© 2002 – Routledge
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 interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.
"…the book is exactly what its name suggests: a resource that WPAs will grab in cases of need or scholarly interest. This is also where it excels, so long as the reader does not expect to find ready-made solutions to vexing emergencies. Instead, readers will find a reliable general guide to the best of what WPAs have been thinking, discussing, and publishing in most of the critical areas of WPA experience, with consistently excellent bibliographies to guide further inquiry…I value this book highly, and in many ways its quality establishes the high expectations by which I have found reasons also to wish for more. I am glad that I read it, and I strongly recommend it for all of its intended audiences. I simply hope that many experienced WPAs will offer assistance in its use to those who might not know what they have in their hands--or why they ought to pick it up in the first place."
Contents: L.Z. Bloom, Foreword. Introduction. Part I: Instituting Change. L.W. Phelps, Turtles All the Way Down: Educating Academic Leaders. D.D. Hesse, Politics and the WPA: Traveling Through and Past Realms of Experience. T. Enos, Reflexive Professional Development: Getting Disciplined in Writing Program Administration. G. Stygall, Certifying the Knowledge of the WPAs. D. Desser, D. Payne, Writing Program Administration Internships. E.M. White, Teaching a Graduate Course in Writing Program Administration. S.H. McLeod, Moving Up the Administrative Ladder. D.E. Schwalm, Writing Program Administration as Preparation for an Administrative Career. V. Pantoja, N. Tribbensee, D. Roen, Legal Considerations for Writing Program Administrators. S.C. Brown, Applying Ethics: A Decision-Making Heuristic for Writing Program Administrators. J. Schilb, The WPA and the Politics of LitComp. E.E. Schell, Part-Time/Adjunct Issues: Working Toward Change. Y. Merrill, T.P. Miller, Making Learning Visible: A Rhetorical Stance on General Education. S. Crowley, How the Professional Lives of WPAs Would Change if FYC Were Elective. Part II: Instituting Practice. C.M. Anson, Figuring It Out: Writing Programs in the Context of University Budgets. J. Gunner, Collaborative Administration. D.J. Royer, R. Gilles, Placement Issues. S.K. Rose, I. Weiser, The WPA as Researcher and Archivist. G.R. Glau, Hard Work and Hard Data: Using Statistics to Help Your Program. C. Burnham, Reflection, Assessment, and Articulation: A Rhetoric of Writing Program Administration. A-M. Hall, Expanding the Community: A Comprehensive Look at Outreach and Articulation. J.K. Ferganchick, Contrapower Harassment in Program Administration: Establishing Teacher Authority. K.S. McAllister, C.L. Selfe, Writing Program Administration and Instructional Computing. C.P. Haviland, D. Stephenson, Writing Centers, Writing Programs, and WPAs: Roles by Any Other Names? M. Morgan, The GTA Experience: Grounding, Practicing, Evaluating, and Reflecting. A. Brobbel, M. Hinojosa, C. Nowotny-Young, S. Penfield, D.R. Ransdell, M. Robinson, D. Scagliotta, E. Toso, T. Warnock, J.D. White, GAT Training in Collaborative Teaching at the University of Arizona. V. Holmsten, This Site Under Construction: Negotiating Space for WPA Work in the Community College. M.A. Townsend, Writing Across the Curriculum. B.M. Maid, More Than a Room of Our Own: Building an Independent Department of Writing. R. Jackson, P. Wojahn, Issues in Writing Program Administration: A Select Annotated Bibliography. Appendices: Portland Resolution. Evaluating the Intellectual Work of Writing Administration. WPA Outcomes Statement for First-Year Composition.