Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization
Submitting Campus
Daytona Beach
Department
Center for Teaching & Learning Excellence
Document Type
Book Chapter
Publication/Presentation Date
Spring 5-24-2023
Abstract/Description
Over the past 50 years, the field of WAC has increasingly shifted from discussions of starting programs to efforts of sustaining programs (Cox, Galin, & Melzer, 2018). Similarly, WAC pedagogical support has moved from the oneoff workshop model of “writing-to-learn” pedagogy (Walvoord, 1996) to other models of effecting long-term change with faculty (Glotfelter, Updike, & Wardle, 2020; Martin, 2021). Alongside these programmatic and pedagogical trends, we argue that WAC administrative support and professionalization need to similarly grow. To work toward sustainability as a field, we need to (re)consider the professionalization of WAC administrators—both in graduate school and throughout their careers.
Publication Title
Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50
DOI
10.37514/PER-B.2023.1947.2.13
Publisher
WAC Clearinghouse
Scholarly Commons Citation
Cicchino, A. T., Olejnik, M., LaVecchia, C., & harahap, A. (2023). Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization. Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50, (). 10.37514/PER-B.2023.1947.2.13
Additional Information
Kelly, Megan J., Heather M. Falconer, Caleb L. González, & Jill Dahlman (Eds.). (2023). Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2023.1947