1. Writing Across the Curriculum (WAC) at Sojourner Douglass College Faculty and Staff Session One Saturday, November 9, 2013

2. Session Goals Provide a Working Definition of WAC Provide connection between WAC and CCSS Explain the Connection Between WAC and Critical Thinking Provide Strategies for Promoting Writing and Critical Thinking Outline Next Steps for WAC at SDC

3. Writing Across the Curriculum (WAC) is a Process that Infuses writing throughout the curriculum for various purposes. Fosters and demonstrates learning in a variety of disciplines or courses. Encourages critical thinking and learning. Uses multiple ways to prepare students for a variety of contexts.

4. WAC Has Two Major Categories Writing-to-LearnWriting-to-Demonstrate-Knowledge

5. Writing-To-Learn… Fosters critical thinking, requiring analysis and application, and other higher order thinking skills. Uses short or informal writing tasks to help students think through key concepts or ideas. Uses journals, logs, responses to questions, summaries, free writing, and other writing assignments to learn ideas and concepts. http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf

6. Writing-To-Demonstrate Knowledge Students synthesize information and explain their understanding of concepts and ideas. Students write for an audience with a specific purpose. Students use inquiry-based writing to connect with real-world experiences. http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf

7. WAC and CCSS* (*Common Core State Standards) Indicate that Writing Instruction Belongs in all Disciplines; Real-World Communication Emphasize Process and Product; Technology Allow Students to Reflect, Synthesize, and Clarify; Critical Thinking Help Students focus on Meaning and Process Information at Deep Levels; Reasoning

8. The Connection Between Thinking and Writing Students are empowered through a constructivist view of knowledge. (p.19) Academic writing requires analytical or argumentative Thinking. (p. 22) Writing and thinking both support a dialogic view of knowledge. (p. 21) John Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, Jossey-Bass Publishers, 2011.

9. Strategies for Promoting Writing and Critical Thinking Create cognitive dissonance for students. (p. 29) Present knowledge as dialogic rather than informational. (p. 30) Teach the academic moves and genres that are important in your discipline. (p. 31) Create opportunities for active problem solving that involve dialog and writing. (p. 32)

10. The Implications of Writing as a Means of Thinking Make the design of the writing assignments a significant part of course preparation. Adopt teaching strategies that give students repeated active practice at exploring disciplinary questions and problems. Emphasize inquiry, question asking, cognitive dissonance in courses.

11. Next Steps for WAC at SDC Implement Logical Framework Model (W.K. Kellogg Foundation, 2004) as the Assessment and Evaluation Design Conduct and Analyze Faculty WAC Survey Identify Faculty Representatives from each Department Provide Faculty Support (Electronically, WAC Center, Syncronous and Asyncronous Professional Development) Provide Student Resources and Support (Tutors, Writing Circles, On-line Resources, WAC Center

12. Questions for Discussion 1. In your opinion, how important is the quality of student writing related to other learning outcomes? 2. In your department is the quality of writing in your majors an item of discussion and programmatic concern? 3. Over the years you have taught at SDC, has the quality of students writing changed? If so, how? 4. What genres of writing assignments are implemented in your course(s)? 5. What challenges do you face in incorporating writing assignments in your classes?