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

Session G

Saturday, July 27th, 8:00 AM - 9:00 AM


Embracing Diversity of Culture and Language

Designing, Implementing, and Assessing Cross-Cultural Composition

Hannah Soblo, University of Tennessee, Knoxville; Tanita Saenkhum, University of Tennessee, Knoxville

This presentation details the results of a multiyear study of the implementation, assessment, and outcomes of cross-cultural composition as a placement option in a first-year composition program. The goal is to provide practical suggestions and resources on cross-cultural composition from researcher, teacher, and administrator perspectives.

Embracing Linguistic Diversity in Online Writing Courses: Instructors' Strategies and Preparation

Mariya Tseptsura, University of New Mexico

Presenter reports the results of a mixed methods study investigating the experiences of linguistically diverse students in fully online writing courses. Presenter discusses writing instructors strategies for working with second language students and suggests ways to prepare instructors to address language diversity in their courses.


Experiences and Outcomes of Dual Enrollment Students in Ohio

Ashley Hall, Wright State University; David Seitz, Wright State University; Tyler Branson, University of Toledo; Abigail Umstead, Wright State University;  William Snell, Wright State University

Our panel will share current research in four dual credit/concurrent enrollment high school writing classes as part of a longitudinal mixed method statewide study in Ohio. Based on trends and themes from this study, we will outline a protocol for future researchers nationwide and seek feedback from our audience.


Quiet, Informal Works-in-Progress Writing

Casie Fedukovich

This casual works-in-progress session is intended to provide accountability, support, and a quiet place to work for all CWPA attendees. Whether you're looking for solo downtime to write, read, or grade or for a partner to look over a draft, this space is for you. Open to all!


Wikipedia Edit-a-Thon

Matthew Vetter; Dylan Dryer


Building Public Writing Programs at Diverse Institutions

Courtney Adams Wooten, George Mason University; Anna Habib, George Mason University; Jennifer Messier, George Mason University; Lourdes Fernandez, George Mason University; Kathryn Meeks, George Mason University

Examining a turn toward the programmatic enactment of public pedagogies, this panel presents administrative and faculty perspectives as well as preliminary faculty and student data about implementing public pedagogies in a composition program at a large state university that serves a diverse faculty and student population.

Essex A

Promoting the CWPA Labor Resource Center

Darci Thoune, University of Wisconsin-La Crosse; Seth Kahn, West Chester University; Ryan Dippre, University of Maine; Megan Titus, Rider University

This session will provide an update and tour/demonstration of the CWPA Labor Resource Center. Presenters will describe the sections of the center and overview the contents of each, after which the audience can offer suggestions for material to include, areas to build, and tools users would find helpful.

Essex B

Equity, Gender, and Ways of Becoming

The Intentional Writing Center: Using Equity Centered Community Design in the Writing Center

Janel McCloskey, Associate Director of University Writing Program: Drexel Writing Center at Drexel University
Gender and Sexuality

This session explores the use of Equity Centered Community Design in the physical space of a writing center to reflect the culture and values of the staff, and to welcome all, including those who do not share those values.

Straight and Queer, Contingent and Tenure-Track: Navigating Fluid Identities as a WPA

Beth Buyserie, Utah State University
Gender and Sexuality

In this presentation, the speaker connects personal experiences of coming out as bisexual to structural considerations of writing program administration. As she also transitions from identifying as contingent to tenure-track WPA, the speaker invites participants to reflect on how fluid identities might challenge power and privilege in our WPA work.

Intersecting Race, Gender and Writing in An Era of Polarization

Emily R Johnston, University of California San Diego
Gender and Sexuality

This presentation explores how teaching race and gender can expand college writing. Demonstrating how nontraditional genres teach students how any text centers and marginalizes particular positionalities, the speaker introduces a countermedia project on social media representations of whiteness. The presentation culminates in guided discussion of expanding the genres we teach.

Essex C

Agency, Information and Reflection: Self-Directed Placement as a Driver for Inclusivity

Kris Messer, Community College of Baltimore County; Jamey Gallagher, Community College of Baltimore County; Elizabeth Hart

Two-Year College

"Radical inclusion invites us to confront standardized assessments in light of national conversations around placement reform. Community College of Baltimore County faculty will discuss racial disparities in placement into developmental education and the potential of Self-Directed Placement as a tool to bridge equity gaps and to drive curricular change.

