Saturday, July 27th, 9:20 AM - 10:20 AM
Questioning Dominant Discourses
Examining Institutional Racism in Mission Statements and Descriptions of Writing Classes
Bethany Davila, University of New Mexico
People of Color Caucus
This session describes representations of student identities and written standardness at different types of institutions and explains the implications of these representations for antiracist education and administration. This session aims to help the audience uncover and challenge racist practices.
A Turn Towards Pedagogy: Re-Landscaping Composition through Intersectionality
Derek Sherman, graduate student at Purdue University
People of Color Caucus
Intersectionality as an emerging theoretical and methodological perspective provides WPAs with the opportunity to re-landscape composition and classroom practices. I argue intersectionality, if built purposefully and not co-opted as a fad, breaks down dominant pedagogical practices and narratives by encouraging students to engage in several postmodern moves that deepen analysis.
Roundtable Discussion: Supporting Online Literacy in Writing Programs
Scott Warnock; Kimberly Fahle; Traci Gardner; Lyra Hilliard; Jessica Ulmer; Elizabeth Monske
In this conversational roundtable, members of the Global Society of Online Literacy Educators (GSOLE) will generate a dialogue with audience members about several overlapping topics for those interested in both writing program administration work and online writing/literacy instruction. Included among these topics will be:
~ Issues and challenges that WPAs encounter as their programs offer online writing courses (e.g., adapting
f2f writing curriculum and activities for online spaces, preparing instructors to teach online for the first
time, responding to administrative issues unique to the online environment).
~ Issues and challenges that online literacy instructors encounter in their programs and how administrators
can meaningfully respond to them. The importance of accessibility and technological affordances in
online literacy instruction.
~ Spaces for conversation, professional development, and community for online literacy educators and
~ Collaborative opportunities for GSOLE and CWPA at the organizational level.
~ Specific ways that GSOLE and CWPA members might identify intersecting research projects.
This roundtable is meant to generate discussion through audience engagement and participation. While we hope to share existing resources and knowledge, we also want to foster conversations that can continue beyond the conference.
Developing Intercultural Competence in First-Year Writing
Parva Panahi Lazarjani, Purdue University; Rebekah Sims, Purdue University; Phuong Tran, Purdue University; Hadi Banat, Purdue University; Bradley Dilger, Purdue University; Echo Yiqui Yan, Purdue University; Ryan Day, Purdue University
We share preliminary findings from a CWPA-funded, data-driven study of an approach to first-year writing that uses linked courses to increase intercultural competence in both mainstream and second-language students. Our project develops evidence-based, inexpensive interventions to internationalize writing programs, focusing on intercultural competence development and transfer of writing skills.
NTT and Contingent Faculty at the Table
Growing Where You Are Planted: Changes in Writing Program Leadership and the Tenure Track Status of Teaching Faculty
Dr. Rich Miller, Suffolk University (Boston); Dr. Pamela Saunders, Suffolk University (Boston)
This presentation features a current and former WPA reflecting on recent leadership and program changes, and how the advent of Full Time Non-Tenure Track positions have complicated the goals and direction of the writing program and its faculty in unexpected ways.
Including Contingent Faculty in Mission Statement Development
Adam Crowley, PhD, Director of Composition at Husson University
This presentation considers assumptions about the sources of labor in Philip E. Smith (1998) and Andrew Jeters (2016) commentaries on collaborative mission statements. This scholarship is used to frame past and present practices for involving contingent faculty in mission-related documentation at Husson University.
Writing Program Administration at Religiously Affiliated Institutions: A Roundtable
Kristine Johnson, Calvin College; Heather Thomson-Bunn, Pepperdine University; Jeff Ringer, University of Tennessee; "Megan Von Bergen, University of Tennessee; Jim Beitler, Wheaton College; Laurie A. Britt-Smith, College of the Holy Cross; Joseph Janangelo, Loyola University Chicago; Marcia Bost, Shorter University
WPAs from religiously affiliated institutions hold a roundtable discussion about the nature of WPA work in these institutions and the contribution of this work to writing administration research and practice.
GenAdmin and the Managerial WPA
Theorizing the Managerial Labor of WPAs: Course Scheduling as the Intersection of Disciplinary Knowledge and Local Conditions
Julia Voss, Santa Clara University; Kathryn Bruchmann, Santa Clara University
Presentation reports on a national survey of WPAs on the administrative labor of course scheduling, 1) mapping the complex interaction of stakeholders involved in this "basic" act and 2) teasing out infrastructural factors that shape the conditions of writing instruction.
