gap: Transfer, Metacognitive Teaching Techniques, and First-Year WritingDanaDriscoll—Oakland University

Faculty Responses from Across the Curriculum Concerning First-year Writing CoursesLauraColbeck—Oakland University

Creating a University-wide Culture of WritingMarshallKitchens—Oakland University

Thispanelfirstdescribestheresultsoftworesearchstudiesthatfocusontransfer,first-yearwritingstudents,anddisciplinaryfacultyandthenconcludesbyexaminingtheroleoftransferincurricularrandadminis-trativeplanning.

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Interdisciplinary Partnerships for Faculty Writing GroupsChair:HollySchreiber—Indiana University

Sociocultural Approach to Faculty’s Literacy PracticesAngelaClark-Oates—Arizona State University

Building Faculty Writing Groups with Classroom ConnectionsLisaCahill—Arizona State University

College-Level Faculty Writing SupportNancyMoore—Arizona State University

ThispresentationwilldescribeaninterdisciplinarypartnershipbetweenawritingcenterandtheCollegeofNursingandHealthInnovationtodevelopfacultywritinggroups.Additionally,presenterswilldiscusstechniquesforconnectingfacultywritinggroupexperiencestotheirworkwithstudentwritersintheclassroom.

Writing Across the Achievement GapChair:SylviaWhitman—Marymount University

Provisionary Compounds: Using Multi-modal Writing as Introduction to Research Skills and Writing Across the CurriculumHannahMoeckel-Rieke—Norwalk Community College

Moving ESL Students into the Mainstream Through a Collaborative Research Paper in a Community College Learning CommunityJanieBurkhardt—Norwalk Community College

The Development of Learning Communities & Writing Across the CurriculumArletteWerner—Norwalk Community College

Writing a Successful Research Paper in Survey Courses on American History Through Collaborative Writing in Learning CommunitiesStevenBerizzi—Norwalk Community College

Thispaneldiscussionwillfocusonhowlearningcommunityfacultyatanurbancommunitycollegebuiltwritingacrossthecurriculumintotheircoursesandimprovedstudentsuccessandretention,facultyinvolvementandthequalityofwritinginstructioninalloftheclasses.Thepresenterswillsharetheirexperiencegainedinthreelearningcommunitiescomposedofabasiccompositioncoursepairedwithintroductorycoursesinpsychology,sociologyandUShistory.

Writing and the Factory: A Collaboration Between the Mind and Body

Chair:BethNardella— West Virginia University

The Mind and Body in WritingElenaAdkins—Michigan State University

Running MachinesGuadalupeGarcia—Post Cereals

Engineering as a Physical ActJoaquinGarcia—General Motors

Thispresentationwilladdresshowfactoryworkers’mindandbodyworkcancontributetothepracticesandprocessofcomposition.

WAC Times Three: Aftermath of a Year-long Faculty Seminar

Chair:PatriciaJones—University of Missouri

Setting the Agenda and Evaluating a Research-based WAC ProgramCynthiaCochran—Illinois College

Reaching Student-centered Cognitive Goals: Collaborative Writing in MathematicsMaryMarshall—Illinois College

Engagement Plus Knowledge Plus Creativity Equals Learning: When Psychology Students Write and Think CreativelyElizabethRellinger—Illinois College

Threesmall-collegefaculty(frommath,psychology,andEnglish)presentthepedagogyandassessmentresultsoftheireffortsduringtwoyearsfollowingaresearch-basedWACseminarledbythewritingcenterdirector.

A Writing Center Greenhouse: Transplanting Expertise Across the Curriculum

Chair:JoAnnVogt— Indiana University

KurtSchick—James Madison UniversityMarkThomas—James Madison UniversityJaredFeatherstone—James Madison UniversityKarenMcDonald—James Madison UniversityChristinaWulf—James Madison University

Writingcentersharvestrichbuttypicallyunderusedknowledgeaboutcollege-levelwriting.Thispaneldescribeshowourwritingcenterhasbeguntosystematicallycultivateandtransplantexpertiseacrossourcampus.

