WAC For Faculty

Working with a WAC Fellow

  • Who is a CUNY WAC Fellow? WAC/ WID at CUNY began in 1999, and Writing Fellows programs were established in almost all the campuses, which trains CUNY doctoral students to support efforts to improve writing at the campuses (For links to all these programs here). Annually, six Writing Fellows are assigned to each of the undergraduate campuses (except for the Guttman Community College which is assigned one Fellow); two are assigned to the CUNY School for Professional Studies; and three to the CUNY Law School.
  • What does a WAC Fellow do? WAC Fellows carry out a number of duties with the overarching goal of helping faculty to integrate writing as a tool for learning across the curriculum. For the job descriptions of WAC Fellows at different CUNY campuses, see here.


Teaching Strategies

  • The Case for Fully Guided Instruction 2012 (pdf):  An article that argues (from scientific research) against pedagogical models of open- or self-discovery in favor of more top-down models (uploaded by Jonah Westerman).
  • Five Easy Group Structures 2011 (doc): A handout offering strategies for incorporating cooperative learning into the classroom. This was developed as part of a CETL (Center for Excellence in Teaching and Learning) Workshop on “Designing Successful Group Work,” led by Janice Capuana and the WAC Fellows at York College (uploaded by Elizabeth Alsop).
  • Piaget-Development and Learning 1992 (pdf): This article discusses the important distinction between the psychological processes of learning and development, a distinction which has an impact on how teachers should interact with students (uploaded by Rifat A. Salam).


Reading Strategies


Developing Syllabi and Assignments

High- and Low-Stakes Writing

Scaffolding Assignments


Assessment and Evaluation of Student Writing


Working with Multilingual Students


APA, MLA, and Chicago Style Guides


Handling Plagiarism



Baruch Very Short Guides for Faculty:

one-page distillations from general pedagogical strategies and concepts, to syllabus and assignment design; from in-class activity, to assessment and evaluation. In each, you’ll find a concise introduction, practical suggestions for easy implementation, and a few references to high-impact further reading (added by Ting Zhang).

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