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Session K

Saturday, July 27th, 3:20 PM - 4:20 PM


Poster Sessions: Special Populations, Assessment, and Professional Development

Engaging Students in Reflection, Assessment, and Revision of Student Learning Outcomes in First-Year Composition

Bridget O'Rourke, Associate Professor of English and Writing Program Director at Elmhurst College; Celeste Delbar, Lecturer in First-Year Writing at Elmhurst College; Erika McCombs, Lecturer in First-Year Writing at Elmhurst College

Our poster will present results of a FYW program assessment plan, originally developed at the last years CWPA pre-conference workshop. The plan is designed to 1) solicit student feedback and reflection on Student Learning Outcomes and 2) engage students and faculty in collaborative reflection, assessment, and revision of those outcomes.

What WPAs Need to Know about Student Veterans

Lydia Wilkes, Idaho State University

This poster, also available as a print and digital handout, offers a list of things WPAs need to know about student veterans from an asset-based model and includes resources and action steps for each item.

Student Interns to Support Disciplinary Writing

Alana Kuhlman, Northern Arizona University

This poster presentation will detail a new internship program that places student writing assistants from the university writing center in disciplinary writing intensive courses to provide support to students and faculty. Interns provide lessons, feedback, and one-to-one support. This poster will further detail this program and provide preliminary results.

Serving Everyone at the Table: Redesign of Teacher Training

Elizabeth A. Monske, Northern Michigan University

In response to curricular changes, retirements, and reorganization of position duties, and expansion of supervisory roles, one newer director is planning ways to meet the needs of those invited to table beyond the outdated materials currently available through online professional development modules created because of a small curricular improvement grant.


We See Your "Faculty-Driven" Solutions and Raise You Our High-Impact Practice: A Writing Program's Challenge to External Retention Organizations

Laura Niswonger: University of Central Arkansas; Cristine Busser: University of Central Arkansas; Jen Talbot, University of Central Arkansas

This presentation will describe the potential for partnerships with external retention organizations, like the John Gardner National Institute, to uplift writing programs and encourage writing as a high-impact practice across an institution.


Professional Respect and Disciplinary Authority: A Call for NTT Faculty Inclusion

Paula Patch, Elon University; Seth Kahn, West Chester University of PA; Natalie Dorfeld, Florida Institute of Technology; Amy Lynch-Biniek, Kutztown University of PA


Participants focus on the professional status of full-time non-tenure-track faculty (FTNTT), who are excluded from conversations framed by the tenured/contingent binary. Presenters articulate calls to treat FTNTT faculty professionally and humanely; problems with making tenure the litmus test for professional inclusion; and means for supporting the work of often-overlooked lecturers.


New Directions for Students and Faculty

3,000 Podcasts a Year: Administering New Media Composition in a First-Year Writing Program

Michael J. Faris, Texas Tech University

This presentation shares a WPAs experiences implementing a podcast episode as a required new-media assignment across our entire FYW program, with attention to issues of preparing and supporting teachers (who are unfamiliar with audio production), the rationale for a podcast episode, and creating a supportive infrastructure for teachers and students.

Guide for the Pedagogically Perplexed: Reconciling Writing Programs and English Departments

Joanna Johnson, University of Miami

This presentation will outline the institutional history of a writing program with solely non-tenure track (NTT) faculty who are housed in an English department consisting otherwise mostly of tenured faculty, and the challenges the program has faced.

Radical Emotions: Inclusion through Self-Confrontation in the "Meta" Writing Classroom

Diana Epelbaum, Marymount Manhattan College

More than thirty years ago, Alice Brand and Jack Powell explored emotion and the writing process, distinguishing between negative passive emotions like shame and boredom, and negative active emotions like anger, anxiety, and fear (282), suggesting through field research for the first time that not all negative writing orientations are necessarily unproductive. This paper argues that pedagogical emphasis in metacognition and emotion enables sustainable, transferrable student self-efficacy, and renders all writing emotions productive. I begin by reviewing relevant research on the ties between affect and metacognition, and then offer specific approaches for the classroom, interweaving students affective process responses in reflections and course evaluations.  When the FYC classroom makes room for emotion, I claim, it becomes a radically inclusive space of exploration and reflection, where openness to vulnerability and disruption of student/instructor power dynamics prove that emotions are discursive (Chandler 53). Self-confrontation, and in turn, college initiation, follow.
Works Cited
Brand, Alice G. and Jack L. Powell. "Emotions and the Writing Process: A Description of Apprentice Writers." Journal of Educational Research, vol. 79, no. 5, 01 Jan. 1986, pp. 280-85. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ336858&site=ehost-live.
Chandler, Sally. "Fear, Teaching Composition, and Students' Discursive Choices: Re-Thinking  Connections between Emotions and College Student Writing." Composition Studies, vol.  35, no. 2, 01 Jan. 2007, pp. 53-70. EBSCOhost,search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ818660&site=ehost-live.


