Idea Transcript
[PROGRAM SCHEDULE] Sunday, July 15th 3:00pm – 6:00pm Potters Room WPA Workshop Begins 6:00pm – 9:00pm St. Clair's Winery and Bistro Dinner for Workshop Participants
Monday, July 16th 6:30am – 8:30am Potters Room Buffet Breakfast 9:00am – 4:30pm Fireplace Room WPA Workshop 12:30pm – 1:30pm Fireplace Room Lunch
Tuesday, July 17th 6:30am – 8:30am Potters Room Buffet Breakfast 9:00am – 4:30pm Potters Room WPA Workshop 12:30pm – 1:30pm Fireplace Room Lunch
Wednesday, July 18th 6:30am – 8:30am Potters Room Buffet Breakfast 9:00am – 4:30pm Potters Room WPA Workshop 12:30pm – 1:30pm Fireplace Room Lunch
Thursday, July 19th 12:00pm – 5:00pm North Atrium Exhibits 9:00am - 4:00pm Weavers Room Institute: Program Assessment for WPAs: A Day-Long Workshop and Resource Festival Christiane (Tiane) Donahue, Dartmouth College, Hanover Neal Lerner, Northeastern University 9:00am - 4:00pm Turquoise Room Institute: The WPA as Writer Douglas Hesse, University of Denver 9:00am - 4:00pm Potters Room Institute: From Principles to Practice: Using Assessment to Tell Stories about Writing Programs Linda Adler-Kassner, University of California Santa Barbara Peggy O’Neill, Loyola University 11:15pm - 4:30pm Fireplace Room CWPA Executive Board Meeting (Closed Session) 1:00pm - 4:30pm Alvarado B Meeting of the Independent Writing Departments and Programs Affiliate 3:00pm - 4:30pm Fireplace Room CWPA Committee Meetings 5:30pm – 9:30pm Alvarado ABCD · Opening Banquet · Conference Welcome and Set-Up · Opening Plenary Address “The Company(ies) We Keep: Tactics and Strategies in Challenging Times” Linda Adler-Kassner (past CWPA President), University of California Santa Barbara. Introduced by Rita Malenczyk (CWPA Vice President), Eastern Connecticut State University
Friday, July 20th 6:30am – 7:45am North Atrium Breakfast Buffet 7:45 – 8:15 Alvarado DE/North Atrium Daily announcements 7:00am – 7:00pm North Atrium Exhibits
8:30am- 9:45am A SESSIONS A1 Alvarado A MENTORING Cross-Institutional Collaborations: Peer Writing Groups and Writing Workshops Genesea Carter, University of New Mexico Laurie A. Pinkert, Purdue University Note: Please bring an outline or draft of a paper to session and fill out survey prior to session at: https://docs.google.com/spreadsheet/viewform?formkey=dERPbTJlSWNNRktPVGZVXzhKdGVReVE6MQ A2 Alvarado B THEORY/RESEARCH The future of WPA’s Network for Media Action Darsie Bowden, DePaul University Linda Adler-Kassner, University of California Santa Barbara A3 Alvarado C DIGITAL WSU Writing Placement 2.0: Evolutions in an impromptu writing placement and expert-rater system within a university-wide writing program Diane Kelly-Riley, Washington State University Nathaniel Hunsu, Washington State University Scott McMurtrey, Washington State University Digital Centers: Extending Digital Competencies & Easing Curricular Transitions Chelsea Skelley, University of North Carolina, Greensboro A4 Alvarado F WAC/WID Relocations: Transfer and Transition in WAC/WID Instruction Tara Lockhart, San Francisco State University Bradley Dilger, Western Illinois University Neil Baird, Western Illinois University A5 Alvarado G THE FUTURE OF FYC The Techne of Teaching and the Classroom as a Site of Wonder Catherine DeLazzero, Teachers College, Columbia University The Divided Line Jamie Thornton, Kaplan University Composing Pedagogy: Textbook Authorship and Curricular Development Jacob Babb, University of North Carolina, Greensboro Branching Out: Revisioning Class Size in Institutional Terms Courtney Adams Wooten, University of North Carolina at Greensboro A6 Alvarado H WAC/WID Blending Interdisciplinary Knowledge and Experience to Strengthen a Writing Across the Curriculum Program Bonita Selting, University of Missouri
Amy Lannin, University of Missouri Catherine Chmidling, University of Missouri A7 Turquoise MULTILINGUAL/MULTICULTURAL Off the Beaten Track: Using Writing Centers for Polyliterate and Multilingual 'Pathfinding' Jennifer Halpin, University of Washington Karl Eckhardt, University of Washington Camille Dodson, University of Washington Rachel Brown, University of Washington Jiachen Shi, University of Washington A8 Weavers MENTORING Writing, Submitting, and Publishing Journal Articles I Kelly Ritter, University of North Carolina at Greensboro Melissa Ianetta, University of Delaware Note: Linked Session to F8 A9 Potters THE FUTURE OF FYC Connecting Localities with Multi-Institutional Research Jessie L. Moore, Elon University Embracing Multiple Literacies, Reconsidering (Dis)Ability: Broadening the Repertoire of the Composition Class Kathleen Hunzer, University of Wisconsin-River Falls Service Learning Outcomes for Student Writing Grace Wetzel, Wake Forest University An Extended Conversation Amongst Equals: Invitational Uses for Instructor Feedback Angie Ford, Montana State University A10 Alvarado DE MENTORING Writing Teaching/Administrative Philosophies I Duane Roen, Arizona State University Note: Linked Session to F10 A11 Franciscan PEDAGOGY Reconstructing TAs' Writing: Toward Construct Validity in Novice Teachers' Academic Writing Dylan Dryer, University of Maine From the Ground Up: Replacing the Thesis Scott Campbell, University of Connecticut Can you cut down Plato’s Republic to a few bullet points?: Borrowing from business writing to enhance our teaching Kerry Rourke, Babson College Stephen Bauer, Babson College The Shortest Distance Between Two Points...: How Efficiency Directs Our Programs
