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CFP: Tapping Institutional Opportunities (Fall 2012 CarolinasWPA Conference)

Ninth Annual CarolinasWPA Fall 2012 Conference

 

Tapping Institutional Opportunities

 

September 17-19, 2012 | Wildacres Retreat, Little Switzerland, NC (Directions)

 

*Proposal deadline: Friday, August 24th

 

Conference Theme and Design – The Carolinas Writing Program Administrators will hold its annual fall gathering at Wildacres Retreat Center with occasion for attendees to reflection on a variety of local priorities, providing possibilities for advancing goals associated with local writing programs. Those local priorities might range from QEPs to program collaborations to strategic planning initiatives to any number of other partnerships. We especially invite proposals that focus on ways that regional WPAs have established partnerships among their writing programs.

 

We will also offer time at Wildacres for WPAs who are planning to attend SAMLA in November to meet and discuss, so if you are part of a SAMLA panel, please let us know how much time you would like to have for a planning session.

 

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 about tapping institutional opportunities.

 

The conference will begin at 5:00 pm on Monday, September 17, and will conclude at 10:00 am on Wednesday, September 19.

 

Featured session leaders to be announced.

 

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:

 

Include a description of some local priority that you have as a WPA:

  • Are you presenting as part of the Carolinas SAMLA clusters? If so, what is your focus?
  • Are you working on a QEP, a professional development initiative, or a programmatic collaboration?
  • Are you involved with a strategic planning initiative or a partnership?
  • Can you share any heuristics or programming strategies of interest to other regional WPAs?

 

Provide the names and contact information (email and phone) for each person affiliated with your proposal. Be sure to title your proposal and submit it via email to Lynne Rhodes (lynner@usca.edu) and Tony Atkins (atkinsa@uncw.edu) by Fri., Aug. 24, 2012.

 

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 for all participants. 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 some colleagues from your institution.

 

Registration and Cost – The registration price of $170 includes lodging and 5 meals at Wildacres, as well as all conference materials. Registration will open August 3rd, and registration is due by September 3rd; space is limited, so register early.

 

Questions or Comments? – Contact Lynne Rhodes at lynner@usca.edu or Tony Atkins at atkinsa@uncw.edu.

CFP: Reclaiming Accountability

Reclaiming Accountability:

Using the Work of Re/Accreditation to Improve Writing Programs

Edited by Wendy Sharer, William Banks, Tracy Ann Morse, and Michelle F. Eble

 

In an era of increased public scrutiny and accountability, faculty and administrators at colleges and universities often shudder when they hear the word “accreditation.”  For many, implementing, tracking, and sustaining large-scale assessment of student learning for accreditation or reaccreditation purposes are daunting and joyless, but necessary, tasks. Yet, within the accreditation cycle, writing program administrators (WPAs) across the country have found the impetus for substantial, long-term change in composition and WAC programs. WPAs, in fact, are in a unique position to lead the development of a culture of assessment on their campuses and, through their efforts, to change campus understandings of and approaches to writing instruction in ways that have not been possible since the birth of the WAC movement. For example, as a condition for reaccreditation, the Southern Association of Colleges and Schools (SACS) requires institutions to design, implement, and assess a Quality Enhancement Plan (QEP), a university-wide, long-term (5 year) program aimed at improving some aspect of student learning. Many SACS-accredited schools have used the QEP to advance and improve writing instruction at their institutions because writing is central to endeavors across campus.

 

The editors of this proposed collection are faculty at a large, regional state university in the Southeast who chose to use reaccreditation as an opportunity, in a time of economic scarcity, to garner institutional and financial support for significant revisions to their composition and WAC programs. We seek to build a collection that will help faculty use accreditation to gain the kinds of benefits that we have witnessed, both at our own institution and through our studies of accreditation-related initiatives at other schools around the country.

 

More specifically, we hope to bring together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale, accreditation-supported initiatives. In addition to providing examples of how others in the profession might approach such work, the book will illustrate how faculty can use accreditation to cultivate campus-wide discussions of writing and to better meet local student learning needs.

 

We envision that the collection will be divided into three sections that correspond to the key stages of writing program enhancement projects: Development, Implementation, and Improvement.

