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Lindemann, Erika. “Composition and Rhetoric: An Annual Annotated Bibliography.” 1982. UNC-Chapel HillAward: $250
Strenski, Ellen. “TAs: The Invisible Essential in Writing across the Curriculum at Research Universities.” 1989. UCLAAward: $284.40
Rose, Shirley K. and Little, Sherry. “A Comparative Study of Programs and Philosophies for Teaching Teaching Assistants.” 1989. San Diego StateAward: $300
Sommers, Jeffrey. “A Program in Portfolio Writing Assessment.” 1990. Miami UniversityAward: $500
Ebest, Sally Barr. "The Status of Women in Composition." 1992. University if Missouri-St. LouisAward: $300
Papers & Presentations· Ebest, Sally Barr. "Gender Differences in Writing Program Administration." WPA: The Journal of Writing Program Administration (Spring 1995): 53-73.
· "Finding One's Voice." Conference on College Composition and Communication. Washington, D.C. March, 1995.
Ebest, Sally Barr. "Preparing Graduate Students for Writing Program Administration." 1995. University if Missouri-St. LouisAward: $871
Publications & Presentations:· "How Are Comp/Rhet Graduate Students Being Prepared to be WPAs? A Report from the Field." Conference on College Composition and Communication. Milwaukee, WI. March, 1996.
· "Preparing the Next Generation of WPAs." Women's Program Council Fall Conference. St. Louis, MO. October 16, 1997.
· "Breaking Precedent: Preparing Graduate Students to Teach." Conference on College Composition and Communication, Chicago, IL. April 2, 1998.
· Ebest, Sally Barr. "Preparing the Next Generation of WPAs." WPA: The Journal of Writing Program Administration (Spring 1999): 66-85.
· Ebest, Sally Barr. Changing the Way We Teach. (SIUP 2005).
Gradin, Sherrie and Duncan Carter. [Study of the teaching of writing in Portland State’s new general education program]. 1995. Portland State UniversityAward: $2,000
McLeod, Susan. “Whither WAC?” 1995. Washington State UniversityAward: $2,000
Publications and Presentations:· McLeod, Susan and Eric Miraglia. "Whither WAC? Interpreting the Stories/Histories of Mature WAC Programs." WPA: The Journal of Writing Program Administration. (Spring 1997): 46-65.
Sewell, Lauren. [Study of how new TAs develop a sense of authority, both as teachers and as novice members of our discipline during their first year in a writing program]. 1995. University of LouisvilleAward: $1,745
Townsend, Martha. [Study of how teaching writing-intensive courses affects the tenure cases of junior faculty across disciplines]. 1995. University of Missouri at ColumbiaAward: $2,000
Holt, Mara. and Leon Anderson. [Focus group interviews, one phase of a planned multi-method study of how WPAs manage and negotiate conflict]. 1996. Ohio UniversityAward: $1,800
Harrington, Susanmarie. [Placement rating systems that use group reading sessions and rely on teacher experience in the classroom rather than on norming sessions with scoring rubrics]. 1996. Indiana University-Purdue University, IndianapolisAward: $978.60
Devitt, Amy and Mary Jo Reiff. [Role of teaching teams in ensuring continuity among classes in the Freshman-Sophomore English sequence, maintaining standards, and making the work of administration more collaborative and collegial]. 1996. University of KansasAward: $2,000
Publication and Presentations:
Award: $1,000
Publications and Presentations:· Mathieu, Paula. "Teaching Writing and Reading Cultures." Conference on College Composition and Communication. 1998.
