Margaret, Andrea, and whoever is following this thread,
I'm going on a tangent from the WC issue, but ...
> I think the main effect of WAC initiatives is on faculty: they become
> more aware of the functions and processes of writing, at least, even
> besides what students may learn.
Working on WAC on the other side of campus from you Margaret, I'd have
to say this is absolutely true. I've found faculty are learning not
only about writing but about assignment design and the effects of
ideas. This sounds more arrogant than I intend: I'm not the one
teaching faculty about the effects of ideas, but for example, as they
see an assignment come in with massive plagiarism off the web, they will
say, "oh, we can't do that sort of thing again." We can then begin to
talk about what kinds of assignments tempt students to plagiarize
(describe X, explain this phenomenon) and what kinds of assignments seem
to let us free of it (analyze, synthesize, critique). As faculty get
educated about this, they start to design better assignments. I find,
though, that some are quicker learners and some just do the explain type
assignments because they are lazy or rushed. How can I as WAC
consultant, get faculty to take more time over assignment design? Any
suggestions. Is anyone else out there involved in WAC issues too?