Category Archives: Fellows’ Corner

Elements of WAC in Introductory Foreign Language Courses

It’s possible to see WAC elements in introductory foreign language courses. Three-quarters into the semester of a 101-level French course, pair up your students to write a dialogue such as the following: the two speakers discuss how they view certain … Continue reading

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“It’s in the Syllabus”: Best Practices for the First Day of Class

(image from Inside Higher Ed) I recently had the pleasure of attending City Tech’s new faculty orientation, led by Professor Julia Jordan. At one point, she implored us, “Please, please do not spend the first class session reading your syllabus … Continue reading

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Bearing the Responsibility for Our Own Expectations

At several points in my development as a college teacher, I have learned the hard way (and too late) that I bear the responsibility for my own expectations. This is not to say that students cannot be held accountable for … Continue reading

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Students’ Oral Presentation and Improvements in Writing

What is the connection between students’ oral articulation of ideas and the improvement of their writing skills? Is it plausible to assume that there is any? As an adjunct instructor, I have consistently assigned group presentations. Typically, I ask students … Continue reading

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DigitalWAC and Asynchronic Learning

It seems that a prominent feature on every syllabus I write is a stringent, punitive attendance policy that grants students a limited number of “free” absences, after which they lose points on their final course grade. This strict attendance policy … Continue reading

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Making the Most of Snow Days: Have Your Students Write!

As CUNY schools shut down across the city, many professors are left to re-organize “tentative” syllabi schedules. But instead of letting snow days wreak havoc on your reading schedule as well as the roads, use them to practice WAC principles, encouraging … Continue reading

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Games in the college classroom – competitive or cooperative?

Games can be a great tool in the classroom to engage students and deepen learning. But does it matter whether the games are competitive or cooperative? At a recent WAC meeting, this question sparked heated debate. Some argued that competition … Continue reading

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Tips to improve our PowerPoint presentations

Despite the availability of valuable alternatives, PowerPoint is still the most used technological platform in college classrooms. However, its actual pedagogical potential is rarely achieved and most of the time instructors employ it as a simple visual transposition for their … Continue reading

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gʊd ˈθɪŋkɪŋ wɪˈθaʊt gʊd ˈraɪtɪŋ

æt ði ɛnd ʌv iʧ səˈmɛstər, aɪ səˈlɪsɪt ˈfidˌbæk frʌm maɪ ˈstudənts əˈbaʊt ðɛr laɪks ænd dɪˈslaɪks əˈbaʊt ðə kɔrs. ɪn ðiz ˌkɑnvərˈseɪʃənz, wʌn ʌv ðə moʊst ˈfrikwənt kəmˈpleɪnts ɪz ðæt “ðɛr wʌz tu mʌʧ ˈraɪtɪŋ.” ɪt ɪz tru, ðɛr ɪz ə lɑt ʌv ˈraɪtɪŋ ɪn … Continue reading

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Is there a place for WAC philosophy in introductory foreign language courses?

One of the key principles of Writing Across the Curriculum is the use of writing as a learning tool, or “writing to learn” as opposed to simply “learning to write.” It is our belief that the use of writing in … Continue reading

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