Kevin Eric DePew, Old Dominion University 9:45am- 9:55am BREAK North Atrium 10:00am- 11:15am B SESSIONS B1 Alvarado A DIGITAL WPA Outcomes Statement Reconsidered: Writing in Digital Environments Darsie Bowden, DePaul University B2 Alvarado B THEORY/RESEARCH CompPile Indexing/Bibliography Mentoring Site/Session II Susan Wolff Murphy, Texas A&M University-Corpus Christi Dylan Dryer, University of Maine Richard Haswell, Texas A&M University-Corpus Christi Glenn Blalock, Our Lady of the Lake College Note: Linked session to F3 B3 Alvarado C THEORY/RESEARCH You Put Your WPA in my QEP, Or, Lessons from Leadership Work in University-wide (Writing) Initiatives I Paula Patch, Elon University Polina Chemishanova, University of North Carolina at Pembroke E. Shelley Reid, George Mason University Susan Wolff Murphy, Texas A&M University Corpus Christi Note: Linked session to F1 B4 Alvarado F THE FUTURE OF FYC New Genesis: Re-evaluating the Paradigms of the First-Year Composition Classroom Jill Dahlman, University of Hawaii Miriam Gustafson, University of New Mexico Valencia Bailey White, Grand Canyon University Saturday Night Live and "Girls Gone Wild": Appropriate Topics for FYC Courses? Deborah Coxwell Teague, Florida State University B5 Alvarado G ASSESSMENT Explicit and Implicit Program Values as Reflected in Assessment Sonya Lancaster, University of Kansas Erin Williams, University of Kansas Analyze This: (Re)framing Analytical Writing for Composition and Assessment David Riche, Louisiana State University
B6 Alvarado H THEORY/RESEARCH Evolving Expectations of WPA Roles and Responsibilities Jonikka Charlton, University of Texas, Pan Am Lisa Mastrangelo, College of St. Elizabeth Shirley Rose, Arizona State University B7 Weavers MENTORING Writing Program Assessment: Open meeting with Ed White Edward M. White, University of Arizona Please bring prepared assessment questions to mentoring session B8 Turquoise ASSESSMENT Good Practices, Disappointing Results: Strategies for Assessment and Improvement Brian Huot, Kent State University Pamela Flash, University of Minnesota Mary Goldschmidt,The College of New Jersey Libby Miles, University of Rhode Island Nicholas Behm, Elmhurst College B9 Potters THEORY/RESEARCH Institutional Contexts/WPA Research Michelle LaFrance, University of Massachusetts Dartmouth Mitzi Jones, University of Arkansas-Fort Smith Donna Strickland, University of Missouri B10 Alvarado DE LITERACY/OUTREACH A Place to Stand --Using cinema to inspire writing C. Andres Salazar, affiliated with A Place to Stand and Catamount Productions Katherine Lies, affiliated with A Place to Stand and Catamount Productions. Gabriel Baca, affiliated with A Place to Stand and Catamount Productions.
B11 Franciscan THEORY/RESEARCH WPAs Working Beyond the Program: Navigating Interactions with Administrators, Policy Makers, and the Public Heidi Estrem, Boise State University Dawn Shepherd, Boise State University Samantha Sturman, Boise State University Doug Downs, Montana State University Susanmarie Harrington, University of Vermont
11:30am- 1:15pm ALVARADO DE · Buffet Lunch · Awards Ceremony · Plenary Address “Serving Those Who’ve Served: Preparing for Writing Warriors in our Writing Programs, Classes and Writing Centers” Marilyn J. Valentino, Lorain County Community College. Introduced by Duane Roen (CWPA President), Arizona State University. 1:30pm- 2:45pm C SESSIONS C1 Alvarado A THE FUTURE OF FYC Immersion or Isolation?: Connecting two contrasting local practices for developmental/basic writer education Megan O’Neill, Stetson University Chris Gebhardt, Daytona State College Connecting Basic Writing Pedagogy and Faculty Development Peter Adams, Community College of Baltimore County Jamey Gallagher, Community College of Baltimore County C2 Alvarado B THE FUTURE OF FYC Afterward: Post-Transfer Writers Christie Toth, University of Michigan-Ann Arbor Sarah Swofford, University of Michigan-Ann Arbor Anne Ruggles Gere, University of Michigan-Ann Arbor The Transfer Document: A Simple Approach to Fostering Transfer Beyond FYC Joyce Stewart, University of Wyoming C3 Alvarado C THEORY/WPA Reaccreditation as an Opportunity for Writing Connections ‘Write Where You Belong’: The Vertical Writing Curriculum Wendy Sharer, East Carolina University Harnessing the Resources for Writing Changes William Banks, East Carolina University Aligning Writing Foundations with Writing Intensive: Fostering and Assessing Transference Michelle F. Eble, East Carolina University Best Practices to Write/Right Connections Tracy Ann Morse, East Carolina University C4 Alvarado F LITERACY/OUTREACH Confronting Resistance to Critical Pedagogy Zachary Wolfe, George Washington University Sandra Friedman, George Washington University Randi Kristensen, George Washington University Lauren Sallinger, George Washington University
