International Writing Centers Association

Position Announcement: St. Louis Community College WC Supervisor

IWCA Web Editor — Wed, 01 Jul 2009 17:19:34 +0000

St. Louis Community College at Meramec: College Writing Center Supervisor

Closing Date: July 6, 2009
36-week, continuing position

$28,739

Requires a Bachelor’s degree or equivalent, (specify total credit hours earned), and over three years relevant full-time experience; prefer degree in English or related field and teaching experience. A successful candidate must be able to provide daily leadership to the College Writing Center (CWC) staff and tutor students in writing for a variety of courses.

Responsibilities include: tutoring students in CWC; supervising staff; communicating policy and procedures to staff; organizing staff work load; helping hire and train staff; communicating with faculty and other college staff; implementing one-credit courses; and consulting with faculty director of the CWC.

Usual hours: 7:30 a.m.- 4:30 p.m., Monday-Thursday; 7:30 a.m.- 3 p.m., Friday.

36-week position. Begins August 2009.

Submit SLCC application, resume, cover letter and list of three references.

For details on submitting an application, please visit: http://www.stlcc.edu/Jobs/Application.html

Job Announcement: Tennessee Tech University (June 15, 2009)

IWCA Web Editor — Tue, 19 May 2009 02:17:40 +0000

Tennessee Tech University, Cookeville TN

VISITING COMPOSITION INSTRUCTOR / ASSISTANT PROFESSOR: Department of English and Communications

Full-time, nine-month, non-tenure-track, one-year renewable (up to three years) appointment to begin August 1, 2009. One or more positions available.

QUALIFICATIONS: MA in English (or Master’s degree in related field with 18 semester graduate hours in English) with graduate coursework in composition pedagogy. Evidence of excellence in composition instruction. Demonstrated commitment to teaching first-year composition. Preferred: Experience teaching in a networked classroom.

ESSENTIAL FUNCTIONS: Teach four sections each semester in first-year composition sequence (ENGL 1010: Writing I and/or 1020: Writing II) and perform departmental duties (e.g., committee involvement).

SALARY AND BENEFITS: Competitive.

APPLICATION PROCEDURES: Submit the following materials to be considered for the position:
1.    Letter of application, including a description of your writing pedagogy and of your experience as a writer;
2.    Copies of undergraduate and graduate transcripts (official transcripts required if hired);
3.    Curriculum vitae;
4.    Tennessee Technological University Faculty application form (interactive pdf available from http://www.tntech.edu/hr/forms.html);
5.    Contact information for three professional references who are familiar with your teaching.
Submit all materials in print to:
Dr. Tony Baker, Instructor Search Chair
Department of English and Communications
Box 5053, Tennessee Tech University
Cookeville, TN 38505
Or electronically to abaker@tntech.edu (as attachments to a single email). Receipt of application materials will be acknowledged by email.

APPLICATION SCREENING DATE: Initial screening of applications will begin on June 15, 2009. Applications accepted until position is filled. All queries to the above email address.

brutal download

Job Announcement: NDSU Graduate Writing Coordinator (deadline June 1, 2009)

IWCA Web Editor — Fri, 08 May 2009 23:52:08 +0000

North Dakota State University (Screening Date: June 1, 2009)
North Dakota State University invites applications for a graduate writing coordinator who will be responsible for promoting effective, professional graduate student writing. The coordinator will work with the Graduate School to review theses, papers, and dissertations; supervise graduate support services at the Center for Writers; coordinate and conduct workshops and courses that target writing skills for graduate students; and collaborate with departments to enhance writing support for students.

Masters degree in composition/rhetoric, English, or related field.
For a detailed description, please visit
https://jobs.ndsu.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1241713051132

Position Announcement: James Madison U

IWCA Web Editor — Thu, 07 May 2009 02:32:14 +0000

James Madison University
Director, Learning Resource Centers
Deadline for applications: Open until filled.

The Learning Resource Centers (LRC) Department at James Madison University seeks applications and nominations for the position of Director. The appointment is at the rank of tenure track Associate Professor and will
begin July 1, 2009.

