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by Lisa Mastrangelo (Editor), Mark Blaauw-Hara (Editor)
WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 45.1 (Fall 2021): Letter from the Editorial Coordinators ESSAYS: In the Event of an Emergency: Crisis Management for WPAs by Kaitlin Clinnin Vision and Visibility: A Call to Feminist WPAs by Casie Fedukovich Dedicating Time and Space for Women to Succeed in the Academy: A Case Analysis of a Women Faculty Writing Program at a Research 1 Institution by Kristin Messuri and Elizabeth A. Sharp How Can We Better Support Teaching Multimodal Composition? A National Survey of Institutional Professional Development Efforts by Chen Chen The Tacit Values of Sourced Writing: A Study of Source "Engagement" and the FYW Program as Community of Practice by Donna Scheidt and Holly Middleton "I Know It's Going to Affect My Teaching" What Emerging Teachers Learn through Tutoring Writing by Dorothy Worden-Chambers and Amy E. Dayton The Laborious Reality vs. the Imagined Ideal of Graduate Student Instructors of Writing by Ruth Osorio, Allison Hutchison, Sarah Primeau, Molly E. Ubbesen, and Alexander Champoux-Crowley BOOK REVIEW: Emotional Identity and Dexterity: A Review of The Things We Carry by Jackie Hoermann-Elliott REVIEW ESSAY: Compassion and Social Justice: What We Can Learn from Sixteen Teachers Teaching by Charles Grimm
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by Lisa Mastrangelo (Editor), Mark Blaauw-Hara (Editor)
WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 45.1 (Fall 2021): Letter from the Editorial Coordinators ESSAYS: In the Event of an Emergency: Crisis Management for WPAs by Kaitlin Clinnin Vision and Visibility: A Call to Feminist WPAs by Casie Fedukovich Dedicating Time and Space for Women to Succeed in the Academy: A Case Analysis of a Women Faculty Writing Program at a Research 1 Institution by Kristin Messuri and Elizabeth A. Sharp How Can We Better Support Teaching Multimodal Composition? A National Survey of Institutional Professional Development Efforts by Chen Chen The Tacit Values of Sourced Writing: A Study of Source "Engagement" and the FYW Program as Community of Practice by Donna Scheidt and Holly Middleton "I Know It's Going to Affect My Teaching" What Emerging Teachers Learn through Tutoring Writing by Dorothy Worden-Chambers and Amy E. Dayton The Laborious Reality vs. the Imagined Ideal of Graduate Student Instructors of Writing by Ruth Osorio, Allison Hutchison, Sarah Primeau, Molly E. Ubbesen, and Alexander Champoux-Crowley BOOK REVIEW: Emotional Identity and Dexterity: A Review of The Things We Carry by Jackie Hoermann-Elliott REVIEW ESSAY: Compassion and Social Justice: What We Can Learn from Sixteen Teachers Teaching by Charles Grimm
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