[ATTW-L] Across the Disciplines Special Issue CFP: STEM & WAC/WID

[Brian Hendrickson]

Dear Colleagues:

My fellow guest coeditors, Erin Beaver and Justin Nicholes, and I are
excited to share with you a call for proposals for a Fall 2021 special
issue of *Across the Disciplines *entitled "STEM and WAC/WID: Co-Navigating
Our Shifting Currents." Please consider submitting and circulating with
your STEM colleagues. Proposal deadline is Oct 1, 2020. Full CFP below.

*HTML Version:*
https://wac.colostate.edu/atd/calls/stem-and-wac-wid-co-navigating-our-shifting-currents/
*PDF Version:* https://wac.colostate.edu/docs/atd/calls/stem-cfp.pdf

*Body Text:*

Since its emergence in the late 1970s in the United States as a coherent
scholarly and programmatic enterprise, writing across the
curriculum/writing in the disciplines (WAC/WID) has been invested in
shaping how writing is taught and used as a tool for teaching and learning
in STEM (science, technology, engineering, mathematics) (Russell, 2002).
Through this evolving relationship, WAC/WID has gone from informing the
design, implementation and assessment of individual writing assignments in
the STEM classroom (Bean, 2011) to entire programs in quantitative
reasoning (Condon & Rutz, 2012), and through a paradigm that increasingly
foregrounds not just faculty development but the student learning
experience (Nicholes, 2018). Meanwhile, both WAC/WID and STEM education are
separately evolving in response to shifting currents in and beyond higher
education, including deeper consideration of students’ racial and
linguistic identities (Perez‐Felkner & Gayles, 2018; Poe, 2013) and deeper
skepticism toward conceptions of disciplinarity that have for decades
defined both STEM and WAC/WID and the relationships between them (Gere,
Swofford, et al., 2015; Hawkins, et al., 2018; Rademaekers, 2015).

With the understanding that such shifts warrant a constant revisiting of
how STEM and WAC/WID can continue to learn from and contribute to one
another’s advances in teaching and learning, proposals to this special
issue of *Across the Disciplines* might take up one or more of the
following questions, whether through a theoretical, empirical, or
historical lens, either at the classroom, programmatic, institutional, or
disciplinary level:

   - How can WAC/WID as both an original and evolving high-impact practice
   (Boquet & Lerner, 2016) speak to advances in STEM around student
   engagement, success, persistence, and retention (e.g., Hanauer, et al.,
   2016; Elrod & Kezar, 2016)?
   - What new possibilities for advancing equity emerge from our shared
   concerns with student, faculty, and professional identity and belonging
   (e.g., Chen, Mejia, et al., 2019; Emerson, 2016; 2019; Mallette, 2017)?
   - How do threshold concepts in writing, WAC/WID, and STEM connect, and
   where do they diverge or conflict (Anson, 2015; Thornton, 2020)?
   - How does WAC/WID encourage us to think of STEM as a broader set of
   literacy and critical thinking skills and not through an overly narrow
   disciplinary lens, and vice versa (e.g., Bruce, et al., 2016; Gere,
   Knutson, et al., 2018; Roozen & Erickson, 2017)?
   - How can work in supporting teaching and learning in STEM in different
   programmatic spaces (e.g., co- and extracurriculum, learning centers,
   graduate education, online learning, summer bridge) and institution types
   (e.g., K-12, Minority Serving Institutions, polytechnics, two-year
   colleges) challenge WAC/WID to be more responsive to the needs of a fuller
   range of STEM learners (Chen, Hand, et al., 2013; Hendrickson, 2016;
   Knight, et al., 2008; Pugalee, 2001; Simpson, et al., 2015; Stroumbakis, et
   al, 2015)?

In addition to the above questions, proposals might address one or more of
the following: Data analytics on student engagement; Data visualization;
Digital and multimodal literacy; Faculty professional development; Issues
in academic integrity/plagiarism; Professional/industry workplace contexts;
Reading instruction; Science communication and journalism; Second language,
multilingual, and/or translingual teaching/learning/learners; Transfer and
transitions (high school to college, college to beyond).

We encourage submissions from scholars in both WAC/WID and STEM, including
those involving interdisciplinary collaboration, and we strongly recommend
that all submissions engage scholarship in both WAC/WID and STEM teaching
and learning.

We also strongly encourage queries and are more than happy to provide
guidance to interested authors on crafting a strong proposal. We recognize
that this is a challenging time for many scholars, and we will be
responsive to necessary contingencies as we move forward with this special
issue.

Deadline for Proposals: October 1, 2020

Notification of Acceptance:  November 1, 2020

Manuscripts Due: March 31, 2021

Final Revised Manuscripts Due: June 1, 2021

Publication: Fall 2021

Proposal Format and Submission: Please submit a 500-word proposal (not
counting references) explaining your topic, the research and theoretical
base on which you will draw, and your plans for the structure of your
article. Please remove identifying information from your proposal and
submit it via the form:
https://coloradomtn.co1.qualtrics.com/jfe/form/SV_elF5S741w1rMc8R.

Final manuscripts should not exceed 8000 words (including abstract,
references, and appendices). *Across the Disciplines* follows APA 7th
edition style guidelines (except with author first names included in
references).

Please send queries to all three special issue editors: Erin Beaver (
ebeaver at coloradomtn.edu), Brian Hendrickson (bhendrickson at rwu.edu), and
Justin Nicholes (nicholesj at uwstout.edu).
*Full list of references in html version.*

Brian Hendrickson, PhD
Assistant Professor
Dept of Writing Studies, Rhetoric, and Composition
Roger Williams University
bhendrickson at rwu.edu
Office Phone: (401) 254-3243
Office Location: GHH 239
Pronouns: he/him/his
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