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ERIC Number: ED398587
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Teaching To Learn: WAC, Composition, and Engineering Classrooms.
Watson, Marsha
A writing instructor whose assignment was to put into place a writing across the curriculum (WAC) project at the University of Wisconsin at Milwaukee's engineering college quickly found that this would be a difficult task, especially the prompting of a student-centered writing intensive pedagogy. The undertaking was broken into two steps: the first component involved bringing the engineering faculty together to create discipline-specific writing standards which shared basic notions about the qualities of competent writing, while the second component focused on less concrete goals--real change needed an intensive WAC program which could "get at the discipline from the inside out." A team teaching experience was not a success for several reasons: there was too much difference in professional rank on the team; the faculty member the instructor was collaborating with was not really focused on the same issues; and that faculty member perceived writing as an add-on, not as an actual part of the course. The root of the failure was the clash between the subtle disciplinary hierarchies unconsciously adopted, which leads to a "cross-disciplinary" approach to WAC programs. Successful WAC programs strive instead for interdisciplinarity, established by close collaboration between disciplines which produces a high level of content integration and mutual integration of organizing concepts and methodologies. (CR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A