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WAC Coordinators
 
Gordon Young
Writing Intensive Coordinator
Professor
Chair of Communications
and Performing Arts
Office: E-309
Phone: 718-368-5591
Gordon.Young@kbcc.cuny.edu


Kate Garretson
Certification Coordinator
Professor
Department of English
Office: C-211
Phone: 718-368-5209
Kate.Garretson@kbcc.cuny.edu


Cheryl Hogue Smith
Writing Fellows Co-Coordinator
Professor
Department of English
Office: C-114
Phone: 718-368-5270
cheryl.smith@kbcc.cuny.edu


Jason VanOra, Ph.D.
Writing Fellows Co-Coordinator
Associate Professor
Dept. of Behavioral Sciences
Office: E108
Phone: 718-368-5196
jason.vanora@kbcc.cuny.edu


Administration

Judith Cohen
Administrative Assistant
Office: E-309
Phone: 718-368-5591
Judith.Cohen@kbcc.cuny.edu
Work with a Writing Fellow
In L219
Telephone: 718-368-5405
In the Honors Program M377
Phone: 718-368-5365

FAQs about WAC Certification

What do faculty do during the winter WAC certification seminar?

They revise a course that they have taught at KCC at least once, and preferably twice, to make it more reading and writing-intensive for students.

What is expected from the course revision?

Of course it varies by discipline. However, we are looking for a writing assignment-driven syllabus that gives students the opportunity to revise their work on the basis of your feedback. Students write in both informal and formal modes; reading is supported by writing; writing (all sorts) counts for at least 30% of the final course grade.

How is the certification seminar organized?

It’s a reading/writing course that models the ways in which you might use writing to support learning in your course. You will have the opportunity to think more deeply about your course goals and how to reach them in a 12-week semester. Our textbook is John Bean’s book, Engaging Ideas; additional articles and chapters from books are also assigned as readings.

How do we structure and support faculty learning in this course?

We ask faculty to write regularly in three or four modalities: to reflect on their previous experience and existing knowledge; to respond to the thoughts of others in assigned readings; to solve problems when revising an assignment or syllabus; and to take stock of their learning experience using metacognition about learning processes. The ongoing focus of concern will be your own course. In light of your reading in the seminar, what aspect of your course might you tweak? During this course construction process, the seminar provides opportunities to share thoughts with other faculty and to respond to their interests and concerns, either on campus or online (or both).

What determines if I receive WAC certification?

Both process and product count. You need to complete all the writing assignments of the certification seminar. If you are working online, they will all be posted on your course blog. If you work on campus, you will be asked to post your homework on a blog. In both cases, your goal is to also create a course portfolio that documents the ways you will be teaching your course on a reading/writing intensive basis. Of course attendance at the on campus workshop series, and posting to the motherblog discussion forum are also important elements of the seminar.

By when do I have to complete this course portfolio?

In accordance with good WAC practice, we collect the portfolio twice, first in mid February, and then by June 30th. We call the first submission a “provisional course portfolio” and the second the “final course portfolio”. Both are required. Between February and June, you have the opportunity to revise your approach based on your experience piloting the course as well as feedback you receive from the Coordinators and/or your Writing Fellow.

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