Consultant Art Young

     Art Young started one of the first Writing Across the Curriculum programs in the U.S. at University of Michigan and one of the first Communication Across the Curriculum programs at Clemson. Presently, he is the Campbell Chair in Technical Communication, Professor of English, and Professor of Engineering at Clemson University. He holds an Endowed Chair in CAC. A consultant for over 50 schools and colleges, Art Young has led faculty workshops on WAC and CAC across the U.S. and abroad. He is also the author of numerous books and articles on WAC and CAC. When The Princeton Review named Clemson University as the Public University of the Year, this publication sited Art Young, creator and head of the Clemson CAC program, as the person responsible for the success of Clemson's program.

        Books authored or co-authored by Art Young

              Programs That Work: Models and Methods for Writing Across the Curriculum

              Writing Across the Disciplines: Research into Practice

              When Writing Teachers Teach Literature: Bringing Writing to Reading

              Programs and Practices: Writing Across the Secondary School Curriculum

              Language Connections

             Electronic Communication Across the Curriculum (co-editor)

       Summary of the Major Ideas from Art Young's Visit,
       October 17, 2003:

Note: While the list below is grouped in categories, there has been no attempt to prioritize the             information at this point.

     Faculty

                 Invest CAC funding in the faculty.
                 Focus on new faculty.
                 Involve campus faculty leaders across the disciplines in the CAC program.
                 Enlist the support of the respected faculty on campus

     The Program

                 Collaborate and partner with other programs (e.g. CETL)
                 Create a presence (physical, symbolic, philosophical) on campus:
                 Plan for client based projects
                 Convene an Advisory board
                 Convene a committee to work on a communication studio
                 Cultivate the addition of writing and speaking as methods of teaching and learning
                 Encourage informal (as well as formal) writing and speaking assignments and
                       electronic and visual assignments.
                 Encourage basic and advanced writing and speaking assignments
                 Encourage scholarship: publish the scholarship resulting from the CAC program
                 Communicate that CAC does not try to turn all faculty into writing and speaking
                        teachers

     Workshops, Seminars, Meetings, Etc.

                 Plan workshops that are led by the best faculty
                 Promote teaching/learning circles where faculty interested in the scholarship of
                       teaching and learning can get together
                 Plan "alumni" events where CAC participants present the results of their CAC efforts
                       to the faculty.
                 Respond to the needs of the faculty (our CAC questionnaire revealed that faculty want                        help with technology and oral communication).

     Tenure and Promotion

                Ensure that CAC participants get credit for T&P for their CAC work.
                Look at the whole reward system in regard to pedagogy and make sure pedagogy is                       deemed valuable.

     The Curriculum

               Make sure the program is flexible so it can change to meet the needs of the faculty and                      departments.
               Avoid making the program just another add-on to the duties of the faculty.
               Don't flag courses as writing or speaking intensive.
               Avoid making curricular changes in a new program.