Sunday 7/8 - Wednesday 7/11
9:00 - 4:30 / WPA Summer Workshop / Dolores
Thursday 7/12
9:00 - 4:00 / Assessment Institute / Dolores
9:00 - 4:00 / Research Institute / Abbey South
5:30 - 7:00 / Plenary session with Kyoko Sato / Palm A, B, C
7:00 - 8:00 / Opening reception / Palm A, B, C
Dinner on your own
Friday 7/13
6:30 - 8:30 / Breakfast buffet voucher in your packet / Mission Grill buffet
8:30 - 9:30 / Plenary session with Jaime Mejia / Palm A, B, C
9:30 - 10:00 / Discussion sessions / Palm A, B, C
10:00 - 10:30 / Break / Palm A, B, C
10:30 - 11:45 / Concurrent sessions A
11:45 - 1:00 / Lunch / Mission Grill buffet
1:00 - 2:15 / Concurrent sessions B
2:15 - 2:45 / Break / Palm A, B, C
2:45 - 4:15 / Concurrent sessions C
4:15 - 5:45 / Concurrent sessions D
5:45 - 6:45 / WPA Editorial Board (closed session) / Xavier
6:30 - 7:30 / Cocktails / University Club, ASU
7:30 -- / Banquet with Edward M. White as the featured speaker / awards / Old Main Ballroom, ASU campus
Saturday 7/14
6:30 - 8:30 / Breakfast buffet voucher in your packet / Mission Grill buffet
8:30 - 9:45 / Concurrent sessions E
9:45 - 10:15 / Break / Palm A, B, C
10:15 - 11:45 / Concurrent sessions F
11:45 - 12:45 / Box lunch / Palm A, B, C
12:15 - 1:15 / Plenary session with Doug Hesse, Jennifer Campbell, and Eliana Schonberg / Palm A, B, C
1:15 - 1:45 / Discussion sessions / Palm A, B, C
1:45 - 3:00 / Concurrent sessions G
3:00 - 4:30 / Concurrent sessions H
4:45 or so / Leave for baseball game
Dinner on your own
Sunday 7/15
6:30 - 8:30 / Tables reserved in buffet area for Special Interest Groups
8:30 - 10:00 / Town Hall Meeting and conference close / Palm A, B, C
Breakdown of Panels and Workshops
Friday July 13th
Concurrent Sessions A (10:30-11:45a)
A1 Ironstone
Professional Development Workshop
Mapping WPA Spaces: Creative Approaches to Creative Work
Rita Malenczyk, Eastern Connecticut State University
Lauren Fitzgerald, Yeshiva University
A2/B2 Sand Lotus
(Double Panel Session) Program Development Workshop: The History, Theory, and Practice of Good Program Assessments
Cindy Moore, Eastern Kentucky University
William MacCauley, College of Wooster
Brian Huot, Kent State University
A3: Dolores
WPA Perspectives on Information Literacy: First-year Writing at the Core of Accreditation
“Information Literacy: First-year Writing at the Core of Accreditation”
Amy Childers, North Georgia College & State University
Joyce Stavick, North Georgia College & State University
Tanya Bennett, North Georgia College & State University
“Information Literacy and Writing: A Rhetorical Analysis of Standards and
Outcomes”
Barbara D’Angelo, Arizona State University
A4: Capistrano
Reconsidering Readiness for WPAs
"Revisiting ‘The WPA’s Progress' Survey Twenty Years Later: Practices, Prospects, and Preparation”
Jonikka Charlton, University of Texas-Pan Am
Shirley K Rose, Purdue University
“The Metic Down the Hall: A Neosophistic Defense of Writing Program
Administration”
Rob Lively, University of Nevada-Reno
A5: Wind Flower
New Media and the Changing "Faces" of Writing Programs
“Remediating Writing Program Administrators”
Carrie Leverenz, Texas Christian University
