2015 Election for CWPA Vice President & Executive Board
Voting tokens for the 2015 CWPA election will be distributed electronically to current CWPA members during the first week of February. Only current members are eligible to vote. Voting will take place for two weeks, and results will be announced shortly after voting closes.
Vice President: Vote for Dominic DelliCarpini or Mark McBeth
Dominic DelliCarpini is currently the Dean of Academic Affairs (CAO) and The Naylor Endowed Professor of Writing Studies at York College of Pennsylvania. Before his appointment as Dean, he served for 13 years as WPA at York College, where he led a first-year curriculum redesign and developed a successful major in Professional Writing, now in its 12th year. DelliCarpini has served in a number of leadership positions within WPA and other organizations in the discipline. He is currently an officer of CCCC (Secretary), a WPA Consultant Evaluator, and serves on the CCCC Committees on the Writing Major and Undergraduate Research. He has also served as a WPA Executive Board member, and held leadership positions on initiatives such as the WPA Network for Media Action and the National Conversation on Writing. He also has twice led the WPA Summer Workshop, and acts as a reviewer for the WPA Journal and CCC. DelliCarpini’s publications and presentations have focused upon WPA work, civic engagement (including his book, Composing a Life’s Work: Writing, Citizenship, and your Occupation), writing majors, and undergraduate research in writing centers. This year, he hosted the first Naylor Undergraduate Workshop in Writing Studies, where undergraduate students from five colleges and their professors gathered to learn research methods in composition and to develop undergraduate research projects for presentation at national and regional conferences. DelliCarpini has also edited two composition textbooks: Conversations: Readings for Writers and Issues: Readings in Academic Disciplines.
Statement: CWPA is an organization from whom I have derived so very much benefit, and to whom I thus owe my service. When hired to direct the first-year writing program at York College, I was wholly without the tools to do that work. CWPA’s summer workshop prepared me. As I attempted to move York College’s composition program into alignment with national standards, the WPA Outcomes Statement was there to help me make my case to an under-informed campus. When I was being considered for tenure, the Intellectual Work document helped make my case. When I developed our Professional Writing major a dozen years ago, again, my CWPA colleagues were there with support. When offered the opportunity to serve as York’s Chief Academic Officer, it was my WPA experience that made me feel able to take that on. CWPA has been instrumental in my career, and that of countless others.
I have tried in the time since to return the service I received to others. A beneficiary of the summer workshop, I have recently had the opportunity to lead the workshop twice. My tenure supported by the Intellectual Work document, I now serve on the committee to revise it and keep it fresh for others. Having had the opportunity to learn from colleagues through our Network for Media Action, I now am able to work with the CCCC Listening Tour initiative and to attend advocacy day activities as CCCC Secretary. The opportunity to serve as WPA Vice President would allow me to continue to pay forward this debt.
As I think back to my early days as a WPA at York (before anyone on campus, including me, had heard of that title or organization), I have mixed feelings. On one hand, the world seems so much brighter for people in my position, which I held for 13 years. On the other hand, as I led the WPA workshop, I noticed that while many were much more prepared for this work than I had been, for other attendees, the world had not changed at all. They were still overworked, under-trained, from disciplines outside of writing studies, and unaware of the political battles they would be fighting. And those were the ones who had been funded to attend. I know that there are countless others, attempting to run programs with no training, meager funding, and few connections to our disciplinary work. Those individuals, left largely on their own, are the literacy educators who will determine the future of many young students—and who can bring us invaluable insights into the larger picture of the world of literacy education. So, as I consider the possibility of serving in this position, that is my central goal—to advocate for the professionalization of this important work not only in the places that are represented on CWPA, but for those who may not even know—yet—that this organization exists.
