2014 · Minneapolis, MN

Theme: Shifting Currents / Making Waves, University of Minnesota, June 12-14

About this year's source. The PDF prints chairs for only some sessions, and lists the presenters of a panel on one line.

88sessions

258people listed

69%first listed in this corpus

6.6%at institutions outside the US

39%of listings from ten institutions

Roles

presenter: 254
chair: 32

Countries of listed institutions

US: 227
CA: 4
TR: 2
SE: 2
GB: 2
QA: 1
LB: 1
HK: 1

Source files

capture/iwac2014-program.pdf

Links go to the program as the WAC Clearinghouse hosts it, where one exists.

Most-listed institutions

Institution	Listings	People
University of Minnesota US	26	25
Elon University US	21	20
University of Denver US	8	6
Quinnipiac University US	7	6
Auburn University US	6	5
University of Missouri US	6	4
University of St. Thomas - Texas US	6	6
Kennesaw State University US	5	5
University of Washington US	5	5
Arizona State University US	4	4
Eastern Michigan University US	4	4
George Mason University US	4	3
Massachusetts Institute of Technology US	4	2
Michigan Technological University US	4	3
Minnesota State University, Mankato US	4	3
North Carolina State University US	4	4
North Dakota State University US	4	4
William Paterson University US	4	4
Drew University US	3	2
Iowa State University US	3	3
Otterbein University US	3	3
Stanford University US	3	2
Stetson University US	3	3
University of California, Santa Barbara US	3	2
University of Central Florida US	3	3

Sessions (88)

