Workshop Registration (Workshop Dates: 7/22/18-7/25/18)
Workshop Registration – $775 (meals included)
Join new, prospective, and continuing national colleagues who administer writing programs of all kinds—FYC, two-year college, writing centers, WAC/WID, ESL, basic writing, professional or technical writing, and undergraduate majors—for three and a half days of workshopping and conversation about the theoretical, curricular, and political dimensions of our work. The topics we’ll address include:
- The Roles of a WPA
- Institutional Relationships and Politics
- Directing Writing Programs at Different Types of Institutions
- Program Design, Outcomes, and Goals
- Hiring Practices, Faculty Development, and Faculty Evaluation
- Student and Program Assessment
- Understanding Budgets
- Developing and Articulating Relationships among FYC, WAC Programs, Writing Majors, and Writing Centers
- Writing Program Research
- Writing Program Outreach and Public Advocacy
- The Council of Writing Program Administrators as a Professional Resource
- WPA Genres (the documents and other communications WPAs need to master)
- Balance: Taking Care of Yourself and Your Career
- Establishing Boundaries (how and when to say no)
Participants will gather Sunday afternoon, July 22, meet daily through Wednesday evening, July 25, and will have the opportunity to consult individually with workshop leaders in the evenings.
Participants will be encouraged to raise issues from their own professional situations, which have in the past included liberal arts colleges, two-year colleges, regional and flagship state universities, and major research institutions.
Workshop Leader Bios:
Mark Blaauw-Hara is a Professor of English and Writing Program Coordinator at North Central Michigan College. His interests and expertise center on first-year writing, developmental writing, threshold concepts, assessment, student veterans, and writing in the disciplines within the two-year college. Mark’s writing has appeared in Teaching English in the Two-Year College, Currents in Electronic Communication, The Community College Journal of Research and Practice, and The Writing Center Journal, and Composition Forum. Mark’s work has also appeared in the edited collections Teaching Composition at the Two-Year College and WPAs in Transition. Mark currently serves as reviews co-editor of Teaching English in the Two-Year College and is the Vice President of CWPA.
Jonikka Charlton is Associate Vice President for Student Academic Success at The University of Texas Rio Grande Valley, where she oversees a wide range of units, including offices devoted to tutoring, advising, career services, experiential learning, and first year experience/transitions programming. She is particularly invested in issues of WPA identity and preparation, as well as program development and teacher education. Her current preoccupations are with learning more about and strengthening our students' sense of academic belonging at our institutions and working with colleagues to create a university-wide multilingual writing program. She co-authored GenAdmin: Theorizing WPA Identity in the 21st Century, which won the 2011-2012 CWPA Best Book Award.
Jessie L. Moore is Director of the Center for Engaged Learning and Associate Professor of Professional Writing & Rhetoric at Elon University. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. She previously coordinated Elon’s first-year writing program and professional writing & rhetoric program. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016) and Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (with Randy Bass, Stylus, 2017).
Amy Ferdinandt Stolley is an Associate Professor of Writing and Director of First-Year Writing at Grand Valley State University. She studies and writes about identity, emotion, and WPA work, and she is the co-author of GenAdmin: Theorizing WPA Identities in the Twenty-First Century with Colin Charlton, Jonnika Charlton, Tarez Samra Graban, and Kathleen J. Ryan. Her work has also appeared in WPA: Writing Program Administration and Peitho, and she is on the Editorial Board of the WPA: Writing Program Administration. Amy has been a WPA at a three different types of institutions (a private research university; a Catholic, urban university; and a large, public liberal arts university) where she has created or re-designed first-year writing, developmental writing, and WAC programs and curricula.