Areas of support in LRC include Disability Services, English Language Learner Services, Learning Strategies Instruction, Speech Services, the Science and Mathematics Learning Center, Supplemental Instruction, and the University Writing Center. A 100,000 sq. ft. Student Health and Success Center planned for completion in 2011/12 will include new facilities for the LRC.

Successful candidates must demonstrate a history of competent leadership in developing and administering academic support programs, pedagogy, and curriculum; a record of scholarly achievement and excellence in teaching and research at the college level; the capacity to lead a diverse group of faculty and staff in the delivery of programs that help students become more effective, efficient, and engaged learners; an understanding of higher education administration, the capacity to facilitate consensus in
decision-making, and an ability to collaborate with various stakeholders
across the campus. A doctorate in communication, education, mathematics,
science, writing, or related fields is required.

Academic responsibilities include: program development, outcomes assessment, and evaluation; liaison with faculty in supported academic programs; instruction and tutoring. Administrative responsibilities include:
administration of faculty, staff, and student affairs within the department; budget and resource management; faculty and staff recruitment and retention; facilities planning.

JMU is a comprehensive, innovative, student-oriented university of 18,000
students located in Harrisonburg, a community of 41,000 in the Shenandoah Valley. The university has been ranked as the South’s top public master’s level university for the 15th consecutive year in U.S. News and World Report’s 2008 “America’s Best Colleges” guide. JMU is an Affirmative
Action/Equal Opportunity, Equal Access employer, and especially encourages applications from minorities, women, and persons with disabilities.

Initiate the online application process at https://joblink.jmu.edu. This
will include a cover letter reviewing qualifications and administrative
philosophy; curriculum vitae; three letters of recommendation and the names, addresses, and telephone numbers of three additional references. Candidates are also required to mail a copy of their transcripts to:

James Madison University
Joan Fahrney MSC 1911
Harrisonburg, VA 22807

Questions should be addressed to: Dr. David Carothers, Head, Mathematics and Statistics Department (carothdc@jmu.edu).

Chicagoland Organization of Writing, Literacy, and Learning Centers

IWCA Web Editor — Thu, 30 Apr 2009 02:59:26 +0000

Spring 2009 Meeting of the Chicagoland Organization of Writing, Literacy, and Learning Centers (COWLLC)

When: Friday, May 15th from 11 a.m. -2:30 p.m.

Where: Wildfire at Oakbrook
232 Oakbrook Center
Oak Brook, IL 60523
(630) 586-9000

Cost: $23 per person Make check payable to Jenny Jordan (payment on date of event is fine)
(Cost includes appetizer, salad, entree, side dish, & soda/coffee/tea)

Why: Interesting conversations with colleagues who share your concerns and interests

On the Agenda:
Ideas for a mini-conference next year (please bring your 2009-2010 school calendar)
Thoughts on how centers might highlight the NCTE National Day on Writing
Ways RtI is impacting our centers
Challenges we’re facing
Successes we’ve experienced

Please RSVP to Raina Wodatch at Glenbrook North High School (847-509-2484 or rnimanwodatch@glenbrook.k12.il.us)

Please contact Jenny Jordan (847-509-2695 or jljordan@glenbrook.k12.il.us) to ask questions about the event, to change contact information, or to add someone to the mailing list.

Praxis Spring 2009 Launched

IWCA Web Editor — Thu, 23 Apr 2009 15:43:40 +0000

From the editors of Praxis: A Writing Center Journal

We are pleased to announce that the Spring, 2009 issue of Praxis: Writing Across the Curriculum and Writing Centers is now published and available online at: http://projects.uwc.utexas.edu/praxis/ .

Thank you for your continuing support of Praxis,

Patricia Burns and Brooke Hunter

Managing Editors
Praxis: A Writing Center Journal
The Undergraduate Writing Center
The University of Texas at Austin
http://projects.uwc.utexas.edu/praxis/
praxis@uwc.utexas.edu

NoCal WCA 2008 Conference Keynote Address by Sherri Winans

IWCA Web Editor — Mon, 13 Apr 2009 15:52:48 +0000

IWCA presents a screencast of Sherri Winans’ 2008 Northern California Writing Centers Association Regional Conference keynote address entitled “Writing Selves in the Center: Possibility, Play, and Potential Space.” Visit http://media.waol.org/8433/Writing%20Selves%20Sherri%20Winans.swf to view the keynote address.