“First-Year Writing Instruction: Mapping and Bridging Multiple Literacies for the 21st Century”
Dwedor Ford, Clayton State University
“Listening to Our Students: Identity, Facebook, and Writing Programs”
Tom Pace, John Carroll University
A6: Xavier
(Re)Writing the University: Promoting Critical College Literacy in First-Year Composition
“A Theoretical Frame for Critical College Literacy”
Rachel Lewis, University of Arizona
“Analyzing the Academy as a Rhetorical Construct”
Ronald Lorette, University of Arizona
“Using the College Experience to Teach Academic Writing”
Laurie Morrison, University of Arizona
A7: Cavetto
Classrooms and Centers: From Handmaid to Dominatrix to Collaborator
Joan Mullin, University of Texas-Austin
Barbara Schneider, University of Toledo
A8: Colonnade
Perspectives on Conflict
“’Able Not to Speak’ vs. ‘Not Able to Speak’? A WPA Reads Lyotard, Ponders Differends, and Plays Administrative Language”
Karla Saari Kitalong, University of Central Florida
“Conflict Management in Writing Programs”
Richard Johnson-Sheehan, Purdue University
“A ‘Day-in-the-Life’ of a Writing Program Administrator: A Performance, an Essay, a Monologue”
David Maquard, University of Nevada-Reno
Concurrent Sessions B (1:00-2:15p)
B1 Capistrano
Professional Development Workshop
Crafting a WPA Peer Review Process
E. Shelley Reid, George Mason University
Irwin Weiser, Purdue University
B3: Ironstone
Case Study in Institutional Change: the First Full Year of the Independent University Writing Program at the University of California at Davis
Chris Thaiss, University of California
Gary Sue Goodman, University of California
B4: Cavetto
Encountering and Coordinating Change
“Moving past Stable: How outside evaluation can help a community-based
writing program grow beyond its initial success”
Tiffany Rousculp, Salt Lake Community College
Eli Goldblatt, Temple University
“Feminist WPA: A Graduate Student Prepares for the Known & Unknown”
Nick Plunkey, University of Nevada-Reno
B5: Xavier
Technology as a Means to WPA Readiness, Relevance, and Relationships
Jeffrey Jablonski, University of Nevada-Las Vegas
Ed Nagelhout, University of Nevada-Las Vegas
Glenn Blalock, Baylor University
B6: Dolores
Achieving Readiness and Relevance across the Curriculum
“Strengthening Relationships & Sharing Responsibilities: Arts & Sciences
Teaching Assistants Teach Writing”
Kimberly Harrison, Florida International University
“Part-Time Composition Faculty: The Essential Link Between Writing Center, Composition Program, and Writing-in-the-Disciplines” Richard Matzen Jr., Woodbury University
“From Tutor to Teacher: Readying TAs and Fostering WAC Relationships”
Georgianna Miller, University of Arizona
“Developing a Writing Lab within the Social Science College: A model for
embedding writing labs in academic colleges”
Joyce Adams, Brigham Young University
B7: Wind Flower
Marking and Making Progress
“Writing Program Administration as PhD”
Maggie McDermott, University of Missouri-Columbus
“’This Recipe Calls for Inexpensive and Accessible Household Items’: Creating a Certificate in the Teaching of Writing”
Becky Caouette, University of Connecticut
“Conceiving Graduate Writing: Where Are We Going, Where Have We Been?”
