Writing in the Disciplines

Spring 2025
April 25-May 16, Fridays, 12:30-2:00 pm
Lunch is included

Workshop Description

This workshop is offered in partnership with the Office of Writing and Learning Initiatives and is designed to create space for faculty to explore how writing operates within their disciplines and to develop writing learning outcomes for their courses.  

Whether or not you currently embed writing into your curriculum, this workshop invites you to consider the following:  

• Writing in the discipline as a high-impact practice 
• Genres associated with your discipline that may help prepare students for professional success 
• Nationally recognized practices in writing instruction 
• Characteristics of effective writing assignment design, including the benefits of "low stakes" and "high stakes" writing activities 
• The use of peer review to build community and deepen critical engagement 
• Strategies for incorporating revision and reflection into the writing process 

This workshop aligns with campus efforts to expand Graduation Writing Requirement (GWR) courses across the curriculum and includes information on the GWR course proposal process.

We are offering this program to provide more opportunities for faculty to investigate the profound value of including writing activities and practices in their curriculum, whether disciplinary or generalist, during every phase of students' time at Cal Poly. Participating in this program is a way for you to contribute in concrete and powerful ways to Cal Poly's goals of preparing Cal Poly graduates to enter their professional fields and personal lives as rhetorically savvy critical thinkers and communicators.

Register for Writing in the Disciplines

Stipend Information and Time Commitment

This workshop incorporates self-paced reviews of online materials with in-person discussion sessions, reflective activities, and redesign assignments. It is designed for faculty and instructors who currently teach at Cal Poly. A $500 stipend (Download CTLT Stipend Policies PDF) is available for those who complete all components of the workshop: the self-paced readings, in-person discussion sessions, activities, and reflections, and a final reflection portfolio about changes faculty may make to their courses based on what they learn as part of this experience, as well as suggestions to workshop leaders for improving this and future Teaching with Writing workshops. 

Time commitment is 25-50 hours, depending on prior knowledge, skill level, and experience. (This includes in-person session attendance)