Sherri is director of the Writing Center at Whatcom Community College in Bellingham, Washington and the community college representative for IWCA. Contact Sherri at swinans@whatcom.ctc.edu.

freddy got fingered divx

Letter from Norman, April 2009

IWCA Web Editor — Fri, 10 Apr 2009 16:58:31 +0000

Cheers! Join me as I celebrate 20 years since my first day as a peer tutor. When I look back, I see my professor Tom Reigstad (it was an internship experience for his class on the teaching of writing that placed me as a peer tutor) sending me on a path that would later define who I am as a person, a teacher, and a leader. Now, the delights of having peer tutors around me every day offset the worst case scenarios on the budget cuts, the unproductive meeting with the playground bully (he not a student!), and the relentless wind that comes sweepin’ down the plain.

So while the tulips try to poke through the fresh sleet here, I am looking not just over the past twenty years, but the past two months, and I want to share what I have learned.

Middle-East-North Africa Writing Centers Conference

In February I visited the United Arab Emirates University and met their peer tutors. As is the case in many Muslim countries, the school is segregated for classes and even for cafeterias. At UAEU there is a men’s writing center and a women’s writing center and for the occasion of the Middle East-North Africa Writing Centers Association Conference, the men’s center was open to all.

Here is a view of conference participants working on an activity facilitated by Mark Hill, the director of the men’s writing center. Recently they held a poetry slam there and on the board in the back of the room are photos and bios of all the peer tutors.

I not certain how to say this without sounding naïve, or sounding as if I am erasing the important, real, and valuable differences between our cultures, but I found the students so much like those in the United States. The peer tutors in this region struggle with their schedules, get recognized on campus as “that guy in the writing center,” and forget their lunch money. They are interested in making sure students are comfortable and productive, as evidenced by a presentation given by peer tutors from the American University of Sharjah. Just like the peer tutors outside my office door right now, they like to talk about writing, movies, graduate school plans, and family news.

Jennie Murray, one of the conference co-chairs, asked Saif Ali Ahmed to be my local host and driver. We shared some good talks together; here is his answer to my question about what he is really excited about academically: “I want figure out how things get built and then build more things.” He is an engineering major and a peer writing tutor in the men’s writing center.

Saif Ali Ahmed from Dubai with me at the luncheon

Peer tutors from both the men’s and the women’s writing centers at United Arab Emirates University wore yellow sashes to let the conference guests know that they were local hosts.

Following this conference, Cecelia Hawkins, soon to be returning to the U.S. from her time at Texas A & M, Qatar, put a web resource page up: http://tcc.qatar.tamu.edu/1865.aspx

. Take a look and I know you will agree that this is much needed model for our regional web pages; imagine collecting the session handouts, the videos and PowerPoint slides, and the panel talks after your regional conference and creating a kind of conference proceedings online.

Read more about the conference in the UAE Writing Center’s newsletter at http://www.ugr.uaeu.ac.ae/writing_centre/docs/newsletterissue5.pdf .

IWCA Collaborative at CCCCs

In March the CCCCs in San Francisco offered another opportunity for IWCA to meet directors and peer tutors from all over the world. Thanks to Carol Haviland and Nathalie Singh-Corcoran, co-chairs of this first Collaborative, the day was both fun and stimulating. The Writing Circus was a highlight – the interaction and noise and creativity of the circus performers got us all thinking about the “three ring” ways our writing centers often operate.

See the Collaborative in action, thanks to Rob Lee, IWCA unofficial official photographer.
Community download synecdoche new york dvdrip iron man divx movie online

Finally, after listening to President Obama’s education speech I was struck by two recommendations: first, Obama wants to reward good teaching. If that truly happens, I expect that many writing center directors from K-20 should be recognized. The work we do every day is teaching and some of the best kind: at the point of need, with and not to others, and in the spirit of collaboration.