Ballenger, Kelly, Mary Jo Reiff, and Clyde Moneyhun. “Going Online with WAC.” 1997. Youngstown State UniversityAward: $1,000
McCormick, Kathleen. “The WPA and the Centrality of Academic Intellectual Work.” 1997. University of HartfordAward: $1,000
McQueeney, Pat. “Writing in Large Classes: Operative Variables." 1998. University of KansasAward: $2,000
Gilliam, Alice. "Investigating Alternative Models of Writing Program Administration: A Case Study and Survey." 1998. University of Wisconsin-MilwaukeeAward: $950
Desmet, Christy and Kathy Houff. “Mainstreaming Computer Instruction in a Large Freshman Composition Program.” 1999. University of GeorgiaAward: $1,000
Boehm, Diane and Eric Gardner. “Teachers in the Center.” 1999. Saginaw Valley StateAward: $900
Publications and Presentations:
Summary of project:Research grant to study the impact of Teachers in the Center (Saginaw Valley State University program in which faculty in various disciplines volunteer to work with students in the SVSU Writing Center. Participating faculty reported greater awareness of the issues facing student writers; greater focus on improving students' thought and revising processes; redesign of course assignments and of strategies and rubrics for feedback and assessment; enhanced commitment to developing student writing proficiency. Hourigan, Maureen and Lizbeth Bryant. “Writing Program Administration at the Millennium: Composition and the Academy Revisited.” 1999. Kent State University, Trumbull Campus; Ohio State Mansfield
Award: $900
Kelly-Riley, Diane, Susan Webber, and Bill Condon. “An Exploratory Study of Problematic Writing in a Campus-Wide, Rising-Junior Writing Portfolio Requirement.” 2000. Washington State UniversityAward: $1,024
Roen, Duane and Greg Glau. “Enacting the Outcomes Statement: How do ENG 101 Students Exemplify its Goals and Objectives?” 2000. Arizona State UniversityAward: $2,000
Publications and Presentations:· "Using the WPA Outcomes Statement to Guide Students' Portfolio Construction." WPA Conference, Charlotte, North Carolina, 2000.
Project Description
In 2000, Duane Roen and Greg Glau received a grant from WPA to examine students’ portfolios in Arizona State University’s (ASU) two-semester basic writing sequence. Since Glau at that time was the Director of Arizona State University’s basic writing Stretch Program, we decided that information would be collected from that group of students. (Briefly, Stretch does what its name implies: it “stretches” ENG 101 over two semesters, to give more time to those students who enter college without a great deal of varied writing experience. Stretch students use the same books and construct the same writing assignments, but do so more slowly, in smaller classes (for more information, see Glau “The Stretch Program” and <http://www.asu.edu/clas/english/composition/cbw/stretch.htm>). For this project, we decided to collect papers from the second part of the Stretch sequence, ENG 101.) In the spring semester, 2000, the 17 Stretch Program teachers were asked if they would like to participate in this research project; 12 of them submitted papers and permission forms from their Stretch Program ENG 101 classes. The methodology used to evaluate the students’ reflective portfolio letters involved a series of steps. First, Glau and Roen developed a scoring sheet (See Appendix) based on the OS that the scorers could use to evaluate the portfolios’ reflective letters. Second, the scorers numbered the portfolio sample and then randomly selected 130 portfolios to read and score. Third, the scorers developed a rubric to explain what qualified as a 0, 1, 2 or 3 on the scoring sheet. Our ranking was outlined like this: if the item from the OS is
Fourth, following the rubric development was a norming process during which the scorers utilized letters that were not part of the 130 letter sample in order to practice scoring and to practice consistent application of the scoring sheet to the portfolios. These two steps were done to help the scorers establish a degree of interrater reliability. Fifth, the scorers rated the reflective letters from the 130 sample using the scoring sheet. Bergmann, Linda and Janet Zepernick. “Student Perceptions of Writing Across the Curriculum at a Technological University.” 2000. University of Missouri-Rolla
Award: $1,635
Fendley, Kimberly, and Erica J. Reynolds. “Twelve Writers Reading.” 2000. University of ArizonaAward: $1250
Takayoshi, Pamela and Katherine Willis. “Building a Methodology for Studying the Intersection of Writing Program Administration and Computer-Aided Instruction in First-Year Curriculum.” 2001. University of Louisville L’Eplattenier, Barbara. “Comparing Administrative Strategies of Women WPAs during the Progressive Era.” 2001. University of Arkansas – Little RockAward: $1,000
Leverenz, Carrie Shively. “The Ethics of Access: Three Contexts for Computer-Supported Writing Instruction.” 2001. Texas Christian University Kelly-Riley, Diane, and Bill Condon. “An Exploratory Study of Problematic Writing in a Campus-Wide, Rising-Junior Writing Portfolio Requirement.” 2002. Washington State UniversityAward: $1,300
Publications and Presentations· Condon, Bill and Diane Kelly-Riley. “Assessing and Teaching What We Value: The Relationship (?) Between College-Level Critical Thinking and Writing Abilities.” Assessing Writing 9 (2004) 56-75.
· Kelly-Riley, Diane. “Washington State University Critical Thinking Project: Improving Student Learning through Faculty Practice.” Assessment Update.(July-August 2003) 15.4 5-14.
