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

Friday

Session A

Friday, July 26th, 8:00 AM - 9:00 PM

Falkland

Trans, Support, and Success with Diverse Writers

Building a Community of Trust in the Face of Divisive Competition

Regina McManigell Grijalva, Oklahoma City University
People of Color Caucus

This study looks at one writing program administrators response to stress placed on composition faculty, which emphasizes a community of trust (Palmer; Schiller, Taylor & Gates), in the face of divisive competition as a radical response to institutionalized exclusionary practices and it invites audience input about how such trust might be sustained.

 

Opening Doors or Closing Doors: L2 Writers Beyond FYC

Kevin Kato, Arizona State University
People of Color Caucus

The influx of L2 writers in U.S. institutions has presented challenges for WPAs to provide institutional support for L2 writers in and beyond first-year writing courses. The presentation reports on how the development and delivery of an upper-division business writing course designed for L2 writers can offer curricular support.

 

Heron

More Seats at the Table: Inclusion of Faculty Voices on a Campus Writing Board

Amy Lannin, Director of Campus Writing Program at University of Missouri; Christy Goldsmith, Assistant Director of Campus Writing Program at University of Missouri; Becca Hayes, Director of Composition and Assistant Professor of English at University of Missouri

In 2018-2019, our WAC/WID program began a process to update our Writing Intensive (WI) course guidelines--a foundational document supporting the review of WI course proposals. In this session, we will share the process of revision, highlighting the outcomes gained through discussion with a variety of voices at the table.

Galena

Scenic Views, Lousy Accommodations: A Call to Research and Advocate for Better Accommodations for Students with Reading and Writing Disabilities

Valerie Ross, University of Pennsylvania; Kristen Gay, University of Pennsylvania; Ella Browning, University of Pennsylvania; Matthew Osborn, University of Pennsylvania

A growing number of college students have reading and writing disabilities, yet accommodations are under-researched and inadequate. This session aims to generate a national program of research and advocacy: How might WPAs, faculty, local and national writing organizations work together on behalf of college students with reading and writing disabilities?

Iron

Radical Redesign, Part I: A Coordinated Approach to Centering Inclusion, Diversity, Equity, and Access in the University of Maryland Writing Programs

Elizabeth Catchmark, University of Maryland, College Park; John J. Kim, University of Maryland, College Park; Alysia L. Sawchyn, University of Maryland, College Park; Scott Wible, University of Maryland, College Park

The panelists discuss the collective efforts--across WPAs, professional-track faculty, full-time staff, graduate teaching assistants, and undergraduate tutors--of one writing program at a large, public university to center inclusion, diversity, equity, and accessibility in its work, from hiring and mentoring of faculty and administrators to curriculum, pedagogy, and programmatic assessment.

James

Together at the Table: Collaboration, Collective Leadership, and Transformation

Thomas Sura, West Virginia University; Madison Helman, West Virginia University; Katelynn Lawrence Vogelpohl, West Virginia University; Tabitha Lowery, West Virginia University; Sarah Morris, West Virginia University

This panel explores shared leadership within a writing program to reflect commitments to collaboration and flattened hierarchies (Popham et al.). We will address and interrogate individual perspectives on strategies related to co-mentoring, the affordances of digital space, and collective leadership for sharing responsibilities as program leaders.

Essex A

Writing About Writing in Composition I: Pilot Study Results

Sherrin Frances, Saginaw Valley State University; Emily Beard-Bohn, Saginaw Valley State University; Conor Shaw-Draves, Saginaw Valley State University

SVSU faculty will share results of our Writing About Writing pilot, including the data we have gathered during the last academic year, syllabi and major assignments, and future plans. The bulk of the session will be allocated to discussion, brainstorming, and formulating collaborations with participants interested in this pedagogy.

Essex B

Life in the Fast Track: A Rhetorical Framework for First-Time-Faculty WPAs

Katie McWain, Texas Woman's University; Jackie Hoermann-Elliott, Texas Woman's University; Zachary Beare

Tenure-Free

As the percentage of job descriptions with WPA responsibilities continues to increase, this panel shares survival strategies from three novice, first-time-faculty WPAs. Through the lens of rhetorical adaptation, the presenters build a conceptual framework to help other fast-track WPAs adjust, adapt, and communicate their value to institutional stakeholders more effectively.

Essex C

The Challenges of Change in Two-Year College Writing Programs

Teachers Teaching Teachers: Designing and Facilitating a Faculty-Centered FYW Best Practices Workshop at a Community College

Steven Accardi, College of DuPage; Jillian Grauman, College of DuPage
Two-Year College

After modernizing their FYW program to align with the 2014 WPA Outcomes Statement, a community college writing program addresses some writing faculty's discomfort with several outcomes, particularly those related to rhetoric and technology. The presenters share their experiences designing and facilitating a faculty-centered Best Practices workshop to improve writing instruction.

 

Radical Reform for Radical Inclusion: Everyone is "College-Ready"

Meagan Newberry, College of Western Idaho

Two-Year College

Six years after eliminating developmental writing courses during statewide reform, a community college writing professor and WPA shares data and experiences that continue to challenge their assumptions about student capacity and who belongs in credit-bearing courses. She also invites discussion surrounding conflicts and opportunities other institutions are facing.

Laurel AB

Supporting New Ways of Knowing and Teaching 

Preparing Teachers for Teaching Multimodal Projects

Ashok Bhusal, The University of Texas at El Paso
Mentoring

Because of the emergence of new digital technologies, the importance of implementing multimodal assignments in first-year composition has increased. I present an analysis of my interviews with current first-year composition instructors regarding their experience teaching digital multimodal projects and examine current first-year composition courses and teacher training practices at the University of Texas El Paso to gauge the effective implementation of digital multimodal assignments. Finally, I offer recommendations to address the obstacles and lack of expertise of instructors in employing digital texts in the classroom.

 

Administering In the Spaces Left: Looking Elsewhere, Ways of Knowing, and WPA Work

Edrees Nawabi; Mark Triana
Mentoring

In this presentation, we will investigate what has led many to abandon the WPA-Listserv in the context of discussions in the Fall of 2018. Ultimately, this presentation will argue that future WPA work needs to value "interpretive authority" that supports and promotes different ways of knowing.

Laurel CD

Supporting Faculty Growth

Preparing Future Faculty as Teacher-Scholars: Including Teaching as Intellectual Work in Graduate Education

Meridith Reed, Brigham Young University
Mentoring

Despite arguments that teaching is scholarly work (Boyer), teaching is not typically recognized as a key part of graduate students scholarly development. To change this, I propose ways that WPAs can work alongside other graduate faculty to mentor graduate students to engage with teaching as a site of scholarly inquiry.

 

Professionalizing Part-Time Faculty for Online Writing Instruction: Examining WPA Approaches

Melvin E Beavers, The University of Arkansas at Little Rock
Mentoring

Writing program administrators employ part-time faculty to teach online first-year writing courses. This presentation examines the need for professional development of online faculty and the writing program administrators role in educating part-time contingent faculty to teach first-year writing online.

