Assessment of the WAC @ City Program
Faculty perspectives on WAC at City:
Satisfaction with specific WAC enrichments
During the course of their collaboration, faculty partners and CCNY Writing Fellows engaged in a number of WAC oriented activities. For example, some professors worked with the Writing Fellow to integrate writing into a course syllabus, while others incorporated informal writing, and peer review into their classroom activities.
Table 3 shows a list of these activities and the number of faculty who participated in each.
| Activity Engaged In |
# Faculty Reporting |
| Clarifying or developing assignments |
20 |
| Integrating writing into course assignments |
11 |
| Sequencing Assignments |
9 |
| Peer review |
5 |
| Model papers |
4 |
| Informal writing |
3 |
| Annotation exercises |
5 |
| Drafting assignments |
5 |
| Providing frequent feedback on student papers |
6 |
| Writing workshop/integrative pedagogy |
4 |
Many faculty partners continued to use these activities after their collaboration with the writing fellow ended. Table 4 lists the WAC activities faculty continued to engage in after their collaboration had ended.
| Activity Engaged In |
# Faculty Reporting |
| Integrating writing into course assignments |
19 |
| Sequencing Assignments |
14 |
| Peer review |
8 |
| Model papers |
9 |
| Informal writing |
12 |
| Annotation exercises |
8 |
| Drafting assignments |
8 |
| Providing frequent feedback on student papers |
10 |
| Writing workshop/integrative pedagogy |
7 |
|
