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2006 · Clemson, SC

Theme: Eighth IWAC, May 18-20

About this year's source. Read from the PDF program; paper titles are italic in the source and presenters follow their institution line.
94sessions
311people listed
85%first listed in this corpus
10.5%at institutions outside the US
33%of listings from ten institutions

Sessions (94)

CodeTitleFormatPeople
1.5Life After the Barrier Exam4
1.6Multimedia, Online Cases to Improve Students’ Communication and Learning in the Disciplines: Recent Findings3
1.7Improving the Technical Writing Skills of Engineering Majors through an Engineering Department-Writing Center Collaboration3
1.8A Tune-Up for CACP: Can Department-Level Workshops Revive a Struggling Program in Mid-life Crisis?3
1.9Curricular Conversations with Colleagues in History: Impetus to Designing and Implementing a Gateway Research Methods Course in English3
1.10What WAC has Wrought: WAC as a Precursor to Institutional Change3
1.11Reading, Thinking, and WAC: A Case for Questioning2
1.12WAC: Theory and Politics3
2.1Lasting WAC: Creating Multiple Access Points3
2.2Collaborative WAC: Projects and Interactions9
2.3Using Research to Assess Student Learning for Curricular Design: A Study of Student Writing Success in a Graduate Program in Professional Writing2
2.4Collaborating Across the Curriculum: Creating, Teaching, Evaluating, and Refining Collaborative Courses2
2.5A Grass-Roots Model for WAC Infusion and Faculty Development4
2.6Hip Hop Culture, Digital Technologies, and New Views of Information: New Directions for WAC4
2.7WAC & Writing Centers: Talking, Listening, Tutoring4
2.8Altered Books as Learning Enhancements22
3.1Part I: WAC: Bridging the Gap Between Secondary School and Higher Education4
3.2Sustaining CAC, WAC, and WID at a Two-Year College: Montgomery College, Conroe, TX3
3.3WAC Training as De-Centering3
3.4Collaborative Literacy Across the Curriculum4
3.5“Show Me the Data!”: Assessment, Curricular Change, and Institutional Reform—Our Journey Toward a University-Wide Culture of Writing3
3.6Research on the Academic Writing Life: Engaged Writers and Dynamic Disciplines3
3.7Dealing with Digital Academic Dishonesty: Workshop2
3.8Consensus Across the Curriculum: Using WAC to Develop Interdisciplinary Communication within Groupwork3
3.9Constructing Engagement: Initiating Communication Across the Disciplines at a Large Urban University3
3.10Writing as a Catalyst: Using Writing and Writing Assessment in Organic Chemistry Courses and an NSF-Funded Project3
3.11Voice and Identity in Discipline Specific Writing3
3.12Successfully Integrating Oral and Written Communication Assignments into Interdisciplinary Core Courses: Bringing Both Students and Faculty on Board3
4.1Writing to Make a Difference Across the Disciplines —Sponsored by University of Missouri, Columbia4
4.2Multimodal Literacies Across the Curriculum3
4.3Can You Write What You Hear?—How Music Faculty Use Writing in Studio Courses to Enhance Students’ Performance Skills5
4.4WAC: Connecting to Composition and Information Technology3
4.5Mister Science and WAC: How Scientists Contribute to WAC Efforts4
4.6Designing New Curricular Models for Communication in Engineering3
4.7WAC: Research-Informed Instruction3
4.8Visual Representations of WAC: Engaging Stakeholders Through Film5
4.9ESL and WAC: The Development of Bilingual and Multilingual Writers in WAC Contexts3
4.10Planning and Assessing a General Education Writing Links Program3
4.11WAC in the Classroom: Management, Philosophy, and Shakespeare4
4.12From the Ground Up: A Model for Building a Faculty- Centered WAC Program3
5.1Effective Dialogues and Encouragement for WIC/WAC Issues and Centers for Excellence at High Schools1