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Teaching WAC/WID with Threshold Concepts: Transforming Students’ Assumptions about Writing in Science and Engineering

Chair:JoAnnVogt— Indiana University

Short-Circuiting Engineers’ Assumptions: A Belief-mapping Activity to Destabilize Conceptual Frameworks about WritingJonLeydens—Colorado School of Mines

I Am the Threshold: Using Worldview to Promote Students’ Rhetorical AwarenessRobertIrish—University of Toronto

Who Cares? Moving from Performance to CommunicationMarieParetti—Virginia Tech

ThispanelexploreshowWAC/WIDeffortsinscienceandengineeringcanenlistthresholdconcepts(MeyerandLand2006)asaframeworktotransformstudents’naiveassumptionsaboutrhetoricandprofessionalidentity—actsoftransformationwithimplicationsinmanyfields.

The No-Budget WAC Faculty Writing Retreat: Creating Community on Less Than $1 a Day

Chair:MicheleEodice—University of Oklahoma

PeggyLindsey—Wright State UniversitySarahTwill—Wright State UniversityNoeleenMcIlvenna—Wright State University

Thispaneldescribesalow-costinitiativetobuildacommunityofWACfacultybyofferingsupportandspaceforfacultywriterstocompletetheirownwritinggoalsandtosharetheirchallengesandsuccessasteachersofwriting.

Writing and the Academic Leap of Faith: Persuading Undergraduates that Philosophical and Theological Discourse Matter

Chair:LisaOttum—Indiana University

Content Goes in Better if First Invited to Come Out: Doing Philosophy and Engaging in Civil Discourse Through WritingHeatherMatthusen—Columbia College

Writing to Learn the Reformation or Who Was Ulrich Zwingli and Why Should I Care?SherryJordon—University of St. Thomas

The Power of Metaphor: An Invitation to Join a CommunityCarolSebastianCuriel—California Polytechnic State University

Thepanelexploreshowcoursesinphilosophyandtheology,which

emphasizeimprovingcompositionskillsthroughwell-designedassign-ments,canhelpstudents“dophilosophy”and“dotheology,”therebybridgingthegapbetweentheireverydayexperienceandacademicdiscourse.

Transferring Prior Discursive Textual Experience to New Writing Situations: Two Case Studies of Students’ Survival Strategies

Chair:KathrynTomasek—Wheaton College

Transitioning to General Education Research and Writing Situations: A Case Study Following 14 High School Students through the First Year in Higher Education KevinHooge—University of California, Santa Barbara

Negotiating Initial Discursive Encounters: A Case Study of Three Social Work Students Transitioning from General Education to Upper Division Classes in Their Major SergioCasillas—University of Washington

Thispanelwillpresenttwocasestudiesofuniversitystudentsinthemidstoftransition,thefirstexamining14studentstransitioningfromhighschoolwritingtaskstogeneraleducationresearchandwritingassignmentsincollege,andthesecondexamining3studentswhoaretransitioningfromgeneraleducationcourseworktomajor-requiredupperdivisionsocialworkclasses.

Writing Program AssessmentChair:DanaDriscoll—Oakland University

Assessing Faculty Development in Writing Across the Curriculum CoursesJoyceAdams—Brigham Young University

Thispresentationwillincludeanassessmentoffacultydevelopmentforinstructorsteachingdiscipline-specificwritingcourses.

Selling Writing to Learn: Repositioning the Value PropositionCarrollFergusonNardone—Sam Houston State UniversitySherylMurphy-Manley—Sam Houston State University

Thissessionsharesresultsofauniversity-wide“W”syllabusassessmentproject,andprovidesattendeesanopportunitytoparticipateinWTLworkshopstrategiesdesignedtoreinforcethetenetsofwritingtolearnacrossdisciplines.

It Goes Without Saying: Locating Writing in Program Descriptions across the DisciplinesDebrahHuffman—Indiana University-Purdue University Fort Wayne

Thisstudyexaminesthepresenceofwritingamongthevaluesandgoalsfoundinonlineprogramdescriptionsacrossthedisciplinesintwomajoruniversitysystems.

21

Curriculum Design for Graduate CoursesChair:MargaretProcter—University of Toronto

Implementation of WAC Enrichment in a Graduate Research Methods CoursePatriciaKolb—Lehman College/CUNY

ThispresentationwilldescribespecificapproachesforimplementingasustainableWAC-enrichedgraduateresearchmethodscourse.