Coming of (Professional) Age: The Lived Realities of GenAdmin Non/Tenure Processes
Natalie Szymanski, Buffalo State College
This presentation will explore the ways in which GenAdmin professional paths have worked both within and against more traditional WPA tenure processes and the extent to which the fields professional documents”i.e. Evaluating the Intellectual Work and The Portland Resolution" serve the needs of these WPAs.
People & Places of Radical, Intellectual Bureaucratic Labor
Mark McBeth, John Jay College of Criminal Justice & The Graduate Center, CUNY; Erin Andersen, Centenary University; Kim Drake, Scripps College
Gender and Sexuality
Through archival methodologies of queer activism, to the convention halls of rural women's organizations, to the conjoined classrooms of undergraduates and prison residents, these panelists present an overview of how behind-the-desk activism infiltrates public consciousness and aspires to alter public discourse through literacy sponsorship.
Connecting Institutions, Connecting Writing
Bridging the Institutional Divide: WPA Perceptions Across Two- and Four-Year Campuses
Caitlin Larracey, University of Delaware
Attending to WPA perceptions through an interview-based study of an R1 university's main and branch campus WPAs, this presentation argues that exploration into branch campuses, which often promise access to marginalized students, can address the divide between two- and four-year institutions, promoting collaboration and shared understanding.
Assessing Transfer in the Age of Transient Credit
My presentation inquires into the impact that transient credit the acquisition of credits from a source other than the students home institution has on first-year writing programs and on the assessment of knowledge transfer within those programs. It questions whether programs can accurately be assessed given the proliferation of transient credit.
A Place at the Table: An Inclusive Model of Dual Enrollment
Dr. Leigh Grazian, Director of First-Year Writing and Assistant Professor of English at Western Oregon University
This presentation will share the design of an innovative dual enrollment program and its potential to create HS WPAs that contribute to the first-year writing curriculum, creating an important curricular bridge that is currently missing from our educational system. This bridge has led to increased retention, graduation, and enrollment in college.
Including Multiple Perspectives in a Moment of Radical Change: A Composition Program Navigates a General Education Revision
Paige Horst, Radford University; Amanda Kellogg, Radford University; Frank Napolitano, Radford University
Several members of the Radford University English Department will coordinate a workshop to share perspectives on navigating a general education reform and its effects on Graduate Teaching Assistants, faculty mentors, the English Departments graduate program, and freshman writers, an increasing percentage of whom are underprepared and hail from marginalized groups.
One Year Since the CWPA Workshop
Christine Crockett, Claremont McKenna College; Megan O'Neill, New Jersey Institute of Technology; Megan Titus, Rider University
Participants from the 2018 CWPA workshop will offer an update on their projects. Presenters will introduce the audience to their projects as they stood in 2018, discuss how the CWPA workshop aided in the evolution of their work, then facilitate a conversation on both the CWPA workshop and their projects.
Deepening Definitions of Emotional Labor Across Administrative Perspectives
Jacob Babb, Indiana University Southeast; Kate Navickas, Cornell University; Kristi Costello, Old Dominion University; Courtney Adams Wooten, George Mason University
While the field is addressing the emotional labor of WPAs, we need to deepen our understandings of this labor and to pay focused attention to the emotional experiences of those in liminal spaces. This interactive panel explores the emotional labor of first-generation WPAs, transitioning WCDs, and TAs.
Multilingualism across Campus and in the Classroom
Listening to Everyone: A University Writing Program Interviews a Campus about (Multilingual) Writing
Colin Charlton, UTRGV; Maggie Shelledy, UTRGV
As part of a university-wide study launched by our nascent University Writing Program, we are interviewing a range of university stakeholders about all things writing. How are we defining, enculturating, teaching, and assessing it? What narratives of writing are disappearing and emerging? What are our aspirations for writing at a multi-campus HSI? What do we want from and for our students and faculty as writers?
How Did All These ESL Students Get in My Comp Course?: Adapting the FYWP to a Rapidly Internationalizing Demographic
Mark Bennett, University of Illinois at Chicago
In the midst of a rapid increase in the university's international/ELL undergraduate student enrollment, this FYWP has launched a series of faculty workshops to provide its instructors who have no formal training in ELL composition with best practices and culturally sensitive pedagogy for teaching international ELL students.