Registration now open for Carolinas WPA’s 2017 Fall Conference at Wildacres

Registration is now open for the 2017 Fall Conference of the Carolinas Writing Program Administrators. More information on the conference is available below and in the conference’s call for proposals. Please visit this page to register.

Photo of the view from the Wildacres Retreat Center
The view from the Wildacres Retreat Center

14th Annual Fall Carolinas Writing Program Administrators Conference

Communities and Contact Zones: Doing Justice

September 18-20, 2017 | Wildacres Retreat, Little Switzerland, NC (Directions) | $200 (includes 2 nights lodging and 5 meals)

  • Proposal deadline: Friday, August 25, 2017
  • Registration deadline: Monday, September 11, 2017

Carolinas WPA 2017 Wildacres Retreat Call for Proposals

Call for Proposals

14th Annual Fall Carolinas Writing Program Administrators Conference

Communities and Contact Zones: Doing Justice

September 18-20, 2017 | Wildacres Retreat, Little Switzerland, NC (Directions) | $200 (includes 2 nights lodging and 5 meals)

  • Proposal deadline: Friday, August 25, 2017
  • Registration deadline: Monday, September 11, 2017

Carolinas Writing Program Administrators is accepting proposals on the theme of “Communities and Contact Zones: Doing Justice” for its Fourteenth Annual Fall Conference.

Twenty-six years after Mary Louise Pratt published “The Arts of the Contact Zone,” our profession continues to grapple with ways to call out colonialism in our classrooms and universities.  We seek ways to invite heterogeneity of expression and perspectives, and we strive to work with conflict and discomfort in ever-contested learning spaces. Our conference site itself is a contact zone in which the white supremacist history of the property contrasts with its present mission to serve as an inclusive, anti-discriminatory site for dialog across differences. The dialectic between community and difference that Pratt calls attention to comes into play in nearly every aspect of our work in the Carolinas as we attempt to do justice to our best ideas, do justice with our students and colleagues, and do justice in often conflicted institutional contexts.

What are you working on in your classrooms, your programs, or your research?  What challenges are you experiencing in your communities, in your justice work?  What successes have you had in working with or across differences? How do we do justice to the ideas, like Pratt’s, that invigorate our work?  As teachers, as program leaders, as community members, as researchers, how do we do justice with each other? How might the community of Carolinas WPA further your work toward those ends?

 

Keynote and Workshops: “Contemplating Race: Mindfulness as Antiracist Pedagogy.” Emma Howes and Christian Smith from Coastal Carolina University will facilitate workshops on using contemplative practices in the classroom to enact antiracist pedagogy. They will discuss some of the theoretical background for this work, providing exercises that cultivate mindfulness to build critical literacy skills in spaces where differing discourses meet. They will also address the ways we, as instructors and administrators, may benefit from our own development of contemplative work. In this way, participants will be asked to consider the value in creating slow reading and writing practices to facilitate agents to more carefully consider their initial encounters with text. This encourages deep engagement with literacy practices for navigating multiple, often clashing, discourses, and helps build empathy through the work of deep, rhetorical listening. Contemplative practices may thus allow students of writing to move from affectively-driven reactions to reflective responses.

 

Conference Schedule and Format. The conference begins at 5:00 pm on Monday, September 18, and concludes at 10:00 am on Wednesday, September 20. A keynote talk on Monday evening will be followed by a full day Tuesday of workshops, small breakout interest groups, and activities on the beautiful mountaintop of Wildacres Retreat, with a closing session Wednesday morning. All meals are provided.

The conference format encourages engagement of participants from a broad variety of institutions and programs.

Those presenting should prepare for 15-20 minutes to discuss their work and seek feedback from those with shared interests. Those leading retreat activities or mini-workshops should prepare for 45-60 minutes focused on lively participant involvement.

Wildacres Retreat is a low-tech setting conducive to relaxing, collaborating, and learning with friends and colleagues across the Carolinas.