 

Possible questions addressed in these sections include:

  • How have faculty from different areas of the country used accreditation / reaccreditation to cultivate campus-wide support for writing program development and change?
  • What strategies have WPAs used to engage faculty from across the university in productive discussion about changes to existing writing programs?
  • What kinds of large-scale changes to writing programs have WPAs undertaken in response to accreditation processes? Why? What theories inform these university-wide plans?
  • How have writing centers been part of accreditation-driven institutional change?
  • How can university-wide conversations help faculty across the institution move from the notion of remediation and inoculation in first-year writing courses to focusing on improving writing throughout the college experience?
  • What challenges—financial, curricular, administrative, etc.—do WPAs face in their efforts to develop and implement accreditation-related changes to composition and/or WAC programs?
  • How can WPAs increase faculty buy-in for large-scale changes?
  • What kinds of assessments have faculty used to measure the impact of the changes they have implemented in support of accreditation efforts? And what alterations have been made to improvement plans as a result of these assessments?
  • How might the fields of composition studies and writing program administration contribute to WPAs efforts to improve writing instruction through the accreditation process?
  • What have faculty learned about the processes of programmatic change through their work with accreditation? How are conversations about accreditation reshaping the field?

 

Submission Guidelines

We welcome proposals for case studies and critical essays, addressing successful implementations as well as challenges, that speak to the field’s role in re/accreditation. Please send an abstract of no more than 500 words and a short bio of approximately 150 words by October 1, 2012 to Dr. Wendy Sharer (sharerw@ecu.edu).

CFPs: Carolinas WPA at SAMLA (Due June 20)

CAROLINAS WRITING PROGRAM ADMINISTRATORS, SESSION I

The Challenges of WPA Work in the 21st Century

This session seeks to bring to the fore the most pressing issues of WPA work. Possible questions to be addressed by participants in this roundtable include, what are the current and most important challenges of doing WPA work? How should we respond to those challenges? How have facets of WPA work changed, declined, or improved within the past five years? What factors have contributed to changes in WPA work? Abstracts that address these questions or issues of ESL, technology, professional development, adjunct labor, graduate student development, etc. will be considered. We seek proposals that identify and address current issues affecting writing program administrators in the south Atlantic region of the country. Proposals from current WPAs are encouraged, but instructors of all ranks and all levels of experience are welcome to submit.

By July 1, 2012, please direct brief abstracts of approximately 250 words to Anthony Atkins, University of North Carolina Wilmington, at atkinsa@uncw.edu.

 

CAROLINAS WRITING PROGRAM ADMINISTRATORS, SESSION II

Making the Most of the QEP: Building Stronger Programs through the Accreditation Process

The Quality Enhancement Plan (QEP), a requirement of SACS accreditation, involves a five-year set of assessable initiatives aimed at improving some area of student learning. Because writing is so frequently identified as an area of student learning that needs improvement, and because writing often serves as a medium through which to measure and assess student learning, many WPAs and writing instructors have become heavily involved with the QEP on their campuses. This session seeks to bring together writing program personnel who have worked on a QEP to share insights about the various stages of the QEP process. Questions participants might address include the following: What are the advantages and/or disadvantages of a writing-focused QEP? What can a WPA do to raise administrative and campus-wide support for a writing-focused QEP? What are some common hurdles encountered in implementing a writing-focused QEP? What methods of assessment can be used to determine and document the impact of QEP initiatives that focus on improving student writing? In what ways can a composition and/or WAC program contribute to and benefit from a QEP that focuses on a topic other than, but closely related to, writing (i.e., critical thinking, global awareness, civic participation, etc.)?

By July 1, 2012, please direct brief abstracts of approximately 250 words to Wendy Sharer, East Carolina University, at sharerw@ecu.edu.

 

CAROLINAS WRITING PROGRAM ADMINISTRATORS, SESSION III

Alignments and Transitions: Preparing High School Students for Freshman Composition

Applebee and Langer’s snapshot of secondary writing instruction (2011) notes comparatively slight use of “evidence-based practices” in actual high school classroom writing instruction. The National Assessment of Educational Progress (NAEP) and similar nationally normed assessments also indicate that in high school settings, even with the availability of new technologies for writing and research, writing instruction typically consists largely of English teachers presenting a “typical assignment” to be completed in class, consisting of a few sentences setting out a pre-digested topic with expectations of a page or less to be graded. Thus many students, especially first-generation college attenders, are not prepared for the rigor of postsecondary education. When high school writing is more carefully aligned with college-level expectations, entering freshmen are more prepared and more likely to succeed in the college writing classroom. This panel will focus on local and state initiatives designed to increase articulation between the high school and college setting, such as the South Carolina Course Alignment Project. This call for proposal asks for panelists who have collaborated formally with articulation projects to examine how writing administrators and FYC instructors have collaborated intentionally with high school teachers to foster writing instruction that moves beyond formulaic testing. How can administrators reach out to secondary teachers? How can we better coordinate and align expectations for college-bound students during their secondary years? How can we better communicate expectations for regional campus writing programs?

By July 1, 2012, please direct brief abstracts of approximately 250 words to Lynne Rhodes, University of South Carolina Aiken, at lynner@usca.edu.