· Kelly-Riley, Diane. “Washington State University Critical Thinking Project: Improving Student Learning Outcomes through Faculty Practice.” In Banta, T. W. (ed.) Assessing Student Achievement in General Education. San Francisco: Jossey Bass, (2007) 35-43.
· June 2006, Promoting Critical Thinking in the Classroom, Workshop for Summer Institutes, Spokane, Washington.
· February 2005, Workshop Leader for the Northern Nevada Assessment Conference, Two sessions on Critical Thinking, University of Nevada Reno.
· February 2005, Assessing and Teaching What We Value, Core Curriculum Workshop, University of Nevada Reno
· June 2004, From Sandbox to Mortarboard: Promoting Critical Thinking K-20, three day workshop, Sleeping Lady Resort, Leavenworth, WA,
· June 2004, Two day critical thinking workshop for Spelman College, Atlanta, Georgia with Bill Condon and Cathy Perillo.
· March 2004, Two day critical thinking workshop for Core General Education Faculty at University of Nevada-Reno with Bill Condon.
· August 2003, One day Critical Thinking Workshop Leader for University of Idaho Core of Discovery faculty. Moscow, ID.
· July 2003, Three day Critical Thinking Workshop Leader for CO-TEACH participants. Sleeping Lady Resort, Leavenworth, WA.
· November 2002, Two-day Critical Thinking Workshop Leader for Wenatchee Valley College Faculty, “Articulating Expectations for Student Critical Thinking,” Wenatchee, Washington.
· August 2002, Critical Thinking Workshop for the General Education Faculty at WSU with Bill Condon and Lisa Johnson.
· “You can lead them to school, but you can’t make them think” Workshop at the Inland Northwest National Council of the Teachers of English, Moscow, ID October 2004 with Jason Johnstone-Yellin, Lisa Johnson, Karen Weathermon, and Collin Hughes.
· “Promoting Critical Thinking K-20” AAHE, Denver, CO June 2004 with Rena Mincks, Jason Johnstone-Yellin and Bill Condon.
· “Critical Thinking Assessment That Teaches: Higher Order Learning That Matters,” Workshop at the Washington Assessment Group Conference, Vancouver, WA, May, 2004 with Bill Condon and Jason Johnstone-Yellin.
· “WSU Critical Thinking Project Update.” FIPSE Project Directors’ Meeting. Denver, CO, December 2003.
· “WSU Critical Thinking Project and Freshman Seminar,” with Kay Tronsen, Geoff Gilmore and Camarin Davidson. First Year Experience Conference, Vancouver, BC, July 2003.
· “Improving Faculty Practice by Integrating Critical Thinking Expectations.” Workshop with Bill Condon, Jason Johnstone-Yellin and Michael Delahoyde, AAHE, Seattle, WA, June 2003.
· “An Exploratory Study of College-level Critical Thinking and Writing Abilities.” “Thinking or Writing or Social Reform or all or None of the Above: What’s up in the composition classroom.” Panel presentation with Yvonne Merill, Irvin Peckham and Greg Columb. CCCC New York City, March 2002.
· “An Exploratory Study of College-level Critical Thinking and Writing Abilities,” with Bill Condon. Poster Presentation at the WPA Breakfast, New York City, March 2002.
· “Communicating our expectations to students: Critical thinking in the classroom” WPA Summer Conference with Bill Condon, Park City, UT, July 2002.
· “Articulating Expectations for Student Critical Thinking: Addressing Needs for Student Learning, Faculty Teaching Reform, and Statewide Accountability,” with Kim Andersen, Paul Smith and Karen Weathermon, AAHE, Boston, MA, June 2002.
· “Fostering Student Critical Thinking within a University-wide General Education Curriculum: Student Access, Teaching Excellence, and Institutional Reform” Pacific Planning, Assessment & Institutional Research Conference, Honolulu, Hawaii, May 2002 with Bill Condon and Lisa Johnson.
Strickland, Donna. "The Emergence of the National Council of Writing Program Administrators: A Comparative Critical History." 2002. Southern Illinois University Zawacki, Terry Myers, and Christopher Thaiss. "Alternative Discourses in the Disciplines: Implications for Program Development." 2002. George Mason UniversityAward: $2,000
Publications and Presentations:· Thaiss, Chris and Terry Myers Zawacki. Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life. Heinemann (2006).