Gerri McNenny, Chapman University
Jan Osborn, Chapman University
B8: Colonnade
Tipping Points and Turning Points: WPAs Prepare for the Future
“Revisiting the 1988 Blair / Smith Debate: A Case for Hybrid Writing Classes”
Marty Patton, University of Missouri-Columbus
“Australian University Programs in Writing: Graduate and Discipline Futures”
Donna Lee Brien, University of New England
“Sites of Need/Sites of Change: Building ESL Instruction into the Teaching
Methods Course”
Kristine Hansen, Brigham Young University
Joe Janangelo, Loyola University Chicago
Concurrent Sessions C (2:45-4:15p)
C2 Ironstone
Professional Development Workshop
Untenured WPAs as Change Agents: When to Rule, When to Run, When to Hide
Doug Downs, Utah Valley State University
Barry Maid, Arizona State University
E. Shelley Reid, George Mason University
Rita Malenczyk, Eastern Connecticut University
C3: Xavier
Using Reflective Portfolios for Program Assessment in the Community College
Susan Pagnac, Des Moines Area Community College
Alan Hutchison, Des Moines Area Community College
Eden Peason, Des Moines Area Community College
C4: Colonnade
Readiness: When Preparation Involves Quick and Good Thinking
“For Our Next Trick: Balancing Innovation and the Status Quo in Writing
Program Review, or What Have We Done for Them Lately”
Marvin Diogenes, Stanford University
“Down and Out in English 101: The Director Teaches First-Year Composition”
Bob Broad, Illinois State University
C5: Wind Flower
Categorizing Multimodal Resources: Making Resource-Based Writing More Relevant to Our Students
Susan Miller-Cochran, North Carolina State University
Rochelle Rodrigo, Mesa Community College
C6: Dolores
Mission Impossible: Developing the George Washington University’s New Theme-Based Writing Program
Carol Hayes, George Washington University
Heather Schell, George Washington University
Melinda Knight, George Washington University
C7: Sand Lotus
“And this is relevant because..?” Tutor Development Programs and Tutors’ Goals
Lori Salem, Temple University
Betsy Allan, Temple University
Dan Gallagher, Temple, University
Jaime Longo, Temple University
Daniel Ellis, Temple University
Concurrent Sessions D (4:15-5:45p)
D2 Xavier
Professional Development Workshop
Reconstructing the WPA: Building an Inclusive Paradigm
William Klein, University of Missouri-St. Louis
Suellynn Duffey, University of Missouri-St. Louis
D3: Colonnade
Preparing Accreditation and Program Review
“From the State that Brought you ‘No Child Left Behind’: Composition
Curriculum and the Texas Legislature
Pat Tyrer, West Texas A&M University
“At the Corner of 4th & Main: Preparing for Program Review when Institutional Documents Never Intersect Our Program's Function” Adrien Lowery, Azusa Pacific University
D4: Ironstone
A Great Divide? Literature Graduate Students as WPAs
Melissa Ianetta, University of Delaware
Kate Slaugh-Sanford, University of Delaware
Michelle Filling, University of Delaware
D5: Sand Lotus
Fourth-Generation WAC: Three Case Studies
Bill Condon, Washington State University
Carol Rutz, Carleton College
Stephen Wilhoit, University of Dayton
D6: Dolores
New Directions in Curriculum Development
“Constructing a Big Text: Developing a Multimodal Plan for Composition
Instruction”
Joyce Walker, Western Michigan University
“Room for One More?: Benefits and Challenges of Moving Service Learning into the WPA’s (Already Crowded) House”
Terri Fredrick, Eastern Illinois University
“Designing a Writing Course on Human Rights”
Patricia Dodd, Brookhaven College
D7: Wind Flower
Interdisciplinary Diversity in the Urban University: A New Model for Writing Mentors
Regina Clemens, Arizona State University
Rosemarie Dombrowski, Arizona State University
Sarah Dean, Arizona State University
Saturday July14th
Concurrent Sessions E (8:30-9:45a)
E1 Capistrano
Program Development Workshop
Preparing a Program Self-Study (Sponsored by the WPA Consultant—Evaluator Service)
Doug Hesse, University of Denver
Edward M. White, University of Arizona
E2 Ironstone
Professional Development Workshop