Teaching Graduate WAC: A Practitioner’s ExperienceEnricoSassi—North Dakota State University

Taskedwithteachinganewgraduatemultidisciplinarywritingcourse,thepresenterusedhispracticalexperienceasaneditor,writer,andconsultanttodevelopacourseinwhichstudentsdoextensiveindependentwork,grammaristaughtasanart,andtheinventedfieldofLegologyservesasacademicwritingpractice.

Assignment Design in MathematicsChair:DavidBeach—George Mason University

What Are My Options? Matching Assignment Type to Level of Course in MathematicsLeighAnneLocke—Oral Roberts University

Thispresentationofferssuggestionsandexamplesofeffectivewritingassignmentsthataretailoredtodifferentlevelsofmathematicsinstructionfromgeneraleducationtoupper-divisionmathcourses.

What We Teach, What We Measure: The Case of WAC in “Content Based” ClassesJasonSchneiderman—Borough of Manhattan Community CollegeChristaBaiada—Borough of Manhattan Community College

ThispaperwillofferaproposalonhowtoreviselearningoutcomesinordertosuccessfullyintegrateWACpedagogyintoclassestraditionallyassessedthroughmultiplechoicetests.

Teaching Writing in Unexpected Places: Using Portfolios and Learning Logs as Part of the Math CurriculumMatthewHaslam—University of Hawaii at HiloRobertoPelayo—University of Hawaii at Hilo

Proofportfoliosandwrittenlearninglogsareusedinmathematicscoursestoteachstudentshowmathematicianswriteandtohelpthemusewritingstrategicallyintheirwork.

Using Wikis to Promote Best Practices of Writing and Assessment Across Disciplines

Chair:AdrianneWadewitz—Indiana University

VictoriaGenetin—The Ohio State UniversityKatieLinder—The Ohio State UniversityTanishaJackson—The Ohio State UniversityKateWhite—The Ohio State UniveristyVickiDaiello—The Ohio State University

PanelistswilltalkabouthowtheWACprogramatOhioStateUniversityhasfoundwaysofinfluencingtheconversationaboutwritingandassessmentinindirectwaysbycreatingawikiofresourcesthatpullstogetherthebestresearchonassessmentandwritingacrossthecurriculumtheoryandpractice.

Cultural Context — The ClassroomChair:MatthewCox—Michigan State University

Non-American English and College Writing: Difficulties and OpportunitiesDonaldUnger—Massachusetts Institute of Technology

Ourpedagogicalandculturalapproachtostudentswhosefirstlanguageis“non-American”Englishcanusefullyinformhowweteachallstudents.

Race in the Classroom: Authority and AuthenticityEileenBrumitt—Cedar Crest College

ThepresenterhastaughtawritingcourseonslavenarrativesandhiphopatMoravianCollegeforthepastfoursemesters.Theexperienceofteachingthisclassraisesquestionsaboutstudentexpectationsandcomfortandtheimportanceofauthenticitywhenitcomestoteachingrace.

1:00pm-3:00pm ClosingLuncheon Alumni Hall Speaker: Art Young

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New from PEARSON

The LongmanHandbook for Writersand Readers, 6eChris M. Anson &

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A Sequence forAcademic Writing, 4eLaurence Behrens &

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What It Takes:Writing in CollegeLaurence Behrens &

Leonard J. Rosen

Writing and Reading Across the Curriculum, 11eLaurence Behrens &

Leonard J. Rosen

Writing and Reading Across the Curriculum,Brief Edition, 3eLaurence Behrens &

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Academic Research and WritingLinda S. Bergmann

Issues: Readings in Academic DisciplinesDominic Delli Carpini

The New CenturyHandbook, 5eChristine A. Hult &

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Reading and Writing in the AcademicCommunity, 4eMary Lynch Kennedy &

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The Essential Guide:Research WritingAcross the Disciplines, 5eJames D. Lester &

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The Academic Writer’sHandbook, MLA UpdateEdition, 2eLeonard J. Rosen

The Scott, ForesmanHandbook for Writers, 9eJohn E. Ruszkiewicz,

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A Brief Guide to Writingfrom Readings, 5eStephen Wilhoit

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A Short Guide to WritingAbout Art, 10eSylvan Barnet

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A Short Guide to WritingAbout Music, 2eJonathan D. Bellman

