Special Election of Replacement Executive Board Member

Please vote to fill one position on the WPA Executive Board that was left vacant by Cynthia Martin’s resignation.  The new board member’s term will begin immediately following the election and end June 30, 2007.  Members should vote for one candidate in the following pairing.

Continuing Board members will be Chris Anson (Past President), Shirley K Rose (President), Jennie Dautermann (Secretary),  John Heyda (Treasurer), Lauren Fitzgerald, Joe Janangelo, Raul Sanchez, Rebecca Moore Howard, Martha Patton, Carrie Leverenz, Dominic Delli-Carpini, and Stephen Wilhoit, and representatives from Digital WPA, the WPA Editorial Team, and the Consultant Evaluator Program.

The following provides information about the Executive Board candidates Tina Good and Susan Kay Miller

2005 WPA Executive Board Candidate Biographies and Statements

Vote for One: Tina Good or Susan Kay Miller

TINA GOOD is currently an Associate Professor of English at Suffolk Community College in New York where, in addition to teaching a variety of literature and composition courses, she has served as the Writing Center Coordinator and currently works as the Assessment Coordinator for Written Communication.  In addition, she serves as the Chair of the College Curriculum Committee, the President of the Faculty Senate, and the Alternate Delegate on the SUNY Faculty Council of Community Colleges.  She also serves as the Co-Chair of the SUNY General Education Assessment Review (GEAR) Group and Secretary for the SUNY Council on Writing.

Her research interests have largely focused on teaching and assessing writing.  Leanne Warshauer and Professor good co-edited the book entitled, In Our Own Voice: Graduate Students Teach Writing, in which she authored "Individual Student Conferences and Community Workshops: Is There a Conflict?"  This article can also be found in the sixth edition of Background Readings for Instructors Using The Bedford Handbook.  Professor Good has recently defended her dissertation entitled Writing Assessment: An Autobiography of English Studies where she discusses the transformative possibilities of writing assessment.

Statement “I am honored to accept this nomination to run for a seat on the CWPA Executive Board.  I know that sounds cliché, but the sentiment is sincere.  The work and the leadership of the CWPA has profoundly affected the way I think about my work.  There has not been a single occasion when the leadership or members of the listserv have failed to come to my assistance when I have asked them for counsel.  Their Position Statements have been foundational in my efforts to resist standardized testing and ensure academic freedom and integrity both at the state and local levels.  It would be my pleasure to continue this work at a national level and assist the CWPA's many efforts in whatever areas needed.  Given my interests in curriculum, assessment, and faculty governance, I am particularly interested in the CWPA's Consultant-Evaluator Service and Network for Media Action.  Even if I am not elected to the Executive Board, it is my hope that I can become more involved in these efforts.  In following their lead, if I am elected, I would like to investigate further possibilities for interactions between the CWPA and university faculty governance bodies.  Such connections, I think, would be beneficial for writing program administrators, writing instructors, and writing students as we continue to face troubling legislative action (or inaction) with regard to writing programs and writing program administration.

SUSAN KAY MILLER is a full-time faculty member in the English department at Mesa Community College in Mesa, Arizona, where she teaches writing, linguistics, and English as a second language. She is especially interested in two-year college writing programs, second language writers, and effective ways of incorporating technology into writing instruction. She currently serves as the chair of the Composition Committee in her English department, a group which recently lead a successful three-year effort to revise the previous, current-traditional first-year composition curriculum with a rhetorically-based approach inspired by the WPA Outcomes Statement. The new curriculum was adopted throughout the Maricopa Community College District in April 2005 and will affect over 80,000 students district-wide. The success of this effort has encouraged the Composition Committee to lobby for a permanent WPA at Mesa Community College, a position which has never existed in any of the English departments in the district.

Susan has been actively involved in WPA, NCTE, and CCCC since she was a graduate student at Arizona State University. She is a co-editor of WPA: Writing Program Administration, the journal of the Council of Writing Program Administrators. In addition, she is a member of the CCCC Executive Committee and a co-chair of the CCCC Committee on Second Language Writing. She also serves on the Two-Year College English Association’s Teacher-Scholar Committee, which recently authored the TYCA Position Statement on Research and Scholarship in the Two-Year College.

Susan’s work has appeared in the journals Computers and Composition, Teaching English in the Two-Year College, and Composition Studies as well as the collection Language Alive in the Classroom (1999), edited by Rebecca Wheeler. She is also a co-editor of NCTE’s Strategies for Teaching First-Year Composition (2002) with Duane Roen, Veronica Pantoja, Lauren Yena, and Eric Waggoner. She is currently co-editing a collection with Shelley Rodrigo titled Rhetorically Rethinking Usability, a book focused on connections between rhetoric and usability studies.

Statement “I would like to serve on the WPA Executive Board to be an advocate and voice for two-year college English faculty. WPA, especially through its annual conference, journal, and listserv, is a source of help and inspiration for two-year college English faculty nationwide, many of whom work in departments where there is no specified writing program administrator and where open enrollment, diverse student populations, and transfer articulation agreements create unique challenges for writing faculty and programs. My hope is that WPA will continue to increase its membership among and relevance to two-year college English faculty, and I would like to see WPA continue to advocate for recognition of the contributions of two-year college teacher-scholars. In addition, I am particularly interested in helping WPA continue to actively support the critical, thoughtful use of technologies in writing instruction and assessment. Additionally, I hope to encourage WPA to rethink how writing programs address the needs of second language writers. As our student populations change, definitions of second language writing have begun to shift, making ESL students the concern of all writing teachers and administrators.”