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Resources for Faculty

Many resources are available to WID faculty, including portfolios from former WID fellows and websites of WID at other institutions.


  1. Andersen, Richard. “Achieving Consistency in Writing Across the Curriculum.” Kappa Delta Pi Record; Summer 2003; 39, 4 (186-7).
  2. Bazerman, Charles. “Review—The Second Stage in Writing Across the Curriculum.” College English. Feb. 1991. 53, 2 (209-212).
  3. Blair, Catherine Pastore. “Opinion: Only One of the Voices: Dialogic Writing Across the Curriculum.” College English; Apr 1988; 50, 4 (383-389).
  4. Borchers, Dorothy L. “Writing Across the Curriculum: A Simple Approach to Correcting.” New England Reading Association Journal. 2001; 37, 2 (11-13).
  5. 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).
  6. 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.
  7. Dossin, Mary Mortimore. “Writing Across the Curriculum—Lessons from a Writing Teacher.” College Teaching. Winter 1997; 45, 1 (14-15).
  8. 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).
  9. Larson, Richard L. “A Comment on „The second State in Writing Across the Curriculum‟.” College English. Jan. 1992; 54, 1 (89-91.
  10. 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).
  11. McLeod, Susan and Elaine Maimon. “Clearing the Air: WAC Myths and Realities.” College English. May 2000; 62, 5 (573-582).
  12. 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.
  13. 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).

Websites for Faculty

WID Workshops

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.

A three-session series is also offered for new faculty most semesters. Each workshop includes:

  • A forum for sharing techniques for integrating writing into our courses
  • Support for for faculty to examine and rethink their own current teaching practices
  • Opporutnities for asking and answering questions pertaining to writing
  • Teaching tools such as sample assignments, rubrics, best practices articles and other resources
  • A community of faculty who are interested in making the best possible use of writing in their courses.
  • Pre-registration is recommended but not required. Refreshments, collegiality and resources are par for the course. Participants receive professional development credit.

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.