“Something invisible … has been made visible for me”: An expertise-based WAC seminar model grounded in theory and (cross) disciplinary dialogue
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In this chapter, Angela Glotfelter, Ann Updike, and Elizabeth Wardle refer to Cox, Galin, and Melzer (2018) to argue that many WAC programs seek long-term, sustainable change to a campus writing culture, one-time faculty development workshops rarely achieve this goal. To address this problem, they propose the faculty learning community model, a model found successful at the Howe Center for Writing Excellence at Miami University. This chapter reports on preliminary data.
