Beyond �I Know it When I See it�: WEC and the Process of Unearthing Faculty Expertise

Abstract

This chapter considers a paradox at the heart of WEC and, arguably, all WAC work: the disciplinary immersion that leads to expertise makes it difficult for faculty members to articulate and pass on their knowledge of writing in the disciplines. Drawing on research in WAC/WID, psychology, and education, the chapter offers tools for WEC facilitators. First, it outlines three socio-cognitive frameworks that can help faculty become aware of their blind spots and tacit expectations. Second, it offers a heuristic to describe faculty members’ key realizations about writing in their disciplines as they work to unearth disciplinary expertise. Finally, a case study from a computer science department in a small liberal arts college illustrates the application of these tools in the context of the WEC process. Implementing a WEC initiative increases faculty members’ awareness of and attention to their own expertise, expectations, and potential blind spots as they articulate the characteristics, values, conventions, and forms of writing and research in their majors.