Despite the otherwise rich multidisciplinary terrain of writing studies, the strategies most often used with first-year writing teacher teaching mentoring and support tend to remain discordantly anchored to a comparatively narrow version of writing pedagogy. I argue in this article that infusing a multidisciplinary dimension into first-year writing faculty teaching mentoring and support will enrich the ways faculty and students think, write, and talk about first-year writing. This article provides specific strategies for infusing multidisciplinary dimensions into first-year writing faculty teaching mentoring and support. Such a move is vital across nearly all contexts of first-year writing, not only where first-year writing has overtly multidisciplinary features, but also where first-year writing exists more firmly in English departments.
Community colleges, colleges, and universities around the United States are increasingly instituting common reading programs. These often involve pre-matriculate first-year students reading a common text (or set of texts) and then, once on campus, participating in a range of related academic and/or co-curricular activities. While the goals and administrative roles of common reading experiences (CREs) vary by institution, nearly all intersect with writing programs and the work of writing program administrators (WPAs). These intersections are largely unexplored in writing studies scholarship, despite the fact that CREs are closely connected with reading and writing practices of first-year students. This article draws on three divergent WPA experiences with CREs (Duke University, Fort Lewis College, and University of Texas, Arlington) in order to explore the complexities informing how WPAs choose to productively respond to, strengthen, resist, and/or otherwise engage with the CRE.