Mark McBeth is Associate Professor of English at John Jay College of Criminal Justice, teaching undergraduate and graduate students; he is also a faculty member of the English Ph.D. Program at the CUNY Graduate Center. Mark has completed a full term on the CWPA Executive Board and has chaired the Affiliate Committee, participated on the Nominating Committee, and served on the Editorial Board of WPA. He also sits on the editorial boards of Present Tense and College English. He has co-chaired the CCCC Committee on LGBTQ Issues and the Queer Caucus. In New York City, he founded the WPA Metropolitan Affiliate and coordinates the Bi-annual CUNY Mina Shaughnessy Speaker Series. He has helped his writing program receive the CCCC Certificate of Excellence in Writing Program and the Conference of Basic Writing Award for Program Innovations. In 2013 John Jay honored him with the college’s Distinguished Professor Award. Mark is the co-author (with Pam Hirsch, Newnham College/Cambridge) of Teacher Training at Cambridge (Woburn Press, London, 2004). His articles have appeared in WPA, CCC Online, JBW, JAEPL, Composition Forum as well as in numerous book chapters.
Statement: From the first CWPA conference that I attended in 2009, I knew that I had found a group of dedicated colleagues with whom I shared similar values about the challenging work of writing program administration. As a forum of intellectual bureaucrats (as opposed to a crowd of Bartleby the administrators), I felt a sense of support and camaraderie with others who wanted “to make more than a graceless and begrudging accommodation to [students’ and teachers’] preparedness” (Shaugnessy, Errors, 293). Like myself, they knew the importance of planning, coordination, and policy-making when developing successful writing program ventures. Even if my fellow WPAs came from vastly diverse institutions and educational systems, we all wanted to figure out the conditions in which sound teaching and learning practices could occur and be sustained.
For the past twenty-three years, I have worked with under-represented students in an underfunded, urban public university. From my multiple administrative experiences as writing center director, writing program director, WAC coordinator, and general education assessment chair, I bring a knowledge about institutional potentials and constraints that demand alternative perspectives to educational issues (i.e., accessibility, student & faculty rights, and advanced literacy programming) as well as divergent solutions to often severely knotted bureaucratic conundrums. As a leader, I have always attempted to approach these problems with a critical eye but also with a desire to find solutions that promote the needs of all members of my highly diversified intellectual communities.
When I finished my final year on the CWPA Executive Board, I immediately felt a sense of separation anxiety. I wanted to remain intrinsically active in an organization that fosters the growth of future administrators, bolsters the energies of continuing WPAs, and perpetuates the ideals and dialogues that keep their concerns buoyant. As a candidate for Vice President of CWPA, I hope to promote this habit of intellectual labor in writing program administration and to nurture the conversations, activities, and collective efforts that keep this organization so thriving and vital. As I promised when first nominated to the WPA Executive Board and I repeat again: I will bring an attention to the administrative details of the CWPA that combines experience, a lot of creativity, and an equal share of hard work and good humor.
Executive Board Member #1: Beth Boquet or Asao Inoue
Beth Boquet is Professor of English at Fairfield University in Fairfield, CT, where she serves as Director of Writing and Director of the Writing Center. She also co-directs the Fairfield University Poetry for Peace program, which builds cross-age, cross-district partnerships by offering poetry instruction, workshops, and celebrations in communities affected by spontaneous or systemic violence.
A former Executive Board Member of the International Writing Centers Association, she served two terms as co-editor (with Neal Lerner) of The Writing Center Journal. She also served as a board member and past president of the Northeast Writing Centers Association. Currently she is serving as Chair of CCCC Advancement of Knowledge Award Selection Committee. Beth is the author of Noise from the Writing Center and co-author of The Everyday Writing Center: A Community of Practice, both published by Utah State University Press. In addition, she has authored or co-authored articles and essays on teaching, writing, and writing program history and administration in College English, College Composition and Communication, The Chronicle of Higher Education, among other publications.
Statement: Having served in various capacities from program director to Associate Vice President for Academic Affairs over the past twenty years, I am guided in my leadership by the view that educational administration must be simultaneously intellectual, pedagogical, operational, and rhetorical. My earliest research questions were administrative in nature. That is, I wondered how to design writing programs that inspired teachers and students in a shared quest for meaningful educational encounters. I wondered this long before I would have called them “research” questions or identified them as programmatic at heart. These questions persist. They remain animating ones for my research and for my practice. I have benefitted and continue to benefit from students, colleagues, and community partners on my own campus and in my profession who inquire with me and who bring their considerable expertise to bear on the critical issues facing all of us who do the essential work of promoting and transforming literacies. Literacy work is, by definition, relational in nature and its history, affirmed by my personal experiences in the field, reminds me that it is work best done with others.
