Rita Malenczyk – Locations of Administration; or, WPAs in Space
Rita Malenczyk is professor of English and director of the writing program and writing center at Eastern Connecticut State University. She is immediate past president of the Council of Writing Program Administrators, with which she’s been involved in a variety of capacities (e.g., as a member of the first Outcomes Group) since 1997. Her work on the rhetoric and politics of writing program and center administration has appeared in a range of journals, including WPA: Writing Program Administration and Writing Center Journal, and edited collections including Kelly Ritter and Paul Kei Matsuda’s Exploring Composition Studies: Sites, Issues and Perspectives (Utah State UP, 2012). With Susanmarie Harrington, Keith Rhodes, and Ruth Overman Fischer, she co-edited The Outcomes Book (Utah State UP, 2000) and is editor of A Rhetoric for Writing Program Administrators (Parlor Press, 2013; forthcoming in a revised and enlarged second edition).
Asao B. Inoue – Racism in Writing Programs and the CWPA
Asao B. Inoue is associate professor of Interdisciplinary Arts and Sciences and the Director of University Writing and the Writing Center at the University of Washington Tacoma. He currently serves on the CWPA Executive Board and has been involved in the organization since 2005. His scholarship and research on the intersections of writing assessment and racism and race have appeared in numerous journals and collections, such as Assessing Writing, The Journal of Writing Assessment, Composition Studies, and Composition Forum. His co-edited collection, Race and Writing Assessment (Peter Lang, 2012), won the 2014 CCCC Outstanding Book Award for an edited collection. He is a guest editor for an up-coming special issue of College English on writing assessment as social justice (Nov 2016). His most recent book is titled Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (Parlor/WAC Clearinghouse 2015).
Melanie Yergeau – Creating a Culture of Access in Writing Program Administration
Melanie Yergeau is an assistant professor of English at the University of Michigan. Her interests include digital media studies and disability studies—focusing on what the neurodiversity movement has to teach us about learning, teaching, and writing. She has served on the board of the Autistic Self Advocacy Network (ASAN), a nonprofit organization run for and by individuals on the autism spectrum, and currently serves on the board of the Autism National Committee. Her publications have appeared in venues such as Kairos, College English, Computers and Composition, and Disability Studies Quarterly, among others.