Writing Across the Curriculum Fellowship Program
The Writing Across the Curriculum (WAC) Fellowships provide research funding to support faculty in undertaking collaborative educational research in the area of writing pedagogy for art and design education. The WAC Fellowships provide an exciting opportunity for faculty to contribute to curricular innovation and the development of a writing culture at OCAD U.
- support the development of authentic writing pedagogy for art and design education;
- advance teaching practices that support English language learning;
- deepen individual faculty members’ and writing/language-learning specialists’ understanding of writing instruction in the creative disciplines;
- develop a network of faculty and writing/language-learning specialists who provide leadership in the use of writing to facilitate student learning at OCAD U through meaningful, evidence-based practice.
WAC Fellows receive up to $3,000 in funding to support research activities associated with the Fellowship.
For more information see our Call for Proposals for 2019-2020, with a deadline of March 22, 2019, or contact firstname.lastname@example.org.
Interested in learning more?
Join us for an Information Session on Thursday, March 7 at 4 pm in Room 510a, 113 McCaul Street. At this session, we will share examples of
past collaborative research projects that served as a model for the WAC Fellowship Program and
address questions about the application process.
RSVP by emailing email@example.com.
2018/2019 WAC Fellows
Congratulations to the recipients of the Inaugural WAC Fellowships!
Laura Lovell-Anderson, Process Book as a Pedagogical Tool
Project Team: Laura Lovell-Anderson, Cary DiPietro
A process book is a pedagogical tool within the practice of design for objects, environments, systems, and experiences to comprehensively document (digitally or physically) each phase of the design process and articulate the various strategies and modes of logic applied in the development of a design. The project investigates the integration of process books as a pedagogical tool in first- and second-year course curricula to support student writing and academic communication skills. Similarly, it explores how the combined creative expression of studio, research and writing within a process book advances creative and/or logical thinking.
Laura Lovell-Anderson is a design researcher, practitioner and educator focusing on the development of phenomena and interventions to influence innovation for complex problems at the intersections of design, technology and social theory.
Charles Reeve, Engaging with Challenging Texts: Exploring and Developing Writing Process(es) in Historiographies of Art (VISA-3022)
Project Team: Charles Reeve, Emilie Brancato
This project seeks to assess student needs and identify assignments and activities that enable the four legs of the literacy table—reading, writing, speaking, listening—to stand together in a course that requires students to engage with complex readings that draw on unfamiliar, challenging conventions. What does students’ written work tell us about effective mechanisms for supporting their deep engagement with these readings? A further goal of the research is to explore whether developing an awareness of students’ literacy needs can encourage student engagement and retention in a third-year WAC seminar.
Charles Reeve is an Associate Professor in the Faculty of Liberal Arts and Sciences and the Faculty of Art, and president of OCADFA and of the Universities Art Association of Canada. He is co-editor, with Rachel Epp Buller, of Inappropriate Bodies: art, design and maternity, and at work on a book called Artists’ Autobiographies from Contemporary to Renaissance and Back.
Lori Riva, Writing Practices for Thesis Engagement: Coordinated Writing for Environmental Design (ED) Thesis Students in VISC 4005
Project Team: Lori Riva, Emilie Brancato
The project team aims to engage students in writing as an essential design practice, exploring how diverse writing practices in a fourth-year seminar course (VISC 4005) can support and respond to the disciplinary research and writing students undertake in ENVR-4901 ED Thesis 1. The research will consider the needs of English language learners and identify writing opportunities that support and value cultural and linguistic diversity. A broader project goal is to pilot a model of interdisciplinary collaboration between FOD, FoLAS/SIS, and the WLC, centred on discipline-specific writing pedagogy.
Lori Riva earned a doctorate from the McGill School of Architecture and a Masters of Architecture from the University of Toronto. Since 2008, her work with OCAD U students has shaped her interest in the design and experience of cities. Inspired by her teaching, she undertakes this pedagogical research on writing in design-oriented Liberal Studies courses.