For these reasons, I am pleased to be nominated to serve on the CWPA Executive Board. As a writing program administrator, I enjoy working within my university, with local and state agencies, with community partners, and with professional organizations to carry forward the message of the vital role writing programs play in education and to transfer knowledge across settings. I focus discussions on transformative educational experiences made possible through attention to essential learning outcomes, and I pay particular attention to identifying and closing gaps in educational access and opportunities. As a member of the CWPA Executive Board, I would bring extensive experience with cross-programmatic intra-institutional collaborations, and I look forward to connecting these interests to the ongoing development of CWPA priorities such as conferences and publications, statements and resolutions, assessment and program evaluation, and mentoring.
Asao B. Inoue is an Associate Professor of Interdisciplinary Arts and Sciences and the Director of University Writing at the University of Washington Tacoma, where he teaches a variety of writing courses, both graduate and undergraduate. While at California State University, Fresno, he was awarded their highest faculty honor, the Provost’s Award for Excellence in Teaching (2012-13). He currently serves on the NCTE College Section Steering Committee (2013-17), the CWPA Diversity Task Force (2012-present), and the NCTE/CCCC Task Force on Hiring Practices (2014-present). He has served on many national committees and task forces for CCCC and CWPA, among them the CCCC Executive Committee (2009-11); CCCC Scholars for the Dream Award Committee (2007-08), chairing the same committee (2008-10); the CCCC Committee on Diversity (2007-12); and the NCTE and CWPA ad hoc Task Force on Writing Assessment (2007-07). He has served as the Book Review Editor for Composition Studies (2010-14). Asao’s co-edited collection, Race and Writing Assessment, was awarded the CCCC Outstanding Book Award for an edited collection (2014), and has published over 20 academic articles and book chapters on topics such as writing assessment, theorizing racial validity and validity as a rhetorical practice, failure in writing programs, race and racism in writing assessments, and grading contracts. His work has appeared in numerous collections and in journals such as Research in the Teaching of English, the Journal of the Council of Writing Program Administrators, Assessing Writing, The Journal of Writing Assessment, College Composition and Communication, and Composition Forum.
Statement: Over the years, the CWPA as a collection of colleagues and friends has helped me immeasurably as a program administrator and scholar of writing assessment. I’m very appreciative of the goodwill and good hearted-people in the organization, and the work they’ve done to continually make the organization more diverse, more inclusive, more responsive to the changing needs of writing students from high schools to community college to four-year colleges and universities. My concerns, however, are that the institution is still way too white, too homogenous in all dimensions that we profess to care about. As suggested in my writing assessment research and service, my commitments are to finding more equitable, fair, responsive, and socially just writing assessments and pedagogies for students, finding ways to help the discipline and its related organizations understand their own whiteness and explore ways to be more inclusive, less racist, and more racially and culturally diverse.
To my count, the CWPA has had very few (enough to count on half of one hand) Executive Board members of color. In 36 years, there has been no president of color. None. What does this say about our membership, about our values, about where we put our commitments, where we search for new members, how attractive the organization seems to our African American, Latino/a, Asian Pacific American, and Native American colleagues? What does this say about our commitments to recruiting consciously and intentionally new, young scholars of color in composition theory who wish to make professional lives in the teaching of writing and its programmatic administration? I believe these commitments are multifaceted and begin with an antiracist agenda, which the organization doesn’t have. This antiracist agenda begins with thinking about how we influence first-year writing classrooms (inter)nationally, where many students come and are either encouraged or turned away from writing and what it offers, from a life of compassionate language service to others, which I believe the teaching of writing is, or should be. Our students of color do not have enough writing teacher models to look to that come from the places they come from or look and sound like them. While certainly white and middle class teachers can teach any student, regardless of cultural background or race of their students, my point is this: imagine the psychological pressure, the imprint it makes on a young mind when all he sees every day are white authority figures, and white teachers, and white principals, smiling, saying, “you can do it,” saying, “be like me.”