A Short Guide to WritingAbout Film, 7eTimothy Corrigan

A Short Guide to WritingAbout Social Science, 4eLee Cuba

A Short Guide to WritingAbout Chemistry, 2eHolly B. Davis, Julian F. Tyson& Jan A. Pechenic

A Short Guide to WritingAbout Psychology, 3eDana S. Dunn

A Short Guide to WritingAbout TheatreMarcia L. Ferguson

A Short Guide to WritingAbout History, 7eRichard Marius & Melvin E. Page

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For more information, please stop by the Pearson booth,visit www.pearsonhighered.com/english, or contact your Pearson Publisher’s Representative atwww.pearsonhighered.com/replocator.

Learning to Communicate in Science and EngineeringCASE STUDIES FROM MIT

Mya Poe, Neal Lerner, and Jennifer Craig foreword by James Paradis

“This book goes to the heart of what it means to learn and communi-cate in the fi elds of science and engineering. The students and teach-ers who appear in these cases engage us in the struggle to learn and teach. It’s a book full of insights for teachers in STEM fi elds as well as teachers of technical/scientifi c communication. And this book’s insights are not only for those at elite schools like MIT but anywhere students struggle to make meaning in scientifi c fi elds.” — David R. Russell, English De-partment, Iowa State University272 pp., 9 illus., $35 cloth

The MIT Press

MIT Press ad for Writing Across the Curriculum conference S10-233 - 1 page - 7 x 10 - 2010

To order call 800-405-1619 • http://mitpress.mit.edu • Visit our e-books store: http://mitpress-ebooks.mit.edu

“Writing contributes significantly to student engagement and learning.” (NSSE Annual Results, 2008)

NSSE collects data each year from hundreds of colleges and universities about student participation in programs and activities

provided for their learning and personal development.

Since 2008, in partnership with the Council of Writing Program Administrators, NSSE has appended 27 questions about the writing experience for institutions joining the Consortium for the Study of

Writing in College.

Partnership for the Study of Writing in College comppile.org/wpa+nsse

National Survey of Student Engagement (NSSE) nsse.iub.edu

26

INTERNET ACCESSForinternetaccess,youmustloginusingthetemporaryguestusernameandpasswordprovidedinyourregistrationenvelope.Usernamesandpasswordsarecasesensitive.

WirelessinternetaccessisavailablethroughouttheIndianaMemorialUnionandthecampus,providedyourlaptopisequippedwithawirelesscard.Selectyourbrowserandusetheusernameandpasswordprovided.

Ifyoudonothavealaptop,youwillfindcomputersavailableintwolocationsintheIMU–bothontheMezzaninelevel.OnelocationisoutsidethePoplarMeetingRoom;thesecondlocationisoutside“theCommons.”Guestusernamesandpasswordscanbeusedintheselocations.

IfyouarestayinginWillkieResidenceCenter,internetaccessisonlyavailableinthelobbyareasusingyourlaptop,guestusernameandpassword.

CONFERENCE ABSTRACTSInanefforttosavepaper,wehaveplacedlonger(250-word)abstractsofallconferencepresentationsontheWWW:http://www.iub.edu/~wac2010/program.shtml

PARKING ON CAMPUSIfyouarestayingattheIndianaMemorialUnion,parkingisincludedinyourroomcharge.Forthosecommutingordrivingfromalocalhoteltocampus,werecommendthatyouparkinoneofthetwopaylotsadjacenttotheIndianaMemorialUnion.DiscountparkingcouponsareavailableattheRegistrationCheck-indesk.

PASSPORT TO BLOOMINGTONInyourregistrationenvelopeyouwillfindadocumentthatresemblesapassport.ThisisyourPassporttoBloomington.Inityouwillfinddiscountsandoffersfromvariousrestaurants,shopsandattrac-tions.Justshowthispassporttoreceiveyourdiscount.Foramapoflocalrestaurantsandcafes,pleasevisittheconferenceWWWsite: http://www.iub.edu/~wac2010/dining.shtml

SUSTAINABILITY EFFORTSConferenceplanningincludedanefforttoencourageenvironmentallysustainablepractices.Youmightnotice,therefore,thesemeasures:reusableservicewareratherthanpaperandplastic;reducedamountsofpaperinyourregistrationpacket;useofrecycledandFSC-approvedproducts;local,organicchocolateasyourconferencegift;localandorganicfoodsonallmenus;andlocallygrowntabledecorations.