Second, Obama and I agree that schools (the buildings themselves) are seriously underused and we need to think about how to expand the hours for the community. The proposed longer school days, longer school years, and more “open door” access for local learners, offers a perfect opportunity for writing centers; seize this day! Get involved with your local school district somehow and propose an afterhours writing center satellite. Figure out how to provide mini-modules for local learners who want to write their memoirs or a letter to the landlord. Work on getting the cross age tutoring going by creating an afterschool program for young writers, like 826 Valencia (http://www.826valencia.org/), drawing from your regional teaching college and inviting students preparing to teach to join you in an internship or service learning experience.

With these tough economic times, we need to show that we have something to offer all the time to all people. If and when the happy days are here again, we can collect that IOU from the dean and hire a bunch of new people, buy new computers, and throw more hard candy around. But for now, we need to realize that most relationships are free and can show a great return on investment. actos avandia and fda study on

A Ning is Born!

IWCA Web Editor — Fri, 10 Apr 2009 16:40:19 +0000

A new online resource for middle and high school writing centers, and the people who love them, has been created: a Ning! The address is: http://writingcenters.ning.com/

What is a Ning?
A Ning is a social network, an online place for people to have discussions, write blogs, upload photos and video, and make new connections, but unlike more famous social networks like Facebook or MySpace, a Ning can be walled off, so that only members of a particular community have access to that community.

How is the Ning different than the list-serv?
Listservs are great for sharing timely news, announcements, and relevant conversations. However, no one wants to bombard listserv with photos or musings on the day-to-day things that happen in our writing centers, yet these are what make our writing centers so interesting and important. The Ning provides the space for that to happen, and complete control for members to choose when they want to visit the site. If the listserv is like a conference, the Ning is the conversation that happens in the hallways and elevators and restaurants outside the conference.

How can I use the Ning?
Like any social network, the Ning will be as interesting and useful as members make it. On the Ning, members can blog about their centers, upload photos of their centers, ask those burning questions, and more. Current discussions include topics like “Getting Students Into Your Center” and one intriguing blog post ruminates on middle/high school writing center evaluation. A growing photo gallery is visual proof that middle/high school writing centers are thriving in schools across the country.

How can I join the Ning?
Simply go to http://writingcenters.ning.com and create a user name and password. Members can control the notifications they wish to receive by choosing to “follow” specific discussions/blogs/introductions, or not.killer movie divx download

premarin substitute 5×2 dvdrip download download missing in america divx

cephalexin brand name

Request for Participants: High School Writing Centers

IWCA Web Editor — Sun, 05 Apr 2009 17:26:57 +0000

A request for participation in research:

My name is Greg Mueller and I am a graduate student at The University of Dayton who is conducting research on high school writing centers for my master’s thesis project. I am analyzing different methods of organization and structure of high school writing centers in an effort to see if any best methods exist. My ultimate hope with this research is to begin a new writing center at the high school in which I teach, Chaminade Julienne Catholic High School.

Currently, I am looking for 3-4 writing center directors who would be interested in participating in this anonymous research project. My mixed methodology involves brief surveys for tutors and tutees, in addition to interviews with writing center directors. If you are interested in participating in this study or would be interested in learning more about the project, please email me at gmueller@cjeagles.org.

Thanks for considering this research and thank you for supporting young writers in your work.
Sincerely,

Greg Mueller
English Teacher
Chaminade Julienne Catholic High School

Job Announcement: Modesto Junior College (Deadline April 16, 2009)

IWCA Web Editor — Sun, 29 Mar 2009 16:41:22 +0000

NOTE: This is a shortened version of the announcement. The full announcement can be downloaded as a PDF from http://writingcenters.org/wp-content/uploads/2009/03/modesto_junior_college2009.pdf .

Definition

This is a full-time educational administrator position. The Director of Basic Skills will coordinate the College’s basic skills programs within the Division of Literature and Language Arts.