What I’m describing is a structural racism that we must acknowledge and dismantle with more than good intentions. The CWPA needs more explicit antiracist projects that flow from those commitments. We should be asking ourselves: what kind of socially just writing future do we want and how do we start building it now? Our antiracist writing projects should change the discipline of composition pedagogy and theory, and our efforts to seek and encourage graduate students of color to join us. As an EB member, I would promote ways to articulate publicly, and engage continually an antiracist agenda, which is more than racially and culturally diversifying the organization’s membership, but it is looking carefully at the ways we do our research into writing programs, the ways we design and assess such programs, the ways we hire and train teachers to teach reading and writing to all students, and the goals and outcomes we use to define our work in writing classrooms. It also means we look critically at what scholarship is being produced and reward antiracist work, encourage scholarship that promotes social justice work at schools and in writing programs. The bottom line: I offer myself, a former remedial student from a poor family, raised in North Las Vegas, a scholar of color who sees promise and potential in the CWPA, in its members, in who might be members tomorrow, in the kind of writing instruction and assessment we could be doing more of, in what the organization might be tomorrow, and in what it could inspire, instigate, and revolutionize in our communities.
Executive Board Member #2: Karen Keaton Jackson or Carmen Kynard
Karen Keaton Jackson is an Associate Professor of English and Director of the Writing Studio and University Writing Program at North Carolina Central University. Since arriving there in 2004, she helped to turn a departmental writing center into a campus-wide Writing Studio and implemented a newly approved writing intensive program, including creating learning outcomes, faculty training workshops, and assessment activities.
A graduate of Hampton University (B.S.) and Wayne State University (M.A., Ph.D.), she maintains an active research agenda, publishing several articles on the interrelated notions of literacy, race, and identity in the writing classroom, and as of late has focused on writing centers at HBCUs and on how writing tutorials can impact student success. Most recently, she wrote an instructor’s manual for Cengage Publishing’s new composition textbook Writing: Ten Core Concepts and in 2013 she published “Don’t Knock the Hustle: HBCU Writing Center Life.”
Involvement in professional organizations has been a priority for Dr. Jackson, as well. She currently serves on the executive board of the Southeastern Writing Center Association as chair of the Scholarship Committee and is a member of the International Writing Center Association’s Position Statements Ad-Hoc Committee. She is a past member of the Research Awards Committee of the International Writing Center Association and in July 2009, she served as a facilitator for the International Writing Center Association’s Summer Institute for Writing Center Professionals.
Statement: Conversations surrounding race, literacy, and writing are not new in Composition Studies, for several scholars have created such dialogue. But ironically, colleagues from historically black colleges and universities (HBCUs) and other minority-serving institutions (MSIs) who work with thousands of diverse students annually are consistently excluded from that discourse in most instances. That exclusion expands to the CWPA, which is why I am running for a position on the Executive Board. HBCUs have unique concerns because of our missions, histories, student populations and institutional contexts. For WPAs, those contexts ultimately impact the ways we structure and administer our programs. Moreover, my dual role as both a Writing Across the Curriculum coordinator and Writing Studio director gives me a unique perspective on writing program administration that I would like to bring to the Board.
My first exposure to the CWPA came in 2007 when I, as a fairly new writing center director, received a WPA Minority Workshop Grant and attended the Summer Institute in Tempe, Arizona. If elected, I will complete whatever tasks are set forth by the President and her team, while also working actively to engage writing center directors and WPAs from HBCUs and other MSIs in the hopes of getting them more involved in the organization. Ultimately, diverse voices strengthen not only the institutions which they represent, but our entire organization and academic field.