RECEPTIONS – Alcohol ConsumptionCashbarswillbeavailableatallreceptions.Alcoholmustbeconsumedinthelocationinwhichitisofferedandcannotbetakenoutsidetheroom/venueinwhichitisprovided.Youmaynotwalkaboutcampuscarryingorconsumingalcohol.Ifyoudoso,youwillbestoppedbycampussecurity.WeaskthatyourespectthepoliciesofIndianaUniversity.

USEFUL PHONE NUMBERS

Airport Shuttles: BloomingtonShuttle 812.332.6004 StarofAmerica 812.876.7851

Car Rental: ACERent-A-Car 812.336.1501

Lodging: WillkieFrontDesk 812.855.4804 IMUFrontDesk 812.856.6381 GrantStreetInn 812.334.2353

Taxi Service: YellowTaxi 812.339.9744

Medical Care: PromptcareEast 812.353.6888 BloomingtonHospital 812.353.9515

Conference contacts: Confoffice(CharterRoom) 812.855.1805 Registration(EastLounge) 812.855.1384

EMERGENCY INFORMATIONForquickresponse24hoursaday,reportanyaccidentoremergencytotheIMUhotellobbyfrontdesk.

InlocationsotherthantheIMU,dial911or812.855.4111(campus security)

SPECIAL NOTICES

27

Breakfast (Thursday-Saturday, 7:30am–8:30am)ContinentalBreakfastisavailableinAlumniHall,atthewestendofthe1stFlooroftheIndianaMemorialUnion.Pleasenote,inconsultingtheIMUmap,thatyoumaycrossthroughtheSouthLoungetoreachAlumniHallwithoutexitingthebuilding.

Reception (Thursday, 5:30pm–6:30pm)IndulgeinourbeautifulI.M.Pei-designedFineArtsMuseum,localandorganicfoods,andlibationsfromthecashbar.

Allfourgalleriesofthemuseumwillbeopenforyourenjoymentduringthereception.

Local Color Tours (Friday, 4:15pm–5:30pm)Guidedtoursofthefollowingareavailableonafirstcome,firstservedbasis:

TheKinseyInstituteforResearchinSex,Gender,andReproductionTheLillyLibraryofrarebooksandcollectionsTheThomasHartBentonmuralsofIndianahistoryintheIUAuditoriumTheartworkoftheIndianaMemorialUnion

Meetintheconferenceregistrationarea,alsoknownastheEastLounge;signswillindicatethegatheringplaceforeachtour.Aguidewillescortyoutoyourdestination.

Reception (Friday, 6:00pm–7:30pm)Enjoydelightfullocalandorganicfoods,livemusicbytheAlliterationTrio,anddrinksfromthecashbarattheNealMarshallBlackCultureCenter.Shouldtheweatherbecooperative,guestsmayalsomoveoutsideontotheterrace.

TheNealMarshallCenterisatthecornerofJordanAve.and7thStreet,aboutthreeblockseastoftheIMU.Follow7thStreettotheIUAuditorium;theNealMarshallCenterisonthebackright,orsoutheastside,ofthatbuilding.

CONFERENCE SPECIAL EVENTS

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TOPIC INDEX

Course/AssignmentDesign 02D,06A,07D,07F,07I,09F,10G ClassroomBestPractices 02C,02F,03B,04H,05F,06A,06G,06H,08C,10C,10H,10I CurricularIssues/GenEd 03F,06B,06F,08D,08I,10D Interdisciplinarity 01B,04G,06B,06H,07H,09E,09F

Discipline-Specific: Humanities 05E,06H Nursing/MedicalSciences 04F,05I,06F,07F,07I Quantitative 02C,05F,06F,07A,07F,07I,08B,08G,09H,10A,10G SocialSciences 06H,07A,09C