5.2The University of Missouri’s “ECB Moment”4
5.3New Technologies for a Twenty-First Century WAC3
5.4Disciplinary perspectives from Design, Film, and English5
5.5Revitalizing WAC in Changing Curriculums4
5.6Toward a New Conversation: Integrating the Scholarship of Teaching and Learning into CAC Programs2
5.7WAC and the Rhetoric and Politics of Science Communication3
5.8Administrative Rotations: Supporting Innovation and Collaboration in Teaching, Research, and Professional Development4
5.9Revisiting Revision: A Key WAC Strategy3
5.10Writing Fellows, SoTL, and Graduate School3
5.11Changing the Program, Changing the Perspectives3
5.12Collaborative Learning Techniques for Any Classroom4
6.1Different Perspectives for Integrating Writing into Middle and Secondary School Science2
6.2WAC in Diverse Contexts2
6.3Research on Reading Pedagogy in a First-Year Writing Program3
6.4WAC and Media: New Spaces for Learning, New Faculty Development, and New Criteria for Assessment of Student Work3
6.5Beyond the WAC workshop: The Use of Long-Term Collaborations with Academic Departments to Transform Their Curriculum4
6.6“Thinking Writing” in Cross-National Perspective: What Research on the First UK WID Program Suggests about Essential Elements of WID3
6.7Teaching with WAC in Science3
6.8Introducing Multimodal Communication into a University’s Discourse: The Challenge of Curricular Change3
6.9Negotiating Pedagogical Change in a WAC-Based Engineering Curriculum Revision3
6.10Engaging the Majors: Refocusing Writing Program Resources at the Department Level3
6.11Enlivening WAC and WID Programs4
6.12Getting Technical with Client-Based Writing Project Classes3
7.1Film Premiere of “Writing Across Borders”1
7.2“Packaging” Writing: ePortfolios, Digital Anthologies, and the Problem of Audience3
7.3Frameworks for Learning and Program Design3
7.4Innovations in The Sciences through WAC5
7.5WAC: Faculty Attitudes and Faculty Resistance8
7.6Critical Thinking and Artistic Practice: Writing as a Bridge3
7.7Part II: WAC: Bridging the Gap Between Secondary School and Higher Education4
8.1Discourse Across the Curriculum in First-Year Learning Communities3
8.2Reports from the Disciplines: Engineering, Teacher Education, and Grammar vs. Content5
8.3Writing-to-Learn and Learning to Write: Is there Anything WAC Can’t Do?2
8.4WAC and Workplace Professionalism4
8.5Writing WAC into General Education at the City University3
8.6WAC and Digital Technology: Ecology, Biology, and the Nature of Cyborgs3
8.7Writing-in-the-Disciplines at Columbia College: In Classes, within Departments, and on the Web3
8.8Supporting WAC: Lessons from the Academic Writing Center, Library, and Classroom2
8.9WAC for First-Year Students: New Approaches2
8.10Using ePortfolios to Assess General Education1
8.11Revisiting the Correctness Conversation2
8.12Teaching Theory Without Them Knowing It: Using Freire to Develop a Faculty Workshop Sequence3
9.1Conservatism, College Republicans, Controversy, and “Liberal” Faculty: Cross-Disciplinary Approaches to Teaching Argument2
9.2Rejuvenating WAC Leaders: Reinventing Ourselves Personally and Professionally3
9.3Appropriating Expectations: Implementing WAC Theories in Real Universities3
9.4Using Media to Learn: Online Journalism, Online Writing, and New Media3
9.5Distilling Benchmarks of Strength: What Makes a WAC Program Viable?5
9.6Bending University-Provided WWW Technology to the Needs of Writing-in-the-Disciplines4
9.7Program History and Development4
9.8Where are the Students in WAC?3
9.9New Conceptions for Delivering WAC4
9.10Disciplinary Writing and Boundaries in Engineering5
9.11Integrating Arabic and English into the Curriculum at Zayed University, United Arab Emirates8