Writing for the WPA Journal
William Macauley, College of Wooster
Deirdre Pettipiece, Cheyney University
Timothy Ray, West Chester University of Pennsylvania
E3: Colonnade
Riding the Waves: The Ongoing Work for Preparation
“All by Ourselves: Facing the Accreditation Review at a Small College” Kathleen McEvoy, Washington & Jefferson College
“Lemons into Lemonade: Readying Ourselves for CLA, NSSE, and Other
National Institutional Assessment Programs”
Michelle Sidler, Auburn University
“Problem-Solving for Constructive Program Assessment”
Shawn Hellman, Pima Community College
Simone Gers, Pima Community College
E4: Xavier
Ready or Not? On the Prospect of Becoming WPAs
Daylanne Markwardt, University of Arizona
Aja Martinez, University of Arizona
Ben Ristow, University of Arizona
David Sepulveda, University of Arizona
Denise Burgess, University of Arizona
E5: Wind Flower
Outcomes for Writing Across the Curriculum: Starting the Conversation
Chris Anson, North Carolina State University
Kathleen Blake Yancey, Florida State University
Martha Townsend, University of Missouri-Columbus
Paul Anderson, Miami University of Ohio
E6: Sand Lotus
WPA Research: Relevance and Responsibility
“Human Subjects Protocol and Mixed Messages: The Ideological Work of the Consent Process”
Jeanne Rose, Penn State University
“What Happened When I Took Stats and How it Changed My Comp Program”
Sandra Jamieson, Drew University
“Theories of Evolution: Conducting Archival Research in Writing Program
Administration”
Faith Kurtyaka, University of Missouri-Columbus
E7: Campanile
Developing Relationships through the WPA/The Three R’s, The Three Rs: Developing Readiness and Relevance Through Relationships
Linda Adler-Kassner, Eastern Michigan University
“"Overcoming Lonely Rhetor Syndrome: Creating a Rhet/Comp Community in the Small College"”
Dominic Delli Carpini, York College of Pennsylvania
“The Relevance of Location for First-Year Composition and Dual Enrollment Programs"
Heidi Estrem, Boise State University
"Walk it out: The Chi of Writing Program Administration"
Darsie Bowden, DePaul University
"Writing Program Administrator to Writing Program Assessor: Strategies for Making the Transition"
Peggy O’Neill, Loyola College
Concurrent Sessions F (10:15-11:45a)
F1 Program Development Workshop: Xavier
Reinventing a Small College Writing Program: Studying our Scratch
Carol Peterson Haviland, California State University
Lisa Lebduska, Wheaton College
F2 Capistrano
Program Development Workshop
Reviewing, Revamping and Creating Undergraduate Majors
Susan McLeod, University of California-Santa Barbara
Barbara L’Eplattenier, University of Arkansas at Little Rock
Barry Maid, Arizona State University at the Polytech Campus
Keith Miller, Arizona State University
Deborah Balzhiser Morton, Texas State University
Sandra Jamieson, Drew University
F3: Colonnade
New Media Documentation of Faculty and Program Development
“Three-Dimensional Writing: Reflective Video Assessment”
Colin Charlton, University of Texas-Pan Am
Jonikka Charlton, University of Texas-Pan Am
“The Celluloid Workshop: Film Documentation of Faculty Development” Mark McBeth, John Jay College of Criminal Justice
F4: Ironstone
The Role of the WPA in Creating and Sustaining Disciplinarily, or—A Polylogue on the Pursuit of Disciplinary Happiness
Debra Frank Dew, University of Colorado-Colorado Springs
Doug Downs, Utah Valley State University
E. Shelley Reid, George Mason University
Elizabeth Wardle, University of Dayton
Kate Ryan, University of Montana-Missoula
F6: Wind Flower
Researching FYC Programs: Investigating Student Readiness, Program Relevance, and Relationships between Writing Programs
Anis Bawarshi, University of Washington-Seattle
Angela Jones, Western Kentucky University
Angela Rounsaville, University of Washington-Seattle
Rachel T. Goldberg, University of Washington-Seattle
Mary Jo Reiff, University of Tennessee-Knoxville
Megan Kelly, University of Washington-Seattle
Nina Nell Haeckel, University of Tennessee-Knoxville
Sergio Casillas, University of Washington-Seattle