Minimum Qualifications

Master’s degree in English, reading, developmental education, ESL or mathematics
Minimum of one year of formal training, internship, or leadership experience in a management role.
Commitment to provide instruction for students with diverse abilities and interests.
Personal qualities to work effectively and sensitively in a multicultural student environment.
Understanding of and commitment to the mission and philosophy of the California community college system.
Demonstrated successful interpersonal communication and leadership skills.
Teaching experience at post secondary or high school level.

Salary Range

Administrative Management Range 36, $6,696 to $8,506 per month 2007-08, plus a $2,100 annual stipend for an earned doctorate. landspeed online NOTE: Due to implementation of the 2006 Classification Study, effective March 1, 2009, the salary range for this position will become Range 38: $7,104 to $9,025 per month.

Desirable Qualifications:

One year of progressively responsible experience in a leadership position at a community college.
Training and/or experience in teaching composition, mathematics, or reading at the community college level, with specific expertise in basic skills or developmental mathematics, writing, or reading.
Experience in curriculum evaluation and development and/or program evaluation and development and in assessing effectiveness.
Experience in developing and assessing learner outcomes.
Current knowledge of or experience with assessment processes and instruments.
Experience with computer-based instruction, self-paced tutorials and computer-assisted learning labs.
Excellent communication skills.
Commitment to student learning and to the success of all students.

Closing Date download blair witch project the movie tramadol serotonin crisis : Thursday, April 16, 2009 at 5:00 P.M.

Selection Procedures:

Applications are to be forwarded to:

Yosemite Community College District

Human Resources

P.O. Box 4065, Modesto, CA 95352 – OR –

2201 Blue Gum Avenue

Modesto, CA 95358

And must be received no later than the closing date, Thursday, April 16, 2009 at 5:00 P.M.

When submitting application, the following is to be included: leg pain induced zanaflex

1. A YCCD Administrative Application Form

2. A personal letter of application

3. Resume

4. Unofficial transcripts

5. Three current letters of reference signed & dated within the last twelve (12) months.

Applications will be reviewed by a screening committee, which will select candidates to be interviewed. After interviews, a recommendation will be forwarded to the President, Chancellor, and Board of Trustees.

Position Announcement: Columbia University (Deadline April 30)

IWCA Web Editor — Sun, 22 Mar 2009 14:16:01 +0000

One-year, full-time position as Director of the Writing Center and Associate Director of the Undergraduate Writing Program beginning July 1, 2009, with a possibility of renewal for a second year. Appointment will be in the Department of English and Comparative Literature at the faculty rank of Lecturer in Discipline. Ph.D. in English, Rhetoric/Composition, or a related field, and writing center experience required. The Writing Center is housed in the Undergraduate Writing Program (UWP), which is housed in the Department of English and Comparative Literature at Columbia University.

The Director of the Writing Center recruits, trains, and supervises 25-30 graduate student tutors per year; coordinates Writing Center scheduling; publicizes the work of the Writing Center; leads workshops for undergraduate students on diverse topics related to academic and professional writing; teaches one section of first-year composition per semester; and, as Associate Director of the Undergraduate Writing Program, supports the Director of the UWP in all aspects of the UWP’s administration, including overseeing the program’s 80 graduate student instructors and facilitating the graduate pedagogy seminar.

Applications must be filed online at academicjobs.columbia.edu/applicants/Central?quickFind=51450 by April 30, 2009; in addition, dossier or letters of reference must be sent to Chair, UWP Search Committee, Department of English and Comparative Literature, 602 Philosophy Hall, Columbia University, MC 4927, 1150 Amsterdam Avenue, New York, NY 10027. Columbia University is an Equal Opportunity/Affirmative Action employer.download mighty wind a online

Writing Center Sessions at CCCC

IWCA Web Editor — Fri, 06 Mar 2009 16:44:43 +0000

Roberta Kjesrud has compiled this document to help those of you who are interested in attending sessions pertaining to writing centers at this year’s CCCC.