Whole Self Rhetoric: The Justice Situation in the Composition Classroom

Nadya Pittendrigh, University of Houston-Victoria
Mentoring

This presentation highlights the insights of rhetorical listening, invitational rhetoric, and ecologies of shared vulnerability, through their resonance with the insights of restorative justice, and makes a case for their role in first-year writing programs.

Kent AB

Heffalumps and Woozles: Radical Inclusion in the Face of Depression, Anxiety, and other Social Animals 

Brett Griffiths, Macomb Community College; Cheri Lemieux Spiegel, Northern Virginia Community College; Nick Behm, Elmhurst College

Self-Care

This presentation explores WPA experience with mental illness, burnout, and other psychological stressors. Sharing such narratives, our own and others, we showcase how these issues challenge and inform our teaching, leadership, scholarship, and activism. We explore ways that sustained living through and with depression and anxiety can inform the profession.

Kent C

Supporting Marginalized Writers

Re-thinking "At Risk": Research and Programmatic Development for Increased Access in the Transition to College Writing

Christina Saidy, Arizona State University

This presentation reports on data from a paired retention program and composition class to explore the transition to college writing for at risk students. The research findings provide a more nuanced and layered concept of risk and invite WPAs to rethink risk to provide increased access to college writing. 

Supporting First Generation and Low Income Students in First Year Writing classrooms

Lisa Rourke, Director of First Year Writing at Brandeis University

This presentation will share Brandeis University's initiatives to support first generation and low income students in first year writing classrooms and the Writing Center.

Practice Making, and Made, Visible: Student Veterans and the Hidden Curriculum of the Composition Classroom

Rebecca Wisor, Columbia University

Given that most student veterans will find themselves in a First Year Writing course, it is unsurprising that writing programs find themselves frequently identified in the literature as a site for crucial intervention in student veterans academic transitioning. Because the rate at which private colleges and universities recruit these students traditionally has outpaced administrative efforts to accommodate their needs, an unusually high attrition rate of this demographic relative to that of other non-traditional students has emerged, rendering their membership status within the academic community as vulnerable and tenuous.
As I argue in this paper, radical inclusivity as it relates to student veterans is a practice of making visible that entails both inward- and outward-facing inquiry. In what ways do we as teachers and writing program administrators implicitly reaffirm values that are the products of our own academic literacy? And by what mechanisms and pedagogical practices do we manifest and transmit these values and expectations (hidden curriculum) to our students, and to the instructors we train? How might we need to revise our faculty development practices to accommodate the ethos and practice of radical inclusivity?

Session B

Friday, July 26th, 9:20 AM - 10:20 PM

Falkland

Race, Assessment, and Writing Programs

Confronting the Difficulties of Anti-racist Practices in Writing Programs

Genevieve Garcia de Mueller; Iris Ruiz
People of Color Caucus

As the field of Writing Studies solidifies its commitment to anti-racist scholarship, looking at the direct relationship between the role of race and university writing program administration is a critical task. This presentation will offer practical and strategic ways to employ an anti-racist approach to WPA work.

 

Prison Renaissance @ the Center: Reflecting on Who We're Becoming

Zandra L. Jordan, Stanford University
People of Color Caucus

How can a writing/speaking center at a predominantly white, affluent institution use reflection to help students examine who they are becoming in the process of collaborating with incarcerated artists? I'll share our initial steps and plans for guided reflective practice around students' shifting understandings of race, systemic oppression, and positionality.

Heron

Uncovering What, Where, and How Writing Means for Our Writing Studies Majors and Minors

Dr. Erin Workman, DePaul University; Dr. Peter Vandenberg, DePaul University; Madeline Crozier, DePaul University

This session describes Stage II of a multi-stage project that uses institutional ethnography (IE) to uncover and map the social relations shaping where, how, and what writing means in our university. In this presentation, we share findings about the conceptions of writing held by undergraduate students majoring and minoring in writing studies.

Galena

The Nexus of Local and National Contexts in Writing Program Administration: UMaines Writing Program, 1972-2018

Ryan Dippre, University of Maine; Abigail Adent, University of Maine; Elizabeth Zavodny, University of Maine; Kelly Hartwell, University of Maine

Documents and events that occur in national organizations or scenes need to be translated into local contexts in order to become social facts. This panel presents the results of a yearlong investigation at the University of Maine to theorize how national events and documents come to be locally meaningful.

Iron

Writing Beyond the University: Future Directions for Writing Transfer Research and Practice

Jessie Moore, Elon University; Heather Lindenman, Elon University; Paula Rosinksi, Elon University; Julia Bleakney, Elon University

This session focuses on writing beyond the university, extending research from Elon University's Writing and the Question of Transfer seminar. We review recent scholarship, present findings from our study of alumni (2000-2018), and propose research methods that might enhance our fields understanding of transfer in contexts beyond the university.

James

Planning a Party, Planning a Program: A Metaphor for Radical Inclusion

Darci Thoune, University of Wisconsin- La Crosse; Sara Heaser, University of Wisconsin- La Crosse; Virginia Crank, University of Wisconsin- La Crosse

This presentation examines the metaphor of the party as a heuristic for inclusion and the gendered work of the WPA in creating spaces where socializing is valued and valuable. These neglected relational and emotional spaces are not secondary, they are the unacknowledged foundation of academic and intellectual lives.

Essex A

Coming to Terms with Terms: Surfacing and Situating Commonplaces of Inclusion

Bump Halbritter, Michigan State University; Julie Lindquist, Michigan State University; Joyce Meier, Michigan State University; Bree Straayer-Gannon, Michigan State University

Session attendees will join presenters in collaborative problem-solving. Attendees will be invited to surface features of inclusive and exclusive environments, to share stories about their challenges in creating such environments, and to articulate goals and means for creating more inclusive environments (of teaching, learning, and administration) at their institutions.

Essex B

Radical Inclusion at SLACs

Not Just in the State Schools: Supporting Working Class Students in SLACs

Lisa Mastrangelo, Centenary University; Erin Andersen, Centenary University

This presentation will examine the relatively new phenomenon of working class students in the small, private liberal arts college (SLACs). After presenting some background, the session will involve audience participation to brainstorm ways to change the conversations that writing instructors have about how to engage and retain such students.

Embedded Writing Tutoring as Radical Inclusion at a SLAC

Susan Pagnac, Central College

Developmental students are placed into additional courses intended to prepare them for traditional writing courses. Small liberal arts colleges do not always have this option. This presentation outlines the Writing Studio, a course using already embedded writing tutors connected to the first-year seminar, and details preliminary results of program assessment.

Essex C

Radical Inclusion: Immersing Our Students in an Integrated Reading, Writing and Critical Thinking Experience in Composition Courses  

Haleh Azimi, Co-Director Accelerated Learning Program, Community College of Baltimore County; Elsbeth Mantler, Co-Director Accelerated Learning Program at Community College of Baltimore County; Sharon Hayes, Director Academic Literacy at Community College of Baltimore County
Two-Year College

The Accelerated Learning Program (ALP) is a co-requisite model, where students take Composition I with their developmental ENGL requirements concurrently. This session addresses how and why The Community College of Baltimore County shifted from offering ALP students a purely writing focused curriculum to an integrated reading, writing, and critical thinking centric curriculum.