RhetoricandComposition 06G,07D,08D,08G,09G,10I PreparingFutureFaculty 04A,05G,06B,10F ProgramAdministration 01F,02E,03F,04D,05B,05D,06D,08A,08F,09B,10B ProgramAssessment 01F,02B,02E,05B,07A,09H,10E ProgramDescriptions/Models 01E,02B,03F,06I,08B,08F,08I,09A,09C RespondingtoStudentWriting 04A,06E,07B,07E ResearchWriting 04H,05H,06H,07H Technology 01G,03E,03G,04E,06C,06G,07C,10H WAC:TheoreticalFrames 01B,04B,05A,09D,10A WorkingwithFaculty 01C,03C,03D,04C,04F,06D,07B,08E,08F,09E,09I,10B WritingBeyondtheCampus/K-12 03C,05G,06G,07G,08E WritingCenters/Tutoring 01D,02D,04C,04G,04I,06A,07C,09I

Redbud

HoosierRoom

Courtyard

BowlingM097

BilliardsM095

M084-088

M095A

Computer Store

Market at IMUM067

Pizza HutExpress®

CharlestonMarketSub

Connection

IU Bookstore

Sugar & SpiceEast

Lounge FrangipaniRoom

Director’s Office

Catering/Dining Services

Meeting Services Reservations

CharterRoom

DistinguishedAlumni Room

TVRoom

ConferenceLounge

Board ofTrustees

M005

IU ConferencesAnnex

*To StudentActivities Tower

Only

The Back Alley

Video Games

TreeSuite

MeetingRooms

StudentTechnology

CenterM089

M096C M098A-D

Campus Card

Delights 900 Hair Design

Dean of Students

Mezzanine

Commons

Burger King®

Dogwood

Persimmon

Sassafras

Poplar

Maple

Walnut

Oak

Hotel Rooms 100s Stage

Tudor Room

IU Bookstore

IMU GalleryPatio

Starbucks

Solarium

MemorialRoom

Georgian Room

UniversityClub

Alumni Hall

*To Student Activities Tower Only

WhittenbergerAuditorium

CoronationRoom

Campus Card Services

First Floor

SouthLounge

Hotel Rooms 200s

IU Bookstore

Alumni HallBalcony

State Room West

State Room East

UniversityClub

(FacultyClub)

UnionBoard

K.P. WilliamsRoom

Federal Room267

Activities& Events

Office

Second Floor

Indiana Memorial Union

Conference rooms are shaded dark grey

Art Young, Clemson University“WAC Today and Tomorrow: Composing in Many Modes and Media”

Art Young is Robert S. Campbell Chair and Professor of English Emeritus at Clemson University, where he founded and coordinated Clemson’s award-winning communication-across-the-curriculum program (1990-2009). South Carolina Governor Jim Hodges awarded him the Order of the Palmetto in recognition of his role in Clemson’s being selected Time magazine’s Public College of the Year for 2001. In March 2002, Art received the Exemplar Award from the Conference on College Composition and Communication for outstanding

achievement in teaching, research, and service. He is the author of Teaching Writing Across the Curriculum (Prentice-Hall, 4th edition, 2006). Art co-edited with several Clemson colleagues Teaching and Learning Creatively: Inspirations and Reflections (Parlor Press, 2006), an anthology of creative works by more than 50 Clemson students from numerous disciplines with accompanying reflections by their teachers. He also co-edited Electronic Communication Across the Curriculum (NCTE, 1998). In addition, he is author of numerous articles and co-editor of four other books on writing across the curriculum. Art has served as a consultant on writing and communication across the curriculum to more than seventy colleges in the U.S. and abroad.

Terry Myers Zawacki, George Mason University“Researching the Local / Writing the International: Developing Culturally Inclusive WAC Programs and Practices”

Terry Myers Zawacki is associate professor of English and director of George Mason University’s Writing Across the Curriculum program. Her publications include the co-authored Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life and articles on writing assessment, writing centers and writing fellows, alternative discourses, writing in learning communities, and feminism and composition. Dr. Zawacki serves on the editorial board of Across the Disciplines and

on the review board for the Digital Books series on the WAC Clearinghouse, for which she is also Writing Fellows section editor. She is a member of the Consultants Board of the International WAC Network and the CCCC Committee on the Globalization of Postsecondary Writing Instruction and Research. Her current research interests focus on writing instruction transnationally and what WAC programs and writing centers need to learn from second language scholarship and practice to work effectively with multi-lingual writers. To that end, she is investigating the academic writing identities of multilingual students, faculty perceptions of “accented” writing across disciplines, and how both get complicated in our current assessment culture.

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