摘要：rograms, we frequently see ourselves as agents of
change on our campuses. We see ourselves as advocates for the advancement of peda-
gogy, where teaching methods are infuenced by new research and instructors are en-
gaged with the larger world beyond the campus, and where student needs are assessed
and addressed in a progressive manner. As WAC professionals, we frequently challenge
our colleagues to reconceptualize their classroom approach in order to include more
writing, and to take responsibility for inviting students into their disciplines. When we
make these requests, we are asking a lot. A rethinking of a faculty member’s profes-
sional identity is at stake when WAC/WID is taken seriously.