Laurel AB

Writing Assessment, Placement, and the Two-Year College: A Continuing Conversation Two-Year College

Christie Toth, University of Utah; Jessica Nastal, Prairie State College; Joanne Baird Giordano, Salt Lake Community College; Holly Hassel, North Dakota State University; Leslie Henson, Butte College; Holly Gilman, South Seattle College

Two-Year College

Roundtable participants will continue a conversation begun as contributors to the Spring 2019 special issue of the Journal of Writing Assessment focused on writing placement in two-year colleges.

Laurel CD

New Directions in Undergraduate Research and Resources

Weighing Inclusivity and Viability in the Shift to Open Educational Resources

Alexander Wulff, Maryville University,Director of Writing and Multimodal Composition
Mentoring

What could be more inclusive than free educational resources? This is, of course, why open educational resources (OER) exist. Yet, who creates, currates, and decides when OER are appropriate varies from institution to institution. What happens when you are given an offer you can't refuse to switch to OER?

Setting Seats at the Table for Undergraduate Researchers: Advocating for Consequential Research

Dominic DelliCarpini,York College of Pennsylvania; Laurie McMillan, Pace University

This session will first review circumstances that have constrained writing programs from inviting undergraduate researchers into our public scholarship and new movements that have opened possibilities for doing so. Then, participants will work collaboratively to develop strategies for being more intentional, both as WPAs and as an organization, in making room for consequential undergraduate research.

Kent AB

Supporting the Self While Supporting Students

Meditation, Mindfulness, and Memoir: Revisiting the Self and Subjectivity

Matt King, St. Bonaventure University
Self-Care

My presentation considers how the practices of meditation, mindfulness, and memoir offer productive opportunities to return to the question of subjectivity and the writers self in theorizing the scene of writing and to imagine pedagogical practices that emphasize the relationship between the individual, environment, and experience.

Finding a Balance: The Vital Role of Campus Mental Health Support Systems for Students and Faculty

Melanie R. Salome, PhD, University of Houston
Self-Care

This presentation emphasizes the criticality of mental health assistance on campus and by administrators who support both students and instructors. The presentation will focus on how we can better serve our students and our instructors through communication and wellness programs designed to ease the emotional challenges of both actors in the learning process.

Emotional labor in the wake of disaster

Carl Schlachte, UNC Greensboro
Self-Care

This presentation explores disasters that impact writing programs, and the emotional labor that WPAs and marginalized faculty take on in their aftermath. It responds to the conferences call to examine how we support vulnerable students and faculty while taking care of our own emotional needs at particularly trying times.

Kent C

New Directions in Multimodality

Crafting Inclusion: Changing Perspectives Through Collaborative Diorama

Jake Castle, Middle Tennessee State University; Katie Musick, Middle Tennessee State University

We share our introduction of a full-scale diorama at our Celebration of Student Writing where participants were invited to contribute via miniatures, figurines, and other artifacts. Through this collaborative community-building exercise, we sought to practice radical inclusion by inviting stakeholders to see themselves as active members of our learning community.

Definitions and Multimodality: How Calling Multimodality "Writing" Limits its Potential

Bremen Vance, Iowa State University

As programs continue to accommodate multimodal forms of writing, we must consider the implications of our categorizations and definitions. Through an analysis of multimodal terminologies in textbooks, participants will be encouraged to consider strategies for integrating visual, oral, and electronic forms of writing into our programs.

Session C

Friday, July 26th, 10:40 AM - 11:40 PM

Falkland

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.

Heron

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.

Galena

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.

Iron

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.

James

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.

Essex A

WPA Journal Editorial Board (Closed Meeting)

Essex B

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.

Essex C

WPAs in Teaching and Learning

Developing WPAs: Considering WPA Readiness and Renewal 

Joseph Janangelo, Loyola University Chicago
Mentoring

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
Mentoring

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.

Laurel AB

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
Mentoring

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
Mentoring

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.

Laurel CD

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

Mentoring

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.

Kent AB

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

Self-Care

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.

Kent C

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

Marcia Bost

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.

Lunch

Friday, July 26th, 12:00 PM - 1:40 PM

CWPA Awards

Session D

Friday, July 26th, 2:00 PM - 3:00 PM

Falkland

Social Justice, L2 Writers, and Radical Inclusion

L2 students and Writing Centers: Expectations vs. Reality

Dr. Inas Mahfouz, Assistant professor and writing program coordinator at the American University of Kuwait;

People of Color Caucus

The paper examines the expectations and reality surrounding the interactions between L2 students, writing center staff, and instructors. The researcher analyzes interviews with stakeholders and some tutoring sessions to assess expectations and reality. The paper highlights some guidelines to improve the services of writing centers and help L2 students.

Clearing a Place at the Table for King's Radical Legacy: Moving Beyond MLK's Two Canonical Works in Basic Writing Curriculum

Nkenna Onwuzuruoha, Ph.D. student of University of Utah

People of Color Caucus

This presentation will offer a case for incorporating readings on social justice into the classroom that are not but have been inspired by Martin Luther King's "I Have A Dream" speech or "Letter from Birmingham Jail" and highlight three alternatives that speak to King's legacy.

Galena

A Genre-Based Online System of Writing Assessment

Suzanne Lane, Director of Writing, Rhetoric and Professional Communication at MIT; Andreas Karatsolis, Associate Director of Writing, Rhetoric and Professional Communication at MIT

We introduce an online writing assessment system using generative rubrics: genre-specific and strategy-focused developmental rubrics. The system relies on human readers, combines holistic and traits-based scoring, automatically generates comments, and can be used for writing placement, grading of course work, outcomes assessment, and longitudinal research.

Iron

Transformative Assessment Through Student Inclusion: Students as Collaborators in the Direct Assessment of Student Writing

Jeff Pruchnic, Wayne State University; Hillary Weiss, Wayne State University; Sarah Primeau, Wayne State University

This talk will report on a pilot study where first-year composition students assess writing and participate in designing curricular improvement. We argue that this inclusion can have a positive, transformative effect on the ways that pedagogy and curriculum are viewed by both students and instructors.

James

Methodological Inclusion for Methodological Rigor: Revising Research with Feminist Aims

Lacey Wootton, American University; Thomas Polk, George Mason University; Robyn Russo, Northern Virginia Community College

We will present research findings indicating a lack of feminist methodology (especially attention to marginalized populations, collaboration, and activism) in recent writing-studies research and then give participants the opportunity to discuss revisions to their own research (as scholars, teachers, and WPAs) to incorporate more feminist-methodological rigor.

