Friday, July 26th, 9:20 AM - 10:20 PM
Race, Assessment, and Writing Programs
Confronting the Difficulties of Anti-racist Practices in Writing Programs
Genevieve Garcia de Mueller; Iris Ruiz
People of Color Caucus
As the field of Writing Studies solidifies its commitment to anti-racist scholarship, looking at the direct relationship between the role of race and university writing program administration is a critical task. This presentation will offer practical and strategic ways to employ an anti-racist approach to WPA work.
Prison Renaissance @ the Center: Reflecting on Who We're Becoming
Zandra L. Jordan, Stanford University
People of Color Caucus
How can a writing/speaking center at a predominantly white, affluent institution use reflection to help students examine who they are becoming in the process of collaborating with incarcerated artists? I'll share our initial steps and plans for guided reflective practice around students' shifting understandings of race, systemic oppression, and positionality.
Uncovering What, Where, and How Writing Means for Our Writing Studies Majors and Minors
Dr. Erin Workman, DePaul University; Dr. Peter Vandenberg, DePaul University; Madeline Crozier, DePaul University
This session describes Stage II of a multi-stage project that uses institutional ethnography (IE) to uncover and map the social relations shaping where, how, and what writing means in our university. In this presentation, we share findings about the conceptions of writing held by undergraduate students majoring and minoring in writing studies.
The Nexus of Local and National Contexts in Writing Program Administration: UMaines Writing Program, 1972-2018
Ryan Dippre, University of Maine; Abigail Adent, University of Maine; Elizabeth Zavodny, University of Maine; Kelly Hartwell, University of Maine
Documents and events that occur in national organizations or scenes need to be translated into local contexts in order to become social facts. This panel presents the results of a yearlong investigation at the University of Maine to theorize how national events and documents come to be locally meaningful.
Writing Beyond the University: Future Directions for Writing Transfer Research and Practice
Jessie Moore, Elon University; Heather Lindenman, Elon University; Paula Rosinksi, Elon University; Julia Bleakney, Elon University
This session focuses on writing beyond the university, extending research from Elon University's Writing and the Question of Transfer seminar. We review recent scholarship, present findings from our study of alumni (2000-2018), and propose research methods that might enhance our fields understanding of transfer in contexts beyond the university.
Planning a Party, Planning a Program: A Metaphor for Radical Inclusion
Darci Thoune, University of Wisconsin- La Crosse; Sara Heaser, University of Wisconsin- La Crosse; Virginia Crank, University of Wisconsin- La Crosse
This presentation examines the metaphor of the party as a heuristic for inclusion and the gendered work of the WPA in creating spaces where socializing is valued and valuable. These neglected relational and emotional spaces are not secondary, they are the unacknowledged foundation of academic and intellectual lives.
Coming to Terms with Terms: Surfacing and Situating Commonplaces of Inclusion
Bump Halbritter, Michigan State University; Julie Lindquist, Michigan State University; Joyce Meier, Michigan State University; Bree Straayer-Gannon, Michigan State University
Session attendees will join presenters in collaborative problem-solving. Attendees will be invited to surface features of inclusive and exclusive environments, to share stories about their challenges in creating such environments, and to articulate goals and means for creating more inclusive environments (of teaching, learning, and administration) at their institutions.
Radical Inclusion at SLACs
Not Just in the State Schools: Supporting Working Class Students in SLACs
Lisa Mastrangelo, Centenary University; Erin Andersen, Centenary University
This presentation will examine the relatively new phenomenon of working class students in the small, private liberal arts college (SLACs). After presenting some background, the session will involve audience participation to brainstorm ways to change the conversations that writing instructors have about how to engage and retain such students.
Embedded Writing Tutoring as Radical Inclusion at a SLAC
Susan Pagnac, Central College
Developmental students are placed into additional courses intended to prepare them for traditional writing courses. Small liberal arts colleges do not always have this option. This presentation outlines the Writing Studio, a course using already embedded writing tutors connected to the first-year seminar, and details preliminary results of program assessment.