Ralph L. Walstrom and Mark Hammer, State University College at Buffalo State College, for "Reviewing a Directed Self Placement for Writing Programs: Concerns, Recommendations, Revisions" 2003 Amy Ward Martin, College of Mt. St. Vincent, for "Definitions of and Ethical Attitudes Toward Plagiarism Among Students and Faculty Across the Curriculum" 2003 Courtney, Jennifer and Christine Norris. "Establishing on Online Archive for Research in Writing Program Administration." 2004. Purdue University; University of Nevada-RenoAward: $2,000
Cripps, Michael. "Seeding WAC: The Impact of Interdisciplinary Writing Programs on WAC Faculty Development." 2004. York College, The City University of New YorkAward: $1,450
Project DescriptionFaculty development initiatives are a central concern for Writing Program Administrators (WPAs) engaged in Writing Across the Curriculum(WAC) initiatives. The literature on WAC and faculty development is principally focused on helping existing faculty across the academic disciplines incorporate WAC pedagogies into their discipline-specific classes through the WAC workshop.The research described in this proposal explores the possibility that writing programs with an interdisciplinary teaching pool of emerging and recent PhDs form an alternative to WAC workshops. The principal hypothesis for this project is that these interdisciplinary writing programs seed WAC by exposing future faculty in the disciplines to WAC pedagogies at a formative period in their own development as college instructors. Ianetta, Melissa, and Shelley Reid. "More than a Feeling: Researching the Relationship between Writing Centers and Writing Programs in TA Preparation." 2004. Oklahoma State University
This study examined the role of tutoring experience in the formation of teacher pedagogy. It was comprised of two parts: a survey of writing programs that use TAs in the writing center (that part that's being published in WPA) and a study of the writing program at Oklahoma State University. For the latter, I conducted interviews with teachers who did and did not have writing center experience and asked them to respond to a set of student essays to explore any trends in response.
Fishman, Jenn, Mary Jo Reiff, Bill Doyle, and Stacey Pigg. “‘Does it Transfer?’ Tracing FYC Students Rhetorical Practices across Multiple Mediums.” 2006. University of Tennessee-KnoxvilleAward: $2000
Publications and Presentations:· Fishman, Jenn and Stacey Pigg. "Reinventing the University—Online" Paper presentation at the Computers and Writing Conference, Detroit, 2007.
Emerson, Lisa. “‘Are We Making it Harder?’ A Comparison of Online and Paper Based Writing Instruction Focusing on Subjective Cognitive Workload.” 2006. Massey University, New ZealandAward: $1098.87
(a report on this award is available as a downloadable attachment at this node: http://wpacouncil.org/node/498)
George, Diana, Kelly Belanger, Marie Paretti, and Lisa DuPree McNair. “Reformist Opportunities: A Study of Writing Program Partnerships.” 2006. Virginia TechAward: $1,997
Presentations and Publications
Preliminary work has led to the co-authored paper, "Outcomes Assessment as a Site of Integration: ABET Meets the Council of Writing Program Administrators," Marie Paretti, Lisa McNair, Kelly Belanger, and Diana George. It will be presented by Marie Paretti and Lisa McNair at the 2007 Conference of the American Society for Engineering Education on Monday, June 25, 2007.The next project connected with this research is to draft a paper for submission to WPA Journal.
Project Description:
One key challenge of writing program cross-disciplinary collaborations has been reciprocity--that is, achieving collaborations that inform both the writing program and partner disciplines rather than simply delivering courses or supporting cross-disciplinary instruction. To address that issue, the Virginia Tech Composition Program formed a partnership with Virginia Tech's Engineering Education Department. Our aim was both national and local. Nationally, we surveyed programs to identify past and current partnerships and their degree of reciprocity or perceived reciprocity. Locally, we are conducting a case study of a composition sections linked to first-year students in Engineering Education courses that clearly keep both ABET and WPA Outcomes in the forefront of course design and delivery.
Bawarshi, Anis. "Accessing Academic Discourse: The Influence of First-Year Composition Students’ Prior Genre Knowledge." 2007. University of WashingtonAward: $2,000
McClure, Randall. "Researching the Presence of Advocacy and Commercial Websites in Research Essays of First-Year Composition Students." 2007. Minnesota State University, MankatoAward: $1,500
Reid, Shelley. "Theories and Practices: Problem-Solving Strategies of New and Continuing Composition Teaching Assistants." 2007. George Mason UniversityAward: $1,113
Rowan, Karen. "Writing Centers in Minority-Serving Institutions." 2007. Morgan State UniversityAward: $1,490
Date of this version: 8/3/2007