C5 Alvarado G MENTORING Understanding Job Advertisements and Composing Effective Cover Letters I Joseph Janangelo, Loyola University Chicago Kelly Ritter, University of North Carolina at Greensboro Note: Linked session to G1 C6 Alvarado H PEDAGOGY Breathing Water: Understanding Innovative and Immersive Learning in “Developmental” Spaces Colin Charlton, University of Texas, Pan-American Shoney Flores, University of Texas, Pan-American Marlene Galvan, University of Texas, Pan-American Valerie Ortiz, University of Texas, Pan-American C7 Weavers FRAMEWORK/K-16 Informing WPA Theory and Practice with The Framework for Success in Postsecondary Writing Cristyn L. Elder, Purdue University Charles Paine, University of New Mexico Patti Poblete, Purdue University What Habits Do They Bring With them to College? Using the Framework for Success in Post-Secondary Writing in General Education and Writing Program Reform Dominic DelliCarpini, York College of Pennsylvania C8 Turquoise LITERACY/OUTREACH Strategic Alliances: Redesigning the HBCU Writing Program Sha-shonda Porter, Paul Quinn College Ashley Harris, Paul Quinn College Michael Myers, Paul Quinn College Raising Awareness about the Everyday Language of Oppression in Writing Programs Mandy Suhr-Sytsma, University of Connecticut Shan-Estelle Brown, Yale University School of Medicine Write Now: Success Strategies for Leading North Carolina HBCU Writing Centers into the Future Pamela Simmons, Winston Salem State University Upstairs, Downstairs: Locating the Paradoxical Space of the Writing Center Christy Zink, The George Washington University C9 Potters THEORY/RESEARCH Theorizing Directed Self-Placement to fit WPA goals and local needs Laura Aull, Wake Forest University Beth Davila, New Mexico Highlands University Christie Toth, University of Michigan Directed Self-Placement and the Dunning-Kruger Effect Gray Scott, Texas Woman's University
C10 Alvarado DE LITERACY/OUTREACH Constructing Community Literacy: An Ethnographic Study of a Local Community Literacy Tutor Training Program Ryan Roderick, University of Maine After the NSSE/WPA Survey: Leveraging national data for campus and program discussions Rolf Norgaard, University of Colorado Boulder The Power and Problems of the Margins Ryan Dippre, University of California, Santa Barbara Feel Like We’re Actually Doing Something: A Discussion about the Risks and Rewards of Public Projects in the Writing Classroom Scott L. Rogers, Ohio Northern University C11 Franciscan LITERACY/OUTREACH Helping Student Retention by Voicing Instructor Needs in the Writing Center Sarah Elizabeth Snyder, Northern Arizona University Between Rock & Hard Place: JWPAs Navigating "Portland" and "Wyoming" Timothy R. Dougherty, Syracuse University Discourses and Dialogues around Writing: Challenges for WPAs in Graduate and Doctoral Programs Gerri McNenny, Chapman University Participation and Success: Studying the Transitions of New Teaching Assistants Maggy Smith, University of Texas at El Paso Kate Mangelsdorf, University of Texas at El Paso 2:45pm- 2:55pm BREAK North Atrium 3:00pm- 4:15pm D SESSIONS D1 Alvarado A WAC/WID Connecting the Campus Community through Literacy Discussions Maureen McBride, University of Nevada, Reno Meghan Sweeney, University of Nevada, Reno Piloting WAC: Initial Successes, Challenges, and Questions Moving Forward Kimberly Harrison, Florida International University D2 Alvarado B THEORY/RESEARCH Praxis and Programming: The Struggle to Integrate Current Composition Scholarship into Writing Programs Brandon Fralix, Bloomfield College I. Moriah McCracken, University of Texas-Pan American Angelica T. Nava, The University of Texas-Pan American Marlene Galvan, The University of Texas-Pan American
D3 Alvarado C MENTORING Cultivating the Tortoise Within: Best Practices for Building an Academic WPA Career Lara Smith-Sitton, Georgia State University Megan Schoen, Purdue University Cristyn L. Elder, Purdue University Timothy Dougherty, Syracuse University Kelly Kinney, Binghamton University, State University of New York Eli Goldblatt, Temple University D4 Alvarado F FRAMEWORK/K-16 Finding Common Ground: Initiatives for High School / College Teacher Collaborations Leslie Werden, Morningside College Literacy Transfers? The If and How Behind What We Teach Jeremy Schnieder, Morningside College Our Foundation Defines Our Roof: A K-16 Framework Margaret Munson, Arizona State University Exploring Secondary-Postsecondary Articulation Strategies Cathilia M. Flores, New Mexico State University D5 Alvarado G ASSESSMENT Mapping the External Organizations that Shape WPA Work Elizabeth Vander Lei, Calvin College Lauren Fitzgerald, Yeshiva University D6 Alvarado H DIGITAL Changing the Face of Writing Assessment and Pedagogy: Implementing Reflective Digital Portfolios in Two Composition Programs Michael Day, Northern Illinois University Michael Moore, Depaul University Darsie Bowden, Depaul University D7 Weavers THE FUTURE OF FYC Do We Compete, or Do We Complement? Clarifying the Role of the Advanced Placement English Language and Composition Curriculum Jacqueline Rackard, Coral Springs High School Danielle Zawodny Wetzel, Carnegie Mellon University Dual Enrollment, Advanced Placement, and “College” Writing: Same Literacies, Just Different Localities? Kristine Hansen, Brigham Young University Joseph Janangelo, Loyola University Chicago