Charleston Southern University: Chair of the Bridge Program

The Bridge Program and English Department of Charleston Southern University, in Charleston, South Carolina, invite applications for the positions of Chair of the Bridge Program and/or Instructor or Assistant Professor of Bridge and English, with positions commencing July 1, 2012.  The Bridge Program at Charleston Southern is a developmental program in English and Mathematics with the goal of helping first year students become ready for college level studies.  The chair position requires budgetary oversight, supervision of faculty, coordination of the Writing Center and Math Lab, continuing and ongoing assessment, and coordination with the Chairs of English and Mathematical Sciences.

Applicants should have at least a Master’s in one of the contact disciplines (English or Mathematics); alternate degrees with at least 18 hours in the content area may also apply.  Ph. Ds or other suitable terminal degrees are preferred.  The Chair of the Bridge Program occupies a ten month position with a 3/3 teaching load; teaching primarily courses in Bridge English and first year composition.  Applicants should have experience teaching in developmental studies at the college level and experience in teaching college English as well as knowledge of developmental support apparatus such as focused advising and the Writing Center; administrative experience is preferred.  Applicants who wish to apply for the Instructor/Assistant Professor of Bridge English position (but not the chair position) may also apply.  Send a letter of interest, curriculum vita, and a list of references to Dr. Scott D. Yarbrough, Search Committee Chair, Charleston Southern University, NH 105, PO Box 118087, Charleston SC 29423-8087.  Applicants may apply electronically to syarbrou@csuniv.edu.

Charleston Southern University (www.csuniv.edu) is an independent comprehensive university with over 3,300 students and offers 57 undergraduate majors and graduate degrees in Education, Business, Criminal Justice and Nursing.  The University is affiliated with the South Carolina Baptist Convention.  Review of credentials will begin immediately and continue until the position is filled.

Charleston Southern University is a tobacco-free campus and does not discriminate on the basis of race, color, national or ethnic origin, disability or sex.

Davidson: Coordinator of Multilingual Writing

Davidson College is searching for a Coordinator of ESL and Multilingual Writing to create innovative and effective programming for students, tutors, and faculty. This individual will regularly assess the needs of our diverse student body, paying special attention to international students’ academic acculturation. She or he will develop curricular supports, engage in faculty development, and work with students in classroom and consultative settings. In addition, each year, he or she will teach two first-year writing courses designed for native and non-native writers. Graduate coursework in such fields as Applied Linguistics, Second Language Studies, Cross-Cultural Rhetorics, Rhetorical Theory, Writing Studies, or Literacy Studies preferred. Master’s degree required; PhD preferred. At least one year’s experience in teaching multilingual students at the college level required.  Interested applicants may visit http://jobs.davidson.edu/applicants/Central?quickFind=52463 to apply.  Davidson College is strongly committed to achieving excellence and cultural diversity, and welcomes applications from women, members of minority groups, and others who would bring additional dimensions to the college’s mission.

Board Member Patrick Bahls Publishes Book on Writing in the Quantitative Disciplines

New Board Member, Patrick Bahls, recently published a book of interest to Carolinas WPAs. Here’s more information directly from Patrick:

It gives me pleasure to announce the recent release of my new book, Student Writing in the Quantitative Disciplines: A Guide for College Faculty, now available from Jossey-Bass.

As we all know, designing engaging and effective writing assignments is one of the chief challenges facing teachers in any discipline. This challenge can be especially daunting to instructors in fields (like mathematics, engineering, and other quantitative disciplines) outside of the traditionally “writing-intensive” disciplines. Drawing on my long experience with writing in the disciplines, my text offers instructors in math-based disciplines meaningful approaches to making their coursework richer and more relevant for their students (as well as satisfying institutional imperatives for writing curricula!). Moreover, by contextualizing the writing done in quantitative courses, the text should prove useful to instructors of first-year writing, writing center staff, and all others engaged in the scholarship of composition and its teaching.

The book provides an overview of the ideas behind writing across the curriculum, writing in the disciplines, and writing-to-learn, as well as an introduction to writing process, assessing and responding to student writing, and developing meaningful writing activities…all tailored to teachers in quantitative-intensive areas. Included too are dozens of examples of writing exercises, from low-stakes two-minute activities to robust and richly structured projects.

I would be delighted to answer any questions you have about the book.

All the best,
Patrick Bahls

UNC-Charlotte: Full-time Lecturer in Technical/Professional Writing

The English Department at the University of North Carolina at Charlotte invites applications for a non-tenure-track, 9-month, full-time position as Lecturer in English, beginning August 15, 2012. The position carries a 4/4 teaching load in the Technical/Professional Writing program. This position is for two years, non-renewable. For consideration, apply online at https://jobs.uncc.edu with a letter of application, a vita, a statement of teaching philosophy, a sample syllabus, and names and contact information for three references.