Code	Title	People
1A	Framing WAC Context and Assessment	8
1B	WAC Goes Digital	4
1C	Reflections from the Middle: Fellows, Tutors, Mentors	5
1D	Writing in the Sciences: Shifting the Current by Laying a Foundation for Student Success	4
1E	Shifting the River: Building a Writing‐Enhanced Curriculum around General Education	3
1F	Exploring New Waves of Identity through WID Tasks	3
1G	Promoting Multimodal Writing, Interdisciplinary Collaboration, and Lifelong Learning: A Look at the “Local Heroes” Curriculum Guide	1
1H	Ripple Effects: The Multilingual Writer, the Writing Center, and WAC	2
1I	Role Reversal: When Students Teach Faculty in WAC Programs	3
1J	5x10s: Approaches to Faculty Development	8
2A	(Re)Designing Sustainable WAC Programs	3
2B	Contextualizing WAC	4
2C	What Multimodal Teaching Looks Like	4
2D	WAC, WID, and Multilingualism	4
2E	Let’s Talk about Writing: Enhancing Conversations across Disciplinary and Institutional Lines	1
2F	And Maybe It Doesn’t Matter: Exploring the Conversation between Writing and Disciplinary Faculty	3
2G	Graduate Writing Instruction: (Co‐)Curricular Development and Design	2
2H	Making Waves by Expanding the Teaching and Learning of Writing for all Students, Faculty and Staff Across the University	3
2I	English‐Chinese Writing Studies: Challenges and Opportunities for WAC/WID Research and Practice in China	1
3A	Writing Assessment: From Standardized to Creative	4
3B	Writing Bodies, Voices, and Memory	4
3C	WIDD: Writing in Diverse Disciplines	5
3D	Engineering and First‐Year Composition: Bringing Engineers into Writing Spaces and Writers to Engineering Conventions	2
3E	Writing Program Administration and Interdisciplinary Committee Work: Transforming Friction into Productive Sparks	1
3F	Growing Pains: Opportunities and Challenges for New Writing Fellows Programs	1
3G	Shifting Gears: Iterative Changes in Assessment Methods, Student Genre Perceptions, and Archival Practices in a WAC Program	3
3H	Writing Beyond the Curriculum	6
3I	Graduate Student Writers: Science, Argument, and Professionalization	4
3J	WAC/WID Meets CXC/CID: A Dialog between Writing Studies and Communication Studies with Mini‐Workshop	2
4A	Scaling, Framing, and Sustaining	4
4B	WAC in STEM Disciplines: Collaboration, Audience, Genre	4
4C	Technological Alternatives to Teaching Commonplaces	4
4D	Student Research and Assignments Across/In the Disciplines	6
4E	Course Corrections: Sustaining Faculty Development and WAC Integration	3
4F	High Risk, High Yield: Embodied Facilitation for Racial Justice in Writing Workshops Across the Disciplines	1
4G	Integrative Meets Intensive: Developing a Writing Intensive Program in the Context of Profound Institutional Change at a Small Regional University	3
4H	The Role of Local WAC Resources in Our Global, Networked Age	2
4I	Shifting Currents without Making Waves: Changing Institutional Culture through a Comprehensive Writing Initiative	3
4J	Conversations in Process: An Observational Report on WAC in China	1
4K	Riding the Waves of Campus Changes: Finding and Making Linkages for WAC/WID	4
5A	Teaching Demonstrations: WAC in the Parlor, the Cinema, and the Museum	4
5B	Addressing Graduate WAC: Lessons from a Multi‐Disciplinary Writing Center	4
5C	Geography of WAC/WID	5
5D	Writing Across the Co‐Curriculum: When Student Affairs Takes the Teaching of Writing as Seriously as Academic Affairs	3
5E	The Connection between Learning to Write and Professionalization in the Health and Human Services Professions	7
5F	What Is the Impact on Learning of Integrated WID?	1
5G	Tracing the Connection between Faculty Learning and Student Learning	1
5H	Multilingual and Native English‐speaking Student Writers in Clinical Laboratory Sciences (CLS): A Comparative Pilot Study	1
5I	Interrogating Disciplinarity in WAC/WID: An Institutional Ethnography	7
6A	The Changing Face of “Academic Literacy”	4
6B	Redefining the Center for CAC and STEM	4
6C	A New Generation of WAVES: Writers Adapting to Veteran Educational Status	1
6D	Teaching Meaningful Writing: What Faculty Say about Writing Assignments in Their Disciplines	1
6E	Charting the Course and Writing the Waves in the Senior Capstone	2
6F	Boats Against the Tide: Students’ Struggles with Disciplinary Discourse and the Promise of Online Writing	3
6G	Putting Students in Charge of the Conversation: Using Paideia Seminar to Honor African American Language	1
6H	Catching Another Wave: WAC at the Graduate Level	1
6I	5x10s: WAC Research In and Outside the Classroom	9
7A	Graduate Instructors and Teaching Assistants: Teaching Writing in the Disciplines	5
7B	WAC Moves: Identity, Reflection, and Transfer	4
7C	Faculty Approaches to WAC/WID: Opportunities and Obstacles	6
7D	Theorizing WAC Contexts	5
7E	Writing Intensive Practices and Pedagogies for Graduate Education: Building New Practices with Diverse Communities of Future Faculty	2
7F	OD‐ing on Change: The Early Stages of Graduate Tutoring across the Curriculum	0
7G	Multimodal Literacy Instruction: Writing, Reading, and Transfer	1
7H	Mapping Waves, Bridging Shifts: Disciplinary Faculty Take on Whole Curricula	5
7I	STEM Graduate Student Writing and the Geographies of Location	2
7J	Keeping it Current: Fresh Perspectives from Long‐Standing WAC‐Based Peer Tutoring Programs	2
8A	Teaching Demonstrations: Engineering WID	5
8B	WAC Goes Global	4
8C	The Better Alamance Project: New Technologies and Writing as Citizenship	5
8D	The “Extra”ordinary Potential of WAC: New Advantages in a Time of Change	3
8E	Undoing the Voice? Subjectivity, Objectivity, and the Space Between	2
8F	Shifting a Culture: Writing, WAC, and Assessment	3
8G	Getting Published in Across the Disciplines	1
8H	WAC in a Foreign Language	4
8I	Faculty Roles in WAC: Leaders, Learners, Collaborators	4
8J	What Swimmers Know: Learning from Faculty Writing Support Programs	1
8K	5x10s: WAC/WID in Action	8
9A	Writing Process and Disciplinary Content	5
9B	Organic Writing: Ground‐Up Approaches to Writing in the Disciplines	2
9C	Shifting Currents in Writing Instruction: Prior Knowledge and Transfer across the Curriculum	2
9D	Shifting Locations: Reflections on Writing‐Enriched Curriculum Projects in Diverse Contexts	1
9E	Writing Across the Curriculum and the Transformation of Academic Labor: An Interactive Session	1
9F	Discursive Form and Rhetorical Function: Working with Sources in the Disciplines	2
9G	Supporting Second/Foreign Language Writing in Linguistically and Culturally Diverse Academic Environments	1
9H	Returning Writing to its ‘Write‐Full’ Owners: WAC as a Bridge Between Academic and Administrative Practice	3
9I	Four Disciplinary Perspectives on Issues of Purpose and Genre in Required Senior Capstones Not in the Major	5