D8 Turquoise THEORY/RESEARCH Help Wanted: Sharing Data for Research on Reading and Writing Jonathan Brennan, Children's Hospital of Philadelphia Chris Callison-Burch, Johns Hopkins University Andrea Feldman, University of Colorado at Boulder Al Filreis, University of Pennsylvania Roger Levy, University of California at San Diego Mark Liberman, University of Pennsylvania Ani Nenkova, University of Pennsylvania Rolf Norgaard, University of Colorado at Boulder John Trueswell, University of Pennsylvania D9 Potters THEORY/RESEARCH WPA Work at Small Liberal Arts Colleges --A Special Kind of Locality I Jill Gladstein, Swarthmore College Julio Alves, Smith College Mary Ann Bushman, Illinois Wesleyan University Charles Eastman, Whittier College John Miles, Wofford College Tracy Santa, Colorado College Joel Wingard, Moravian College Note: Linked session to J5 (I Administrative Structures)
D10 Alvarado DE THE FUTURE OF FYC Writing Instruction, Support, and Administration at the U.S. State Comprehensive University: A Comparative Review and Report on 106 Representative Institutions Emily Isaacs, Montclair State University Becoming “Indisciplined”: Teaching Disciplinarity to Novice Researchers in the Princeton Writing Program Andrea Scott, Princeton University An Interdisciplinary Effort on the Part of English Composition 101, Speech Communications 101, and University College 101 to Teach Students the Practices of Critical Thinking, Speaking, Reading, and Writing via the Implementation of a Common Reader and Ad Tara Hembrough, Illinois University, Carbondale Common Reader Programs and FYC Albert Rouzie, Ohio University D11 Franciscan MULTILINGUAL/MULTICULTURAL Racism, Native Speakerism, and Writing Program Administration Gail Shuck, Boise State University Todd Ruecker, University of New Mexico Kate Mangelsdorf, University of Texas at El Paso Lindsey Ives, University of New Mexico
4:15pm- 4:25pm BREAK North Atrium 4:30pm- 5:45pm E SESSIONS E1 Alvarado A WAC/WID Location, location, location! The Role of Technical and Professional Writing and Communication Programs Within or Alongside Writing Programs Stephen A. Bernhardt, University of Delaware Kaye Adkins, Missouri Western State University Victoria Sadler, Metropolitan State University Joanna Castner Post, University of Central Arkansas Julie Dyke Ford, New Mexico Tech E2 Alvarado B DIGITAL Adaptability and Flexibility in the Graduate Instructor Practicum Course Daniel Cryer, University of New Mexico Lindsey Ives, University of New Mexico Open Think: How can we build the most effective 21st century writing major? Amy Lee Persichetti, Cabrini College What Happens When the “Class Observation” becomes the “Online Course Review?” Christopher Ervin, Western Kentucky University E3 Alvarado C LITERACY/OUTREACH Writing Social Justice in the Classroom and Beyond Ljiljana Coklin, University of California, Santa Barbara Auli Ek, University of California, Santa Barbara Peter Huk, University of California, Santa Barbara E4 Alvarado F WAC/WID Writing Across the Curriculum Revisited: A Double-Edged Sword Karla Saari Kitalong, Michigan Technological University Kevin Cassell, Michigan Technological University Rebecca L. Frost, Michigan Technological University E5 Alvarado H THEORY/RESEARCH Credentialing College Writing Teachers: Balancing National and Local Concerns Steve Lamos, University of Colorado-Boulder Lance Massey, Bowling Green State University Christine Cucciarre, University of Delaware Eric Klinger, University of Colorado-Boulder
E6 Alvarado G MENTORING Finding Ways to Flourish: An Interactive Discussion of Challenge and Choice Amy Ferdinandt Stolley, Saint Xavier University Kathleen J. Ryan, University of Montana Jonikka Charlton, University of Texas-Pan American Colin Charlton, University of Texas-Pan American E7 Weavers DIGITAL Writing Commons > Open Education for Writers Joe Moxley, University of South Florida Zack Dixon, University of South Florida Sustaining Professional and Curricular Development Through New Media Task Forces Thomas Sura, West Virginia University Academic Writing and Transferability: Print and New Media Irene Clark, California State University, Northridge E8 Turquoise MULTI-LINGUAL/MULTI-CULTURAL Writing as a Locally Situated Practice: Spanish and Navajo Tutoring at UNM Evan Ashworth, University of New Mexico Non-English Languages, Local Context, and the Writing Program Daniel Sanford, University of New Mexico The Basic Writing Classroom: Creating a Space to Learn Violet Dutcher, Eastern Mennonite University Multi-dimensional approaches to second language writing: Opportunities and challenges in Directed SelfPlacement Andrea Feldman, University of Colorado at Boulder E9 Potters THEORY/RESEARCH Riffraff: Using Street Performance to Shift WPA Landscapes Casie Fedukovich, North Carolina State University Ethnic Studies, Educational Policy, and Writing Programs: Connections Al Harahap, University of Arizona Lessons in Leadership: Alan Mulally and Ford Alice Horning, Oakland University The Impacts of Institution-driven Student Retention Initiatives on Writing Programs and Writing Centers Jolivette Mecenas, University of La Verne Corrine Hinton, University of La Verne E10 Alvarado DE LITERACY/OUTREACH Inventing the Writing Center Sue Mendelsohn, Columbia University Research Findings: When Faculty Engage their Majors with the Language of their Disciplinary Genres Kathleen Jernquist, U.S.Coast Guard Academy
