WPA 2011 Conference Institutes
2011 Institutes for WPAs
WPA 2011 features two day-long Institutes that reflect the conference theme, Frameworks for Success:
- Program Assessment for WPAs: A Day-Long Workshop and Resource Festival
- Tectonic Shifts in Basic Writing
These institutes will blend presentation, discussion, and lots of hands-on activities; by the end of each, participants will emerge with terrific strategies for taking actions on their campuses and in their local communities.
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Program Assessment for WPAs: A Day-Long Workshop and Resource Festival
Bob Broad (Illinois State University), Michele Eodice (University of Oklahoma) and Diane Kelly-Riley (Washington State University)
This day-long institute will serve as a workshop and resource festival for WPAs of all sorts who want to implement and/or revise their program assessments. This institute is open to all types of writing program administrators, from those who work in first-year composition programs to writing centers to writing assessment programs to writing across/in the disciplines programs. The session leaders will provide context to program assessment, including developing an attitude of assessment, understanding the rhetorical situations for program assessment and foundational concepts in program evaluation. Likewise, this session will emphasize hearing, understanding, and recognizing participants’ distinctive context, questions, problems, and needs. Small focused breakout sessions will be included to discuss topics such as Working with the WPA Outcomes Statement, Stats 101 for WPAs, and Developing an Organic Assessment Model. Time will be made available for participants to work so that they will leave the workshop with resources and ideas as well as an action plan for an assessment project within their writing program. Finally, each workshop participant will be matched with a program assessment “buddy” with whom to collaborate and commiserate into the future.
Bob Broad is a Professor of English at Illinois State University, where in 2009 he received the Outstanding University Teacher Award. He teaches graduate courses in writing assessment, pedagogy, rhetoric and composition studies, and research methods, as well as, undergraduate courses in writing, pedagogy, and English Studies. Bob co-wrote Organic Writing Assessment: Dynamic Criteria Mapping in Action (Utah State UP, 2009) and solo-authored What We Really Value: Beyond Rubrics in Teaching and Assessing Writing (Utah State UP, 2003). His articles and book reviews have appeared in the journals College English, Research in the Teaching of English, Assessing Writing, The Journal of Writing Assessment, Teaching English in the Two-Year College, Works and Days, and African American Review.
Michele Eodice is the Executive Director of Learning, Teaching, & Writing, a unit at the University of Oklahoma that includes a teaching center, the Expository Writing Program, the writing center, and writing across campus initiatives. Dr. Eodice has published in several areas, including collaboration, co-authoring, academic integrity and plagiarism, and writing center theory and practice. With her co-authors, she has published two books, (First Person)2: A Study of Co-Authoring in the Academy (2001) and The Everyday Writing Center: A Community of Practice (2007). Currently her work at OU includes studies of general education, assessment, retention, and learning communities.
Diane Kelly-Riley directs the Writing Program and Writing Assessment Program at Washington State University, which received the 2008-09 CCCC Writing Program Certificate of Excellence. She teaches graduate courses in writing program administration, test development and assessment, program evaluation theories and applications, and has taught composition for secondary school teachers, first-year composition and first-year composition for ESL students. She has published in several areas including race and writing assessment, validity issues for college writing assessment, critical thinking, writing across the curriculum, and writing program administration. She has been an invited program reviewer for several Quality Enhancement Plans for the accreditation requirements of the Southern Association of Colleges and Schools.
Tectonic Shifts in Basic Writing
Peter Dow Adams (Community College of Baltimore) and Kelly Ritter (University of North Carolina, Greensboro)
Basic Writing is in the midst of several major transformations. Much national attention has focused on developmental education in general and on its fairly low success rates, which have a major impact on college completion rates. In addition, much of the responsibility for basic writing is shifting to community colleges. In recent years, a number of promising innovations have appeared in basic writing programs. This institute will discuss these developments and how those of us responsible for basic writing can shape these transformations in a positive way.
In the morning, after a brief history of basic writing in America, participants in this institute will examine major shifts in where and how basic writing is offered and the reasons for those shifts. In the afternoon, we will consider how those of us responsible for basic writing—university and community college writing programs as well as graduate programs that educate future basic writing instructors—might best respond so that these transformations result in an improvement in the effectiveness of basic writing and the success of our students.
Peter Adams has taught at the Community College of Baltimore County (CCBC) for more than 30 years. Over the years, his responsibilities at CCBC have included coordination of the writing program, chairing the college's committee on general education, and chairing the English Department. He currently directs the Accelerated Learning Project, an innovative program that has doubled the success rate for students placed in developmental writing at CCBC.
His professional experience includes tenures with the editorial board of the Journal of Basic Writing and chairing the Conference on Basic Writing (CBW) for three years. His publications include the 1994 HarperCollins Concise Handbook for Writers and Connections: A Guide to the Basics of Writing. His "Basic Writing Revisited" appeared in the Journal of Basic Writing in 1993 and has had a major influence on the movement toward mainstreaming basic writers. His article “The Accelerated Learning Program: Throwing Open the Gates” appeared in the fall 2009 issue of the Journal of Basic Writing.
Kelly Ritter is an Associate Professor of English and Director of First-Year Composition at the University of North Carolina, Greensboro. Her articles have appeared in CCC, College English, WPA: Writing Program Administration, and Rhetoric Review, among others. Kelly’s first book, Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960 (SIU Press, 2009) received Honorable Mention for the CWPA Best Book Award in 2010. Her second book is Who Owns School? Students, Authority, and Online Discourse (Hampton Press, 2010). Kelly’s current book manuscript is To Know Her Own History: Writing at the Woman’s College 1943-1963.