Essex A

Linking a corpus & repository for research, teaching, & professional development

Hadi Banat, Purdue University; Ji-young Shin, Purdue University; Bradley Dilger, Purdue University

This interactive workshop introduces WPAs to a web-based archive linking a corpus of multilingual student texts with a repository of pedagogical materials. User-centered activities familiarize WPAs with the platform and demonstrate possibilities for research, teaching, and professional development. We conclude by inviting user experience feedback and discussing opportunities for collaboration.

Essex B

How Inclusive Can (and Should) We Be?

Whisper or Shout: How Present Should The Voice Of "Writing Studies" Be In "Mixed Company"?

Emily Simnitt, University of Oregon
Tenure-Free

This scenario-based presentation describes a writing program-sponsored reading group that brings contemporary social justice-oriented writing studies research into conversation with under-theorized campus writing instruction. I ask CWPA colleagues: How might the group bring in other voices to achieve the aim of supporting social justice-oriented writing instruction in the 21st century?

Coming to the Table Together: Increasing Inclusiveness for the First-Year Writing

Program

Nicole Weaver, Le Moyne College
Tenure-Free

This presentation will explore the emerging themes of a qualitative interview study focusing on the First-Year Writing Program (FYWP) at a four-year college. More specifically, I will discuss how potential future changes to the FYWP can be respectful and inclusive of the program’s history and its faculty.

Helpfulness and the Perception of Inclusiveness in FYW

Mathew Gomes, Santa Clara University

As writing research considers issues of student success, we must also consider capacious and student-centered concepts of success, such as inclusiveness. Results from three surveys of FYW programs in multiple institutional locations indicate a scale for measuring students perceptions of inclusiveness, and suggest inclusive classrooms associate with helpful writing experiences.

Laurel AB

#PeerLearning Starts at the Top: Early Adopters As Mentors for Increasing Programmatic Commitment to Feedback and Revision

Jennifer Stewart, Director of Composition at University of Tennessee at Chattanooga; Melissa Meeks, Director of Professional Development for Eli Review; Chad Littleton, Lecturer at University of Tennessee at Chattanooga; Jessica Miller, Adjunct Faculty at University of Tennessee at Chattanooga

Mentoring

How do we inspire instructors with heavy teaching loads to assign more rigorous, low-stakes feedback and revision? This session details selecting diverse faculty, cultivating early adopters who transition into mentors, and generating buy-in for programmatic change. Participants leave with a framework for implementing programmatic changes appropriate to various institutional contexts.

Laurel CD

Leveraging Programmatic Tension for Action: A Case Study and Heuristic for WPAs

Tricia Serviss, University of California at Davis; Stacy Wittstock, University of California at Davis; Beth Pearsall, University of California at Davis; Kayla Chao , University of California at Davis; Kendon Kurzer, University of California at Davis

Via programmatic case study, we examine WPA threshold concept/practices of community formation as both a problem and heuristic for our writing program. We share a WPA heuristic focused on stakeholder relationships to assess writing communities, identify productive tensions to leverage, and prioritize resulting needed actions/opportunities.

Kent AB

Maintaining Equilibrium at the Center of Change

"A Place of Darkness": Student Affective Responses to Writing-About-Writing Pedagogy

Sandie Friedman,George Washington University
Self-Care

A central truth of WAW pedagogy, that writing must be learned in each context, may be unsettling for students; the concepts and metacognitive skills, which we offer in place of how to write, feel nebulous. We examine excerpts from student texts to consider the emotional implications of WAW pedagogy.

The Zen WPA: Navigating the Unexpected in Writing Program Administration

Susan Thomas, The University of Sydney, Australia

Self-Care

While there is a wealth of professional resources on what to expect in Writing Program Administration, navigating the unexpected has received significantly less scholarly attention. Drawing on theories of organizational design and psychology, as well as Zen, this presentation offers strategies for meeting unexpected challenges with the cool of a buddha. 

Kent C

Spreading the Word about Writing Programs

Invited to Your Own Table: Building Institutional Presence for Writing Programs

Tim McComrack, John Jay College, CUNY

Our success as a writing program came during a period of benign neglect by the administration.  But now, when we want to grow further we need to be noticed .  Just what are the steps to make successful writing program work visible? How do we move from happy necessity to academic powerhouse?

What Students Don't Know Can't Help Them: Inclusive Marketing for Writing Initiatives

Lindsey Harding, University of Georgia; Christina Lee, University of Georgia

Determining who has access to college writing services is critical to student, program, and overall university success. Presenters will share research-in-progress to identify the student populations receiving and not receiving information about available writing services. They will then collectively brainstorm inclusive marketing strategies to improve the accessibility of writing support.

Session E

Friday, July 26th, 3:20 PM - 4:20 PM

Falkland

Digital Interventions: Bringing Curriculum Design & Teaching into the Twentieth-First Century People of People of Color Caucus

Mark McBeth, John Jay College of Criminal Justice & The Graduate Center/CUNY; Olivia Woods, The Graduate Center/ CUNY; Christopher Morabito, The Graduate Center/CUNY; Jason Myers, The Graduate Center/CUNY; Damele Collier, The Graduate Center/CUNY

Relying on the resources of online resources, this panel addresses rhetorical resolutions of a millenial problem: how language (under)represents agents who reclaim identities of their own invention. Panelists redress unheard claims,unexposed evidence, and unrecognized warrants of marginalized communities as counter-discourses of 21-century survival.

Heron

Assessing curricular changes that emphasize intensive exposures to authentic genres in the first-year writing classroom

Danielle Zawodny Wetzel, Carnegie Mellon University; Joanna Wolfe, Carnegie Mellon University; Susan Tanner, Carnegie Mellon University; Emily Dejeu, Carnegie Mellon University; Nisha Shanmugaraj, Carnegie Mellon University

This panel reports upon ongoing curricular changes and their preliminary assessment in a first-year writing program. The presenters share a variety of data, including student perception surveys, focused interviews with students about their writing knowledge, and computer assisted rhetorical analysis of student writing.

Galena

Radical Redesign, Part II: Revising the University of Maryland's FYW Curriculum towards Social Justice and Civic Engagement

Jessica Enoch, University of Maryland; Justin Lohr, University of Maryland; Brandy Williams, University of Maryland; Brittany Starr, University of Maryland; Sarah Bonnie, University of Maryland; Marina Luray Seamans, University of Maryland

The presenters in Radical Redesign, Part II will discuss the various aspects of the programmatic redesign of their first-year writing course a course that will now overtly foreground rhetorical educations relationship to civic engagement and social justice.

Iron

Finding Funding for a WPA Consultant-Evaluator Visit

Shirley Rose, Arizona State University, Director of WPA Consultant-Evaluator Service; Michael Pemberton, Georgia Southern University, Associate Director of the C-E Service; Susan Miller-Cochran, University of Arizona; Gina Szabady, Lane Community College (Oregon) (not confirmed); Dominic DelliCarpini, York College of Pennsylvania

Roundtable session, sponsored by the WPA Consultant-Evaluator Service, focused on strategies for funding a C-E visit. Presenters describe finding funding for a C-E visit at their institutions. The session will then open up for attendees to brainstorm ideas for finding funding. Session will adjourn early so participants can consult one-om-one with members of the Consultant-Evaluator Service one-to-one.