Download the document at http://writingcenters.org/wp-content/uploads/2009/03/writing-center-sessions-at-cs.pdf .download otis

IWCA Research Grant Winners Announced

IWCA Web Editor — Wed, 04 Mar 2009 12:12:45 +0000

The IWCA Research Awards Committee (Karen Keaton-Jackson, North Carolina Central University, Michael Mattison, Boise State University, and Elisabeth Piedmont-Marton, Chair, Southwestern University) are pleased to announce the recipients of the most recent round of research grant review. After considering an impressive and unprecedentedly large pool of proposals, we decided to fund two truly exceptional ones.

Zanice Bond de Perez and Moira Ozias of Kansas University will use a $750 grant from IWCA to help underwrite an oral history project that seeks to give voice to student narratives of difference and struggles to achieve social justice in the space of the writing center. Their work aims to challenge a dominant professional narrative in which the writing center comes to see itself “as already having arrived in an oppression-free promised land.”

Pamela Childers of the McCallie School will use a $750 grant “to research whether college/university models of Writing Fellows Programs can work effectively in a secondary school setting. By starting a Writing Fellows program, researching existing programs in higher education, and evaluating a year-long pilot program, I hope to determine whether the college model will or will not translate to the secondary level.”

We congratulate the winners and all the applicants on the quality of their research plans and anticipate hearing their voices in print and at conferences in the years to come.

Elisabeth Piedmont-Marton, Chair
IWCA Research Awards Committee

soma handlebar moustache download delta farce divx v for vendetta movie

Documenting Writing Center Work

IWCA Web Editor — Sun, 01 Mar 2009 23:53:34 +0000

This short video introduces the motivations behind our survey research project: Documenting Writing Center Work (http://vimeo.com/2878322). If you direct a writing center, please take the survey at: tinyurl.com/wcwork

Thanks for watching!
Jackie Grutsch McKinney, jrmckinney@bsu.edu
Rebecca Jackson, rj10@txstate.edu

honeydripper download

Documenting Writing Center Work

from jackie grutsch mckinney

on Vimeo.

Position Announcement: WC/Writing Coordinator at University of South Dakota (App deadline March 23, 2009)

IWCA Web Editor — Sun, 01 Mar 2009 19:20:44 +0000

The University of South Dakota invites applications for a writing program administrator to serve as Director of Writing and of the University Writing Center.

The Director of Writing supervises and schedules 25-30 MA and PhD teaching assistants, coordinates curriculum for writing courses, leads annual assessment of writing across campus, provides professional development programming for writing instructors and TAs, and serves on committees relevant to the position. The Director of Writing teaches a graduate course in composition pedagogy; other opportunities for teaching exist. As Director of the University Writing Center, this individual trains and supervises approximately 15 undergraduate peer consultants, including 2-3 MA students; organizes weekly workshops sponsored by the UWC; consults with faculty on issues related to writing; maintains UWC records; manages the financial resources of the UWC; and collaborates as needed with other entities to expand and publicize the contributions of the UWC.

This is an eleven-month, non-faculty exempt position that reports to the chair of the English Department. Summer responsibilities ordinarily include leadership of writing program assessment, preparation for an August TA orientation workshop, and teaching of a lower-division writing course. Preferred start date is July 22, 2009. Salary is competitive, commensurate with experience.

The position requires a PhD in Composition and Rhetoric or equivalent, teaching experience at the college level, expertise in writing pedagogy, and the ability to interact with faculty members as a peer.

Desirable qualifications include expertise in writing program administration, experience in writing center administration and academic background in writing center studies, experience in assessment, and the ability to teach literature at the lower-division level. It is anticipated that the successful candidate will have several years of prior professional experience in a related position.

The University of South Dakota is the state’s flagship liberal arts university. Housed in USD’s College of Arts and Sciences, the English Department offers BA/BS, MA, and PhD degrees and hosts the University Writing Center, among other programs.

