© 2019 by Goucher College Writing Program  |   For Questions email phaye.poliakoff-chen@goucher.edu

About the Workshop

What is the Workshop?

Join new, prospective, and continuing national colleagues who administer writing programs of all kinds—FYC, two-year college, writing centers, WAC/WID, ESL, basic writing, professional or technical writing, and undergraduate majors—for three and a half days of workshopping and conversation about the theoretical, curricular, and political dimensions of our work. The topics we’ll address include:

- The Roles of a WPA
- Institutional Relationships and Politics
- Directing Writing Programs at Different Types of Institutions
- Program Design, Outcomes, and Goals
- Hiring Practices, Faculty Development, and Faculty Evaluation
- Student and Program Assessment
- Understanding Budgets
- Developing and Articulating Relationships among FYC, WAC Programs, Writing Majors, and

   Writing Centers
- Writing Program Research
- Writing Program Outreach and Public Advocacy
- The Council of Writing Program Administrators as a Professional Resource
- WPA Genres (the documents and other communications WPAs need to master)
- Balance: Taking Care of Yourself and Your Career
- Establishing Boundaries (how and when to say no)

Participants will gather Sunday afternoon, July 21, meet daily through Wednesday evening, July 24, and will have the opportunity to consult individually with workshop leaders in the evenings.
Participants will be encouraged to raise issues from their own professional situations, which have in the past included liberal arts colleges, two-year colleges, regional and flagship state universities, and major research institutions.

Meet the Workshop Leaders

Jonikka Charlton is Associate Vice President for Student Academic Success at The University of Texas Rio Grande Valley, where she oversees a wide range of units, including offices devoted to tutoring, advising, career services, experiential learning, and first year experience/transitions programming. She is particularly invested in issues of WPA identity and preparation, as well as program development and teacher education. Her current preoccupations are with learning more about and strengthening our students' sense of academic belonging at our institutions and working with colleagues to create a university-wide multilingual writing program. She co-authored GenAdmin: Theorizing WPA Identity in the 21st Century, which won the 2011-2012 CWPA Best Book Award. 

Mark McBeth is Associate Professor of English both at John Jay College of Criminal Justice and The Graduate Center, CUNY where he teaches both undergraduate and graduate students.  During his tenure at CUNY he has directed the Writing Center at City College, acted as Deputy Chair of John Jay Writing Programs, coordinated the John Jay WAC program, designed specialized literacy curricula (i.e. Pre-Law Boot Camp), chaired multiple assessments committees, and acted as Deputy Executive Officer of Placement at the CUNY Ph.D. English Program.  He co-authored Teacher Training at Cambridge: The Initiatives of Oscar Browning and Elizabeth Hughes (with Pam Hirsch) and has published in WPA, Composition Forum, Journal of Basic Writing, and multiple comp/rhet collections.  His current research examines how counter-literacy measures by queer activist advocacy groups upended 20th-century homophobic discourses.  Queer Literacy: Discourses and Discontents should appear before 2020.

Dr. Michelle LaFrance is Assistant Professor of English and directs the Writing Across the Curriculum program at George Mason University. Michelle currently teaches graduate and undergraduate courses in WAC pedagogy, ethnography, feminist/cultural materialist and qualitative research methodologies. She has published on peer review, preparing students to write across the curriculum, e-portfolios, e-research, writing center and WAC-pedagogy, and Institutional Ethnography. Her monographInstitutional Ethnography: A Theory of Practice for Writing Studies Researchers (Utah State University Press, 2019) theorizes the institutional locations of writing and writing instruction and offers a new model for enacting ethnography and the study of writing programs.

Amy Ferdinandt Stolley is an Associate Professor of Writing and Director of First-Year Writing at Grand Valley State University. She studies and writes about identity, emotion, and WPA work, and she is the co-author of GenAdmin: Theorizing WPA Identities in the Twenty-First Century with Colin Charlton, Jonnika Charlton, Tarez Samra Graban, and Kathleen J. Ryan. Her work has also appeared in WPA: Writing Program Administration and Peitho, and she is on the Editorial Board of the WPA: Writing Program Administration. Amy has been a WPA at a three different types of institutions (a private research university; a Catholic, urban university; and a large, public liberal arts university) where she has created or re-designed first-year writing, developmental writing, and WAC programs and curricula.