About the Sixteenth IWAC Conference
Welcome to the Sixteenth International Writing Across the Curriculum Conference. Pages with information about our theme, call for proposals, and registration are upcoming.
IWAC is presented by the Association for Writing Across the Curriculum (AWAC). Prior to the formation of AWAC, the conference was managed by an independent group of conference directors. In 2018, the conference directors affiliated IWAC with the newly formed association. Learn more in Marty Townsend’s history of the IWAC conference.
For more information, contact us at email@example.com.
IWAC Diversity Statement
The International Writing Across the Curriculum Conference is committed to promoting a culture of diversity, equity, and inclusion. As a group of scholars with diverse backgrounds and interests, the organizers, members of our governing committees, and members of our advisory board are committed to cultivating an academic community that is not limited by race, ethnicity, veteran status, marital status, socioeconomic level, national origin, religious belief, physical ability, sexual orientation, age, class, political ideology, or gender identity and expression.
We recognize and celebrate the benefits of uniqueness, similarities, and differences. We seek to foster transparency and openness throughout the proposal cycle. We seek to promote proposal review and presentation policies and practices that support diversity in its many forms. And we seek to encourage greater representation across cultures, backgrounds, and viewpoints. We do this in a manner that demonstrates respect and appreciation for all individuals, including their differences.
IWAC 2023 Advisory Board
Al Harahap, University of Oklahoma
Alisa Russell, University of Kansas
Alyson Huff, Front Range Community College
Ann N. Amicucci, University of Colorado Colorado Springs
Anne Gere, University of Michigan
Arthur “Art” Young, Clemson University
Asao Inoue, Arizona State University
Brian Hendrickson, Roger Williams University
Caleb González, Ohio State University
Chelsea Murdock, Clemson University
Christopher Basgier, Auburn University
Dan L. Melzer, University of California Davis
Dave Blakesley, Clemson University
Donna Souder Hodge, Colorado State University Pueblo
Erin Beaver, Colorado Mountain College
Glenn Blalock, Texas A&M Corpus Cristi
Heather Falconer, University of Maine
Jill Dahlman, University of North Alabama
Joan Mullin, University of North Carolina Charlotte
Jordan Frith, Clemson University
Julia Chen, Hong Kong Polytechnic University
Justin Nicholes, University of Wisconsin Stout
Kathleen Yancey, Florida State University
Magnus Gustafsson, Chalmers University of Technology
Marty Townsend, University of Missouri
Maureen A. Mathison, University of Utah
Megan J. Kelly, University of Denver
Mike Palmquist, Colorado State University
Michael Pemberton, Georgia Southern University
Michelle Trillium Crow, Cornell University
Pamela Childers, The McCallie School
Pamela Flash, University of Minnesota
Susan Thomas, The University of Sydney, Australia
Tara Wood, University of Northern Colorado
Terry Myers Zawacki, George Mason University
Traci Gardner, Virginia Tech
Clemson University Land Acknowledgement Statement
We acknowledge that the main campus of Clemson University occupies the traditional and ancestral land of the Cherokee People. Clemson’s main campus is built on land seized through US military and diplomatic incursions culminating in the Treaty of Dewitt’s Corner in 1777. This is also land on which people enslaved by the Pickens, Clemson, and Calhoun families lived and worked, and that was transformed into the campus of Clemson University through convict labor.
We make this acknowledgement to remember the histories of violence that anticipate our gathering here, to recognize Indigenous and Black claims to life and land, and to recenter those claims as we commit to better ways of caring for each other and for this land.
Along with this acknowledgement, we ask: what responsibilities and commitments can we make to foster more honest and generative relations with this land and with each other? Can we, wherever we go, acknowledge Indigenous claims to the land we occupy? Can learning about the lifeways and lifeworlds of the original and rightful caretakers of the land we occupy guide our own changing relation with the places we are and the communities that belong to those places? How can we share our learning with others?
*Statement courtesy of Decolonize Clemson. This statement has not been officially adopted by Clemson University’s administration as of the time of publication.