Resources for Faculty
Many resources are available to WID faculty, including portfolios from former WID fellows and websites of WID at other institutions.
Complete the WID Consultation Request Formnew window to request a teaching consultation with a Writing in the Disciplines team member. Consultations are available for individuals or groups.
Faculty Concerns about AI-Sourced Texts
- The WAC Clearinghousenew window hosted by Colorado State University
- University of Minnesota Writing Across the Curriculumnew window
- Northern Illinois University Writing Across the Curriculumnew window
- National Council of Teachers of Englishnew window
- University of Wisconsin Writing Across the Curriculumnew window
- George Mason University Writing Across the Curriculumnew window
- Appalachian State University Writing Across the Curriculumnew window
Every semester, Writing in the Disciplines offers several faculty professional development opportunities. Workshops are generally about an hour and a half long and are offered on each campus each semester.
WID: Reading and Writing to Learn with Hypothes.is
Tuesday, February 21, 3:00–4:00 PM, via Zoom
Help your students develop reading skills and prepare to write papers in response to readings. Increase their engagement with course materials. This hands-on workshop will help you to discover a more collaborative approach to reading complex texts while building community with Hypothes.is in Blackboard.
By the end of this workshop, participants will be able to:
- identify reading and writing-to-learn goals appropriate to course content
- create a social annotation assignment using the Hypothes.is tool in Blackboard
- grade Hypothes.is assignments
Register for Workshopnew window.
WID: Designing Effective Writing Assignments across Disciplines
Tuesday, March 21, 2023, 3:00-4:00 PM
Develop discipline-focused writing prompts that encourage students to think critically about writing for your course and discipline. This hands-on workshop will equip you with creating prompts that improve writing assignments and the writing you receive from your students.
By the end of this workshop, participants will be able to:
- identify significant learning outcomes, including simple to complex critical thinking skills
- align goals with writing assignments
- present writing assignments in ways that foster successful student writing
Register for Workshopnew window.
WID: Assessing Student Writing with Blackboard Rubrics
Wednesday, April 19, 2023, 3:00-4:00 PM
Students' perceptions of your feedback on their writing are the keys to learning. Develop effective rubrics in Blackboard to make the assessment of student writing clear and appropriate to your assignment and discipline. This hands-on workshop will help you to create grading rubrics in Blackboard to improve feedback and save time.
By the end of this workshop, participants will be able to:
- develop strategies for responding to student writing in Blackboard
- establish rubrics with criteria appropriate to the assignment
- share expectations of the course or discipline for student writing
Register for Workshop.new window
WID Partnerships
Writing in the Disciplines has formed close working relationships with programs and initiatives that pertain to student learning and student success. Currently, the following programs are collaborating with us to support our parallel efforts:
- The Office of E-Learning, Innovation, and Teaching Excellence: ELITE provides essential support to WID in terms of staffing, programming, and publicity for WID workshops
- The Writing, Reading, and Language Centers support students through one-on-one tutoring and instructional resources as they write for courses across all disciplines
- New Faculty Orientation and Mentoring: WID reaches brand new faculty in all disciplines when they first arrive at the college and shares information and resources on assigning writing to support student success in their courses.
- Andersen, Richard. “Achieving Consistency in Writing Across the Curriculum.” Kappa Delta Pi Record; Summer 2003; 39, 4 (186-7).
- Bazerman, Charles. “Review—The Second Stage in Writing Across the Curriculum.” College English. Feb. 1991. 53, 2 (209-212).
- Blair, Catherine Pastore. “Opinion: Only One of the Voices: Dialogic Writing Across the Curriculum.” College English; Apr 1988; 50, 4 (383-389).
- Borchers, Dorothy L. “Writing Across the Curriculum: A Simple Approach to Correcting.” New England Reading Association Journal. 2001; 37, 2 (11-13).
- Brown, Johel, Claudia Cirillo, Jack Hart, Amy Kelly et al. “In the Long Run: A Study of Faculty in Three Writing-Across-the-Curriculum Programs.” College Composition and Communication. Feb. 1998; 49, 1 (120-1).
- Carnes, Lana W., Myrena S. Jennings, Janna P. Vice, Cheryl Wiedmaier. “The Role of the Business Educator in Writing Across the Curriculum Program.” Journal of Education for Business. Mar/Apr 2001-; 76, 4 (216-219.
- Dossin, Mary Mortimore. “Writing Across the Curriculum—Lessons from a Writing Teacher.” College Teaching. Winter 1997; 45, 1 (14-15).
- Hickey, Donna J. and Donna Reis. “Through the Back Door into Cyberspace” in The WAC Casebook: Scenes for Faculty Reflection and Program Development. Ed. Chris M. Anson. New York: Oxford University Press, 2002. (135-144).
- Larson, Richard L. “A Comment on „The second State in Writing Across the Curriculum‟.” College English. Jan. 1992; 54, 1 (89-91.
- Maharaj, Sati and Larry Banta. “Using Log Assignments to Foster Learning: Revisiting Writing Across the Curriculum.” Journal of Engineering Education. Jan 2000; 89, 1 (73-78).
- McLeod, Susan and Elaine Maimon. “Clearing the Air: WAC Myths and Realities.” College English. May 2000; 62, 5 (573-582).
- Mullin, Joan A. “Writing Centers and WAC.” Susan McLeod et al, eds. WAC for the New Millennium: Strategies for Continuing Writing-Across-the-Curriculum Programs. Urbana: NCTE, 2001.
- Ochsner, Robert and Judy Fowler. “Playing Devil‟s Advocate: evaluating the Literature of the WAC/WID Movement.” Review of Educational Research. Summer 2004; 74, 2 (117-140).