Saturday, July 27th, 2:00 PM - 3:00 PM
Poster Sessions: Data, Collaboration, and Transition
Co-Requisite Approaches to Inclusive Developmental Writing Instruction
Justin Young, Eastern Washington University; Charlie Potter, Oregon State University
Inclusive co-requisite approaches to developmental writing directly answer CWPAs 2016 call to actively work against structures that perpetuate inequities. This poster details a quantitative study of the outcomes of an innovative co-requisite program for emerging writers, who are disproportionately from underrepresented and underserved backgrounds.
Facilitating Contingent-Faculty Collaboration and Inclusion Through the Creation of an Online OER Collection
Catherine E Saunders, George Mason University; Joyce Johnston, George Mason University; Jessica Matthews, George Mason University
Members of a 65+-member community of contingent instructors for a 300-level discipline-aware writing and research course have created a grant-funded, publicly-available collection of instructor-created, classroom-tested, peer-reviewed Open Educational Resources (OER). The collection strengthens and extends an existing culture of collaboration and increases the visibility of our work.
Practicing and Supporting Empathy in First-Year Transition Courses: A Faculty Development Program
Catherine Forsa, Roger Williams University
This poster discusses a faculty development program with the goal to help instructors think about incorporating empathy into first-year transition courses. It considers empathy as a learning outcome, and I offer a theoretical and practical guide for WPAs to design, lead, and assess the faculty development sessions.
Sustaining Regional Affiliates at Home and Abroad
Cathy Gabor, University of San Francisco; Kay Halasek, The Ohio State University; Linda Howell, University of North Florida; Sarah Snyder, Arizona Western College; Susan Thomas, University of Sydney
In this panel, long-time leaders of regional affiliates will present strategies on how to start an affiliate, how to recruit members, how to integrate professional development and mentoring into the affiliate culture, and how to sustain affiliates, especially those with large geographic boundaries. Audience interaction will come in the form of small group activities for attendees who are interested in starting or joining a local affiliate and those who wish to expand their sustainability.
Rooting for Radical Inclusion in Writing Programs AND Writing Program Administration
Jessi Ulmer, Midlands Technical College; Bre Garrett, University of West Florida; Mary De Nora, Texas Tech University; Ashanka Kumari, University of Louisville; Melissa Nicholas, UC Merced
The WPA Accessibility and Disability Committee and WPA-GO Accessibility Task Force welcome all to an interactive workshop about accessibility and/in writing program administration. Attendees will leave this session with actionable steps, resources and tools, as well as starting places and ideas to begin the work of radical inclusion.
How Might We WPA Better?
A Name of One's Own: Reframing NTT-WPA as Quasi-WPA
Andrew Hollinger, University of Texas Rio Grande Valley
The work and positionality of the non-tenured full time WPA is examined and theorized by the new term/idea/lens of the quasi-WPA (qWPA), an inclusive term that seeks to articulate what makes NTT-WPA work special, innovative, but also fundamentally different than T/TT WPA work.
Queer Roots and Radical Responses: Contingent Faculty Redefining the Table through Critically Engaged Professional Development
Beth Buyserie, Washington State University
In this interactive presentation, the speaker describes an NTT-led professional development series that connects critical theories with classroom pedagogies. Drawing from queer theory, the speaker re-centers contingent faculty expertise as the actual table of composition programs and invites participants to imagine the not-yet-available possibilities for NTT leadership and pedagogical development.
Sharing the Benefit: General Education Review and WPA Work
Sara N. Beam, University of Tulsa
I will describe my university's general education review and my role on the 16-person committee leading that review, as well as the visibility this service work has brought to the Writing Program. Our goal is to work in a radically inclusive way collaboratively, transparently, with an emphasis on design thinking.
Creating Tools for WAC/WID Research and Development at Diverse Institutions and Programs
Cristyn L. Elder, University of New Mexico; Anna V. Knutson, Duquesne University; Katherine Daily O'Meara, Emporia State University; Elizabeth Leahy, University of Tennessee-Chattanooga
Directors of WAC, writing programs, and a writing center share tools created for early WAC/WID research, how they were used, what they learned from creating these research tools, and the next steps for moving forward with their research. Attendees will be invited to discuss the creation of their own tools.
