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).
Available Position: Composition Instructor
Tennessee Technological University (www.tntech.edu)
VISITING INSTRUCTOR / ASSISTANT PROFESSOR: Department of English and Communications
Full-time, nine-month, non-tenure-track appointment to begin August 2006. One-year contract may be renewed, depending on department need and funding.
QUALIFICATIONS: MA in English (or Masterâ€™s degree in related field with 18 semester graduate hours in English). Graduate coursework in composition pedagogy. Evidence of excellent in composition instruction. Demonstrated commitment to teaching first-year composition. Preferred: Experience teaching in networked classroom.
Invitations to participate
With the help of Shirley Rose, Iâ€™m coordinating a WPA task force on studentsâ€™ research and human-subjects issues in first-year composition courses, and weâ€™re seeking composition professionals who have experience with Institutional Review Board (IRB) policies and procedures. Specifically, weâ€™re seeking volunteers for the task force who plan to attend the WPA conference in Chattanooga in July. In the months preceding this drafting session, weâ€™re also seeking documents and suggestions from WPAs and composition instructors who are already working to address the problem and goals outlined in the attached overview.
Director: Communication Program
The School of Literature, Communication, and Culture at Georgia Tech invites applications for Director of the Communication Program (tenure/tenure track) to begin either August 2006 or January 2007. Responsibilities include: administration and curriculum development for 75 sections per semester freshman composition program (with an emphasis on cultural studies) and a 15-section per semester upper division technical communication course; training and mentoring of 30 full-time teaching Fellows; coordination of writing requirements in classes for majors; and continuing development of the programâ€™s electronic pedagogy component. The position includes an evolving leadership role in campus-wide writing initiatives including the creation of a campus writing center.
My name is Natalie M. Dorfeld, and I am a Ph.D. candidate at Indiana University of Pennsylvania.
One of the main purposes of my dissertation is to shed light on the adjunct phenomenon in higher education today, particularly in English Departments.
If you would be so kind, please take a few minutes to fill out my on-line survey at:
Thank you very much.
I'm working on a paper about graduate students' place in and impact on the professionalization of Composition Studies. Does anyone know where I can find a list of current MA programs in Rhetoric and Composition or The Teaching of Writing?
Also, I would like to know how many undergraduate programs offer students a concentration in composition and rhetoric or in teaching writing.
Writing Across the Curriculum
Long Island University, Brooklyn
Cultural studies critiques of disciplinarity have engendered a wide range of alternatives to the disciplinary norms that govern the American academy: multi-, inter-, pre-, post-, trans-, and anti-disciplinarity. We seek essays that use these notions as grounds to think through writing and the writing-intensive classroom as spaces in which to challenge the conventional organization and segregation of knowledges and epistemologies into discrete and highly regulated disciplines. Building, for example, on the work of Henry Giroux, Paolo Freire, Cary Nelson, and others, we imagine â€œdisciplinaryâ€ writing as â€œdisciplinedâ€ writing, in the sense that Michel Foucault uses the term in Discipline and Punish: writing produced under the auspices of highly controlled and tightly guarded disciplines is subject to surveillance and restriction that governs what knowledge can be made, under what conditions it can be made, and how it is authorized. Therefore, we see writing courses (now more and more considered to be pre-disciplinary, and therefore outside the disciplines) and language-intensive cultural studies courses (which have the potential to cut across a wide variety of disciplines, particularly in the humanities) to be rich spaces in which to enact a resistant pedagogy that asks students to think beyond and against the disciplinary conventions which govern much of the rest of higher education pedagogies.
DEPARTMENT OF ENGLISH (Professional Writing/Introductory Composition)
Up to two continuing lecturers, full-time, non-tenure-track, renewable positions, to teach professional writing and introductory composition courses that have a strong commitment to writing with computers, collaboration, and community engagement. Continuing lecturers are eligible for medical and retirement benefits. Full-time salary $31,000. Starting date: August 14, 2006.
These are great jobs! We have a supportive and well organized program, perfect for new graduates and WPA's. The Associate Writing Program Director has been at the school for 23 years and helps the program running smoothly. The Dean is new and quite open to innovation, of which the Provost is also supportive. I feel truly lucky to be at this location, but have to leave for family reasons. I am happy to answer any questions about the jobs and about living in Cairo.
Please pass the word about these positions.
THE AMERICAN UNIVERSITY IN CAIRO