 

Proposals. You are entirely welcome to attend this conference without presenting, but those whose proposals are accepted will be listed on the formal agenda, which may help with obtaining travel funding. Proposals also help us plan appropriate interest groups and design activities around members’ goals.

We welcome creative interpretation of the theme. This forum is especially appropriate for work that would benefit from feedback and focused workshop time. Carolinas WPA welcomes individual and team presentations at any stage of development and from people working in any teaching or administrative positions related to writing in the Carolinas.

You may submit a proposal for one of two types of activity:

  • Individual or team presentation to be placed into 1-hr discussion groups with other presenters. Plan for approximately 20 minutes per person including discussion time.
  • Retreat activity: Solo or co-lead anything from yoga or an Appalachian plant identification walk to a mini-workshop related to the conference theme. Plan to have 45- to 60-minutes. We welcome creative use of Wildacres’ indoor and outdoor common spaces.

Be prepared to work without AV equipment. (Internet is very limited and we may not have access to projectors.) Each proposal should be 250 – 500 words including:

  • Names and contact information (email, phone, home institution) for each person associated with your proposal
  • Type of activity (individual or team presentation 15-20 minutes per person; retreat activity or mini-workshop of 45-60 minutes)
  • A title and brief description of what you will share
  • Your specific goals for presenting
  • Questions for attendees that will help you elicit feedback relevant to your goals.

Submit your proposal via email to Collie Fulford (collie.fulford@gmail.com) and Paula Patch (ppatch@elon.edu) by 11:59PM Monday August 25, 2017, using the subject line “CarWPA Proposal yourlastname.”

 

Registration and Cost. The registration fee of $200 includes 2 nights’ lodging and 5 meals at Wildacres, as well as all conference materials. Conferencegoers must register by Monday, September 11, 2017. No refunds after Friday, September 8. The registration link will be opening soon on our conference page.

Questions or Comments? – Contact Collie Fulford at collie.fulford@gmail.com.

CarolinasWPA Meeting in the Middle CFP

Friday, February 17, 2017

10:00 AM – 4:30 PM

UNC Charlotte Center City Building
320 E. 9th Street, Charlotte, NC 28202

Theme: Advocacy in Classrooms, Programs, Research, and Beyond

*Proposal deadline: Friday, February 3, 2017

 

Carolinas Writing Program Administrators is accepting proposals for its Eleventh Annual Spring Conference, Meeting in the Middle.

 

Teaching and program administration is always work in progress. We constantly alter our own classroom practices, reshape our programs, and revise our research. In so doing, we must advocate for ourselves and for others, and our social justice mission is rarely far from our minds. Much of the advocacy we do stays within our institutional contexts such as when we try different teaching approaches, or argue for program resources or equitable labor practices. Past Carolinas WPA speakers John Warner (Wildacres 2015) and Doug Hesse (Wildacres 2013) encourage us also to go public in our advocacy efforts. Our national body, the Council of Writing Program Administrators, urges us to see advocacy as particularly necessary to focus on right now, as evident in their recent call for conference proposals on the theme of agency and advocacy in an age of austerity. This dovetails well with the focus Michelle LaFrance brought to us at Wildacres 2016.

 

At this year’s Meeting in the Middle, we check in with each other on those efforts. We lift up the work each of us is doing that explores classrooms and writing programs as sites of advocacy. And we offer concrete activities to move that work forward.

 

So what are you working on now? And how can MinM help you meet your goals for advancing your own advocacy-centered projects?

 

Please respond with a brief Work-in-Progress Presentation (WiPP) proposal. You are entirely welcome to attend MinM without presenting, but those who declare what they are working on in advance will be listed on the formal agenda, which may help with self-advocating for travel funding.

 

Your proposals also help us plan appropriate interest groups and design workshop activities around your goals.