James

Reframing Transnational Experiences: Writing Programs, International TAs, and Intercultural Pedagogies

Megan Schoettler, Miami University; Yan Li, Miami University; Hua Zhu, Miami University

This panel will explore the experiences of international teaching assistants, an underexplored area of research. Building on existing scholarship, personal experience, and primary research, this panel will discuss international TAships from multiple perspectives.

Essex A

Transfer and Tacit Knowledge

Felt Sense: A Case Study of Tacit Writing Knowledge

Aimee C. Mapes, The University of Arizona

A case study of Nina, a college student writer followed for five years as part of UA's Longitudinal Study of Student Writers (2012-2017), this presentation considers the importance of tacit knowledge in supporting writing development based on Ninas reflections during interviews, writing samples, and surveys.

From Remediation to Inclusivity: Revising Basic Writing at a Catholic University in Miami, Florida

Paige Banaji, Barry University; Aimee Jones, Barry University

This presentation shares the curricular revision and assessment of the Basic Writing course at Barry University, a Catholic university in Miami, Florida. In order to foster inclusivity, the course shifts pedagogical focus from prescriptive methods for composition to a genre-based approach that emphasizes rhetorical awareness, reflective writing, and writing transfer.

Essex B

Conscious Choices: Enhancing Civic Mindedness through Writing

Tracy Ann Morse, East Carolina University; Kate Harrington, East Carolina University; Jenn Sisk, East Carolina University; Celestine Davis, East Carolina University

We have made conscious choices as a WPA and writing instructors to challenge students to think, engage, and write with a civic focus. This panel will explore program level to curriculum and assignment level initiatives to engage students with the goal to enhance their awareness of themselves in their communities.

Essex C

Supporting Student and Faculty Development

Community College WPAs: Advocating for Inclusion in the Workplace

Lizbett Tinoco, Texas A&M University-San Antonio
Two-Year College

This presentation will discuss research-driven narratives of community college WPAs who use many rhetorical tools available to them to enact advocacy in the workplace.

What Students Want: Advanced Grammar Instruction

Dina Lopez, Texas Tech University
Two-Year College

This presentation is part of an ongoing study of student agency and affordances in advanced grammar. The study will:

~ codify students' self-assessment on strengths and weaknesses in their writing

~ survey students for their preferences in grammar and punctuation methodologies

~ survey writing centers about their concerns and solutions for students' advanced grammar skills
 

There is Room at the Cross: Including Dual Enrollment Students in conversations of Inclusion

Jerrice Donelson, Michigan State University

A research-in-progress perspective using XA/UX methods to further discuss implications of dual enrollment students missing in WPAs conversation of inclusion and how not including these students further impoverishes the collective toward institutional initiatives of access, equity and equality.

Laurel AB

Inviting Undergraduate Researchers to the Assessment Table

Emily Cope, York College of Pennsylvania; Gabe Cutrufello, York College of Pennsylvania; Kim Fahle, York College of Pennsylvania; Travis Kurowski, York College of Pennsylvania; Elana Rapp, York College of Pennsylvania; Keelan Tollinger, York College of Pennsylvania

Mentoring

This panel considers the value of collaborating with undergraduates on assessment as a means of mentoring UR in writing studies. Undergraduates and faculty will describe our efforts collaborating on two assessment projects. Panelists will then facilitate a workshop, helping audience members consider assessment and mentoring options in their local contexts.

Laurel CD

Broadening the Conversation across the Institution

Heavy Lifting: How WPAs Facilitate Knowledge Transfer for Faculty

Lisa Tremain, Humboldt State University
Mentoring

Transfer scholarship has tended to neglect to investigate how programs and instructors are ”like students”engaged in transfer of learning, and how WPAs work recursively to facilitate this transfer. This project investigates how WPAs facilitate exposure to and uptake of theories from the field for contingent and/or lecturer faculty.

Our Journey from a Marginalized Writing Program to Radical Inclusion: Addressing Current Challenges

Joyce Adams, Brigham Young University
Mentoring

Our Journey from a Marginalized Writing Program to Radical Inclusion: Solving Current Challenges BYU social science professors felt their students needs were not addressed in writing classes taught by English Department faculty. A new College Writing Specialist helped create discipline-specific writing courses and trained tutors in genres other than traditional research papers. This former marginalized writing program seeks help with current challenges.

Occlusion in a First-Year Composition Genre Set: Assessing Assignment Sheets and Grading Rubrics

Dustin Morris, University of Delaware
Mentoring

Assignment sheet and rubric studies are part of a genre set when used in a writing intensive classroom, but instructors may not see a strong connection between these documents while students understand may be weaker. To this end, I examine the relationship between the assignment sheets located in a Writing Program and the grading rubrics used to assess the final  products.

Kent AB

Of Coping and Catharsis

Work-Life Unity: From Balance to Blend

Vivian Kao, Lawrence Technological University
Self-Care

The idea of work-life balance encourages separation between work and the life outside of work, thus maintaining a power structure in which employers bestow the benefits of a fulfilling life to employees. WPAs can instead work toward unifying work and life to achieve wholeheartedness in every decision, task, and interaction.

Job Shaming & WPAs

William DeGenaro, The University of Michigan Dearborn
Self-Care

My presentation examines job shaming in the context of writing programs: To what extent do WPAs shame others? To what extent are WPAs shamed? What does shaming look like? How does shaming impact WPAs lives and work?

Kent C

Advocating for Writing-Program Change

Going it Alone: Tackling Consultant Evaluator Recommendations as a Solo WPA

Erin Banks-Kirkham, La Sierra University

This presentation shares the results of a consultant evaluator visit and the continuing struggle to achieve goals to improve writing instruction, programs, and assessment as the only WPA at a small, private university.

Renovating the Table: Reclaiming the FYW Curriculum in the "Post-Remedial" Age

Becky L. Caouette

In this interactive presentation, participants are invited to consider from scratch the instruction their students need, regardless of how these needs correspond to pre-existing remedial, mainstream, advanced, or corequisite models. We will consider strategies we might employ and curricular choices we might make in order to best meet these needs.

Using the WPA Outcomes Statement to Model Teaching and Learning Across the Campus

Beth Brunk-Chavez, University of Texas at El Paso

This presentation will focus on how the WPA Outcomes statement served as a model for incorporating our university's QEP. Discussion will include the articulation of the "Edge Advantages" into course goals and objectives, the process of identifying and developing curriculum and activities, and the practice of building Advantages into online classes. An FYC course will be featured.

 
 
 
 
 
 

Session F

Friday, July 26th, 4:40 PM - 5:40 PM

Falkland

Reinstituting the Teaching of Style as a Result of Agile Design in a Developmental Writing Program

Sarah E. Austin, USAFA Prep; Nicholas J DeSpain, USAFA Prep; William Rogers, USAFA Prep

People of Color Caucus

This panel of nontenured WPAs and faculty showcases our use of agile design to assess our programs effectiveness in teaching students style. We argue that such a process is useful for WPA work and given our data, we expressly advocate for the reintegration of style-focused pedagogy in developmental writing programs. Examples of our own curricular and pedagogical changes are provided as examples of how this looks in developmental writing classrooms that have a large number of students of color, and underrepresented students.