Navigating Difference, Creating Connection Among Peers: A Pilot Study of Student Veterans’ Experiences in College Writing Classrooms Joanna Lin Want, University of Michigan-Ann Arbor Helping Students Get on The Same Page: Using a Sociolinguistically-Informed Heuristic for Conducting Collaborative Writing Mellisa Huffman, University of New Mexico E11 Franciscan LITERACY/OUTREACH Writing about Grief Irvin Peckham, Louisiana State University Performing Rhetoric: Enacting Language in the Classroom Mark McBeth, John Jay College of Criminal Justice/CUNY Graduate Center The Imposter Phenomenon in Writing Studies: Reconnecting Disruptions in the Feminist WPA Marjorie Stewart, Art Institute of Pittsburg ‘Can We Live Together’•: Thing Theory and Permaculture in Composition. Stephanie Wade, Unity College 5:45pm-9:00pm SIGS/meetings arranged on your own Dinner- Arranged on your own
Saturday, July 21st 6:30am – 7:45am North Atrium Buffet Breakfast 7:45am – 8:15am ALVARADO DE Daily announcements 7:00am – 7:00pm North Atrium Exhibits 8:30am- 9:45am F SESSIONS F1 Alvarado A THEORY/RESEARCH You Put Your WPA in my QEP, Or, Lessons from Leadership Work in University-wide (Writing) Initiatives II Paula Patch, Elon University Polina Chemishanova, University of North Carolina at Pembroke E. Shelley Reid, George Mason University Susan Wolff Murphy, Texas A&M University Corpus Christi Note: Linked session to B3
F2 Alvarado B DIGITAL The Digital Identity of CWPA Charlie Lowe, Grand Valley State University Barry Maid, Arizona State University Sherry Rankins-Robertson, University of Arkansas at Little Rock Shelley Rodrigo, Old Dominion University F3 Alvarado C THEORY/RESEARCH CompPile Indexing/Bibliography Mentoring Site/Session II Susan Wolff Murphy, Texas A&M University-Corpus Christi Dylan Dryer, University of Maine Richard Haswell, Texas A&M University-Corpus Christi Glenn Blalock, Our Lady of the Lake College Note: Linked session to B2 F4 Alvarado F THEORY/RESEARCH Teaching Writing on the Tenure Track: Identity and the Discipline Paul Dahlgren, Georgia Southwestern State University Lauren DiPaula, Georgia Southwestern State University Krystia Nora, California University of Pennsylvania F5 Alvarado G DIGITAL Reflections from the Panopticon: Inside Looking In Joe Moxley, University of South Florida Zachary Dixon, University of South Florida Jason Carabelli, University of South Florida Megan McIntyre, University of South Florida F6 Alvarado H THE FUTURE OF FYC Interdisciplinary and Cross-Cultural Approaches through Regional Writing in the First-Year Writing Classroom Danizete Martínez, University of New Mexico Julianne Newmark, New Mexico Tech Jami Huntsinger, University of New Mexico Richard Sax, University of New Mexico Patricia Gillikin, University of New Mexico Bill Nevins, University of New Mexico F7 Weavers LITERACY/OUTREACH Multiple Locations: Disruptions, Connections, Lacuna Anne-Marie Hall, University of Arizona Amy Kimme Hea, University of Arizona
Jenna Pack, University of Arizona Kenny Walker, University of Arizona F8 Turquoise MENTORING Writing, Submitting, and Publishing Journal Articles II Melissa Ianetta, University of Delaware Kelly Ritter, University of North Carolina at Greensboro Note: Linked Session to A8. Please bring any individual projects you would like to work on. F9 Potters ASSESSMENT The Politics of Grading Policies Kathryn Gindlesparger, Philadelphia University Staying the Course: Causes of and Cures for the Ds, Fs, and Ws Patti Wojahn, New Mexico State University Connecting the WPA OS to Communities of Science Writers through Two-Tier Portfolio Assessment Justin Everett—University of the Sciences Self-Efficacy and Learning to Write: New Measures and Program Assessment Mary Tripp, University of Central Florida F10 Alvarado DE MENTORING Writing Teaching/Administrative Philosophies II Duane Roen, Arizona State University Note: Linked session to A10. Please bring five copies of a teaching and/or administrative philosophy (a partial draft is fine) 9:45am- 9:55am BREAK North Atrium 10:00am- 11:15am G SESSIONS G1 Alvarado A MENTORING Understanding Job Advertisements and Composing Effective Cover Letters II Joseph Janangelo, Loyola University Chicago Kelly Ritter, University of North Carolina at Greensboro Note: Linked session to C5 Bring a draft of job search materials. G2 Alvarado B LITERACY/OUTREACH Meta-Local: An Obnoxious Term with Real Significance* Joyce Inman, University of Southern Mississippi Ann McNair, University of Southern Mississippi Andrea Spofford, University of Southern Mississippi Kenneth Christensen, University of Southern Mississippi
