Wpa Writing Program Administration

This reference guide provides a comprehensive review of the literature on all the issues, responsibilities, and opportunities that writing program administrators need to understand, manage, and enact, including budgets, personnel, curriculum, assessment, teacher training and supervision, and more. Writing Program Administration also provides the first comprehensive history of writing program administration in U.S. higher education. Writing Program Administration includes a helpful glossary of terms and an annotated bibliography for further reading.

Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research. Particularly timely, this collection considers how writing program administrators work when their schools or regions experience crisis situations. The book is broken into three sections: one emphasizing the WPA’s own work identity, one on fostering community in writing programs, and one on balancing the professional and personal. Chapters written by a diverse range of authors in different institutional and WPA contexts examine the roles of WPAs in traumatic events, such as mass shootings and natural disasters, as well as the emotional labor WPAs perform on a daily basis, such as working with students who have been sexually assaulted or endured racist, sexist, homophobic, and otherwise disenfranchising interactions on campus. The central thread in this collection focuses on “preserving” by acknowledging that emotions are neither good nor bad and that they must be continually reflected upon as WPAs consider what to do with emotional labor and how to respond. Ultimately, this book argues for more visibility of the emotional labor WPAs perform and for WPAs to care for themselves even as they care for others. The Things We Carry extends conversations about WPA emotional labor and offers concrete and useful strategies for administrators working in both a large range of traumatic events as well as daily situations that require tactical work to preserve their sense of self and balance. It will be invaluable to writing program administrators specifically and of interest to other types of administrators as well as scholars in rhetoric and composition who are interested in emotion more broadly.

This handbook offers wisdom and guidance from experienced college writing program administrators. It is intended for WPAs at all levels of experience.

Combining formal quantitative research with narrative-based scholarship, THE PROMISE AND PERILS OF WRITING PROGRAM ADMINISTRATION represents multiple voices from faculty balancing between the demands of teaching, writing, and administering writing programs in professional, ethical ways-often under circumstances that can be defined, at best, as difficult. In these pages, junior faculty tell their stories of triumph and trauma, while more firmly established composition scholars reflect upon the changing and challenging profession we all share.

Leading with the provocative observation that writing programs administration lacks ¿an established set of texts that provides a baseline of shared knowledge . . . in which to root our ongoing conversations and with which to welcome newcomers,¿ Landmark Essays on Writing Program Administration focuses on WPA identity to propose one such grouping of texts. This Landmark volume is the cornerstone resource for new Writing Program Administrators and graduate students seeking an ever-important overview of the literature on Writing Program Administration. Drawing broadly across scholarship in writing programs and writing centers, Ritter and Ianetta work to historicize, theorize, and problematize the ever-shifting answers offered to the question: Who¿or what¿is a WPA?

The WPA Outcomes Statement—A Decade Later examines the ways that the Council of Writing Program Administrators’ Outcomes Statement for First-Year Composition has informed curricula, generated programmatic, institutional, and disciplinary change, and affected a disciplinary understanding of best practices in first-year composition.

Editors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. This collection centers writing program administration (WPA) discourse as intersectional race work. In this historical moment in public discourse when race and racist logics are no longer sanitized in coded language or veiled political rhetoric, contributors provide examples of how WPA scholars can push back against the ways in which larger, cultural rhetorical projects inform our institutional practices, are coded into administrative agendas, and are reflected in programmatic objectives and interpersonal relations. Editors Staci M. Perryman-Clark and Collin Lamont Craig have made a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. This framework also positions WPAs of color to build relationships with allies and create contexts for students and faculty to imagine rhetorics that speak truth to oppressive and divisive ideologies within and beyond the academy, but especially within writing programs. Contributors share not just experiences of racist microaggressions, but also the successes of black WPAs and WPAs whose work represents a strong commitment to students of color. Together they work to foster stronger alliance building among white allies in the discipline, and, most importantly, to develop concrete, specific models for taking action to confront and resist racist microaggressions. As a whole, this collection works to shift the focus from race more broadly toward perspectives on blackness in writing program administration.

WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; wac / ecac / wid and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 34.2: From the Editors "Addressing Instructor Ambivalence about Peer Review and Self-Assessment" by Pamela Bedore and Brian O'Sullivan "Troubling the Boundaries: (De)Constructing WPA Identities at the Intersections of Race and Gender" by Collin Lamont Craig and Staci Maree Perryman-Clark "Lessons about Writing to Learn from a University-High School Partnership" by Bradley Peters "Cohorts, Grading, and Ethos: Listening to TAs Enhances Teacher Preparation" Amy Rupiper Taggart and Margaret Lowry "WPAs Respond to "A Symposium on Fostering Teacher Quality" "Response to "A Symposium on Fostering Teacher Quality" by Sue Doe "Fostering Teacher Quality through Cultures of Professionalism" by Claire Coleman Lamonica "Response to "A Symposium on Fostering Teacher Quality" by Mike Palmquist "Crabgrass and Gumbo: Interviews with 2011 WPA Conference Local Hosts about the Place of Writing Programs at their Home Institutions" by Shirley K Rose, Irwin Peckham, and James C. McDonald REVIEW ESSAYS: "What Is Real College Writing? Let the Disagreement Never End" by Peter Elbow "Reinventing Writing Assessment: How the Conversation Is Shifting" by William Condon Contributors