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Probably everyone knows this resource, but in case someone doesn’t: https://ncte.org/blog/2018/03/sustainable-wac-launching-developing-writing-across-curriculum-programs/

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It is important that we recognize and celebrate the diversity that each student brings into the classroom.

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How do we encourage this work across the institution  and not only in writing centers and FYWPs?

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How do we encourage this work across the institution  and not only in writing centers and FYWPs?

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Collaborate on funding initiatives to fund research and new initiatives

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Collaborate on funding initiatives to fund research and new initiatives

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Leveraging research to get faculty buy-in

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Leveraging research to get faculty buy-in

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I learned that you can't work with faculty across the disciplines if they are feeling defensive. You've got to highlight what they are already doing well so it can be built on.

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Need to foster conversations among faculty about what good writing looks like in their discipline and what it takes to create it

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Reframe for skeptical audience: WAC support is doing things for faculty, rather than asking faculty to do things for students

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Reframe for skeptical audience: WAC support is doing things for faculty, rather than asking faculty to do things for students

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Two Year programs have a different set of affordances and challenges than four-year and research colleges and universities.  Additionally, faculty there are highly, highly  educated in their disciplines but are being asked to be exceptional teachers in two-year settings.  This often results in vulnerability and insecurity that may or may not be forthcoming so it's up to a WAC person to show compassion for that person and their experiences. 

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Two Year programs have a different set of affordances and challenges than four-year and research colleges and universities.  Additionally, faculty there are highly, highly  educated in their disciplines but are being asked to be exceptional teachers in two-year settings.  This often results in vulnerability and insecurity that may or may not be forthcoming so it's up to a WAC person to show compassion for that person and their experiences. 

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Discussions about how writing centers can help with anti-racism work by bringing in speakers who talk about linguistic diversity.

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Think about human capital and labor -- what do faculty need, how can we help and not add labor, how can we build connections and learn from one another...

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Think about human capital and labor -- what do faculty need, how can we help and not add labor, how can we build connections and learn from one another...

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Writing programs are not one size fits all, of course, and neither is the assessment. It's a web. Assessment can help you make a case for the need, but it has to come with a lot of other initiatives. Institutional change can be an opportunity to create programs and integrate assessment at the outset to be able to show how the program works to the benefit of our students.

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One way to strengthen the connection between WAC and Writing Centers is to invite colleagues and cohort members to the Writing Center so they may witness what a typical session looks like.

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One way to strengthen the connection between WAC and Writing Centers is to invite colleagues and cohort members to the Writing Center so they may witness what a typical session looks like.

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Start Small and respect faculty insecurities about teaching writing

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Start Small and respect faculty insecurities about teaching writing

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We talked about a lot of ways that WCs can help strengthen WAC on campus: writing needs assessment, establishing a common language around writing, and creating videos of what a typical writing center session looks like so that folks know what happens in WCs.

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WAC programs can evolve in to many, many different models and visions and structures.  It's essential that they build from the resources and environments within which they are growing.  Do what can be done, rather than what  should be done or what others are doing. 

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WAC programs can evolve in to many, many different models and visions and structures.  It's essential that they build from the resources and environments within which they are growing.  Do what can be done, rather than what  should be done or what others are doing. 

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Graduate students occupy interesting spaces -- they are students, often teachers/instructors who may be teaching and assessing student writing while themselves uncertain about their own writerly identities

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Graduate students occupy interesting spaces -- they are students, often teachers/instructors who may be teaching and assessing student writing while themselves uncertain about their own writerly identities

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Try to piggyback on Center for Teaching efforts. Start with any small pockets of $$.

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IN WAC, we have to be mindful of how our values are reflected in assessments and the ways bias present in those assessments

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IN WAC, we have to be mindful of how our values are reflected in assessments and the ways bias present in those assessments

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Cultural differences and the Pandemic influence on multilingual writers

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Cultural differences and the Pandemic influence on multilingual writers

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Multilingual writers face the challenge of cultural and linguistic differences. The Pandemic is making the challenge more difficult.

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Some of our key terms to remember were: Action, reversal and repair, structural antiracism, and acting intentionally vs. automatically

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Forging alliances and taking advantage of existing networks

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Forging alliances and taking advantage of existing networks

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We talked about involving faculty more in sessions designed to train graduate students so faculty from other disciplines know and understand how we approach that and can themselves support it

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We talked about involving faculty more in sessions designed to train graduate students so faculty from other disciplines know and understand how we approach that and can themselves support it

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We discussed the connections between WAC and Writing Centers and how sometimes starting a WAC program leads to the need for a Writing Center.

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We discussed the connections between WAC and Writing Centers and how sometimes starting a WAC program leads to the need for a Writing Center.

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We talked about ways to connect more with the discipline-specific faculty working with the grad student writers.

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We talked about ways to connect more with the discipline-specific faculty working with the grad student writers.

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Writing courses are common i the US.  It seems not to be so common in other countries.

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I loved learning about the credit-bearing course that Kelly's university has to teach new graduate students how to respond to and assess undergraduate students' writing

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First-year writing requirement in the U.S.

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First-year writing requirement in the U.S.

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We also discussed the value of first-year writing courses in the higher education institutions in the U.S. and how to support multilingual students to transfer their learning from the first year writing courses to write across the curriculum.

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Connect institutional goals with WAC goals, for example Active Learning to engage participants and to ensure WAC program continues to receive institutional support.

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Connect institutional goals with WAC goals, for example Active Learning to engage participants and to ensure WAC program continues to receive institutional support.

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We discussed the strengths of how we're already supporting graduate student writers, what needs we/they have, and possible next steps we can take.

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We discussed the strengths of how we're already supporting graduate student writers, what needs we/they have, and possible next steps we can take.

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Thinking about the ways we have to address institutionalized barriers and actively work to dismantle them and create reparations

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Thinking about the ways we have to address institutionalized barriers and actively work to dismantle them and create reparations

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Perceptions of the US as a friendly place to study

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Perceptions of the US as a friendly place to study

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We discussed how anti-Asian hate and crimes, and the news reporting thereof, may be impacting students' desire or motivation to study in the US. What can we do to counter hatred in this situation?

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Need for support and patience in implementing.

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Need for support and patience in implementing.

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It's an important/fun component of any writing program. 

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It's an important/fun component of any writing program. 

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Many layers--porous border between student assessment, faculty assessment, and program assessment.
Hard to move away from a "satisfaction" survey to a meaningful survey with students. They don't always see the multi-"layeredness" of assessment, but they can give something a thumbs up or down based on their own experience. Sometimes that's valuable as a starting place for program assessment.
Difficulty remains in larger institutions when pedagogical research is not viewed as as important as other research.

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Definitions of anti-racism all center on action, not buzzwords.
What have and can we do to do this anti-racism work? (Discussion focused a lot on linguistic justice and equity--decentering standard edited american english).

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There can be great gains from having discussion with faculty about how WAC strategies can help students with sticking points in their discipline. Learning content, a discipline, a problem, a theory, a process is like learning a new language. Writing can help with that process and it makes the learning transparent to the students and their faculty champions.