Laurel AB

Mentoring through Dialogue

Real and Imagined Conversations with My Mentors

Michael Stewart Lewis, Assistant Professor and Coordinator of Composition, Department of Writing, Linguistics, and Creative Process at Western Connecticut State University

As Writing Program Administrators, what questions do we wish we would have had with our mentors during our training? What conversations do we wish we would have engaged in before becoming a WPA? Since not every conversation or question can fit all administrative and institutional contexts, what can we look back and observe about how our mentors divided time between research, teaching, and administration?
This presentation seeks to show how what we observed during our training can be just as revealing and complicated as the conversations we might have had, and more importantly, the ones we missed. Moreover, this presentation works to show the power of observation when it comes to our mentors' career trajectories and the strategies and career visions which provide a full and well-rounded academic career. For example, two of my mentors made it very clear, by way of their high level of scholarly production amidst a busy schedule as a WPA, that their work stemmed from both a passionate interest in research and a commitment to first year writing, but also a career strategy that protected them from ending up in a chair or dean position. In such cases, WPA work is the civic duty that allowed my mentors to have the career life they envisioned. We tend to keep the idea of career strategy out of public conversations, since we tend to work to build a professional persona based on commitment and natural passion. This presentation challenges our quiet personas by arguing that we might have better, more fulfilling professional lives if we workout and even make vocal our individual career strategies by learning to observe what seems to work in the lives of those that trained us, taking into account what they tell us and what we must only observe and/or imagine.

Emotional Assessment and Mentoring of Contingent Labor: Adjunct Performance Appraisals

Christine Cucciarre, University of Delaware; Lee Nickoson, Bowling Green State University

Part-time or adjunct faculty are often forgotten when it comes to feedback, annual appraisals, and mentoring. This session will discuss the emotional labor of appraisals, especially for long-term and dual enrollment adjuncts.

Laurel CD

More Seats at the Writing Program Design Table

Radical Inclusion and Curriculum Design: Partnering with First-Year Composition Students to Co-Create a New Writing Program

Kimberly Gunter

I describe collaborating with FYC students on the curriculum redesign of our universitys Core Writing program. I discuss the parameters of the collaboration, students recommendations, the resulting curriculum, changes to my own teaching, and repercussions on transfer of knowledge from and students sense of the meaningfulness of the course.

What's in a memo? Situating technical writing students as professionals-in-training in workplace simulation classroom

Jenna Morton-Aiken, Massachusetts Maritime Academy

Blending technical writing workplace simulations with real time peer review techniques alongside the theory and practice of rhetoric and composition, the author models a semester situated in a fictional technical writing company and asks how others might draw on professional practice to empower student writers with agency and autonomy.

Leader-Followers and Follower-Leaders: Inclusive Leadership Methods for WPAs

Christy I. Wenger, Shepherd University

My interactive presentation will problematize what counts as leadership in higher education. I will explore how WPAs can use the theories and practices of distributed leadership, which defines leadership through interdependent interactions of leaders and followers, as an inclusive means of administration, one responsive to NTT instructors.

Kent AB

Putting Self-Care on the WPA Table: The Science of Happiness and Metacognitive Practice

Stephanie Roach, University of Michigan-Flint; Laurie J. C. Cella, Shippensburg University; Duane Roen, Arizona State University


Panelists will share what WPAs can learn from research on the science of happiness and participants will explore why happiness matters, how self-care is both "radical" and community-minded, and what WPAs collectively might make of the inclusive ethos behind the concept of "flourishing."

Kent C

Uncovering Forms of Knowledge-Making in FYW through Systematic Analysis of Writing Assignments

Victoria Hohenzy, DePaul University; Erin Workman, DePaul University; Hannah Thornby, DePaul University

Acknowledging that writing assignments necessarily privilege particular forms of knowledge and knowledge-making, we set out to determine how a systematic analysis of FYW assignments, coupled with instructors pedagogical rationales for these documents, could provide insight into the forms of knowledge-making implicitly valued by instructors.