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Ihara, Rachel; Del Principe, Ann – Across the Disciplines, 2018
This study illuminates faculty beliefs about reading by closely examining their attitudes toward assigned readings and faculty professional reading practice. Drawing upon interview data from instructors teaching in a range of disciplines at a two-year college, we suggest that conversations about reading would benefit from greater awareness of the…
Descriptors: Reading Assignments, College Faculty, Teacher Attitudes, Two Year Colleges
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Fife, Jane – Across the Disciplines, 2018
Effectively constructing a confident authorial stance and framing one's argument in the context of the ongoing scholarly conversation are important skills for writers to acquire as they gain expertise writing in an academic discipline. Construction of an effective authorial stance is complicated by conventions of avoiding first-person pronouns in…
Descriptors: Teaching Methods, English for Academic Purposes, Writing Instruction, Form Classes (Languages)
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Romero, Yasmine; Shivers-McNair, Ann – Across the Disciplines, 2018
Student conceptions of internationalization directly impact how multilingual students, both international and domestic, engage course content within the WAC/WID classroom. For example, a student who majors in English literature may define internationalization as recreating political power, while a student who majors in business may consider…
Descriptors: Writing Instruction, Undergraduate Students, Discourse Analysis, Multilingualism
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Feuerherm, Emily; Blumner, Jacob – Across the Disciplines, 2018
Higher education institutions in the United States are experiencing tremendous growth of international students. This essay serves as a case study of how an institution is addressing its growth from a handful of international students to nearly 10% of its total student population in a decade. The authors describe writing instruction and the lack…
Descriptors: Global Approach, Writing Instruction, Foreign Students, College Students
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Sharma, Ghanashyam – Across the Disciplines, 2018
Given that STEM professionals must regularly engage in transnational and cross-cultural communication, learning to write in their academic disciplines and professions means learning to navigate World Englishes, employ diverse sociolinguistic and rhetorical resources, and negotiate meaning across linguistic and sociocultural borders. Analyzing…
Descriptors: Global Approach, Writing Instruction, STEM Education, Intercultural Communication
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Kinkead, Joyce – Across the Disciplines, 2018
This article describes an assessment project that analyzed syllabi approved for a communication intensive (CI) requirement in a general education program. As such, it is a first step in a more comprehensive assessment. The article suggests that it is important to ensure that inputs are evaluated prior to an evaluation of outcomes. The assessment…
Descriptors: Course Descriptions, Student Research, Undergraduate Students, Writing Across the Curriculum
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Deans, Thomas – Across the Disciplines, 2017
This study reports on learning outcomes of one-credit writing-intensive (W) courses in the disciplines at a large public university where three-credit W courses are the norm. An evaluation of 210 final papers from four departments--Allied Health, Animal Science, Economics, and Nutritional Sciences--revealed that writing outcomes, as defined and…
Descriptors: College Credits, Writing Instruction, Content Area Writing, Intellectual Disciplines
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Gallagher, Mary; Galindo, Claudia; Shin, Sarah J. – Across the Disciplines, 2016
This study examines the writing-related attitudes of L1 and L2 students who receive individual discipline-based writing help from Writing Fellows. It investigates changes in the students' attitudes toward writing through a survey administered at the beginning and end of the semester in which the students worked with their Writing Fellows.…
Descriptors: Writing Attitudes, English (Second Language), Writing Instruction, Student Attitudes
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Cripps, Michael J.; Hall, Jonathan; Robinson, Heather M. – Across the Disciplines, 2016
The teaching assistantship is a venerable model for funding graduate studies, staffing undergraduate courses, and providing pedagogical support for emerging college and university instructors. In this article, we present a variation of this model of graduate student support: the WAC Fellowship at the City University of New York. Using survey data…
Descriptors: Writing Across the Curriculum, Fellowships, Graduate Students, Professional Development
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Parrish, Juli; Hesse, Doug; Bateman, Geoffrey – Across the Disciplines, 2016
We explain how collaboratively assessing a writing-intensive general education capstone seminar constituted a high-impact practice for faculty development. Students at the University of Denver complete an Advanced Seminar taught by faculty across the curriculum. Topics and themes vary widely, as do types of assigned writing, making assessment an…
Descriptors: Undergraduate Students, Writing Instruction, Writing Workshops, Seminars
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Herrington, Anne J.; Stassen, Martha L. A. – Across the Disciplines, 2016
In fall 2010, the University of Massachusetts Amherst instituted a new upper-division General Education requirement, the Integrative Experience (IE), designed to help students integrate the various components of their undergraduate experience and reflect upon their learning and development as a result of those experiences, both key dimensions of…
Descriptors: Undergraduate Students, Writing Across the Curriculum, General Education, Required Courses
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Thaiss, Chris; Moloney, Kara; Chaozon-Bauer, Pearl – Across the Disciplines, 2016
First-Year Seminars (FYS) are among the high-impact practices described by AAC&U. We studied the long-standing First-Year Seminar Program at our public research university for the ways in which writing assignments--individualized for each seminar--help faculty and students achieve program objectives in critical and analytical thinking, the…
Descriptors: First Year Seminars, College Freshmen, Writing (Composition), State Universities
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Barron, Nancy Guera; Gruber, Sibylle; Pfannenstiel, Amber Nicole – Across the Disciplines, 2016
In this article, we show how discussions of creating high-impact learning experiences led to the Undergraduate Videogame Symposium, a public venue where students from all disciplines presented their disciplinary learning to a non-disciplinary audience. After providing an introduction to the learning principles emphasized by the Interdisciplinary…
Descriptors: Academic Achievement, Student Motivation, Participant Observation, Undergraduate Students
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Burdette, Rebecca; Galeucia, Annemarie; Liggett, Sarah; Thompson, Melissa – Across the Disciplines, 2016
This article provides background on Louisiana State University's Communication across the Curriculum (CxC) program and details the history and logistics of its experiential learning and community outreach event--TEDxLSU. In particular, the authors provide details on the Student Creative Communications Team (SCCT) which conceptualizes, plans, and…
Descriptors: Writing Across the Curriculum, Mentors, Communication (Thought Transfer), Online Surveys
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Anderson, Paul; Anson, Chris M.; Gonyea, Robert M.; Paine, Charles – Across the Disciplines, 2016
This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…
Descriptors: Writing Across the Curriculum, Content Area Writing, Writing Assignments, Writing Instruction
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