Heron

Topics in Assessment

Assessing Writing Proficiency: Valuable Tool or Unjust Constraint?

Vivian Kao, Lawrence Technological University

This presentation discusses gatekeeping writing exams that unlock registration for upper-division courses and serve as a requirement for graduation. I present an overview of an exam given at my institution as a case study and invite dialogue on benefits and harms, as well as experiential accounts and cautionary tales.

So Long Scantrons: Designing a Portfolio-based Assessment for a First-year Writing & Ethics Program

Allyce Horan, Director of the Writing Center, Colorado School of Mines
Self-Care

This presentation explores the effectiveness of a portfolio assignment that replaced a multiple-choice final exam in a first-year composition and ethics program at the Colorado School of Mines. Topics include portfolios and inclusivity, portfolios and catharsis, and the effectiveness of portfolios for evaluating writing development and ethical awareness.

Using ePortfolios to Foster Writing Across the International Curriculum

Mark Brantner, National University of Singapore

This presentation discusses gatekeeping writing exams that unlock registration for upper-division courses and serve as a requirement for graduation. I present an overview of an exam given at my institution as a case study and invite dialogue on benefits and harms, as well as experiential accounts and cautionary tales.

Galena

Committing to Accessibility

Don't Drop the Mic - Hearing Loss as an Invisible Disability

Marjorie Stewart, Glenville State College

Approximately 15 percent of adults between 20 and 69 have significant hearing loss, and the numbers increase with age, with about two percent of adults aged 45-54 having disabling hearing loss. Why, then, do speakers refuse to use microphones in meetings, in spite of protests from the audience?

Embracing Universal Design in Departmental Document Construction through Differential Consciousness

Kristin Bennett, Arizona State University

To pursue inclusivity, compositionists should exchange neoliberal neutrality for universal design. Applying disability rhetorics, this presentation evaluates the problematic nature of the neutral discourse used in a composition department's documents. It offers and models intersectional coalition as a method to construct departmental documents that embrace, rather than erase, difference.

Accessible Assignments: Thinking Visually About Writing Prompts

Gregory L. Farber, Bentley University

When we design our assignment prompts, are we considering students from diverse backgrounds or those with learning disabilities? This presentation will combine new research on how students read prompts with experiments using marketing and visual web design techniques to consider new ways we might make our assignments more accessible.

Iron

Including Undergraduates in Intellectual Work

A Higher Love: Toward a Theory of Intellectual Affect and Undergraduate Research

Dominic DelliCarpini, York College of Pennsylvania

Drawing upon focus group research, this paper offers a theory of the intellectual affect, arguing that the impact upon intellectual growth and engagement of undergraduate researchers should be seen through a lens of embodied, emotional, and relational growth” the growth of a higher love based upon intellectual pursuits.

Working with Undergraduate Researchers During Large-Scale Curricular Change

J. Michael Rifenburg, University of North Georgia

This presentation offers an argument for incorporating undergraduate researchers in large-scale curricular change, specifically change directed at first-year writing courses, and practical steps for doing so.

When Did Including Student Voices Become Radical? Or, True Inclusivity Is Hard

Joyce Olewski Inman, University of Southern Mississippi

Compositionists have a well-documented history of prioritizing students but also of theoretical agendas related to teaching writing. This talk explores ways we often ignore students desires and experiences when they do not celebrate our priorities and suggests moves toward assessment methods that include student voices in more meaningful ways.

James

Radical at the Root: Co-Creating Writing Program Design

Rachel Wenrick, Drexel University; Lauren Lowe, Drexel University

Tenure Free

Intergenerational members of a university-community writing program in West Philadelphia will give a short talk + interactive workshop on co-creation as a design method for radical inclusion. Following Creative Reaction Labs Equity-Centered Community Design Field Guide, this session aims to provide WPAs with tools for impacting their own programs.

Essex A

Research Writing Group

Dylan Dryer

Join WPA-GO for the 2019 reboot of the storied Research/Writing Group, a committee tasked with organizing 1-on-1 and small-group mentoring with goals of supporting the development of graduate students' research writing at all stages and across genres. This year's session of RWG 2.0 will be a focused workshop on the phraseology of the ubiquitous "literature review" -- an indispensable feature of research writing, from dissertations to grant proposals to article manuscripts. This session will include some discussion, some participatory exercises, and some focused writing time. Be sure to bring a draft paragraph in which you are working with multiple secondary sources.

Essex B

Research Writing Group

Dylan Dryer

Join WPA-GO for the 2019 reboot of the storied Research/Writing Group, a committee tasked with organizing 1-on-1 and small-group mentoring with goals of supporting the development of graduate students' research writing at all stages and across genres. This year's session of RWG 2.0 will be a focused workshop on the phraseology of the ubiquitous "literature review" -- an indispensable feature of research writing, from dissertations to grant proposals to article manuscripts. This session will include some discussion, some participatory exercises, and some focused writing time. Be sure to bring a draft paragraph in which you are working with multiple secondary sources.

Essex C

Lending Voice to Silenced Groups

Writing Instruction on the Inside: Reimagining FYW Pedagogy behind Prison Walls

Jessica Pisano, UNC Asheville

In Spring 2019, I began teaching FYW in my university's newly-established prison education program. In this talk, I will discuss the curricular and pedagogical changes mandated by this shift in context and invite participants to share strategies for teaching writing in prison.

The Carceral WPA: Notes on Writing Program Administration in College-in-Prison Programs

Logan Middleton, University of Illinois at Urbana-Champaign

In response to the dearth of WPA scholarship on writing administration work in carceral contexts, this presentation will explore what WPAs can learn from supporting student writing and learning in prison spaces that are designed to systematically control, oppress, and dehumanize the populations inside them.

Laurel AB

Exploring Knowledge and Its Production

Helping Students Understanding 21st Century Production and Publication of Texts as a Key Step to Cultivating Critical Reading Practices

Bess Fox, Marymount University

Students lack a background in print culture that would help them understand the audiences and purposes of texts they are reading. This paper reports on a qualitative study of a first-year writing curriculum that foregrounds the historical print culture of texts students read and cite.

Access Points and the Egalitarian Classroom: Optimizing Inclusion Through Book Club Pedagogy

Kylie A. Pugh, University of West Florida

The growing demand for high-impact practice (HIP) curriculum in higher education has created an opportunity for novel, unconventional pedagogies. Book club pedagogy fulfills the rigors of HIP while optimizing access and inclusion for diverse student populations, culminating in an egalitarian classroom that fosters literacy through leadership.

Exploratory Writing as Disciplinary Inclusion

John Charles Goshert, Utah Valley University

This paper advocates for including exploratory research projects in FYC courses. The exploratory genre invites all students into authentic knowledge making approaches in any discipline and provides support for WPAs to demonstrate the broad institutional value and impact of their programs.