Radical Inclusion: Immersing Our Students in an Integrated Reading, Writing and Critical Thinking Experience in Composition Courses
Haleh Azimi, Co-Director Accelerated Learning Program, Community College of Baltimore County; Elsbeth Mantler, Co-Director Accelerated Learning Program at Community College of Baltimore County; Sharon Hayes, Director Academic Literacy at Community College of Baltimore County
The Accelerated Learning Program (ALP) is a co-requisite model, where students take Composition I with their developmental ENGL requirements concurrently. This session addresses how and why The Community College of Baltimore County shifted from offering ALP students a purely writing focused curriculum to an integrated reading, writing, and critical thinking centric curriculum.
Writing Assessment, Placement, and the Two-Year College: A Continuing Conversation Two-Year College
Christie Toth, University of Utah; Jessica Nastal, Prairie State College; Joanne Baird Giordano, Salt Lake Community College; Holly Hassel, North Dakota State University; Leslie Henson, Butte College; Holly Gilman, South Seattle College
Roundtable participants will continue a conversation begun as contributors to the Spring 2019 special issue of the Journal of Writing Assessment focused on writing placement in two-year colleges.
New Directions in Undergraduate Research and Resources
Weighing Inclusivity and Viability in the Shift to Open Educational Resources
Alexander Wulff, Maryville University,Director of Writing and Multimodal Composition
What could be more inclusive than free educational resources? This is, of course, why open educational resources (OER) exist. Yet, who creates, currates, and decides when OER are appropriate varies from institution to institution. What happens when you are given an offer you can't refuse to switch to OER?
Setting Seats at the Table for Undergraduate Researchers: Advocating for Consequential Research
Dominic DelliCarpini,York College of Pennsylvania; Laurie McMillan, Pace University
This session will first review circumstances that have constrained writing programs from inviting undergraduate researchers into our public scholarship and new movements that have opened possibilities for doing so. Then, participants will work collaboratively to develop strategies for being more intentional, both as WPAs and as an organization, in making room for consequential undergraduate research.
Supporting the Self While Supporting Students
Meditation, Mindfulness, and Memoir: Revisiting the Self and Subjectivity
Matt King, St. Bonaventure University
My presentation considers how the practices of meditation, mindfulness, and memoir offer productive opportunities to return to the question of subjectivity and the writers self in theorizing the scene of writing and to imagine pedagogical practices that emphasize the relationship between the individual, environment, and experience.
Finding a Balance: The Vital Role of Campus Mental Health Support Systems for Students and Faculty
Melanie R. Salome, PhD, University of Houston
This presentation emphasizes the criticality of mental health assistance on campus and by administrators who support both students and instructors. The presentation will focus on how we can better serve our students and our instructors through communication and wellness programs designed to ease the emotional challenges of both actors in the learning process.
Emotional labor in the wake of disaster
Carl Schlachte, UNC Greensboro
This presentation explores disasters that impact writing programs, and the emotional labor that WPAs and marginalized faculty take on in their aftermath. It responds to the conferences call to examine how we support vulnerable students and faculty while taking care of our own emotional needs at particularly trying times.
New Directions in Multimodality
Crafting Inclusion: Changing Perspectives Through Collaborative Diorama
Jake Castle, Middle Tennessee State University; Katie Musick, Middle Tennessee State University
We share our introduction of a full-scale diorama at our Celebration of Student Writing where participants were invited to contribute via miniatures, figurines, and other artifacts. Through this collaborative community-building exercise, we sought to practice radical inclusion by inviting stakeholders to see themselves as active members of our learning community.
Definitions and Multimodality: How Calling Multimodality "Writing" Limits its Potential
Bremen Vance, Iowa State University
As programs continue to accommodate multimodal forms of writing, we must consider the implications of our categorizations and definitions. Through an analysis of multimodal terminologies in textbooks, participants will be encouraged to consider strategies for integrating visual, oral, and electronic forms of writing into our programs.