Abstract:
Student writing causes many college faculty members to complain, but perceptions about whose job it is to teach writing vary. Faculty in the College of Agriculture at the University of Wyoming are no exception. This paper documents a two-year process undertaken to improve writing across the curriculum in two departments: the Department of Agricultural and Applied Economics and the Department of Family and Consumer Sciences. It will first provide background and a brief overview of the current literature on writing across the curriculum. Then it will outline a writing workshop project. That workshop was conducted to identify both faculty perspectives of student writing as well as student impressions. Next, it will present findings based on faculty interviews, faculty focus groups, and student interviews. It will conclude with a discussion of curriculum changes that resulted as well as dissemination opportunities generated.
Keywords:
faculty, improving teaching, writing, critical thinking, Wyoming case study
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