This is a request for information regarding the issue of promotion and appropriate degrees. Although the policy may vary by institution, I am wondering if other institutions have promoted (as in rank) people who direct a writing program who do not have English degrees but have appropriate related degrees. In our case at La Sierra University (small, comprehensive Christian institution in CA), we have a person directing our Basic English, particularly writing, program who has been told she cannot be promoted beyond the rank of instructor since she holds 1) only an MA, and 2) her MA is an MA in Education (from Claremont)and not in English.
Build an academic career in beautiful Charlottesville, Virginia. If teaching is your passion not just a career PVCC is the place for you.
Piedmont Virginia Community College (PVCC) is located in Charlottesville, Virginia. The college enrolls over 4000 credit and 2000 non-credit students per semester in college transfer and workforce development courses and programs. PVCC is known throughout the community and the Virginia Community College System for its exceptional faculty and staff, the quality of its programs and services, and the success of its students.
PVCC is searching for an English faculty member. This is a five-year, grant-funded position with fulltime fall/spring semester duties split 50% teaching and 50% as writing center coordinator; and part-time summer duties as writing center coordinator (additional stipend paid for summer duties). The successful candidate will teach a variety of English courses to include: developmental and college transfer level courses and provide leadership in the development and management of a new writing center. A masterâ€™s degree with at least 18 graduate hours in English is required. Preference will be given to candidates with prior community college teaching and writing center experience. A detailed job description and application procedures are available at http://www.pvcc.edu/humanr/PVCCEmployment/Employment.asp.
Call for Proposalsâ€”Edited Collection
Undergraduate Majors and the Future of the Discipline
Greg Giberson, Ph.D., Salisbury University
Tom Moriarty, Ph.D., Salisbury University
Recently, undergraduate majors in Rhetoric and Composition have begun to spring up around the country. These programs go by many names and take on many forms. There is little doubt that the continuing growth of undergraduate degrees in Rhetoric and Composition will have a significant impact on the future of R/C as a discipline. The primary goal of this edited collection is to investigate the development of undergraduate majors in Rhetoric and Composition (by whatever name(s) it happens to be assigned) and the various impacts those majors will have on the future of the discipline. Possible topics for discussion include:
All those who are planning to attend the 2006 WPA Summer Workshop, Institutes, and/or Conference can now register online at http://wpacouncil.org/2006register
Program invitations are going out this week (April 3-7).
Our department is in the process of moving to renewable terms for lecturers in our writing program, and the question has come up as to what consitutes appropriate degrees for the faculty in renewable terms. Currently we have primarily PhDs and MFAs as lecturers with a few MAs in English. The administration wants to implement policies that are consistent across the departments and one of their questions concerns what degrees for renewablelecturers are in line with best practices. The standard for continuing positions at our school has been a terminal degree but if many schools have renewable terms for lecturers who hold MAs, it would be helpful to know that.
Reflections invites submissions of previously unpublished manuscripts exploring diversity in community-based writing and literacy programs that engage traditionally marginalized populations. Possible topics may include, but are not limited to:
â€¢ In what ways can critical theories of race, gender, and/or language inform service-learning scholarship?
NOTE: THIS POSITION HAS BEEN FILLED
Please note the following full-time opening. The person in this position will coordinate a writing program that was awarded a Writing Program Certificate of Excellence at the 2004 Conference on College Composition and Communication Conference.
The following professional employment opportunity is available on the campus of Saint Joseph College. We would appreciate it if you would inform those you feel may be qualified for and interested in this position.
Saint Joseph College
West Hartford, CT
Writing Portfolio Coordinator
The WPA Network for Media Action (WPA-NMA) is WPA's effort to change conversations about and representations of writers and writing in mainstream media. Join the listserv to exchange information, responses, and strategies. To subscribe, go to:
Check out the NMA link in Digital WPA (wpacouncil.org/nma) for position statements and tips for writing to mainstream media, as well!
Assistant Professor of Writing to teach an innovative first-year seminar in the University Writing Program at The George Washington University. Applicants must have a PhD or other appropriate terminal degree (e.g., MFA, MBA), preferably in a field that focuses on the connections among critical thinking, reading, and writing (such as rhetoric, composition, history, American Studies, literature, journalism, political communication, philosophy, among others), and a demonstrated interest in teaching first-year writing. Publications in these areas will be a benefit. The writing program, now in its third year, is a cornerstone of GWâ€™s Strategic Plan for Academic Excellence.
WRITING ASSESSMENT AND PLACEMENT POSITION
Assistant or Associate Professor in Rhetoric/Composition, Department of Writing, Rhetoric, and American Cultures, beginning August 2006. Ph.D. in Rhetoric, Composition, Education, or related field. Primary specialization in placement, assessment, and evaluation of writing (at the individual, course, and program levels). Experience in one or more of the following areas highly desired: electronic systems for placement/assessment (e.g., e-portfolios), writing program administration, research methodology (particularly quantitative), composition curriculum, teacher training, composing research, and/or digital technology. The successful applicant will provide leadership on issues of placement and assessment for a comprehensive writing program (including first-year composition, a professional writing undergraduate major, and a graduate program in rhetoric/writing) and will participate in a proposed University Writing Initiative to strengthen undergraduate writing instruction at Michigan State University. Other responsibilities include teaching undergraduate and graduate courses in writing and rhetoric; taking the lead on revision and development of placement and assessment procedures for the required first-year writing curriculum (Tier I); and advising the University on assessment of student outcomes in upper-level disciplinary writing courses (Tier II).