Honoring Difference in WAC, WID, and WCS
Engaging Complexity in WAC/WID Assignments: Against a Dichotomous Approach to Argumentation in the Disciplines
Christy Goldsmith, Assistant Director, Campus Writing Program at University of Missouri; Amy Lannin, Director of the Campus Writing Program at University of Missouri
A central element of our Writing Intensive courses is at least one writing assignment for which there are multiple interpretations possible. To analyze how this element emerges across the disciplines, we analyzed data from 200+ WI proposals, uncovering tensions in how instructors work against a dichotomous approach to complex questions.
When Tutor Training Backfires: Dealing with Resistance from Undergraduate Writing Tutors
Marion Wolfe, Kenyon College
This presentation will discuss in-progress research on the presenters experiences facing significant resistance when training new undergraduate Writing Center tutors. The project will ask why these tutors find Composition pedagogy unhelpful or objectionable and how we can make productive use of this resistance in our own theories and practices.
Mission (Im)Possible: The Rhetoric of Mission Statements in University Writing Programs
Jeff Ringer, University of Tennessee, Knoxville; Allie Sockwell Johnston, University of Tennessee, Knoxville; Holland Prior, University of Tennessee, Knoxville; Megan Von Bergen, University of Tennessee, Knoxville
This panel explores the rhetorical value of mission statements in university writing programs. Drawing upon existing WPA research and using the University of Tennessee-Knoxvilles first-year writing program as an example, the panelists provide a definition, rationale, and heuristic for the development and implementation of writing program mission statements.
Linguistic Equity and Inclusivity
Translation in EFL first year writing programs: Modeling linguistic inclusivity and scaffolding multilingual composition
Sharity Nelson, University of Tokyo
This presentation offers an analysis of a project to overtly incorporate translation activities into a first year academic writing in English course at a university in Japan. It concludes by describing a protocol for incorporating translation in first year writing and composition courses and justifying the presence of translation in support of learning outcomes within the course and across the disciplines.
Examining Epistemological Barriers to Linguistic Equality in the First Year Composition Classroom
Amanda Presswood, Florida State University
As we work towards practices that offer radical inclusion it is necessary to examine the barriers that keep us from the types of radical inclusion that this year's call for proposals advocates. My presentation will examine the epistemological barriers that keep first-year composition educators from embracing linguistic variety within the composition classroom.
Ideas for Bold Leadership
All-Terrain Leadership: Responding as WPAs Post-Trump
Casie Fedukovich, North Carolina State University
The presenter describes a shift from Writing Program Administrator to Writing Program Leader, grounded in the current political climate and its complex relationship to our work in higher education. Reids all-terrain mentoring and scholarship in leadership studies provides a frame for discussing transformative feminist leadership post-Trump.
Habit, Self-Efficacy, and Collaboration beyond the Classroom
Erin Cheslow, University of Hawai'i at Manoa
With an object-based framework for collaboration as an ongoing process, in which students enter into a dialogue with both ideas and people, habitual self-efficacy can be understood to lead to collaboration by providing students with the self-awareness and confidence to understand knowledge as both flexible and relational.
Mentoring in the Liminal Space: Cross-rank Perspectives
Jennifer McSpadden, Texas Tech University; Lyra Hilliard, University of Maryland; Brian Urias, Bowling Green State University; Mandy Olejnik, Miami University of Ohio; Elizabeth Keenan Knauss, Manor College
Presenters of various roles representing WPAs, contingent faculty, and graduate student assistants will speak from their positions and experiences in order to triangulate a response to the question How do we support vulnerable students and faculty while taking care of our own emotional needs?
Mindful Attending: Charting Mid-Career Institutional and Personal Successes
Sherry Rankins-Robertson; Aurora Matzke
This session will center on writing proposals and will offer mid-career WPAs the opportunity to engage with senior writing program scholars on navigating career trajectories, assessing workload management, and establishing strategies for self-care and well-being for sustainable administrative and scholarly practices. This extended institute would occur January 8-9, 2020 as a pre-conference event to the Writing and Well-Being Conference held in Tucson, Arizona.
Supporting Writing Transfer
How College Students' Theories of Writing Evolve--or Not: Revisiting the "Theory of Writing" One Year Later
Heather Lindenman, Elon University; Rachel Wingrat, Elon University
Based on interview data, this session examines the ways that college students theories of writing evolve (or do not evolve) after their first-year writing course.
Supporting Faculty to Foster Students' Writing Transfer in FYLC with Embedded FYC
Emily R C Staudt, George Mason University
This presentation describes a plan to support student writing transfer, following a WPAs experience teaching in a First Year Composition (FYC) program embedded in a First Year Learning Community (FYLC). In this interactive presentation, participants will respond to this scenario and generate possible solutions to challenges associated with writing transfer.