Carmen Kynard is Associate Professor of English at John Jay College of Criminal Justice at the City University of New York. She was previously a director of First Year Writing in the Institute for Writing Studies at St. John’s University (2008-2013); prior to that, she worked as an assistant professor of Urban Education at Rutgers University-Newark where she directed the pre-service teachers working in secondary schools in Newark across the disciplines. Kynard is a former Bronx, NY high school teacher with the Coalition of Essential Schools and has led numerous projects focused on language, literacy, and learning with agencies like the Community Learning Centers Grant Project in Harlem, African Diaspora Institute/Caribbean Cultural Center of New York, Center for Black Literature at Medgar Evers College, and the New York City Writing Project. She currently chairs the 4Cs Braddock Award Committee and focuses her service on work with youth in New York City, especially digital projects like the venture of young Black female college students in Women’s Web Work: The (K)New WWW, VOTU/Voices of the Unheard (part of the Adelante Leadership Program), and an ongoing project called Digital Spectrum with first year college students.
Kynard is the author of Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacies Studies (SUNY, 2013). She is a co-editor of the forthcoming Routledge Reader of African American American Rhetoric with Vershawn Young and Michelle Bachelor-Robinson and is finalizing a manuscript on writing pedagogy in the context of the unique educational experiences of Black female college students. Her essays on race, writing, literacies, identities, and Black feminisms have appeared in College English, College Composition and Communication, Changing English, Harvard Educational Review, Reading Research Quarterly, Teaching English at the Two Year College, Teaching Education, and others. She traces her politics and teaching at Education, Liberation & Black Radical Traditions (carmenkynard.org) as part of her focus on interrogating race and the politics of writing instruction in secondary and post-secondary settings.
Statement: As someone who is entering the “mid-career” stage of the professoriate, I find myself at a curious and strange crossroads: utterly exhausted from the daily work of doing/demanding a progressive, critical literacies education for racially marginalized youth at a public urban university; righteously enraged by the ways (post-secondary) educational institutions maintain the same oppressions that criminalize these same students, at worst, or spend an inordinate amount of time trying to make them white/middle class, at best; soulfully moved and energized by the conversations in all mediums that my students make possible for a like-minded world who is watching and listening to them; more deeply disappointed by the ongoing and often outright disrespect for the intellectual, backbone-work that comp-rhet scholars do in and for higher education; and creatively challenged by the prospects of further thinking through the racial and social problems that uniquely characterize the (educational) world we live in right now. I am still new to CWPA, mostly because I have been overwhelmed with the task of juggling connections to women’s studies, educational justice movements, and black community activism. These spaces are often outside of the traditional purview of composition studies but are connections that I would like to see us think more about and articulate--- connections that I believe offer alternative paradigms and visions for students at an urban MSI like the one where I teach. Our students require broader conversations and political alliances to make schooling an equitable project for them so writing scholar-leaders who are lodged solely in and amongst mostly white-run institutions simply cannot be the primary space from which we imagine our leadership paradigms for WPA work and writing instruction.
Leadership in CWPA offers the possibility to transgress the often western, masculinist notions of leadership-- solo positions/titles from which to offer THE vision and answer--- and the artificial lines drawn between the variety of social actors who advance progressive schools and writing pedagogies. We are all at a crossroads where we will all need to be more radicalized and we need to do that with one another. I see leadership in CWPA as a critical point in that crossroads that offers the chance to serve an organization--- its imaginations, visions, and ongoing dialogues--- that connects our leadership to racial and social justice, not as a burdensome add-on, but as a central location for what we achieve for the teaching of writing in higher education.
Executive Board Member #3: Vote for Micheal Callaway or Cheri Lemieux Spiegel
Micheal Callaway is Residential Faculty and Writing Program Administrator at Mesa Community College (AZ). In his four years as WPA, Mike has chaired monthly composition committee meetings; led a writing assessment; worked with dual enrollment instructors; helped develop an Accelerated Learning Program for developmental writers; and wrote the mission statement, goals, and objectives for the Writing Program. During that time, he has also contributed to the College’s Informed Improvement program to make data driven decisions and worked with small teams to inform portions of the school’s accreditation report. Currently, he is working on a study to better understand how reading is taught in the developmental writing classroom.
