Contexts of engagement: Towards developing a model for implementing and evaluating a writing across the curriculum programme in the sciences

• Outcomes from a variety of WAC strategies with individual courses are indicated.
• Emanating from the research is a suggested model of WAC implementation and assessment.
• We expect to see widespread engagement in the process of improving student writing.
• The synthesis of localized efforts and administrative involvement is essential.

Reflective in nature, this paper describes the process of implementing a WAC programme in the sciences at a university in the Anglophone Caribbean. It also outlines attempts to justify its continuity by employing ‘utilization-focused evaluation’ which is designed and organized around what information would be most useful to the administration and the way in which this information would be applied. A multi-pronged/naturalist-based approach to evaluating outcomes is applied with a view to offering a spectrum of outcomes based on varying levels of inquiry from a variety of contexts which enable a more informed exploration of the myriad of emergent issues brought to light. The suite of intervention strategies and the quality of evidence produced were well received by the administration who facilitated further funding. Suggestions for programme implementation, evaluation and sustainability are offered.