By Barbara E. Walvoord, Linda Lawrence Hunt, H. Fil Dowling, Joan McMahon
The authors record the long term influence upon school of writing-across-the-curriculum courses by means of amassing interviews, questionnaires, lecture room observations, pupil reviews, and direction files from greater than seven hundred college, one to fifteen years after their first WAC stories. virtually with out exception, college contributors have been replaced by way of their WAC studies, every now and then profoundly. What the authors stumbled on is that many college came across the main significant adjustments they made weren't alterations in educating strategies—since these have been always shifting—but alterations in educating philosophy: a consciousness of the way newbies have to be eager about studying and of the numerous roles that writing can play in learning.
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Extra info for In the Long Run: A Study of Faculty in Three Writing-Across-The-Curriculum Programs
Another "follow-upN workshop was an afternoon/ dinner / evening meeting for fifteen faculty in a conference room at a Spokane hotel. " Several faculty spoke of the exciting responses they'd received from students about their new assignments. In the fall of 1994, with a smaller grant from Washington Trust matched by institutional support, Walvoord returned for two days of workshops. On the first day, fourteen new faculty were intro duced to WAC, and on the second day, a follow-up was held for twelve faculty, in which considerable time was given for them to report their WAC experiences.
Often, it was also the first time they had experienced peer response on course assign ments. Written evaluations of the workshops were very positive. In the fall of 1989, Whitworth dedicated an entire faculty devel opment day to WAC, led by William Zinsser. The following May, twen ty faculty volunteered for the second Faculty Writing Workshop, a four-day event. Twelve faculty who had been through the previous workshop also returned for a two-day advanced workshop. These were led by Walvoord, with Hunt and Reid acting as consultants.
Nearly all the faculty had some points of resistance, often for sensible reasons, and nearly all had profited from WAC, often in very different ways. We wanted the book to be full of faculty voices. We adopted, therefore, the theoretical view of faculty that Hargreaves articulates and that we quoted at length on page 11 (this volume)-the view of faculty as active makers of meaning, as self directed managers of their own change. Refining the Research Questions Within that frame, we articulated for this book five research questions that we thought our data would allow us to address-questions which were important to us as researchers and WAC directors and which, we thought, would be important to our readers: 1.
In the Long Run: A Study of Faculty in Three Writing-Across-The-Curriculum Programs by Barbara E. Walvoord, Linda Lawrence Hunt, H. Fil Dowling, Joan McMahon