Writing Across the Curriculum at KCC. Welcome to our overview of the program with a focus on the process whereby faculty become WAC certified.
Welcome to our overview of the program with a focus on the process whereby faculty become WAC certified.
Presentation created by Kate Garretson, WAC Coordinator, with help from Tsubasa Berg, Manager of Kingsborough Center for Advanced Technology Training (KCATT)
The WAC Program at Kingsborough is part of the Coordinated Undergraduate Education (CUE) Initiative under the direction of
Reza Fakhari, Assistant Vice President for Academic Affairs and Associate Provost.
12/6/12/6: KCC operates using a quarter system with a 12 week Fall semester, a 6 week Winter term, a 12 week Spring semester and a 6 week Summer term. W sections are offered only in the Fall and Spring. Faculty begin certification training in the Winter.
There are three overlapping sub-programs:
Students must pass one W section as a graduation requirement.
W sections are offered by WAC certified instructors.
Writing Fellows partner with faculty seeking certification and tutor students in W and Honors sections.
There are three options for becoming WAC certified:
The goal of each is the submission of a course portfolio in which faculty showcase the writing assignments they use in the context of the goals of their course.
After drafting this course portfolio in the Winter, Option A and B candidates pilot their course in the Spring.
Final course portfolios are due at the end of June.
CUNY Writing Fellows are funded through the Graduate Center and spend one academic year at KCC.
Fellows work 450 hours a year, three days a week, on campus.
Fall: Fellows become WAC certified by revising one of the courses they have taught at CUNY.
Winter: Fellows work with faculty certification candidates on campus and online.
Spring: Fellows partner with faculty piloting writing intensive versions of their course for the first time.
Fellows also tutor W section and Honors students in our Assignment Lab in the Writing Center.
Faculty Certification Program
Athree step process: participate in a certification course, pilot your revised syllabus, submit a revised course portfolioto become certified.
Option A. On Campus Group Work. In a 9 sessionworkshop series, faculty read, write, and discuss with the goal of revising course goals, assignments, and syllabus structure; they submit a provisional course portfolio by mid February.
Faculty working on campus also post their homework on linked individual blogs online.
That way, Coordinators , Writing Fellow partners, and other faculty can read and respond.
Goal: to retool a course to make it more reading/writing intensive.
Faculty work on own schedule, but not at own pace: there is a timeline and a contract to ensure timely progress.
Group discussion is enabled on a Motherblog site where certification candidates post regularly and respond to each other.
Reflective writing designed to support course revision is completed on an individual blog.
The course of study in 9 modules ends with the submission in mid February of a provisional course portfolio to which we respond.
The final course portfolio is due in June after faculty have the opportunity to pilot the course with the help of a Writing Fellow.
The modules listed at the top of the Motherblog contain a list of reading and writing assignments connected to a specific topic.
Faculty work primarily with John Bean’s Engaging Ideas, but also with the first four chapters of Effective Grading (Walvoord and Anderson).
The goal is syllabus and assignment revision.
To post, faculty must choose the blog name in the upper left hand corner, then New, then Post
WAC Online faculty also categorize their postings when they work on their individual blog. Each assignment within a module has a category.
Prompts in each module consist of 5 tasks, or intellectual “moves.” Our goal is to model various kinds of informal, writing-to-learn assignments that faculty might consider using in their W course.
October 15: Application deadline
Mid November: Orientation for certification candidates.
January, February: Certification training, either online or on campus.
January 19th: Online and on campus candidates need to have completed the work for at least Modules 1 – 4 .
February 1st: Online and on campus candidates must have completed at least Modules 1 – 7 of the WAC seminar.
Mid February: Provisional course portfolios due by 5 PM.
Spring Semester: Piloting of re-designed courses with the help of a Writing Fellow
June:Courses portfolios are revised based on feedback received on the provisional course portfolio and faculty experience piloting it with the support of aWriting Fellow.
June 30th: Final course portfolios are due by 5 PM.
Receive a letter from the Provost for your tenure and promotion file and 3 hours of release time/cash payment.
Provide the reader of your portfolio with an overview of the course: What do you teach and why? What are the weight bearing elements of your syllabus? How has your thinking about the teaching of your course changed as a result of your experiences in the WAC certification program? What changes have you made and why? (Final portfolio: What did you learn from piloting this writing intensive version of your course? What changes have you made and why?)
Include teaching/learning goals of the course and the sequence and character of reading and writing assignments, including due dates for drafts. Writing will count at least 30% in determining the final grade for the course.
Copies of Assignments (handouts you give to the student)
Submit copies of all assignments, including informal writing prompts and Blackboard discussion topics. Assignments should match up with items on your syllabus.
Student Work (Final portfolio only)
Erase student names from samples. Student work (sample of good, better, best) should be attached to the assignments and clearly labeled.