Abstract
Still in the relatively early stages of our college’s Writing Across the Curriculum (WAC) initiative, we have begun a study to assess its impact. As members of the WAC committee, full-time instructors in two of the college’s career programs (human services and early childhood respectively), and qualitative researchers, we were charged with the task of developing and implementing the study. In our urban community college we often conduct interdisciplinary work, and both the WAC program and committee reflect that. The WAC committee has enlisted support for WAC from the variety of career programs and liberal arts departments. Our role as assessors is to look at and learn from the way instructors are implementing WAC. Walvoord & Anderson (1998) state that assessors are not external imposers of something brand new but investigators, ethnographers, and facilitators. The assessor’s approach is not to get people to do assessment, but to examine how people teach and assess critical thinking, and to help them improve. (pp.150151) During the planning stages, we envisioned at least two purposes of
Published Version
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