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Drexel seeking Director of the Freshman Writing Program

Drexel University is seeking an Assistant Professor of English to serve as the Director of the Freshman Writing Program, housed in the Department of English and Philosophy (www.drexel.edu/coas.engphil). This full-time, tenure-track appointment begins in July 2007.

Duties of the Director of the Freshman Writing Program would include setting the goals and objectives of Drexel’s first-year writing program; designing, developing, and continually improving the program’s curriculum; administering freshman writing courses (between 90 and 120 sections each term); supervising and coordinating faculty; and representing the Program within the university and in writing program administration organizations. The successful candidate will be an active voice in the planning and development of Drexel writing initiatives. In fulfilling these duties, the Director will have the help of the Assistant Director of the Writing Program.

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Post-Katrina: Life in America Writing Assignments

Friends--
I'm pasting in Lillian Bridwell Bowles recent WPA-L post from Baton Rouge.
--Shirley

From: Writing Program Administration on behalf of Lillian B Bowles
Sent: Fri 8/18/2006 11:39 AM
To: WPA-L@asu.edu
Subject: Post-Katrina, Life in America Writing Assignments

Dear WPA Colleagues,

I met a new first-year writing instructor last weekend who told me that she and her husband are in utter culture shock after their move from another state to Louisiana. The conditions here are still desperate for many Louisianians as we brace for more potential hurricanes. Displaced children

AACU Response to Spellings Commission Report

Dear Members of the Council of Writing Program Administrators

Today the Executive Committee of the Board of Directors of the Association of American Colleges and Universities issued a response to the third draft of the Spellings Commission Report. The AACU statement is at this URL:
http://www.aacu.org/About/statements/SpellingsFinalDraft.cfm

I've also pasted it in below.
The Council of Writing Program Administrators is an Affiliate of AACU.

AACU Letter and Response:
Dear Colleagues,

Today, the Association of American Colleges and Universities (AAC&U) is releasing a statement (below) on the draft report of the Spellings Commission on the Future of Higher Education. The commission held its final meeting today, which included discussion of its third draft report, released on August 4, 2006.

Good Press about the WPA Conference in Chattanooga

An announcement about recent WPA conference is currently posted on the website of the University of Tennessee at Chattanooga. To view the story online, go to http://www.utc.edu/news06/wpa.php. Since these news stories are generally posted for only a week, I'm also pasting the story below for all to see. Thanks again to all the conference participants for making the meeting in Chattanooga such a success.

--Lauren

Council of Writing Program Administrators Meets in Chattanooga

The Council of Writing Program Administrators (WPA), the professional organization for university faculty who design and direct college writing programs, gathered at the Chattanooga Choo-Choo recently, where more than 200 participants from nearly 50 states were registered for a conference, according to Dr. Lauren Sewell Ingraham, Associate Professor of English and Director of Composition, and Local Arrangements Chair WPA 2006.

WPA Book Award Announced

The Council of Writing Program Administrators is pleased to announce its 2004-2005 Award for Best Book on Writing Program Administration.

Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline, edited by Barbara L’Eplattenier and Lisa Mastrangelo (Parlor Press, 2004) has been selected for the Council of Writing Program Administrator’s Best Book Award for 2004-2006.

The Council of Writing Program Administrators has established this award as part of its efforts to develop and promote an understanding of writing program administration as intellectual work of depth, sophistication, and significance. The Awards Committee employed the following criteria for selection:

Preparing Graduate Students for WPA Positions

On WPA-L today, Shirley Rose asks, "How many schools are offering graduate coursework in writing program administration?"

You can respond to her question by sharing information @ CompFAQs:

Start here for an explanation and links to the form you can use to share your course information:

http://comppile.tamucc.edu/wiki/WPA-GraduateCourses/HomePage

Monograph on Civic Engagement in the First Year of College

The National Resource Center for The First-Year Experience and Students in Transition and The New York Times invite the submission of case studies for Civic Engagement in the First Year of College, a new volume in The First-Year Experience Monograph Series. This publication will describe programs and courses that develop students’ civic literacy and engagement and will offer strategies for designing, implementing, and assessing such initiatives.

At last March's CCCC in Chicago, I attended a number of sessions on freshman writing courses that were using civic engagement deliberately and effectively. I've written to those presenters directly, and I'd like to hear from other professors whose work should be featured in the monograph. The Call is posted in the CFP Forum. Please consider submitting and/or forward it to colleagues.

Call for Submissions -- Monograph -- Civic Engagement in the First Year of College

Call for Submissions

Civic Engagement in the First Year of College

The National Resource Center for The First-Year Experience and Students in Transition and The New York Times invite the submission of case studies for Civic Engagement in the First Year of College, a new volume in The First-Year Experience Monograph Series. This publication will describe programs and courses that develop students’ civic literacy and engagement and will offer strategies for designing, implementing, and assessing such initiatives.

Civic engagement is not learned as a discreet set of outcomes; it must be experienced and learned in an integrated context. Successful civic engagement initiatives encompass four strands: (a) civic literacy, knowledge of the principles of democracy and of the history and the Constitution of the United States; (b) democratic/citizenship skills and political involvement; (c) experiential learning; and (d) critical thinking and reflection.

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