 

Possible topic starters:

  • Self-advocacy: What acts of self-determination are you taking in your professional life?
  • Advocacy in teaching: What teaching practices are you developing as acts of advocacy?  Or how are you positioning students to become advocates?
  • Program advocacy: What and how are you advocating for your program(s)? For faculty in your programs?  For students in your programs?
  • Advocacy in research:  How is your research an advocacy practice? For what, for whom?
  • Advocating in the public sphere: What are you writing for audiences beyond our disciplinary colleagues? What are you advocating?
  • Needed advocacy: What do you wish your department or CarWPA or our national organizations would do differently – or more emphatically –  to act as advocates for _____? If you were writing a call to action on this issue, what would it include?

 

Possible goals for work-in-progress presenters:

  • Seek and share self-advocacy methods
  • Refine a teaching project
  • Strengthen a plan for program advocacy
  • Improve an IRB proposal
  • Get feedback on an article draft – whether for a scholarly or public audience
  • Rehearse for 4Cs
  • Develop a CWPA proposal. (Maybe even find other panelists.) The proposal deadline is March 1.

 

We welcome creative interpretation of the advocacy theme and goals. This forum is appropriate for work that would benefit from feedback and focused workshop time. CarolinasWPA welcomes individual and team WiPPs at any stage of development and from people working in any teaching or administrative positions related to writing in the Carolinas.

Conference Format

A featured panel on advocacy led by members of CarolinasWPA will be followed by small breakout interest groups and writing activities. Those presenting should prepare for 15-20 minutes to discuss their work-in-progress and seek feedback from those with shared interests.

Proposals

Each proposal should be 250 – 500 words including the following:

  • Names and contact information (email, phone, home institution) for each person associated with your proposal
  • A presentation title
  • A description of the pertinent topic
  • Your specific goals for presenting work-in-progress at MinM
  • Questions for interest group attendees that will help you elicit feedback relevant to your goals.

Submit it via email to Collie Fulford (cfulfor1@nccu.edu) and Tracy Ann Morse (morset@ecu.edu) by noon Friday, February 3, 2017, using the subject line “MinM Proposal yourlastname.”

 

Questions or Comments? – Contact Collie Fulford at cfulfor1@nccu.edu.

Fall Conference CFP and Registration

13th Annual Fall Conference 

Registration is Open!

September 12 – 14, 2016 | Wildacres Retreat Center, Little Switzerland, NC (Directions)

Call for Proposals – “Taking Action in the Carolinas”

*Proposal deadline: Wednesday, August 31, 2016

 

Carolinas Writing Program of Administrators is accepting proposals for its Thirteenth Annual Fall Conference at Wildacres.

 

Conference Theme and Design. This year we focus on ways we can take action—as instructors, WPAs, advocates for students, etc. We encourage proposals that once again focus on ways we are responding to working conditions at a state, regional, or local level; however, we are especially interested in proposals that share ways change is happening within these contexts. Projects in different stages—from manuscript-ready to collected raw data to seeds of ideas—are welcome. We ask that you identify how you will engage your Wildacres audience in helping you advance this project. Be prepared to discuss your work without AV equipment (Internet is very limited and we may not have access to projectors).

 

We will organize small breakout groups based on proposals so those presenting can work through their questions with attendees. Michelle LaFrance from George Mason University will provide a brief keynote address and facilitate a writing workshop that helps us to further consider ways we can take action.

 

Conference Schedule and Format. The format of the conference will encourage full engagement of participants from a broad variety of institutions and programs. We will mix small, working group discussions with larger presentations/conversations about the work we do and the conditions of that work. Proposals will be accepted pending space.

 

Keynote Speaker and Workshop Facilitator – Michelle LaFrance, George Mason University

Michelle LaFrance (Ph.D., University of Washington, 2009) directs the Writing Across the Curriculum program and teaches courses on writing, composition pedagogy, Writing Studies and research methodologies. Michelle has published on institutional ethnography, e-portfolios, e-research, and writing center pedagogy. Her latest publications explore the relationships between institutional discourse and the material conditions of teaching, especially how the work/teaching practices of staff and faculty in writing programs take shape.