Laurel CD

Radical Assessment

Chair: Megan Crowley-Watson

Big, Hot Mess: Negotiating Radical Seats at the Table for Internal and External Program Assessment

Jeanne Law Bohannon, Kennesaw State University; Risa P. Gorelick, New Jersey Institute of Technology
Mentoring

Questions about balancing best practices, academic freedom, and program consistency both intrigue and dismay WPAs. Add in rapid institutional change and contingent faculty, and we have a radical roundtable discussion where scholar-teachers come together to cultivate mutual mentoring. Panelists seek advice and offer thoughts on leading in times of change.

Victorians, Terministic Screens, and Assessment Committees: Applying Lessons from the Past

Vicki Davis, Indiana Tech

Hindsight is 20/20, people say, but even such clarity cannot ward off the complexity of assessment. In this presentation, I discuss how analyzing the rhetoric of education reform in Victorian England through Burkes terministic screens influences my current work as a member of my institutions Assessment Committee.

Kent AB

Issues of Ownership and Digital Spaces

Transliterate Performance In Digital Spaces: Challenging Notions of Error and Plagiarism Enacted in Writing Program Policies

Emily Simnitt, University of Oregon

Using behind-the-scenes writing process from two Chinese multilingual international writers-- one with a successful text but limited process and one with a plagiarized text but complex composing processes -- I ask: how might we revise plagiarism policies to recognize what I term transliterate performance in transnational networked digital interfaces?

Talking About Plagiarism Isn't Enough: Radical Thoughts on "Defining and Avoiding Plagiarism: The WPA Statement on Best Practices"

Traci Gardner, Department of English at Virginia Tech

Based on an analysis of the 2003 statement Defining and Avoiding Plagiarism: The WPA Statement on Best Practices and a survey of writing handbooks, this presentation identifies gaps in the discussion and calls for a new WPA statement that covers best practices for defining and respecting intellectual property rights.

From Page to Program: Digital Writing Scholarship in FYC Curriculum and Writing Program Design

Rebecca Petitti, University of Massachusetts Amherst

I argue for a programmatic focus on the uptake of FYC and digital technology research. Using this scholarship, in tandem with the WPA Outcomes Statements, I explore if and how disciplinary knowledge is enacted in Writing Program design at several institutions, and look at the factors that enable this engagement.

Kent C

Directed Self-Placement: Implications and Perspectives

Toward a Rhetorical Model of Directed Self-Placement

Zhaozhe Wang, Purdue University
People of Color Caucus

In this presentation, I propose a rhetorical model of directed self-placement that aims to fully recognize student agents position, deliberation, negotiation, and appropriation in relation to the placement decision, and to engage the student in a rhetorical rehearsal before signing the placement contract.

"I loved it because it is truly up to you": Student perspectives on choice and agency in DSP

Jeroen Gevers, University of Arizona; Erin Whittig, University of Arizona

The presenters discuss an ongoing assessment of student experiences with DSP at a Southwestern university, emphasizing self-perception and choice. A preliminary analysis shows how various components of our DSP inform the decision-making process. We welcome feedback on ways to further elicit students experiences of choice and agency in follow-up interviews.

Assessing Confidence & Apprehension: Learning Preferences & DSP

Kathleen Kryger, University of Arizona

Directed self-placement (DSP) can provide students with opportunities to reflect on their learning preferences in addition to their self-perceptions of writing skills. The presenter argues for a more inclusive DSP by analyzing students placement decisions in relation to their levels of confidence and learning preferences for classroom environments.

Saturday

Session G

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

Falkland

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.

Heron

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.

Galena

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!

Iron

Wikipedia Edit-a-Thon

Matthew Vetter; Dylan Dryer

The CCCC Wikipedia Initiative (in partnership with the Wiki Education Foundation) has initiated a series of edit-a-thons to expand the depth and breadth of content on Wikipedia about literacy, rhetoric, and writing. As one of the five most visited websites in the world, Wikipedia has become a key knowledge-broker and perception-shaper for readers and writers worldwide. At this session, CCCC-WI Task Force members Matthew Vetter and Dylan Dryer will help you get registered, offer a lightning orientation to Wikipedia house style, and then we'll dive into some hands-on editing. CWPA members are essential partners in improving the quality of articles that directly represent our work to broader publics; come join the movement!

James

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
Mentoring

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
Mentoring

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
Mentoring

I describe collaborating with FYC students on the curriculum redesign of our university's 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
Mentoring

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
Mentoring

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

Self-Care

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.

Session H

Saturday, July 27th, 9:20 AM - 10:20 AM

Falkland

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.

Heron

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

   program administrators.
~ 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.

Galena

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.

Iron

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)
Tenure Free

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
Tenure Free

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.

James

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.

Essex A

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.

Essex B

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.

Essex C

Connecting Institutions, Connecting Writing

Bridging the Institutional Divide: WPA Perceptions Across Two- and Four-Year Campuses

Caitlin Larracey, University of Delaware
Two-Year College

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

Patrick Shaw

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.

Laurel AB

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

Mentoring

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.

Laurel CD

One Year Since the CWPA Workshop

Christine Crockett, Claremont McKenna College; Megan O'Neill, New Jersey Institute of Technology; Megan Titus, Rider University

Mentoring

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.

Kent AB

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

Self-Care

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.

Kent C

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. 

Session I

Saturday, July 27th, 10:40 AM - 11:40 AM

Falkland

Issues of Inclusion and Access

What the Data Say: Using the National Census of Writing to Examine the Discipline's Inclusivity

Brandon Fralix, Bloomfield College; Jill Gladstein, Swarthmore College

The 2017 National Census of Writing (NCW) provides updated data about the state of the field. The presenters will use these data to examine contingent labor practices, especially at Minority Serving Institutions, and to examine the (non)inclusivity of the term Writing Program Administrator.

Writing Program as Access Sponsor

Tara Wood, University of Northern Colorado

This presentation brings together strands of mobility studies, social justice, and disability studies in order to forward a theory of writing program as access sponsor. Conceptually mapping the concept of access sponsor onto literacy sponsor allows for an investigation into the ways in which writing programs (and all they entail) function as a sponsor that either impedes or advances student opportunities for both literacy and social mobilities.

Heron

Creating Inclusive Journals in Writing Studies

Susanne Hall, California Institute of Technology; Michael Pemberton, Georgia Southern University; "Lori Ostergaard, Oakland University; Jacob Babb, Indiana University Southeast; Jim Nugent, Oakland University; Julianne Newmark, University of New Mexico

This roundtable features editors from journals in writing studies. We will offer guidance for publishing in our journals and discuss what inclusive editing means to us. We hope to increase access to our journals and promote reflection and critical conversation about the power journal editors have.

Galena

Assessing Access: Making Assessment More Inclusive and Accessible

Stephanie Wheeler, University of Central Florida; Virginia Schwarz, University of Wisconsin-Madison; Molly Ubbesen, University of Wisconsin-Milwaukee

In this proposed session, three panelists review historical and contemporary methods of writing assessment and argue that those designs have always been bound up in problematic constructions of dis/ability. Through interactive discussions, participants will contemplate what it means to be accessible, inclusive, and intersectional in our field.