Sorina Dragoi, University of Tennessee-Knoxville
William Doyle, University of Tennessee-Knoxville
F7: Campanile
The Complexity of Readiness: Facing our Many Challenges
“Timed Writing versus Untimed Writing for Placement”
Irwin Peckham, Louisiana State University
“Grammatical Correctness? Syntactic Fluency?: A Historical Perspective on Writing Development”
Heather Camp, University of Nebraska-Lincoln
“Contesting the Territoriality of ‘Freshman English’: The Political Ecology of Dual Enrollment”
Miles McCrimmon, J. Sergeant Reynolds Community College
F8: Sand Lotus
Open Meeting with WPA Presidential Team
Joe Janangelo, Loyola University Chicago, President
Linda Adler-Kassner, Eastern Michigan University, Vice President
Shirley K Rose, Purdue University, Past President
Concurrent Sessions G (1:45-3:00p)
G1/H1 Capistrano
(Double Session) WPA Working Session: Writing Items on NSSE, a WPA/NSSE Collaboration
Charles Paine, University of New Mexico
Robert Gonyea, National Survey of Student Engagement
G2/H2 Colonnade
(Double Session) WPA Working Session: National Conversation on Writing (Sponsored by the WPA Network for Media Action)
Linda Adler-Kassner, Eastern Michigan University
Darsie Bowden, DePaul University
Dominic Delli Carpini, York College of Pennsylvania
Peter Vandenberg, DePaul University
G3: Ironstone
Portfolio Assessment as a Generative Process
“Program Assessment as Program Renewal”
Joseph Jones, University of Memphis
“Implementing Phase 2 Portfolio Assessment at the University of New Mexico”
John Miles, University of New Mexico
Whitney Myers, University of New Mexico
G4: Xavier
Building Relationships Through Dialogue
“Talk about the Weather: The WPA and Campus Climate Change” Michele Eodice, University of Oklahoma
“Building Working Relationships by Creating a Department Strategic Plan and Website”
Shawn Hellman, Pima Community College
G5: Cavetto
Reading Supportively: How Data can Lead to Professional Development
Karen Nulton, Educational Testing Service
Irene Clark, CalState Northridge
G6: Campanile
Results as Rhetoric: Exploring the Possibilities of Proactive Writing Research
Mike Garcia, University of New Hampshire
Elliott Gruner, University of New Hampshire
Jeff Ringer, University of New Hampshire
Concurrent Sessions H (3:00-4:30p)
H3: Ironstone
Balancing Act: A Conversation about the Purposes and Challenges of Assessment
Cynthia Martin, James Madison University
Violet Dutcher, Eastern Mennonite University
Anna Peibe, Ball State University
Dara Rossman Regaigon, Pomona College
Glenna Andrade, Roger Williams University
H4: Xavier
Preparing to Question Our Assumptions
“Creative Tutorials for Non-traditional, ESL Students”
Laura Bokus, Coldwell Community College and Technical Institute
“Communities and Conflicts: A Case Study of Competing Interests in Portfolio Grading”
Benjamin Miller, Columbia University
“Literacy and the Teaching of Writing: Reading Readiness is All”
Alice Horning, Oakland University
“The "First-Year" Assessment: Goals, Evaluative Criteria, and Student Products”
Roy Stamper, North Carolina State University
H5: Cavetto
Difference and Inequality: Building the Necessary Institutional Structures
Jennifer deWinter, University of Arizona
Daniel Griffin, University of Arizona
Jason Thompson, University of Arizona
H6: Sand Lotus
What’s Rhetoric Got to Do With It?
Thomas Miller, University of Arizona
Jillian Skeffington, University of Arizona
Star Madzerian, University of Arizona
H7: Campanile
Relevance: Understanding WPA Work in a Rapidly Changing World
“Online: The New Frontier, or Just Another Hoax?”
Jamie Thornton, Texas Christian University
“Getting Ready and Being Relevant: Can Writing Programs Prepare for LD
Students?”
Sharon James McGee, Southern Illinois University-Edwardsville
“The Millennials Come to Comp”
Christopher Strelluf, University of Missouri Columbia
“What You Need to Know to Prepare Graduate Students and New Teachers to Work with Returning Adult Students”
Michelle Navarre Cleary, DePaul University
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