 

The conference will begin at 5:00 pm on Monday, September 12, and will conclude at 10:00 am on Wednesday, September 14.

 

Proposals. We invite proposals from individuals or groups from schools across the Carolinas. Each proposal should be no more than 700 words and should contain the following:

  • One paragraph that describes a project you are currently working on or one you envision
  • One paragraph about your intended audience
  • A sentence or two about how the writing workshop might advance your project.

 

Provide the names and contact information (email, phone, professional affiliation) for each person associated with your proposal. Be sure to title your proposal and submit it via email to Tracy Ann Morse (morset@ecu.edu) and Collie Fulford (cfulfor1@nccu.edu) by Wednesday, August 31, 2016.

 

Titles and authors of accepted proposals will be included on the conference schedule as formal presentations or contributions. We hope this will open up travel funding from the institutions for all presenters. NOTE: You do not need to present to attend the conference, but if presenting will help you secure funding, we hope you will consider submitting a proposal either individually or with colleagues from your institution or other institutions.

 

Registration and Cost. The registration price of $185.00 includes lodging and five meals at Wildacres, as well as all conference materials. Registration is open. The registration deadline is September 5 with no refunds after September 2. Prior to September 2, you may cancel and receive a full refund.

 

Questions or Comments? Contact Tracy Ann Morse at morset@ecu.edu.

Call  for  Proposals: Defining,  Locating,  and  Addressing  Bullying  in  the  WPA  Workplace

Editors:

Dr.  Cristyn  L.  Elder,  University  of  New  Mexico

Dr.  Bethany  Davila,  University  of  New  Mexico

 

Given  the  prevalence  of  workplace  bullying  and  the  often  unique  and/or   vulnerable  position  of  WPAs  (e.g.,  untenured  WPAs;  WPAs  who  have  high campus   visibility  but  lack  the  power  to  make  hiring/firing/budget  decisions;  WPAs  in   literature  departments,  etc.),  it  is  important  to  dedicate resources  to  defining   behaviors  and  patterns  of  bullying  and  offer  specific  strategies  for  agentive   responses.  Much  of  WPA  literature  has  addressed issues  of  power  associated  with   WPA  work  (e.g.,  Dew  and  Horning;  George;  Mountford;  Pauliny;  Strickland  and   Gunner;  Schell;  White).  However, workplace  bullying  has  not  yet  received  focused   attention  in  WPA  scholarship.  In  The  Promise  and  Perils  of  Writing  Program   Administration  (2008), Skeffington,  Borrowman,  and  Enos  begin  the  collection  by   listing  the  questions  they  did  not  ask  in  “a  Web  survey  of  WPAs”  (p.  8),  including,  as   the authors  note,  the  most  important,  yet  implicit,  question—“are  you  okay?”—  a   question  to  which  “many  junior  faculty  with  administrative  duties cannot respond   positively  on  either  a  personal  or  professional  level”  (p.  9).  Despite  the   acknowledgment  of  the  challenges  WPAs  face,  including  either  being bullied  or   seeing  others  bullied,  there  has  yet  to  be  a  collection  that  focuses  on  defining,   locating,  and  addressing  bullying  in  the  WPA  workplace—including  perspectives   from  (non/un)tenured  WPAs,  WPAs  from  underrepresented  social  groups,  WPAs   for  whom  English  is  not  their  native language, and  WPAs  responding  to  the  bullying   of  others  (e.g.,  students,  staff,  faculty,  etc.).  This,  we  believe,  is  an  oversight  that   leaves  workplace  bullying largely  unnamed  and  undertheorized,  forcing  WPAs  into   the  vulnerable  position  of  having  to  seek  out  resources  and  advice  on  their  own  or   to  read between  the  lines  of  what  has  been  published.