Iron

A Writing Program (Administrator) in Transition: Negotiating Liminal Authority in Times of Change

Alex Gatten, University of Connecticut; Ruth Book, University of Connecticut; Reme Bohlin, University of Connecticut

Tenure Free

Graduate student WPAs reflect on the challenges and rewards of inhabiting multiple and sometimes conflicting positions. Each playing a role in a large and innovative curriculum redesign, these graduate students will discuss how the FYW program transition has invited the blending of roles across disciplines and typical academic hierarchies.

James

Creating An Inclusive Writing Program-Library Partnership: One Institution's Approach to Professional Development with New Stakeholders

Melissa Bowles-Terry, University of Nevada Las Vegas; Kaitlin Clinnin, University of Nevada Las Vegas; Brittany Paloma Fiedler, University of Nevada Las Vegas; Priscilla Gutierrez, University of Nevada Las Vega

This panel discusses how one institutions writing program and library partnered with contingent instructors, graduate teaching assistants, and undergraduate students to incorporate multiple perspectives into instructor professional development. Panelists will offer strategies to identify and include new stakeholder voices in writing program-library collaborations within audience members local contexts.

Essex A

Truth by Design

Designing Reading: Digital Texts, Document Design, and Reading Instruction

Carolyne King, The University of Delaware

This presentation draws upon two case studies of students engaging with digital texts and argues that as the material features of texts shape the reader's interaction, writing curricula must include new awareness to digital design and the ways that text designers understand the reader and reading processes.

The Study of Falsehoods: An Inquiry-Based Writing Course

Chris Anson, North Carolina State University; Kendra Andrews, North Carolina State University

This presentation describes a pedagogy based on the identification and study of falsehoods perpetuated in online media. Informed by the work of Sarah Arroyo and Gregory Ulmer and following the instructional methodology of David Jolliffe's "Inquiry as Genre" approach, a writing course will be presented that engages students in "deep inquiry" and the production of multiple genres devoted to the presentation of truth.

Essex B

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!

Essex C

Models of Collaboration

Do It Ourselves (DIO): Collaborative DIY and Decentering Middle Class Whiteness for Student and Faculty Success

Jessica L. Parker, Metropolitan State University of Denver; Jane Chapman Vigil, Metropolitan State University of Denver

This interactive session will focus on moving from DIY (do it yourself) to DIO (do it ourselves) to foster collaboration inside and across programs. We will discuss how this has worked in our program and collaborate with attendees on DIO solutions to equity problems we face in common.

 

Y Tu Traductor También: Reframing Familiar Pedagogies Through Interdisciplinary Collaboration

Patti Poblete, Henderson State University

This presentation considers how interdisciplinarity can strengthen our program pedagogy, particularly in the way we approach and prevent plagiarism. Attribution is often pigeonholed as citation, but thats scholarly whack-a-mole. As WPAs, we need to reconceive the way we talk about plagiarism, but that means getting outside of our comfort zone.

Laurel AB

Can Students Write? How do We Know?

Re-envisioning "Portfolio Norming": Challenging Programmatic Practices for More Equitable Assessment

Mandy Macklin, University of Washington, Seattle; Candice Rai, University of Washington, Seattle

The presenters will describe their research on their attempts at being radically inclusive with shifting required portfolio assessment sessions to better align with broader shifts we are making in our writing program toward translingual practices.

Why Can't Graduate Students Write?: Making the Case for Transfer Pedagogy in the University of Tennessee's Graduate Studies Programs

Kimberly Turner, University of Tennessee

I explore how 1) transfer theory provides a framework for developing graduate studies curricula, & 2) how graduate writing prompts scholars to rethink transfer theory. I examine how rethinking graduate programs through the lens of transfer better equips graduate students for the highly-situated writing tasks required at the graduate level.

Laurel CD

The Value of Voice: Sustaining Learning Communities as Inclusive Models of Faculty Development

Laura Yoo, Howard Community College; Alexis Teagarden, UMass Dartmouth; Jennifer Messier, George Mason University

Mentoring

Research demonstrates that faculty value learning community (LC) models for professional development and that LCs effect positive change in student learning. But sustaining inclusive LCs is a challenge. This panel reports on how three institutions implemented LC models to promote sustained professional development across faculty rank, experience, and disciplinary background.

Kent AB

From WPA-L Dumpster Fire to Radical Inclusion: Rhetorical Listening through Structured Dialogue

Teresa Grettano, University of Scranton; Laurie McMillan, Pace University

Attendees will participate in structured dialogue about the discursive culture on the WPA-L and in the field. In small groups, participants will answer questions about their experiences with and beliefs about inclusion, exclusion, and silencing in timed rounds, hopefully to practice rhetorical listening so as to develop understanding and empathy.

Kent C

The Possibilities (and Limits) of Inclusion

In Acknowledgement of Systemic Limitations of Radical Inclusion

Al Harahap, University of Oklahoma

Calls for academia and its work to become more diverse and inclusive are enthusiastically met with scholarship and practices rushing to do this work. However, I argue that we have not yet come to terms with our systemic limitations and first need to do so in order to reconcile the gap between radical intent and radical action.

A Modest Proposal for Antiracist Programmatic Assessment

Amanda Rose Pratt, University of Wisconsin--Madison

Drawing on personal experience with Dynamic Criteria Mapping, I suggest that asking writing instructors what we really value--without clear opportunities for critical reflexivity--can reinscribe problematic and racist logics about student writing. From there, I challenge the audience to consider what an antiracist programmatic assessment might look like across institutions.

Including the Multilingual Writer in FYC: Understanding L2 Writer Success, Failure, and Retention

Anne Turner, University of New Mexico

In this presentation, I propose four core strategies needed for successful student transfer from ESL programs into FYC: social constructs of writing (including cultural identity and argumentation), writing as a process (drafting strategies), revision skills (content revision and proofreading), and expressive writing (content creation and style).

Saturday Lunch

Saturday, July 27th, 12:00-1:40

Sustainable Becoming: Women’s Career Trajectories in Writing Program Administration

Session J

Saturday, July 27th, 2:00 PM - 3:00 PM

Falkland

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
Tenure Free

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
Mentoring

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.

Heron

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.

Galena

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.

Iron

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
Tenure Free

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
Tenure Free

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
Tenure Free

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.

James

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.

Essex A

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.

Essex B

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.

Essex C

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.

Laurel AB

Ideas for Bold Leadership

All-Terrain Leadership: Responding as WPAs Post-Trump

Casie Fedukovich, North Carolina State University
Mentoring

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
Mentoring

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.

Laurel CD

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

Mentoring

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?

Kent AB

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.

Kent C

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.

Session K

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

Falkland

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
Mentoring

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.

Heron

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.

Galena

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

Tenure-Free

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.

Iron

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
Tenure-Free

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.

James

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

Mentoring

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

Mentoring

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

Mentoring

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