G3 Alvarado C THEORY/RESEARCH Creating a Professional Writing Minor in Civic Engagement at UCSB Ljiljana Coklin, University of California Santa Barbara Caren Converse, University of California Santa Barbara Patrick McHugh, University of California Santa Barbara Cissy Ross, University of California Santa Barbara Roy Vallis, University of California Santa Barbara Linda Adler-Kassner, University of California Santa Barbara G4 Alvarado F PEDAGOGY WPA: The Next Generation Magdelyn Hammond Helwig, Western Illinois University Carey Smitherman, University of Central Arkansas Mika Shipley, Wesley College Barry Maid, Arizona State University G5 Alvarado G THEORY/RESEARCH Challenging Received Wisdom: Course Design and Assessment at Three Non-traditional Writing Environments Natalia Avila-Reyes, University of California Santa Barbara AJ Ogilvie, University of California Santa Barbara Charlyne Sarmiento, University of California Santa Barbara G6 Alvarado H PEDAGOGY Teacher Training (Re)Directions: Connecting New Teachers with Appropriate Information and Support Beth Brunk-Chavez, University of Texas at El Paso Karen Gardiner, University of Alabama Brooke Champagne, University of Alabama G7 Weavers THEORY/RESEARCH What Works in a Teaching Community, and How Do We Know? Keith Rhodes, Grand Valley State University Stephen Wilhoit, University of Dayton Carol Rutz, Carleton College G8 Turquoise MULTI-LINGUAL/MULTI-CULTURAL Generation 1.5 Student Writers: What We Know, What We Want to Know Jennifer Maloy, Queensborough Community College Theoretical Perspectives on Writing Program Design for Multilingual Writers Kacie Kiser, Arizona State University Using VoiceThread to Foster Dialogues in and about English Lisa Lebduska, Wheaton College
The Language of Diversity: Understanding the Multilingual Nature of First-Year Writing Students Deirdre Vinyard, University of Massachusetts Amherst G9 Potters THEORY/RESEARCH The WPA Outcomes: Comparing Student and Teacher Perceptions Ron Brooks, Oklahoma State University Steven Hopkins, Oklahoma State University Taylor Libby, Oklahoma State University Infusing Information Literacy Language into the WPA Outcomes Statement for First-Year Composition Michael Moghtader, James Madison University Katherine Clarke, James Madison University Effective FYC-Library Collaborations: On the Merits of Not Doing Too Much Kathy Shields, High Point University Donna Scheidt, High Point University The Proliferation of Professional Statements on Academic Working Conditions James C. McDonald, University of Louisiana, Lafayette G10 Alvarado DE ASSESSMENT Eating an Elephant One Bite at A Time: Baby Steps to Large-Scale Programmatic Assessment Sheila Carter-Tod, Virginia Tech Strong Composition: Using Program Strength Quotient to Build a Better Program William Lalicker, West Chester University What Does Accreditation Mean for Independent Writing Departments and Programs? Cindy Moore, Loyola University Maryland Connecting our methods: A discussion about research, methodology, method, and stakeholders Marc Scott, New Mexico State University 11:30am – 1:15pm ALVARADO DE · Buffet Lunch · Awards WPA Best Book Award, presented by Elizabeth Wardle WPA-GO Travel Grant Awards, presented by Megan Schoen, Patti Poblete , Todd Ruecker, Cristyn Elder and Laurie Pinkert · Plenary Address “Writing Programs in Global and Multilingual U.S. Higher Education: The Implications of the Myth of Linguistic Homogeneity for WPAs” Paul Kei Matsuda, Arizona State University. Introduced by Kelly Ritter, University of North Carolina at Greensboro 1:30pm- 2:45pm H SESSIONS H1 Alvarado A MENTORING Writing for WPA: A Session with the Journal’s editors Alice Horning, Oakland University Debra Dew, University of Colorado Colorado Springs
H2 Alvarado B THEORY/RESEARCH Teaching against the Grain: Defending, Defining, Lauding, Questioning and Other Gerunds Kathleen Klompien, California State University, Channel Islands Mysti Rudd, San Juan College Jennifer Johnson, University of California Santa Barbara Nicole Warwick, California State University, Northridge H3 Alvarado C THE FUTURE OF FYC Connecting Point A to Point B: Professional Development in a Writing Program Beth Brunk-Chavez, University of Texas at El Paso Randall Monty, University of Texas at El Paso Todd Ruecker, University of Texas at El Paso Judith Fourzan-Rice, University of Texas at El Paso H4 Alvarado F THEORY/RESEARCH Why Mentorship Matters to Us: A Discussion of the Effects of (Under)Representation of Faculty of Color on Junior WPAs Christine Garcia, University of New Mexico Danny Bogert, University of New Mexico Genevieve Garcia de Mueller, University of New Mexico Natasha Jones, University of New Mexico H5 Alvarado G THEORY/RESEARCH Re/framing Professionalization and Collaboration: The Interconnected Work of WPA and the National Writing Project Lil Brannon, University of North Carolina at Charlotte Will Banks, East Carolina University Kerri Flinchbaugh, East Carolina University Stephanie West-Puckett, East Carolina University Lacy Manship, University of North Carolina at Charlotte Meaghan Rand, University of North Carolina at Charlotte H6 Alvarado H LITERACY/OUTREACH Narrating, Building, and Framing a Space for Literacy / ies --Across Disciplines, Colleges, Public Schools, and Local Communities Teagan Decker, University of North Carolina at Pembroke Brittany Glenn, University of North Carolina at Pembroke Scott Hicks, University of North Carolina at Pembroke David Marquard, University of North Carolina at Pembroke Jacob Steiner, University of North Carolina at Pembroke
