Friday, July 26th, 8:00 AM - 9:00 PM
Trans, Support, and Success with Diverse Writers
Building a Community of Trust in the Face of Divisive Competition
Regina McManigell Grijalva, Oklahoma City University
People of Color Caucus
This study looks at one writing program administrators response to stress placed on composition faculty, which emphasizes a community of trust (Palmer; Schiller, Taylor & Gates), in the face of divisive competition as a radical response to institutionalized exclusionary practices and it invites audience input about how such trust might be sustained.
Opening Doors or Closing Doors: L2 Writers Beyond FYC
Kevin Kato, Arizona State University
People of Color Caucus
The influx of L2 writers in U.S. institutions has presented challenges for WPAs to provide institutional support for L2 writers in and beyond first-year writing courses. The presentation reports on how the development and delivery of an upper-division business writing course designed for L2 writers can offer curricular support.
More Seats at the Table: Inclusion of Faculty Voices on a Campus Writing Board
Amy Lannin, Director of Campus Writing Program at University of Missouri; Christy Goldsmith, Assistant Director of Campus Writing Program at University of Missouri; Becca Hayes, Director of Composition and Assistant Professor of English at University of Missouri
In 2018-2019, our WAC/WID program began a process to update our Writing Intensive (WI) course guidelines--a foundational document supporting the review of WI course proposals. In this session, we will share the process of revision, highlighting the outcomes gained through discussion with a variety of voices at the table.
Scenic Views, Lousy Accommodations: A Call to Research and Advocate for Better Accommodations for Students with Reading and Writing Disabilities
Valerie Ross, University of Pennsylvania; Kristen Gay, University of Pennsylvania; Ella Browning, University of Pennsylvania; Matthew Osborn, University of Pennsylvania
A growing number of college students have reading and writing disabilities, yet accommodations are under-researched and inadequate. This session aims to generate a national program of research and advocacy: How might WPAs, faculty, local and national writing organizations work together on behalf of college students with reading and writing disabilities?
Radical Redesign, Part I: A Coordinated Approach to Centering Inclusion, Diversity, Equity, and Access in the University of Maryland Writing Programs
Elizabeth Catchmark, University of Maryland, College Park; John J. Kim, University of Maryland, College Park; Alysia L. Sawchyn, University of Maryland, College Park; Scott Wible, University of Maryland, College Park
The panelists discuss the collective efforts--across WPAs, professional-track faculty, full-time staff, graduate teaching assistants, and undergraduate tutors--of one writing program at a large, public university to center inclusion, diversity, equity, and accessibility in its work, from hiring and mentoring of faculty and administrators to curriculum, pedagogy, and programmatic assessment.
Together at the Table: Collaboration, Collective Leadership, and Transformation
Thomas Sura, West Virginia University; Madison Helman, West Virginia University; Katelynn Lawrence Vogelpohl, West Virginia University; Tabitha Lowery, West Virginia University; Sarah Morris, West Virginia University
This panel explores shared leadership within a writing program to reflect commitments to collaboration and flattened hierarchies (Popham et al.). We will address and interrogate individual perspectives on strategies related to co-mentoring, the affordances of digital space, and collective leadership for sharing responsibilities as program leaders.
Writing About Writing in Composition I: Pilot Study Results
Sherrin Frances, Saginaw Valley State University; Emily Beard-Bohn, Saginaw Valley State University; Conor Shaw-Draves, Saginaw Valley State University
SVSU faculty will share results of our Writing About Writing pilot, including the data we have gathered during the last academic year, syllabi and major assignments, and future plans. The bulk of the session will be allocated to discussion, brainstorming, and formulating collaborations with participants interested in this pedagogy.
Life in the Fast Track: A Rhetorical Framework for First-Time-Faculty WPAs
Katie McWain, Texas Woman's University; Jackie Hoermann-Elliott, Texas Woman's University; Zachary Beare
As the percentage of job descriptions with WPA responsibilities continues to increase, this panel shares survival strategies from three novice, first-time-faculty WPAs. Through the lens of rhetorical adaptation, the presenters build a conceptual framework to help other fast-track WPAs adjust, adapt, and communicate their value to institutional stakeholders more effectively.
The Challenges of Change in Two-Year College Writing Programs
Teachers Teaching Teachers: Designing and Facilitating a Faculty-Centered FYW Best Practices Workshop at a Community College
Steven Accardi, College of DuPage; Jillian Grauman, College of DuPage
After modernizing their FYW program to align with the 2014 WPA Outcomes Statement, a community college writing program addresses some writing faculty's discomfort with several outcomes, particularly those related to rhetoric and technology. The presenters share their experiences designing and facilitating a faculty-centered Best Practices workshop to improve writing instruction.
