Craig Ford, professor at St. Norbert College, teaches a course. background

Writing Across the Curriculum (WAC)

Fellows

WAC Fellows

Writing Across the Curriculum Fellows are faculty who have a vested interest in supporting student writers at SNC. Faculty members undertake this semester-long fellowship to design an upper-division (300- or 400-level) course in their discipline as writing intensive (WI). WAC Fellows engage with scholarship from WAC and writing studies, accessible and equitable pedagogies, and writing in the disciplines.
  • The WAC fellowship offers a unique opportunity for interdisciplinary faculty to engage in meaningful discussions about the significance of writing in curricular designs. Through this experience I gained valuable skills, including a deeper understanding of writing pedagogies, navigating assessment frameworks, and learning various writing-related terminologies. I am now applying this newfound knowledge to enhance my HIST 213 course, “The Vietnam War Through Archival Documents,” as a WI offering. Students in this course are exposed to academic history writing through a series of scaffolded assignments and activities, ultimately leading them to complete a substantial research paper by the end of the semester.

    Anh Sy Huy Le, history faculty

    Portrait of Anh Sy Huy Le, faculty
    Portrait of Anh Sy Huy Le, faculty

    The WAC fellowship offers a unique opportunity for interdisciplinary faculty to engage in meaningful discussions about the significance of writing in curricular designs. Through this experience I gained valuable skills, including a deeper understanding of writing pedagogies, navigating assessment frameworks, and learning various writing-related terminologies. I am now applying this newfound knowledge to enhance my HIST 213 course, “The Vietnam War Through Archival Documents,” as a WI offering. Students in this course are exposed to academic history writing through a series of scaffolded assignments and activities, ultimately leading them to complete a substantial research paper by the end of the semester.

    Anh Sy Huy Le, history faculty

  • WAC Fellows helped me to better articulate the value of writing to my students and include different strategies into my course design more thoughtfully. Taking what I learned, I revised my syllabus and assignments for SOCI/WMGS 346, “Intersections of Privilege.” I successfully implemented scaffolding assignments that culminated in an analytical literature review where students investigated a system of privilege by synthesizing information from existing studies. We also used informal writing activities inside and outside of class to practice skills needed for the final paper, including paraphrasing, creating an annotated bibliography entry, and putting articles in conversation with each other.

    Laura Krull, sociology faculty

    Laura Krull, sociology faculty
    Laura Krull, sociology faculty

    WAC Fellows helped me to better articulate the value of writing to my students and include different strategies into my course design more thoughtfully. Taking what I learned, I revised my syllabus and assignments for SOCI/WMGS 346, “Intersections of Privilege.” I successfully implemented scaffolding assignments that culminated in an analytical literature review where students investigated a system of privilege by synthesizing information from existing studies. We also used informal writing activities inside and outside of class to practice skills needed for the final paper, including paraphrasing, creating an annotated bibliography entry, and putting articles in conversation with each other.

    Laura Krull, sociology faculty

  • As someone who already teaches in humanities – where no one needs to hear an argument about the importance of writing to learning – being a WAC fellow helped better ground my commitment to helping students become more proficient writers by making my writing-intensive course more accessible and more approachable. One of my biggest takeaways was learning to think more capaciously about “writing” – that is, about the various ways that students can demonstrate that they are effective and informed communicators on ethical topics. Moreover, because of the resources Kat shared, I am thinking better about the role of writing in my courses.

    Craig Ford, theology and religious studies faculty

    Craig Ford, faculty member
    Craig Ford, faculty member

    As someone who already teaches in humanities – where no one needs to hear an argument about the importance of writing to learning – being a WAC fellow helped better ground my commitment to helping students become more proficient writers by making my writing-intensive course more accessible and more approachable. One of my biggest takeaways was learning to think more capaciously about “writing” – that is, about the various ways that students can demonstrate that they are effective and informed communicators on ethical topics. Moreover, because of the resources Kat shared, I am thinking better about the role of writing in my courses.

    Craig Ford, theology and religious studies faculty

Congratulations to the 2023 WAC fellows:

Lindsey Bosko-Dunbar
Mathematics
Associate Professor of Mathematics
Working on the course MATH 250, “Foundations of Advanced Mathematics”

Ben Chan
Philosophy
Assistant Professor of Philosophy
Working on the course PHIL 315, “Ethics”

Stephen Ferguson
Biology
Assistant Professor of Biology
Working on the course BIOL 372, “Systemic Physiology”

Congratulations to the 2022 WAC fellows:

Craig Ford 
Theology and Religious Studies
Assistant Professor of Theology and Religious Studies
Offering the course THRS 333, “Christian Ethics”

Anh Sy Huy Le
History
Assistant Professor of History
Offering the course HIST 213, “The Vietnam War Through Archival Documents”

Laura Krull
Sociology
Assistant Professor of Sociology
Offering the course SOCI/WMGS 346, “Intersections of Privilege”

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