Faculty and Graduate Student Each Published in Journal

Two faculty members and a graduate student all published  articles in Across the Disciplines, a journal of language, learning, and academic writing  that publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity. Remarkably, all three proposed a submission independent of one another and ended up in the same special issue based on their work related to writing across the curriculum. related to writing across the curriculum. As described by the editors of the special issue, the articles in this collection focus on the impact of writing on learning and student success:

A central tenet of writing across the curriculum and in the disciplines is that the use of writing goes far beyond improvement of students’ skills. Writing is essential to learning and to the processes of development that higher education aims to foster. What might not be as clear is how to map the work onto these higher-level outcomes. In this issue of Across the Disciplines, contributors describe those maps in relation to the Association of American Colleges & Universities research on High-Impact Practices. Contributors describe research, theory, and practices from first-year seminar to capstone courses, from specific WI courses in a range of disciplines to the impact of WI and core curricula more generally, from residential learning communities to undergraduate research and presentation opportunities. Overall, these contributions build understanding of writing programs’ roles in promoting High-Impact Practices and place the student experience where it belongs: at the center of a vision for the future of higher education.

Charles Paine, Professor of Rhetoric and Writing, co-authored, How To Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us

Cristyn Elder, Assistant Professor of Rhetoric and Writing, co-authored, Designing High-Impact “Writing-to-Learn” Math Assignments for Killer Courses

Brian Hendrickson, PhD Candidate of Rhetoric and Writing, wrote, Studying and Supporting Writing in Student Organizations as a High-Impact Practice.