Radical Reform for Radical Inclusion: Everyone is "College-Ready"
Meagan Newberry, College of Western Idaho
Six years after eliminating developmental writing courses during statewide reform, a community college writing professor and WPA shares data and experiences that continue to challenge their assumptions about student capacity and who belongs in credit-bearing courses. She also invites discussion surrounding conflicts and opportunities other institutions are facing.
Supporting New Ways of Knowing and Teaching
Preparing Teachers for Teaching Multimodal Projects
Ashok Bhusal, The University of Texas at El Paso
Because of the emergence of new digital technologies, the importance of implementing multimodal assignments in first-year composition has increased. I present an analysis of my interviews with current first-year composition instructors regarding their experience teaching digital multimodal projects and examine current first-year composition courses and teacher training practices at the University of Texas El Paso to gauge the effective implementation of digital multimodal assignments. Finally, I offer recommendations to address the obstacles and lack of expertise of instructors in employing digital texts in the classroom.
Administering In the Spaces Left: Looking Elsewhere, Ways of Knowing, and WPA Work
Edrees Nawabi; Mark Triana
In this presentation, we will investigate what has led many to abandon the WPA-Listserv in the context of discussions in the Fall of 2018. Ultimately, this presentation will argue that future WPA work needs to value "interpretive authority" that supports and promotes different ways of knowing.
Supporting Faculty Growth
Preparing Future Faculty as Teacher-Scholars: Including Teaching as Intellectual Work in Graduate Education
Meridith Reed, Brigham Young University
Despite arguments that teaching is scholarly work (Boyer), teaching is not typically recognized as a key part of graduate students scholarly development. To change this, I propose ways that WPAs can work alongside other graduate faculty to mentor graduate students to engage with teaching as a site of scholarly inquiry.
Professionalizing Part-Time Faculty for Online Writing Instruction: Examining WPA Approaches
Melvin E Beavers, The University of Arkansas at Little Rock
Writing program administrators employ part-time faculty to teach online first-year writing courses. This presentation examines the need for professional development of online faculty and the writing program administrators role in educating part-time contingent faculty to teach first-year writing online.
Whole Self Rhetoric: The Justice Situation in the Composition Classroom
Nadya Pittendrigh, University of Houston-Victoria
This presentation highlights the insights of rhetorical listening, invitational rhetoric, and ecologies of shared vulnerability, through their resonance with the insights of restorative justice, and makes a case for their role in first-year writing programs.
Heffalumps and Woozles: Radical Inclusion in the Face of Depression, Anxiety, and other Social Animals
Brett Griffiths, Macomb Community College; Cheri Lemieux Spiegel, Northern Virginia Community College; Nick Behm, Elmhurst College
This presentation explores WPA experience with mental illness, burnout, and other psychological stressors. Sharing such narratives, our own and others, we showcase how these issues challenge and inform our teaching, leadership, scholarship, and activism. We explore ways that sustained living through and with depression and anxiety can inform the profession.
Supporting Marginalized Writers
Re-thinking "At Risk": Research and Programmatic Development for Increased Access in the Transition to College Writing
Christina Saidy, Arizona State University
This presentation reports on data from a paired retention program and composition class to explore the transition to college writing for at risk students. The research findings provide a more nuanced and layered concept of risk and invite WPAs to rethink risk to provide increased access to college writing.
Supporting First Generation and Low Income Students in First Year Writing classrooms
Lisa Rourke, Director of First Year Writing at Brandeis University
This presentation will share Brandeis University's initiatives to support first generation and low income students in first year writing classrooms and the Writing Center.
Practice Making, and Made, Visible: Student Veterans and the Hidden Curriculum of the Composition Classroom
Rebecca Wisor, Columbia University
Given that most student veterans will find themselves in a First Year Writing course, it is unsurprising that writing programs find themselves frequently identified in the literature as a site for crucial intervention in student veterans academic transitioning. Because the rate at which private colleges and universities recruit these students traditionally has outpaced administrative efforts to accommodate their needs, an unusually high attrition rate of this demographic relative to that of other non-traditional students has emerged, rendering their membership status within the academic community as vulnerable and tenuous.
As I argue in this paper, radical inclusivity as it relates to student veterans is a practice of making visible that entails both inward- and outward-facing inquiry. In what ways do we as teachers and writing program administrators implicitly reaffirm values that are the products of our own academic literacy? And by what mechanisms and pedagogical practices do we manifest and transmit these values and expectations (hidden curriculum) to our students, and to the instructors we train? How might we need to revise our faculty development practices to accommodate the ethos and practice of radical inclusivity?