Regionally, he has helped coordinate the TYCA-West conference when it was held at Mesa Community College. Nationally, he is currently a member of the WPA Journal Editorial Board. He is the author of Argument in Composition with John Ramage, Jennifer Clary Lemon, and Zachary Waggoner (Parlor Press 2009) and his work has been included in The WPA Outcomes Statement—A Decade Later (Parlor Press 2013).
Statement: As a member of the Executive Board, I would like to contribute to CWPA’s work on Pre-College Credit for Writing, placement instruments, developmental writing, and assessment. I have worked extensively on all of these issues during my time as WPA. And, I feel as though my experience as a WPA at a two-year college brings a needed perspective. CWPA currently champions institutions of all sizes; however, there are added layers of complexity for open access schools. For example, state legislatures have begun to intervene in developmental education, leaving schools in those states with the added burden of meeting the needs of underprepared students, while navigating new rules and regulations. CWPA is uniquely positioned to advocate for best practices in the teaching of developmental writing and to support faculty in the classroom.
On a related note, I would also like to support CWPA’s calls for thoughtful assessment practices. As schools of all sizes turn to assessment to make data driven decisions about program changes, it is imperative that CWPA continues to offer guidance on how WPAs in a variety of institutional contexts can use assessment instruments and interpret assessment data, all while considering their unique program needs. CWPA will benefit from having more voices from two-year colleges, HBCU’s, and HSU’s in the room when these issues are discussed. I would like to be one of those voices.
Cheri Lemieux Spiegel is Associate Professor of English and Assistant Dean of Composition at Northern Virginia Community College’s Annandale Campus. In her administrative role, Cheri hires and mentors over fifty part-time writing faculty members each semester. She supports her department’s bi-annual composition assessment and leads professional development endeavors. She, along with her colleague Jay Steere, received a 2014 CWPA Research Grant to support needs uncovered by the campus’ assessment and professional development initiatives. She facilitates a monthly composition discussion group, organizes workshops and program orientations each term, and oversees the growing course material repository maintained in the department. In addition to Cheri’s administrative work, she teaches first-year composition, advanced composition and professional writing. She has designed and implemented writing courses for online, face-to-face, and blended deliveries. She served on the 2014 CCCC Nominating Committee and the CCCC Connected Community Task Force. Recently, she served as the production editor for the Peitho Journal and as a book review manuscript reviewer for TETYC. She has published articles in TETYC and Computers and Composition Online. Currently, her research examines the parallel narratives of the formation of the community college and the development of rhetoric and composition as a discipline.
Statement: I am interested in contributing to the CWPA Executive Board for a number of reasons. Having spent the last eight years as a community college faculty member, serving half of those years as an administrator, I am well aware of the unique challenges that face those of us at two-year colleges. Although the voice of two-year faculty has grown stronger in our national organizations in recent years, many institutions and faculty are still struggling to develop a coherent sense of how writing program administration work will be realized within their local contexts. I am interested in helping develop stronger networks between two-year college faculty and administrators engaged in the work of program design, development, implementation and assessment in these specialized contexts.
Because I have worked to strengthen ties between my college and both local high schools and neighboring universities, I am prepared to represent a voice of the community college that is balanced with an understanding of both secondary and university level concerns. I believe cross-institutional collaboration is vital to our understanding of the challenges we face as a discipline and will be central to our success in the future.
Additionally, I see faculty preparation and mentoring as a prominent need at all levels of writing studies. The importance of these issues is apparent in CWPA initiatives such as the Mentoring Project and Professional Development Archive. As faculty development and mentoring have been key focal points for me within my local context, I would like to expand my contributions in those areas to the national level through my service on the Executive Board.
Finally, I am dedicated to addressing the challenges facing part-time faculty, particularly at this moment in higher education, and am dedicated to advocacy on behalf of these faculty. I am interested in working with the Executive Board to address the challenging labor issues we face as a discipline.