Eligible applicants must have a minimum of a Masters degree in English or a related field, with experience teaching technical/professional writing or technical communication at the postsecondary level. Qualified candidates will exhibit a commitment to excellent teaching; an interest in, or experience with, incorporating technology into teaching and learning; demonstrated ability to contribute to diversity initiatives; and an understanding of technical writing in a global context. Applicants with experience as technical writers in professional, non-academic environments are preferred.

Candidates invited to interview will be asked to provide a teaching portfolio and three original letters of recommendation addressed to: Dr. Aaron Toscano, Technical/Professional Lecturer Search Committee Chair, Department of English, UNC Charlotte, 9201 University City Blvd., Charlotte, NC 28223. Interview candidates will also be asked to provide an official transcript from their academic institution addressed to Dr. Nancy Gutierrez, Dean, College of Liberal Arts and Sciences, same address.

Applicants are subject to criminal background checks.

Deadline for applications is April 23, 2012. UNC Charlotte strives to create an academic climate in which the dignity of all individuals is respected and maintained. To learn more about the UNC Charlotte English Department, visit our web site at http://www.english.uncc.edu.

Midlands Technical College: Full-Time Position Openings

Full-Time Position Openings

Application Deadline:  April 2, 2012

Midlands Technical College English Department—Columbia, SC

 

In Spring-Summer 2012, Midlands Technical College English Department is hiring to fill open positions for two (2) full-time faculty instructors, with appointments to begin in Fall 2012.  MTC’s English Department provides a collegial work environment for 20 full-time and approximately 40 adjunct instructors, teaching first and second-year English courses (composition and literature) to approximately 4000 students each fall and spring semester across multiple campuses.  Competitive salary and benefits package.

Basic Job Duties:

  • Teach six sections of composition and/or literature courses per semester as needed.
    • First-year composition course section enrollments are capped at 22 with second-year (200-level) literature surveys at 25, per NCTE standards.
    • In fall and spring semesters, instructors teach 6 sections per semester.
    • During our 10-week summer semester, instructors may opt to teach 4 sections at full-time salary, 2 sections at half-time salary, etc.
  • Advise students and serve on college and/or department committees.
  • Engage in professional development.
    • Professional development funds of up to $750 are available annually.
  • Participate in collection and analysis of student learning outcomes data.
  • Use online platforms to enhance teaching and learning in on-ground as well as (for those interested) hybrid and online course environments.
  • May teach classes at multiple campus and off-campus sites, including selected local high schools.

Qualifications:

  • Master’s Degree in English or related field with a minimum of 18 graduate semester hours in English required.
  • Doctorate or Master’s Degrees in English, Composition and Rhetoric, or Linguistics strongly preferred.
  • Demonstrated interest and expertise in teaching composition and literature courses in a college environment required, with preference to experience engaging diverse student populations.
  • Demonstrated interest in college writing program development also preferred.

 

How to apply:

From the MTC homepage http://www.midlandstech.edu  click on “Employment Resources”  (in the list to the left) then click on “Current Openings” and scroll down to the list of job openings where you’ll see our position announcement.   Applications and accompanying required materials (state application, transcripts, cover letter, resume or CV, teaching philosophy statement) will be accepted through April 2, 2012.

 

For further information, or if you have questions: 

Contact Dr. Rhonda Grego, English Department Chair, at gregor@midlandstech.edu or 803-738-7754

Job Ad: Lecturer in Literature & Language at UNC Asheville (Starting Fall 2012)

UNC Asheville’s Department of Literature and Language seeks candidates for a lecturer position beginning fall 2012. This full-time position demands teaching required courses in the department with a minimum of 24 hours per academic year. Candidates should have an advanced degree (Ph.D. or MA) in composition and rhetoric in hand by May 2012 and experience teaching composition at the college level. Candidates with degrees in an English-related field and a strong record of classroom experience teaching college writing will also be considered. Primary responsibility will include the regular teaching of our foundational writing course, LANG 120. A background in teaching diversity will be considered a plus. This position carries expectations for departmental and university service. The candidate will be expected to engage in scholarship that enables him/her to stay current with developments in the field.

Applications should include two documents: a letter of introduction that includes a statement of teaching philosophy and a CV that includes a list of references. Please send electronic applications attached in MS Word or PDF format to: Dawn McCann, dmccann@unca.edu using the following file naming conventions: lastname_CV.doc or lastname_letter.pdf.

UNC Asheville is the designated liberal arts institution in the UNC public university system and is located in the Blue Ridge Mountains of Western North Carolina. We encourage applications from traditionally under-represented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its mission and its commitment to excellence in the liberal arts.

UNC Asheville is an Affirmative Action/Equal Opportunity Employer.