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Re: WAC Programs
Thanks for the clarifications.
At 10 hours a week, you'll go WACy--sorry--unless you economize. Our
12 year old program is committed to narrow and deep in order to
maintain quality. Only recently have we begun to feel pressure for
bean counting. We're committed to our office as being a place of learning
for ourselves as well as service, so we have to be gradual in our work.
Faculty, especially those committed primarily to research, have to have an
incentive to invest in WAC. That's where the administrators come in.
They also come in for you. Make certain that you are receiving credit for
this administrative/service/teaching effort--even if you're not
tenure-track.
What about some well-publicized workshops in the summer and during
interim, if you have one, combined with a web site that could start out
with lots of links and then emerge into your own, perhaps with the help of
the faculty in those summer workshops. As a colleague reminded me the
other day, get the faculty to work with you instead of you working for
them. You might function as a sort of Brigadoon--alive and flourishing in
the summer and close to dormant in the winter, while the writing center is
flourishing. The web site could function as the link between your two
efforts.
Pat McQueeney
On Mon, 5 May 1997, tere molinder-hogue wrote:
>
> We don't use "writing-intensive" rhetoric a lot -- our purpose is
> essentially to try to foster increased use of writing in courses in all
> disciplines. We do a pretty solid job of reaching students writing in
> other disciplines (our UWC is sponsored by the School of Liberal Arts and
> I'm part of the English department and answer to the chair; WAC falls
> under the aegis of the Director of Campus Writing whose not done much
> with WAC); we aim to target faculty. Existing WAC initatives exist among
> discrete faculty (usually LARTS) with whom we've fostered a relationship
> as well as with freshman retention programs. When most of us think of WAC
> -- we think of both writing to learn and writing in the disciplines.
>
>
>
> On Mon, 5 May 1997, Writing Center wrote:
>
> > A few questions: Do you think of WAC as being synonymous with
> > writing-intensive courses? Is your target group primarily faculty or
> > students? Where do the current WAC initiatives already exist--in Liberal
> > Arts or in the professional schools? What is your field currently?
> > English? Who do you answer to for the writing center and for WAC? When
> > you think of WAC, do you think of writing to learn, writing in the
> > disciplines, or a combination?
> >
> > Pat McQueeney
> > University of Kansas
> >
> > On Fri, 2 May 1997, tere molinder-hogue wrote:
> >
> > >
> > > I need help. I'm supposed to put together a WAC program for our campus
> > > (large commuter campus w/about 26,000 students and attendant schools,
> > > programs, etc.). Some informal WAC initiatives already exist.
> > >
> > > A couple problems exist also. I am a lecturerr
> > > (un-tenurable) allowed 10 hours week for administering our writing center
> > > (it sees 2000 -2500 students a year with staff ranging from 15-25
> > > undergrad and part-time faculty tutors) AND putting organizing WAC
> > > effort, with essentially no budget, etc.
> > >
> > > My questions. How much released time from teaching and other
> > > administrative responsibilities are other wc administrators allowed
> > > to implement WAC efforts? What kind of budget is required? What kind of
> > > support from tenured or tenure-track administrators is required?
> > >
> > > And finally -- does anyone have ideas or pointers about organizing such a
> > > program? In incremental steps? All at once? Any help will be deeply
> > > appreciated. Thanks!!
> > >
> > >
> > > _____________________________________***_______________________________________
> > >
> > > Tere Molinder-Hogue
> > > University Writing Center
> > > CA 502L (317) 274-4499/2049
> > > 425 University Blvd.
> > > Indpls., IN 46202
> > > """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
> > >
> > >
> >
> >
>
>