H7 Weavers THE FUTURE OF FYC Curricular Revision in Interesting Times: How Plato and TED Will Shape the Work of First-Year Writers at a Critical Juncture in the History of a University Writing Program Edgar Singleton, The Ohio State University Michael Bierschenk, The Ohio State University Ashley Caveda, The Ohio State University Marion Wolfe, The Ohio State University H8 Turquoise MULTI-LINGUAL/MULTI-CULTURAL Improving Student Agency in First-Year Composition Placement Decisions: From Theory to Action Tanita Saenkhum, Arizona State University Transculturation, Globalization, and Writing as Global Citizens: Implications for Student Learning Outcomes Jerry W. Lee, University of Arizona English Language Program and Freshman Composition: A Disconnect? Jada Augustine, California State University, Northridge Bringing Learning Communities Together through Community Service: Expanding a Literacy Center Project Carissa Pokorny-Golden, Kutztown University of Pennsylvania H9 Potters WAC/WID WAC/WID: From Writing Consultant Program to Faculty Learning Community Richard Matzen, Woodbury University The “Rhetoric Project”: Integrating Rhetoric into the Algebra Project’s Social-Justice Mission Paul Feigenbaum, Florida International University What Can Open Science Tell Us about Composition, Research, and Writing Program Administration? Michelle Sidler, Auburn University Engaging Students/Connecting Literacies: Using Case Studies to Foster Critical Writing, Reading, and Thinking Angela Petit, Idaho State University Sonja Launspach, Idaho State University H10 Alvarado DE THEORY/RESEARCH The Graduate Course in Writing Program Administration: Lessons and Prospects This session is sponsored by Conference on College, Composition and Communication The Course-Long Program Investigation as Site for Applied Learning Chris M. Anson, North Carolina State University ‘Who Would Want to Do this Job?’: Addressing the Cautionary Tone of Writing Program Administration Scholarship” Susan Miller-Cochran, North Carolina State University Preparing Future WPAs to Work with Stakeholders Duane Roen, Arizona State University Testing the Waters of WPA Work: The Importance of Hands-On Administrative Experience Diane Kelly-Riley, Washington State University
WPA Seminar as a Professional Community: Workshopping Program Design Shirley K. Rose, Arizona State University Jacob Babb, University of North Carolina at Greensboro 2:45pm- 2:55pm BREAK North Atrium 3:00pm- 4:15pm I SESSIONS I1 Alvarado A WAC/WID Picturing the Whole Elephant: Integrating Writing Practices across a Large State University Campus Sandra Tarabochia, University of Oklahoma Moira Ozias, University of Oklahoma Dan Emery, University of Oklahoma George Cusack, University of Oklahoma I2 Alvarado B FRAMEWORK/K-16 Accidental Tourists on the ‘Mother Road:’ Route 66 and Other Myths Michelle Hall Kells, University of New Mexico Brian Hendrickson, University of New Mexico I3 Alvarado C THEORY/RESEARCH Placing Your “Brand”•: Writing Programs Visibility Work and Identity Construction Shirley Rose, Arizona State University Zach Waggoner, Arizona State University Dan Bommarito, Arizona State University Brent Chappelow, Arizona State University I4 Alvarado F DIGITAL Rubrics, Reflections, Raters, and Resources: Developing a Strategy for ePortfolio Writing Assessment from First-year Comp to Capstone Writing Certificate Christy Desment, University of Georgia Deborah C. Miller, University of Georgia Allison K. Lenhardt, University of Georgia Elizabeth Davis, University of Georgia Beth Beggs, University of Georgia I5 Alvarado G MENTORING MP Queer Mentoring: Guiding Queer Lines of Communication Mark McBeth, John Jay College of Criminal Justice I6 Alvarado H DIGITAL Teaching with Technology: What Exactly Do We Mean by "Digital Literacies"?
Jeannie Waller, University of Arkansas, Fayetteville Evelyn Baldwin, University of Arkansas, Fayetteville Amy Hodges, University of Arkansas, Fayetteville Jennifer Mallette, University of Arkansas, Fayetteville I7 Weavers MULTILINGUAL/MULTICULTURAL Writing Programs Worldwide: Results of the International WAC/WID Mapping Project Chris Thaiss, University of California, Davis First-Year Composition Classrooms as Frontiers/Borders Sonia C. Arellano, Texas State University-San Marcos Improving Articulation between Intensive English Programs and First-Year Composition Matthew J. Hammill, Arizona State University Appealing to All Writers: Best Practices in Promoting an Inclusive Virtual Environment Anne Maxham, Antioch University I8 Turquoise DIGITAL Stimulating Intellectual Curiosity in the Age of Technology and Overstimulation Roy Vallis, University of California, Santa Barbara Sustainability, Flexibility: Supporting Technology Use in and Beyond the Classroom Susan Miller-Cochran, North Carolina State University The Reading e-Portfolio in the "Age of Distraction" Matthew Parfitt, Boston University Using Infographics to Represent the Work of Writing Programs Madeleine Sorapure, University of California, Santa Barbara I9 Potters WAC/WID Justice and Writing Matters: Assessing a WAC Social Justice Core Michelle Filling, Cabrini College What do we do with a Stagnant WAC Program? The Writing Emphasis Courses at University of Arizona Elizabeth Leahy, University of Arizona Promoting Disequilibrium: WAC Colleagues’ Self-Representations of Change Peter M Gray, Queensborough Community College WAC via YouTube and Webpages Diane Boehm, Saginaw Valley State University I10 Alvarado DE THEORY/RESEARCH A New Stage for the NSSE Writing Questions – WPA’s Continued Involvement This session is sponsored by the Conference on College, Composition and Communication Paul V. Anderson, Elon University Chris M. Anson, North Carolina State University Robert M. Gonyea, Indiana University, National Survey of Student Engagement Charles Paine, University of New Mexico
