Writing Across the Curriculum as an Institutional Change Agent for Educating Students for the Future
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2020-11-12
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Abstract
In their foundational study, Condon and Rutz (2012) explained that Writing Across the Curriculum (WAC) as a means for educating students for the future tends to evolve and manifest in different ways at various institutions for higher education (IHEs); however, a clear structure is needed. Their creation of a WAC taxonomy provides a guide toward understanding such an evolving structure (Condon & Rutz, 2012). Moreover, within the current Digital Age and emphasis on diversity and inclusion, some have suggested that ‘Writing Across the Globe’ (WAG) may be a more fitting label (Flammia, 2015). Purdue University Global’s WAC initiative offers a compelling case study in how WAC has developed into the highest WAC dimension as an institutional change agent (Condon & Rutz, 2012) and how PG’s WAC/WAG focus supports educating students for the future. Attendees will leave with a better understanding and ability to articulate the importance of WAC to students.
Condon, W. and Rutz. C. (2013). A taxonomy of Writing Across the Curriculum programs: Evolving to serve broader agenda. College Composition and Communication, 64(2). 357-382 http://www.ncte.org/library/NCTEFiles/Resources/Journals/CCC/0642-dec2012/CCC0642Taxonomy.pdf
Flammia, M. (2015, June). WAC or WAG: Should Writing Across the Curriculum (WAC) be expanded to Writing Across the Globe (WAG)? College Composition and Communication, 66(4), 700-705.
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