This page provides links to video recordings of presentations and workshops related to writing across the curriculum and the teaching of writing. Topics range from WAC basics, such as strategies for designing assignments and responding to student writing, to discussions of transfer and effect implementation of WAC course development initiatives, the use of multimodal assignments and generative AI, and the role WAC can play in promoting inclusion and social justice. All videos are closed captioned. Most provide links to associated presentation slides and, in some cases, to a full transcript.
Quick Links: WAC Foundations | Advanced WAC | WAC and Generative AI | WAC and Social Justice
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered on February 4, 2026, by Pamela Flash, Founding Director of WEC Program at University of Minnesota, it served as the keynote for WAC Week 2026. During the workshop, participants considered and addressed factors that can block (or at least discourage) us from integrating more writing activities into our semesters. Participants identified high-priority, course-relevant writing abilities they expect of students along with logistical factors such as the course's place in departmental curricula, its structure, and the students who enroll. The workshop included attention to a low-stakes, high-potency instructional strategy that has proven adaptable across disciplines: the five-minute workshop. Examples and evidence was drawn from the University of Minnesota's award-winning Teaching with Writing Program and the Writing-Enriched Curriculum (WEC) method. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Mike Palmquist on November 6, 2023, in the Colorado State University WAC Week series. View the Workshop Slides.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered by Heather Falconer on February 6, 2026, the workshop explored how instructors can align their reading and writing expectations with the skills taught in first-year writing courses by emphasizing writing as a high-impact educational practice in disciplinary courses. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered on February 2, 2026, workshop leaders Mike Palmquist, Annie Halseth, and Jake Sherlock explored how WAC activities – in particular, writing to learn and writing to engage assignments -- can support active teaching and learning in courses across the disciplines. Building on the observation that writing and speaking are among the most effective ways of engaging students in critical engagement with course content and disciplinary practices -- in particular, through the added cognitive processing required to transform knowledge into writing or speaking -- this workshop helped participants consider the role WAC can play in engaging students more deeply in their courses. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Sue Doe and Mike Palmquist on November 8, 2023, they consider a range of strategies for providing feedback to students on writing tasks and assignments. View the Workshop Slides. View the Workshop Chat Transcript
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered on February 6, 2026, by biologist Meena Balgopal, the workshop introduced participants to structures of scientific arguments, especially the Toulmin method (claims, qualifiers, evidence, backing, warrants, and rebuttals) and explored how writing-to-learn strategies (prompts, graphic organizers, peer-review, and self-evaluation rubrics) can support students' argumentative writing. Noting that instructors in large courses are often overwhelmed with assigning writing, the workshop leader discussed how prompts, graphic organizers, peer- and self-review can be used in ways that support student learning. The workshop leader shared examples of prompts and rubrics that she and colleagues co-developed for life science courses as part of NSF-funded projects. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered by Andrea Glaws on February 4, 2026, it explores common reasons students do not read assigned course texts and provides ways to support students in engaging with course texts in meaningful ways. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered on February 6, 2026, Christopher Basgier ed a discussion of how, in the age of generative artificial intelligence (genAI), many faculty members find themselves in an "unsettled middle," seeing both potential benefits and real risks in the technology (Basgier & Wilkes, 2025). This middle space can be generative for ethical discernment. The workshop introduced participants to a practice of writing to discern. Based on pragmatist ethical philosophy, the practice centers on writing about the values that form the basis of our ethical commitments. When left unwritten, values can lead to conflict. When made explicit, they facilitate open "ethical deliberation" about our commitments and the tradeoffs we are willing to make (Watson et al., 2025, n.p.). Participants considered how, by engaging in this practice of ethical discernment, faculty across disciplines can guide their students towards systematic reflections on situated use and situated refusal of genAI so they can adjust practices as necessary to better align with their values. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Kara Taczak on November 7, 2024, it addresses the relationship between WAC and knowledge transfer and student learning. View the Workshop Slides.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Mike Palmquist on November 7, 2023, it focuses on how multimodal writing assignments can be used in courses across the disciplines. View the Workshop Slides.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Led by Vani Kannan, Director of Writing Across Emory at Emory University and Alice Michelle Augustine, Founding Director, Campus Honors and Scholars Engagement, Lehman College, CUNY, the workshop was presented on February 2, 2026. They workshop leaders reported on and led discussion about a community-based WAC partnership in the Bronx that brought together student archival researchers, a community archive, and a project to commemorate a local African burial ground. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Annie Halseth, Robert Affeldt, Pinar Ozbeck, Elisa Cundiff, Annie Krieg, Allison Bielak, and Mikę Palmquist on November 7, 2024, it discusses the origins and impacts of a course development project that supported the use of writing tasks and assignments in courses across the curriculum. View the Workshop Slides.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered by Leslie Davis on February 2, 2026,, the workshop began with discussions of the purpose of classroom policies and how those policies can address the use of generative AI tools. Considerations included potential revisions of policies to emphasize pedagogical priorities, retaining writing as a learning and assessment tool in the midst of generative AI use, and protecting our faculty time. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered on February 6, 2026, Christopher Basgier led a discussion of how, in the age of generative artificial intelligence (genAI), many faculty members find themselves in an "unsettled middle," seeing both potential benefits and real risks in the technology (Basgier & Wilkes, 2025). This middle space can be generative for ethical discernment. The workshop introduced participants to a practice of writing to discern. Based on pragmatist ethical philosophy, the practice centers on writing about the values that form the basis of our ethical commitments. When left unwritten, values can lead to conflict. When made explicit, they facilitate open "ethical deliberation" about our commitments and the tradeoffs we are willing to make (Watson et al., 2025, n.p.). Participants considered how, by engaging in this practice of ethical discernment, faculty across disciplines can guide their students towards systematic reflections on situated use and situated refusal of genAI so they can adjust practices as necessary to better align with their values. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Christopher Basgier on November 4, 2024, it addresses the impact of emerging generative AI tools on the use of writing tasks and assignments in courses across the disciplines. View the Workshop Slides.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Led by Tara Taczak on February 3, 2026, the workshop participants explored strategies for helping students make meaningful connections across writing experiences in an era shaped by generative AI. Drawing on research in writing transfer, the workshop considered reflection as a vital practice for adaptability and the development of rhetorical knowledge. Participants discussed how to create assignments that encourage students to apply writing concepts across disciplines, while also engaging critically and creatively with AI tools to strengthen their ability to transfer knowledge into new contexts and experiences. (Note: Editing of closed captions is not yet complete.)
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Tim Amidon and Mike Palmquist on November 10, 2023, it explores the impact of early generative AI tools on writing conducted in both first-year writing courses and courses across the disciplines. View the Workshop Slides. View the Workshop Chat Transcript
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Presented by Kelly Bradbury, Genesea Carter, and Sue Doe on November 7, 2023, it considers the application of linguistic justice to the design of courses that use writing to support learning and teaching in couress across the disciplines. View the Workshop Slides. View the Workshop Chat Transcript.
This is a recording of one of a series of workshops on writing across the curriculum (WAC) hosted by the WAC Program at Colorado State University. Delivered by Caleb González on February 6, 2026, the workshop focused on the use of culturally sustaining pedagogical (CSP) frameworks in the design of writing prompts and writing-to-learn and writing-to-engage assignments. By deepening our knowledge of what it means to lean into students' funds of knowledge and engage them through writing, this workshop examined how these kinds of assignments can draw on the assets students bring to the disciplines. (Note: Editing of closed captions is not yet complete.)