4:15pm- 4:25pm BREAK North Atrium 4:30pm- 5:45pm J SESSIONS J1 Alvarado A THEORY/RESEARCH So, What about Graduate Students? Strategies for Building Cross-Campus Graduate Writing Initiatives Steve Simpson, New Mexico Tech Julie Ford, New Mexico Tech Sharon Sessions, New Mexico Tech Jay Jordan, University of Utah J2 Alvarado B WAC/WID Writing like a Psychologist: Experimenting with a Writing/Psychology Linked Course Keith Rhodes, Grand Valley State University Dauvan Mulally, Grand Valley State University Craig Hulst, Grand Valley State University J3 Alvarado C THE FUTURE OF FYC Taking First-Year Composition Outside Alison Sutherland, Arizona State University Emily Hooper, Arizona State University Ryan Shepherd, Arizona State University Gaps between Theory and Practice: Their Implications for First-Year Programs Patrick Shaw, University of Southern Indiana J4 Alvarado F ASSESSMENT Accreditation, Quality Enhancement, and the WPA Laurie Cubbison, Radford University Erin Webster-Garrett, Radford University Mary Ann Bushman, Illinois Wesleyan University Jeffrey Schonberg, Angelo State University J5 Alvarado G THEORY/RESEARCH WPA Work at Small Liberal Arts Colleges --A Special Kind of Locality II Jill Gladstein, Swarthmore College Julio Alves, Smith College Mary Ann Bushman, Illinois Wesleyan University Charles Eastman, Whittier College John Miles, Wofford College Tracy Santa, Colorado College Joel Wingard, Moravian College Note: Linked session to D9 (II Requirements)
J6 Alvarado H FRAMEWORK/K-16 Shifting Directions: Emerging Values, Pedagogies, and Literacies in K-16 Writing Instruction Justin Young, Eastern Washington University Sean Agriss, Eastern Washington University Charlie Potter, Eastern Washington University J7 Weavers DIGITAL A Roundtable of Ejournal Editors: Digital Spaces that Support and Expand Writing Program Goals Julianne Newmark, New Mexico Tech Megan Varelmann, University of Texas at Austin Chris Werry, San Diego State University Christina LaVecchia, University of Cincinnati Leah Sneider, University of New Mexico Lindsey Ives, University of New Mexico J8 Turquoise PEDAGOGY I Didn't Know This Was a Writing Class! : Fostering Connections Between Composition and Literature Approaches Annarose Fitzgerald, University of New Mexico Is There Still Room? Can a Literary Critic (still) Be a WPA? Becky L. Caouette, Rhode Island College Writing Is a Conversation: Exploring Relationships Between Written and Spoken Communication in Composition Pedagogy Johannah Rodgers, City University of New York/New York City College of Technology FUSE: Bringing faculty and students together to build a better magazine. Catherine Dent, Susquehanna University Amy Persichetti, Cabrini College J9 Potters ASSESSMENT What Writing Programs Should Learn from Thirty Years of Educational Policies and Practices Shaped by A Nation at Risk. Joanne Addison, University Colorado Denver Making Lemonade: How a Dual Credit Program Makes Friends with a JWPA Darci Thoune, University of Wisconsin-La Crosse Measuring Local Literacy: The Problem with Holistic Grading in the Florida Comprehensive Assessment Test (FCAT) Alison Reynolds, University of Florida Gareth Hadyk-DeLodder, University of Florida Assessing the Assessments with the Framework for Success in Postsecondary Writing Peggy O'Neill, Loyola University Maryland J10 Alvarado DE MENTORING The Fight for WRIT 381: A Campus' Reaction and A Program's Defense
Kelly Kinney, Binghamton University, State University of New York When Mentoring Fails Linda Bergmann, Purdue University MP --Our Program’s Best Resource: Innovative, Confident, Successful Instructors Rebecca E. Burnett, Georgia Institute of Technology On Getting Buy-In from Campus Stakeholders for Starting a Campus-Wide Internship Clearinghouse? Damian C. Koshnick, Northern Arizona University 6:00pm- Isotopes Baseball Game Come watch Albuquerque’s minor league baseball team, the Isotopes, play. Cheer along with Orbit, the Isotopes’ mascot, as they go for a big win against the Iowa Cubs. An array of classic baseball fare will available for dinner at Ballpark for you to enjoy!
Sunday, July 22nd 6:30am – 8:30am North Atrium Buffet Breakfast 8:45am – 10:15am Alvarado ABCD WPA Town Hall Meeting, Future Planning, and Conference Debriefing 10:30am- Roadrunner Run We invite you to lace up your sneakers and give the road runners a challenge. This informal 5K (3.1 mile) run/walk gives you the opportunity to stretch out your stiff conference legs and take in the scenery of Albuquerque. The speedy birds have selected a gentle course so all skill levels are welcome. We will meet in the lobby of the Hotel Albuquerque at Old Town and travel together west along Mountain View Road and then run briefly along the scenic Paseo del Bosque Trail before heading back to relax at the Hotel after a great conference. 10:30am- 12:00pm Fireplace CWPA Executive Board Meeting (Closed Session)
[Figure 18]