Shirley Rose's Service Award
Dr. Shirley Rose stepped down from co-directing CWPA's Consultant-Evaluator (C-E) Service at the end of the 2023 summer conference in Reno.
During the Awards Ceremony at the conference, Dr. Rose was recognized for her leadership of the C-E service as a Director and Co-Director for nine years. Her Co-Director of five years, Dr. Michael Pemberton, wrote the below tribute that I had the pleasure to read at the ceremony.
Dr. Pemberton then presented Dr. Rose with the Book of Shirley, a booklet with her achievements and words of recognition from her colleagues on the panel to demonstrate the impact Dr. Rose has made on the C-E service and panel members.
Dr. Shirley Rose has been an important WPA scholar, an enduring professional leader, and a role model and mentor for writing program administrators around the globe. Serving as a WPA at institutions such as San Diego State, Purdue, and most recently, Arizona State University, she has built and sustained exceptionally strong writing programs and published much of the research that grew out of that work. Two of her early edited collections, compiled with her colleague, Bud Weiser, have long been recognized as foundational texts in the field: The Writing Program Administrator as Researcher: Inquiry in Action and Reflection (1999) and Writing Program Administrator as Theorist: Making Knowledge Work (2002). Since then, she has gone on to publish several more books, dozens of peer reviewed journal articles and book chapters, and over a hundred presentations and workshops about the many nuances of WPA work and research. Her service contributions to the field are equally impressive: she was local arrangements co-chair for the CWPA 1999 workshop and conference, and she wrote and published interviews with CWPA conference hosts in the WPA Journal each year between 2012-2016. She served as the President of the CWPA from 2005-2007, and more recently, she has served as Director and co-Director of the C-E Service for the last nine years, from 2014-2023. Among her many accomplishments as Director have been to make the C-E Service's operations more open and transparent, especially to the CWPA Executive Board; in her capacity as Director, she has served as an ex officio member of the EB for her entire term of service as director, making her the longest-serving current member of the Executive Board, and she also spearheaded the creation of the C-E Service's ethics document, which upholds the highest standards of ethical conduct among C-E panel members. Since she is now stepping down as co-Director of the Service, her colleagues and friends in CWPA would like to recognize her many years of dedicated service as well as her many contributions to our profession.
On behalf of the Executive Board and all CWPA members, I’d like to thank Dr. Rose for her dedication and contributions to CWPA that have spanned the last three decades. We wish her continuing success and wellbeing.
Outstanding Scholarship Award
The Outstanding Scholarship Award looks outside of the WPA journal to recognize the valuable work being published across the field in other journals and edited collections.
"Something Invisible…Has Been Made Visible for Me’: An Expertise-Based WAC Seminar Model Grounded in Theory and (Cross) Disciplinary Dialogue” by Angela Glotfelter, Ann Updike, and Elizabeth Wardle (appearing in Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25 in 2020, edited by Bartlett et al.).
"Session Notes as a Professionalization Tool for Writing Center Staff" by Genie Nicole Giaimo and Samantha Jane Turner
“Rhetorical and Pedagogical Interventions for Countering Microaggressions” by Rasha Diab, Beth Godbee, Cedric Burrows, and Thomas Ferrel
"Rethinking SETs: Retuning Student Evaluations of Teaching for Student Agency," by Brian Ray, Jacob Babb, and Courtney Adams Wooten in Composition Studies 46(1).
"Writing Center Administrators and Diversity: A Survey” by Sarah Banschbach Valles, Rebecca Day Babcock, and Karen Keaton Jackson in The Peer Review.
Kenneth Bruffee Award
The Kenneth Bruffee Award recognizes exceptional scholarship published in WPA: Writing Program Administration. The award seeks to honor research that is cutting edge, methodologically rigorous, and has the potential to broadly impact writing programs and the discipline.
“Reclaiming Writing Placement” by Heidi Estrem, Dawn Shepherd, and Samantha Sturman (Spring 2018)
"Race, Silence, and Writing Program Administration: A Qualitative Study of US College Writing Programs" by Genevieve García de Müeller and Iris Ruiz (Spring 2017)
“Standard English and Colorblindness in Composition Studies: Rhetorical Constructions of Racial and Linguistic Neutrality” by Bethany Davila (Spring 2017)
"Politics, Rhetoric and Service Learning" by Candace Spigelman (Fall 2004)
"Using Multimedia to Teach Composition" by Mary Hocks (Fall/Winter 2001)
"Constructing Composition: Reproduction and WPA Agency in Textbook Publishing" by Libby Miles (Fall/Winter 2000)
CWPA Graduate Research Award for Writing in WPA Studies
Joe Franklin, "'Where Do I Draw The Boundaries?': Mobile Containment in TWPA Work"
Analeigh E. Horton, “Two Sisters and a Heuristic for Listening to Multilingual, International Students’ Directed Self-Placement Stories”
Stacey Cochran, Sydney Sullivan, Michelle Silvers, Sally F. Benson, and Nick Halsey. "Authenticity, Self-Compassion, and Self-Determination Theory: A Response to Power Inequities in College Writing Programs"
Molly Ubbesen, University of Wisconsin-Milwaukee
Sara Summers, “Graduate Writing Centers in Context”
Tim Dougherty, “Between Rock and Hard Place: jWPAs Navigate the Promises of Portland and Wyoming in 2011”
Nancy Bou Ayash, “(Re) situating Labor in U.S. Writing Program Administration in Cross-National and Cross-Linguistic Perspectives”
Best Book Award
Black Perspectives in Writing Program Administration: From the Margins to the Center, edited by Staci Perryman-Clark and Collin Lamont Craig (NCTE, 2020)
Contingency, Exploitation, and Solidarity: Labor and Action in English Composition, edited Seth Kahn, William B. Lalicker, and Amy Lynch-Biniek (University Press of Colorado, 2019)
The WPA Outcomes Statement: A Decade Later, edited by Nicholas Behm, Gregory R Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White. (Parlor Press, 2013)
GenAdmin: Theorizing WPA Identities in the Twenty-First Century by Colin Charlton, Jonikka Charlton, Tarez Samra Graban, Kathleen J. Ryan, and Amy Ferdinandt Stolley (Parlor Press, 2011)
The Activist WPA by Linda Adler-Kassner (Utah State UP, 2008)
Because we Live Here: Sponsoring Literacy Beyond the College Curriculum by Eli Goldblatt (Hampton, 2007)
Delivering College Composition: The Fifth Canon edited by Kathleen Blake Yancey (Heinemann, 2006)
Historical Studies of Writing Program Administration: Individuals, Communities, and the Formation of a Discipline, edited Barbara L'Eplattenier and Lisa Mastrangelo (Parlor Press, 2004)
The Writing Program Administrator's Resource: A Guide to Reflective Institutional Practice edited by Stuart C. Brown and Theresa Enos (Lawrence Earlbaum Associates, 2002)
The Center Will Hold: Critical Perspectives on Writing Center Scholarship edited by Michael A. Pemberton and Joyce Kinkead (Utah State UP, 2003)
Coming of Age: The Advanced Writing Curriculum edited by Linda K. Shamoon, Rebecca Moore Howard, Sandra Jamison, and Robert A. Schwegler (Heinemann-Boyton/Cook, 2000)
POCC WPA-GO Research Award
Dr. Ashanka Kumari
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