Center for Teaching & Learning Excellence
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.
Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50
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