Friday, July 26th, 10:40 AM - 11:40 PM
Exploring the Strengths of the "Other"
Leading from the Position of Other: Advocating for and Guiding Faculty from Invisibility To Visibility
Sylvia Lee, Associate Professor of English, Co-Chair of English Department, Howard Community College; Laura Yoo, Professor of English, Coordinator of Writing, Howard Community College
People of Color Caucus
To build institutions of higher learning that are truly and radically inclusive, organizational leaders must practice radical inclusivity within their leadership and faculty. This means upending traditional models of leadership, re-envisioning the ways that race, gender, and otherness impact faculty work, and acknowledging the invisible burdens traditionally marginalized faculty carry.
Preparing Students for the Professional World
Help Wanted: What Position Announcements Tell Us About the Qualifications Desired in Writing and Rhetoric Majors and the Possibilities for Participatory Program Design
Laurie A. Pinkert University of Central Florida
This session discusses a programmatic analysis of position announcements selected by Writing and Rhetoric Capstone students as prospective post-baccalaureate opportunities. Findings highlight variance between program goals and the qualifications desired by prospective employers/programs. Discussion will engage possibilities for revising program outcomes in light of stakeholder perspectives.
A Different Kind of Community Outreach: George Washington University's Professional Writing Training Program
Jessica McCaughey, Assistant Professor of Writing at George Washington University
This presentation explores an untraditional professional development program for workplace writers in corporate, non-profit, and government organizations. The session will map out the programs development and administration, as well as consider what a program like this can tell us about the world we are preparing our students to enter.
Confronting Radical Exclusion in Radically Inclusive Dual Enrollment Programs
Dr. Magdelyn H. Helwig, Western Illinois University; Dr. Christopher L. Morrow, Western Illinois University; Dr. Mark Mossman, Western Illinois University
In this problem-solving session, three faculty-administrators from a regional comprehensive university describe difficulties establishing an off-campus dual enrollment program serving rural students. After outlining the inclusive intentions of the program and identifying unintended moments of exclusion, we open the session for discussion of similar programs and brainstorming of innovative solutions.
Radically Inclusive Writing Programs: Defamiliarizing Faculty Assumptions about Expertise, Multimodality, and Career Development
Rebecca Burnett, Georgia Institute of Technology; Andy Frazee, Georgia Institute of Technology; Rebekah Fitzsimmons, Georgia Institute of Technology
Writing programs should enable faculty to see themselves, their training, and their teaching in new ways, to defamiliarize what they know. This panel will address ways radical inclusion may defamiliarize faculty assumptions about the character of disciplinary expertise, about definitions and morphing of modalities, and about the trajectories of careers.
Getting Beyond "Both Sides": A Faculty-Librarian Pilot to Explore Critical Approaches to Curriculum and Assessment
Nicole Branch, Santa Clara University; Julia Voss, Santa Clara University; Loring Pfeiffer, Santa Clara University
The project reports on an in-progress study of critical information literacy instruction and assessment using popular sources, 1) finding that students' understanding of "critical" source use falls short of CWPA and ACRL goals, 2) identifying affective dimensions of student learning that explain this shortfall, and 3) exploring critical assessment methodologies.
WPA Journal Editorial Board (Closed Meeting)
Many Hands: Collaborative Writing Program Administration as Inclusive Practice
Jessie Blackburn, Director of Composition, Appalachian State University; Bret Zawilski, Assistant Director of Composition, Appalachian State University; Bethany Mannon, Visiting Assistant Professor of Rhetoric and Composition, Appalachian State University; Sarah Zurhellen, Lecturer, Appalachian State University; Belinda Walzer, Assistant Professor of Rhetoric and Composition, Appalachian State University
Appalachian State University's vertical writing model is steered by a committee that intentionally refutes the hierarchy of tenure while striving to avoid exploitative laboring conditions. This panel contemplates the radical inclusivity that underscores our programs collaborative labor practices as well as many of our pedagogical and administrative approaches.
WPAs in Teaching and Learning
Developing WPAs: Considering WPA Readiness and Renewal
Joseph Janangelo, Loyola University Chicago
This 2-part talk invites aspiring and experienced writing program administrators (WPAs) to reexamine dominant notions of career readiness and renewal.
Acting out Life-long Learning as a Retiree: Student and Administrator of an Elder Collegium
Carol Rutz, Carleton College
The Cannon Valley Elder Collegiums mission is to provide high quality academic experiences in the liberal arts for students over age fifty (retired or not). A retiree myself as of 2017, I have taken several courses and as of summer 2019, will become the organizations executive director.
Always a Bridesmaid, Never a Bride
Alice Horning, Oakland University
New research shows reading has been largely excluded from journals in the field, conferences, and graduate programs; little to no attention is paid to reading that might help students become real critical readers online and off. This talk will argue aggressively for radical inclusion of reading in writing programs everywhere.
Supporting Professional Growth
From Teaching Writing to Directing Centers for Teaching and Learning: Chronicling Leadership Journeys of WPAs
Mysti Rudd, Texas A&M University at Qatar; Amy Hodges Texas A&M University at Qatar
What prepares WPAs to become directors of centers for teaching and learning? This presentation introduces a study that considers the pipeline between these two administrative roles, looking at their reliance on both disciplinary knowledge and administrative experience. Feedback on the research design, interview questions, and survey instruments will be solicited.
From Year One to Year Seven: An Evolving Model of TA Preparation
Kelli Prejean, Marshall University
This presentation focuses on a collaborative opportunity between a WPA and an English Ed colleague that led to drastic changes in TA preparation for teaching first-year writing. The synthesized model of TA preparation that emerged through composition pedagogy and educational methodology helped to decrease gaps between theory and practice.
A Seat at the Table with the CWPA Graduate Research Awards Committee: A Mentoring Workshop
Cristyn L. Elder, University of New Mexico; Yndalecio Isaac Hinojosa, Texas A&M University Corpus Christie; Chris Minnix, University of Alabama at Birmingham; Katherine Daily O'Meara, Emporia State University; Irwin Weiser, Purdue University; Carolyn Wisniewski, University of Illinois at Urbana-Champaign
The CWPA Graduate Research Awards Committee will review the CFP, evaluation criteria, and application process for the 2020 CWPA Award for Graduate Writing in WPA Studies. Participants will then discuss their current research project(s) with facilitators, one-on-one or in small groups, and receive feedback on their research.
Prioritizing Wellness: The Need to Make Space for Self-Care in Writing Programs
Sherry Rankins-Robertson, University of Arkansas-Little Rock; Nicholas Behm, Elmhurst College; Susan Miller-Cochran, Stacy Cochran
While scholarship on self-care and emotional labor is being development, a disparity exists in works on writing program administrative/teaching practices for faculty who struggle with emotional management and mental wellness. Presenters will collectively discussing personal struggles with wellness, experiences with affective triage for students, and strategies for cultivating wellness.
Traditional Writing at Johnson University
Kendra Fullwood, Johnson University
Johnson University is a bible college no longer, but they still provide a sound biblical education, as well as a liberal arts education, to their students. The faculty are strong proponents of composition, as it complements their disciplinary emphasis of exposition, hermeneutics, and analysis. Thus, traditional writing is still valued.
Expanding the Ways We Know: Towards A More Inclusive Theory
In contrast to the current entrenchment of Knowing as social collaboration, this presentation suggests multiple and diverse ways of knowing that will enable marginalized faith groups to feel that they have a seat at the table.