The New Work of Writing Across the Curriculum: Diversity and Inclusion, Collaborative Partnerships, and Faculty Development

The New Work of Writing Across the Curriculum: Diversity and Inclusion, Collaborative Partnerships, and Faculty Development, by Staci М. PerrymanClark. University Press of Colorado, 2023. 145 pp.

Staci M. Perryman-Clark's book, The New Work of Writing Across the Curriculum adopts a holistic approach to examine how institutions can articulate culturally-sustained pedagogies around writing to address the needs of writing across the curriculum (WAC) and inclusion and diversity initiatives. As emphasized by Jennifer Craig, a contribution to the conversion of diversity and inclusion is needed, because racial diversity has not been much focused on in WAC studies. Perryman-Clarks work responds to this exigence by weaving theoretical and practical frameworks to illuminate the intersections of campus-wide diversity and inclusion initiatives with WAC programming. In so doing, her scholarly discussions on writing program administration, faculty development, and strong partnerships establishment between institutions provide a comprehensive climate for recognizing and embracing "intersectional identity" (76), thereby strengthening diversity and inclusion within institutional spaces.

The New Work of Writing Across the Curriculum contains five chapters, each emphasizing the need for faculty development, diversity, inclusion, and institutional transformation through WAC, while also offering useful strategies for building strong partnerships. Perryman-Clark advocates for collaborative work between WAC programs and faculty development centers to promote inclusive higher education.

The introductory chapter, "Committing to the New Work of Writing Across the Curriculum: Diversity and Inclusion and Faculty Development," emphasizes the interconnected work of WAC, faculty development, and diversity and inclusion initiatives. In this chapter, the author captures how the three areas intersect in creating an inclusive higher education. Drawing from her emic perspectives, Perryman-Clark, a Writing Program Administrator (WPA), argues that the operationalization of WAC goes beyond first-year writing programs to broader faculty development initiatives. As part of this expanded focus, Perryman-Clark develops workshops on linguistic justice and pedagogies to promote diversity and inclusion programming, mentorship, and support for faculty, particularly for faculty members who are women of color. These workshops are designed to offer professional development opportunities and address issues such as workplace microaggressions faced by faculty members. Perryman-Clark's introductory chapter, therefore, sees WAC ing of practices and pedagogical approaches through workshops and faculty development programs.

A significant aspect of this chapter is Perryman-Clark's advocacy for institutionalizing WAC through a teaching center to support...