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\"A wide variety of professional and personal perspectives about the costs, benefits, struggles, and triumphs experienced by writing program administrators transitioning into and out of leadership positions. Contributors recount insightful anecdotes and provide a scholarly context in which WPAs can share their experiences\"--Provided by publisher.

One wonders if there is any academic field that doesn't suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies.The Activist WPAis an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition's best principles. Adler-Kassner argues that the \"story\" of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. InThe Activist WPA,she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.

The imperative to write and to publish is a relatively new development in the history of academia, yet it is now a significant factor in the culture of higher education.Working with Faculty Writerstakes a broad view of faculty writing support, advocating its value for tenure-track professors, adjuncts, senior scholars, and graduate students. The authors in this volume imagine productive campus writing support for faculty and future faculty that allows for new insights about their own disciplinary writing and writing processes, as well as the development of fresh ideas about student writing. Contributors from a variety of institution types and perspectives consider who faculty writers are and who they may be in the future, reveal the range of locations and models of support for faculty writers, explore the ways these might be delivered and assessed, and consider the theoretical, philosophical, political, and pedagogical approaches to faculty writing support, as well as its relationship to student writing support.With the pressure on faculty to be productive researchers and writers greater than ever, this is a must-read volume for administrators, faculty, and others involved in developing and assessing models of faculty writing support.

\"This book demonstrates how to develop and engage in successful academic collaborations that are both practical and sustainable across campuses and within local communities. Authored by experienced writing program administrators, this edited collection includes a wide range of information addressing collaborative partnerships and projects, theoretical explorations of collaborative praxis, and strategies for sustaining collaborative initiatives. Contributors offer case studies of writing program collaborations and honestly address both the challenges of academic collaboration and the hallmarks of successful partnerships.\"--Publisher description.

The Writing Center Director's Resource Book has been developed to serve as a guide to writing center professionals in carrying out their various roles, duties, and responsibilities. It is a resource for those whose jobs not only encompass a wide range of tasks but also require a broad knowledge of multiple issues. The volume provides information on the most significant areas of writing center work that writing center professionals--both new and seasoned--are likely to encounter. It is structured for use in diverse institutional settings, providing both current knowledge as well as case studies of specific settings that represent the types of challenges and possible outcomes writing center professionals may experience. This blend of theory with actual practice provides a multi-dimensional view of writing center work. In the end, this book serves not only as a resource but also as a guide to future directions for the writing center, which will continue to evolve in response to a myriad of new challenges that will lie ahead. Contents: Preface. Introduction. Part I: Writing Centers and Institutional Change. Section I: What Writing Center History Can Tell Us About Writing Center Practice. N. Lerner, Time Warp: Historical Representations of Writing Center Directors. C. Glover, Kairos and the Writing Center: Modern Perspectives on an Ancient Idea. S. Ferruci, S. DeRosa, Writing a Sustainable History: Mapping Writing Center Ethos. P. Gillespie, B. Hughes, N. Lerner, A.E. Geller, The Writing Center Summer Institute: Backgrounds, Development, Vision. R. Wallace, S.L. Wallace, Growing Our Own: Writing Centers as Historically Fertile Fields for Professional Development. Section II: Managing the Writing Center. P.B. Childers, Designing a Strategic Plan for a Writing Center. K. Lowe, \"If You Fail to Plan, You Plan to Fail\": Strategic Planning and Management for Writing Center Directors. M. Weaver, A Call for Racial Diversity in the Writing Center. M. Mattison, Managing the Center: The Director as Coach. B. Peters, Documentation Strategies and the Institutional Socialization of Writing Centers. L. Fitzgerald, D. Stephenson, Directors at the Center: Relationships Across Campus. Section III: Responding to Institutional Settings/Demands. A.W. Martin, The Center Has Two Faces: Developing a Writing Center in a Multicampus University Setting. C. Gardner, T. Rousculp, Open Doors: The Community College Writing Center. B.L. Stay, Writing Centers in the Small College. H. Snively, T. Freeman, C. Prentice, Writing Centers for Graduate Students. D. Paoli, Tutoring in a Remedial/Developmental Learning Context. K. Dvorak, B. Rafoth, Examining Writing Center Director-Assistant Director Relationships. A.C. DeCiccio, There's Something Happening Here: The Writing Center and Core Writing. Section IV: Writing Centers in the Administration. J. Simpson, Managing Encounters With Central Administration. B.W. Speck, Managing Up: Philosophical and Financial Perspectives for Administrative Success. J. Mullin, P. Carino, J. Nelson, K. Evertz, Administrative (Chaos) Theory: The Politics and Practices of Writing Center Location. J. Hawthorne, Approaching Assessment as if It Matters. Part II: Writing Centers and Praxis. Section I: Ethics in the Writing Center. R.M. Howard, T.H. Carrick, Activist Strategies for Textual Multiplicity: Writing Center Leadership on Plagiarism and Authorship. M.A. Pemberton, Critique or Conformity?: Ethics and Advocacy in the Writing Center. C. Murphy, On Not \"Bowling Alone\" in the Writing Center, or Why Peer Tutoring Is an Essential Community for Writers and for Higher Education. D. Bringhurst, Identifying Our Ethical Responsibility: A Criterion-Based Approach. Section II: Tutor Training in the Writing Center. S. Strang, Staffing a Writing Center With Professional Tutors. M. Harris, Using Tutorial Principles to Train Tutors: Practicing Our Praxis. C.P. Haviland, M. Trianosky, Tutors Speak: What Do We Want From Our Writing Center Directors? P. Gillespie, H. Kail, Crossing Thresholds: Starting a Peer Tutoring Program. B. Devet, The Good, the Bad, the Ugly of Certifying a Tutoring Program Through CRLA. Section III: Writing Centers and Electronic Instruction. D.M. Sheridan, Words, Images, Sounds: Writing Centers as Multiliteracy Centers. L.E. Bell, Preserving the Rhetorical Nature of Tutoring When Going Online. B. Click, S. Magruder, Implementing Electronic Portfolios as Part of the Writing Center: Connections, Benefits, Cautions, and Strategies. L. Hawkes, When Compassion Isn't Enough: Providing Fair and Equivalent Access to Writing Help for Students With Disabilities. Section IV: Writing Center Case Studies. P.B. Childers, Bottom Up or Top Down: A Case Study of Two Secondary School Writing Centers. K.T. Abels, The Writing Center at the University of North Carolina at Chapel Hill: A Site and Story Under Construction. M.A. Pemberton, Working With Faculty Consultants in the Writing Center: Three Guidelines and a Case History. E. Schreiber, Funding a Writing Center Through a University Line.

The role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. The Writing Program Administrator's Resource has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves. Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do. This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or

While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. Transnational Writing Program Administration challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education. Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational. This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

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.

One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act. Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.