Join new, prospective, and continuing national colleagues who administer writing programs of all kinds—FYC, writing centers, WAC, ESL, and basic writing—in 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:
- What is 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 10, meet daily through Wednesday evening, July 13, 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.
New for 2016: CWPA is offering two concurrent workshops (each capped at 20 people) so that more WPAs can participate in the workshop.
2016 Workshop Leaders
The 2016 workshop leaders are Sheila Carter-Tod, Heidi Estrem, Peggy O’Neill, and Chuck Paine.
Sheila Carter-Tod is associate professor of English, and the director of composition at Virginia Tech. Her research interests include first-year writing pedagogy and curricular development, writing program administration, assessment, and instructor and GTA professionalization. She is published in the Writing Program Administration Journal, Reflections, and several edited collections. She regularly teaches courses in the theory and pedagogy of university writing instruction, to incoming graduate teaching assistants, as well as courses in Virginia Tech’s first-year writing program.
Heidi Estrem is associate professor of English, director of the first-year writing program, and director of the Writing Across the Curriculum initiative at Boise State University. Her research interests in first-year writing pedagogy, writing program administration, assessment, and instructor development and support have led to publications in Writing Program Administration, Rhetoric Review, Composition Studies, and several edited collections. She regularly teaches both first-year writing and a graduate seminar for new teaching assistants.
Peggy O’Neill is Professor of Writing at Loyola University Maryland, where she served as the department chair and composition director. Her scholarship focuses on writing pedagogy, assessment, and program administration. Her work appears in several journals as well as edited collections, and she has edited or coedited four books and coauthored two, Reframing Writing Instruction (with Linda Adler-Kassner) and A Guide to College Writing Assessment (with Cindy Moore and Brian Huot).
Charles Paine is a professor at the University of New Mexico, where he directs the Rhetoric and Writing and Core Writing programs. He served on the Executive Board of the Council of Writing Program Administrators from 2009–2012 and was a local host for the Summer Conference (Albuquerque, 2012). Currently, he serves as Co-chair of the CWPA Research Grants Committee. He co-founded the Consortium for the Study of Writing in College, a collaboration between the National Survey of Student Engagement and CWPA. He has written, co-edited, and co-written books on the history of writing instruction, teaching with student texts, and textbooks. Still, his most important work is teaching courses across the UNM rhet-comp curriculum, including first-year-writing, rhetorical/composition history and theory, teaching-writing practicums, and others.