 

 

Leah  Hollis,  Ed.D,  (2012)  estimates  the  incidence  of  workplace  bullying  in   higher  education  to  be approximately  62%  (p.  36).  In  contrast  to  the  lack of  direct   attention  it  has  received  within  WPA  scholarship,  workplace  bullying  has  been  a   topic  of increasing  importance  in  higher  education,  with articles  ranging  from   reporting  on  incidents  of  bullying  (DeFrancesco,  2015;  Wilson,  2010)  to describing   anti-­‐bullying  policies  (Flaherty,  2014).

 

 

Additionally,  according  to  other  scholarship   on  workplace  bullying,  “there  is  growing  evidence suggesting  that  minority  status   could  be  a  contributing factor  to  receiving  differential  treatment  in  the  workplace”   (Lewis,  Giga,  and  Hoel,  2010,  p. 271).  As  such,  the  issue  of  workplace  bullying  is  an   issue of  social  justice,  as  minority  and  disenfranchised  WPAs  may  be  silenced  or   excluded through  these  practices.     For  the  above  reasons,  the  editors  of this  collection  invite  chapter  proposals  for   theoretical  essays,  empirical  research, narratives,  practice-­‐oriented  papers,  book   reviews,  action  research and  reflective  essays.  Proposals  are  welcome  on  (but  not   limited  to)  the  following topics:

 

 

Definitions  of  Bullying  in  the  WPA  Workplace:  

  • What  is  workplace  bullying/harassment  in  the  WPA  workplace?  How  is  it   operationalized?
  • What  is  cyberbullying  in  the  WPA  workplace?  How  is  it  operationalized?
  • What  are  the  various  ways  bullying  is  experienced  by  teachers?   administrators?  graduate  students?  undergraduate  students?  international   students?  international  faculty?  multilingual  writers?  non-­‐traditional   students?  women?  men?  people  of  color?  members  of  the  LGBTQ   community?  others?
  • How  is  workplace  bullying/harassment  identified  and  measured?
  • What  are  the  risk  factors  for  bullying  and/or  harassment?
  • What  are  the  costs  of  bullying?

 

 

Locations  of  Bullying:  

  • How  is  bullying/harassment  experienced  or  perpetrated  by  stakeholders   within  first-­‐year  composition  programs?  writing  centers?  WAC programs?   undergraduate  programs?  graduate  programs?  departments?  committees?   professional  organizations?  on  the  job  market?  in  different cultural  settings?
  • How  does  workplace  bullying/harassment  overlap  with  working  conditions,   issues  of  a  living  wage,  health  and  safety,  discrimination?

 

 

Effectiveness  of  Bullying  Interventions  and  Programs:

  • What  are  best  practices  for  addressing  workplace  bullies?
  • What  are  best  practices  for  addressing  those  who  have  been  bullied?
  • How  do  we  cope  with/respond  to  workplace  ill-­‐treatment  of  ourselves?  of   others?
  • What  are  prevention  and  intervention  issues  related  to  bullying  and   harassment?
  • How  do  we  promote,  build,  and  maintain  healthy  workplaces  for  all?
  • How  do  we  build  bullying  prevention  into  our  WPA  preparation  programs?
  • What  environmental  and  cultural  changes  might  help  to  reduce  bullying  and   harassment?
  • What  programmatic  and/or  policy  changes  might  help  to  reduce  bullying  and   harassment?
  • How  might  we  further  advance  our  understanding  of  preventing  and   managing  workplace  bullying  and  harassment?

 

 

Proposals should be sent as an email attachment to both editors and should include a title, name(s) of author(s), and a 500-word statement of topic, argument, method, and description of chapter organization and development. Chapters will be approximately 1520 pages in length.

 

 

Prospective contributors may send proposals or queries to the editors at celder@unm.edu and bdavila@unm.edu.

 

 

Proposals due: October 26, 2015

Conditional acceptances: December 15, 2015

Manuscripts due: April 15, 2016