In 1991, the Writing Program at Rutgers University enlisted doctoral candidates from across the academic disciplines as composition instructors through its TA Associate program. Since then, over 250 future teachers and scholars with training in such fields as anthropology, philosophy, and physics, have spent two years teaching first-year composition (FYC). This project explores the ways these individuals’ career trajectories, teaching philosophies and practices, and service commitments have been affected by their experience. What happens to these emerging PhDs after they leave the Rutgers Writing Program, return to their disciplines, and teach in their subject areas? Do they carry back to their disciplines the writing-to-learn pedagogy, collaborative learning practices, and commenting skills learned in their two years with the writing program? Do their experiences in the program lead them to reflect on the discourse conventions within their disciplines in ways that impact their teaching, or their service to their department or school? In short, do former TA Associates "seed" writing-across-the-curriculum by adopting pedagogies and participating in initiatives at the core of WAC?

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This project is funded by a 2004 Council of Writing Program Administrators Research Grant and a PSC-CUNY 35 Research Award

©2005 Michael J. Cripps, Ph.D.