Competing and Cooperating Voices in Curriculum Design: Including All Stakeholders in Program Revision

Edgar Singleton, Ohio State University; Bonnie Opliger, Ohio State University; Cristina Rivera, Ohio State University


In this session, the First-Year Writing Program at Ohio State University will begin a genuine process of curriculum revision that invites greater inclusion by gathering the insights of colleagues from across institutions represented at CWPA. Attendees will begin the process of creating a vision for a renewed curriculum.

Essex A

Assessing and Responding to Student Writing

"I need to make sure I'm doing what I say I'm doing": Findings from a Mixed-Methods Study of TA's Response to Student Writing

Carolyn Wisniewski, University of Illinois at Urbana-Champaign

This presentation reports on a mixed-methods study of ten TAs of writing-intensive courses and identifies patterns in their uptake of foundational response scholarship, sites of positive and negative transfer of response strategies, and discrepancies between their intended and enacted feedback.

The Influence of Contract Grading on New Teachers of Writing

Emily Jo Schwaller, University of Arizona

The following research explores how Dr. Inoue's workshop on contract grading influenced five new GTAs with no prior teaching experience. The presentation centers on how the experience shaped the new teachers theoretical grounding of practice and complicated past separations of theory/praxis for GTAs.

Essex B

Balancing Acts: Creating Inclusive Curriculum for Multilingual and International Students at a Large R1 Institution

Naomi Silver, University of Michigan; Ryan McCarty, University of Michigan; Shuwen Li, University of Michigan

This panel offers one institutions approach to better understanding international students choices in writing course enrollment. It details a set of programmatic exigencies, a multi-tiered process of inquiry, and major findings. Implications are provided for teachers and administrators considering how to restructure courses to more inclusively meet student goals.

Essex C

IWDPA Meeting

Susan Pagnac

Laurel AB

Positionality, diversity and inclusiveness: Building a multilingual inclusive community through a graduate mentoring program

Wenqi Cui; Matthew Vetter, Indiana University of Pennsylvania; Mohammed Yacoub, Indiana University of Pennsylvania; Hany Zaky, Indiana University of Pennsylvania


How do mentoring programs cultivate inclusion and diversity for the multilingual teaching associate (MTA)? This panel brings together four MTAs and one faculty mentor to create a space for reflections on positionality, teaching, and classroom diversity. Following these contributions, panelists will ask the audience to share their own experiences.

Laurel CD

Welcoming, recognizing, and unlimiting identity in mentoring gWPAs

Kathleen Lyons, University of Delaware; Kefaya Diab, Indiana University; Ashanka Kumari, University of Louisville; Lauren Brentnell, Michigan State University


This panel will think through and with disability in order to answer the following question: Where, when, and how do conversations about identity take place within a mentoring relationship? Panelists will share experiences and expertise from their research on identity in mentoring relationships as part of a framework that disables writing program work.

Kent AB

Faculty Labor and the Challenges of Inclusive Program Assessment

Annie S. Mendenhall, Georgia Southern University; Natalie James Ingalsbe, Georgia Southern University; Krista Petrosino

This presentation includes WPA and faculty perspectives on the labor challenges of FYW program assessment, providing ideas for designing labor-conscious and inclusive assessment processes. Discussion topics will include how to make assessment service visible, include all types of faculty, and consider multiple measures for assessment without overtaxing workloads.

Striving for Equity and Transparency: the Faculty Workload and Rewards Project

Chris Walsh, Director, CAS Writing Program, Boston University; Sarah Madsen Hardy, Associate Director, CAS Writing Program, Boston University

This presentation will report on the BU writing programs participation in the Faculty Workload and Rewards Project. Our teams work has revealed significant service inequities related to rank, gender, time of service, etc., and we are now developing a Department Equity Action Plan to address the inequities identified