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This report provides outcomes for the 1997-98 Monroe Community College's Writing Across the Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines with the help of writing centers staffed by trained student writing fellows. The program focuses on improving the quality of services through renewed efforts to communicate with faculty and students. Strategies employed to provide better service for a diverse student body included the Writing Center Assignment Book, written reports submitted by tutors, writing fellow volunteerism, and an Exchange Day that provided facility tours. A campus-wide survey of students and faculty was administered to determine effectiveness in the areas of service and communications. Following introductory remarks, the report includes the following sections: the year in review; a self-evaluation study from faculty and students; 1997-98 writing fellows scheduling and statistics; WAC program evaluations by students, writing fellows and faculty; and a budget report. The report also includes a discussion of schedules and a statistical analysis of the work that goes on in the Writing Center. Appended is a survey for the Institutional Project Grant: A Report on Research into Writing-Across-the-Curriculum Projects (1987). (AS)

This report provides outcomes for 1996-97 for Monroe Community College's Writing Across the Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines through writing centers staffed by trained student writing fellows. Following introductory remarks, the report provides discussions of the following topics: major achievements for the year; the Writing Fellows program; procedures for scheduling tutors; statistical outcomes by semester; and outcomes from program evaluations completed by 711 students, tutors, and college faculty. Sample newsletters, bulletins, and evaluation report forms are appended. Highlights of the report include the following: (1) in 1996-97, 2,256 writing conferences were held, on a campus with 3,500 students full- and part-time; (2) their new "Writing Fellow Report" form has allowed them to streamline their data collection and guide tutors with an outline of teaching strategies; (4) the most common assignment on campus was the 500 word theme paper, followed by the research paper and the book or article review; (5) 1654 of the students served were from the Humanities/Social Sciences Department, while 289 were from Business and 189 were from Science and Math; in evaluations, 98% of the students said they would use the Writing Center again. Comments from students, faculty, and WAC staff are included. (ECF)

This report provides outcomes for 1995-96 for Monroe Community College's Writing-Across-the-Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines through writing centers staffed by student writing fellows. Following introductory remarks, the report provides discussions of the following topics: the future of WAC at the college; major achievements for the year; peer tutors (a review of the Writing Fellow Program); statistical outcomes by quarter; procedures for scheduling tutors; and outcomes from program evaluations completed by 408 students, tutors, and college faculty. Sample newsletters, bulletins, and evaluation report forms are appended. Highlights of the report include the following: (1) in 1995-96, 1,917 conferences were held, compared to 1,788 in 1994-95; (2) the most common assignment on campus was the 500-word theme paper, followed by the research paper, and the book or article review; (3) the most common form of writing was expository, followed by persuasive; (4) 1,413 of the students served were from the Humanities/Social Science Department, while 192 were from Business and 161 were from Industrial Technology; (5) in evaluations, 96% of student respondents indicated that they found it convenient to use the Writing Center, while 94% said that tutors identified problems in their writing of which they were unaware; and (6) 99% of the students thought that they would use the Writing Center again. Comments from students, faculty, and WAC staff are included. (HAA)

Monroe Community College's Writing-Across-the-Curriculum (WAC) program, designed to help students learn to write in all disciplines through writing centers staffed by student writing fellows, is reviewed in this report. The report includes the following sections: the year in review; 1994-95 Writing Fellows; WAC faculty; statistical data; writing center scheduling; program evaluation by students; program evaluation by faculty; writing fellow questionnaire; and newsletters. Highlights of the report include the following: (1) in 1994-95, a total of 40 new writing fellows completed the required training in "254 Composition"; (2) a total of 1,788 Writing Center (WC) conferences were conducted; (3) a 500-word theme paper was the most common assignment, followed by research papers and book and art reviews; (4) the most common form of writing taught at the WC was expository, followed by persuasive; (5) 1,390 of writing fellow conference students were from the humanities/social science department, and 263 came from the business department; (6) 952 students were enrolled in fellowed classes which required WC attendance, 699 made appointments, and 137 were walk-ins; (7) 54% of students in fall and 63% in winter reported using the WC more than once; and (8) 95% of student respondents (n=479) in fall and 97% in winter found the WC program to be very effective or effective. Selected evaluative comments from students, faculty, and WC staff are included. (KP)

Results of a study into how environmentally-aware teachers in secondary schools in England see their role in relation to their own attitudes to the environment, the relationship between local and global concerns, and their understanding of the nature of environmental education and its contribution to the curriculum are reported and discussed in the context of policy mismatch. (LZ)