To apply, send CV, dossier (including graduate transcript), writing sample, teaching philosophy statement, statement of philosophy of writing program administration, and application letter to Emily Haddad, Chair, English Department, The University of South Dakota, 414 East Clark Street, Vermillion, SD 57069-2390. Materials may also be submitted via https://yourfuture.sdbor.edu. Screening begins March 23, 2009 and continues until a suitable candidate is hired. The University of South Dakota is an equal opportunity/affirmative action institution committed to increasing the diversity of its faculty, staff, and students.

free atl

watch home on the range in divx

Position Announcement: New Media Writing University of Michigan

IWCA Web Editor — Thu, 26 Feb 2009 15:39:38 +0000

The Sweetland Writing Center at the University of Michigan seeks applicants with expertise in new media writing for a Lecturer III position to begin September 1, 2009. Successful candidates will play a leadership role in Sweetland’s new media initiatives, acting as a resource for Sweetland faculty and faculty across the University. This is a renewable non-tenure track position with an initial appointment of three years.

A center for research as well as teaching, the Sweetland Writing Center offers a collegial environment of professionals who share a commitment to writing instruction and to increasing knowledge about writing and learning. Accordingly, this position can serve as a post-doctoral opportunity for recent Ph.D.’s who want to strengthen their expertise in new media writing, while gaining experience in writing program and writing center work at a Research I university.

In addition to developing and teaching courses in new media writing, successful candidates will select from among courses for students at all levels, from first-year undergraduate writing courses, to upper-level peer tutor training courses, to graduate courses in writing and the teaching of writing. Candidates may also teach in Sweetland’s Writing Workshop, our one-to-one support service for undergraduate and graduate students.

Successful candidates will also have the opportunity to select from a variety of administrative and research areas. They can join ongoing, funded research projects to study: best practices in one-to-one writing instruction, the roles of meta-cognition and instructor feedback in developing disciplinary expertise in advanced writing in the disciplines courses, or the factors that contribute to continued academic success for developmental writers. Administrative areas include: consultation with faculty to develop new media curriculum for writing in the disciplines; assessment and redevelopment of UM’s first-year and upper-level writing requirements; redesign of Sweetland’s preparatory writing course (SWC 100), including the development of an e-portfolio component; and development of a synchronous OWL for Sweetland’s peer tutor program, and institution of an online appointment and scheduling system.

Full-time load is a 3-3 equivalent, which may include Writing Workshop or comparable service or administrative assignments. UM faculty receive excellent health, dental, vision, and retirement benefits. Ph.D. is required.

Terms and conditions of employment for this position, as posted, are subject to the provisions of a Collective Bargaining Agreement between the University of Michigan and the Lecturers’ Employee Organization.

The University of Michigan is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply.

To apply, send electronic copies of a letter of application, current CV, statement of teaching philosophy and experience, evidence of teaching excellence, and three letters of reference to Professor Anne Ruggles Gere, Director, Sweetland Writing Center, c/o Laura Schuyler at schuyler@umich.edu. Application deadline is March 9, 2009.

CFP: Across the Disciplines Journal (deadline: Sept. 1, 2009)

IWCA Web Editor — Tue, 24 Feb 2009 19:00:45 +0000

A special issue of Across the Disciplines: Interdisciplinary Perspectives on Language, Learning and Academic Writing, Fall 2010

(http://wac.colostate.edu/atd/

claritin childrens 13 game of death download free download toy story 2 divx

)

Writing across the Curriculum at the Community College: Beating the Odds

Guest editor: Clint Gardner, Salt Lake Community College

Writing across the curriculum and writing in the disciplines (WAC/WID) programs in community colleges have been the focus of only sporadic scholarship over the years. While there are a smattering of articles, a handful of doctoral dissertations, and a few books devoted to the subject (mostly from the late 80’s and mid-90’s), substantial research on WAC/WID from a community college perspective seems seriously lacking in comparison to the research that has been conducted in other postsecondary settings. Given the pervasive teaching mission that all community colleges share, the collaborative drive that many experienced faculty from across the disciplines display, and the community college’s specific commitment to general education, it seems certain that a great deal of WAC/WID work is taking place in community colleges, even if that work is not specifically referred to on campus as “WAC” or “WID.”

In this issue of Across the Disciplines, therefore, we will focus the spotlight on community college WAC/WID initiatives and seize the opportunity to expand the range of scholarly work in this area, exploring the challenges that community college WAC programs face, the ways in which student demographics and goals shape their experience of writing in the disciplines, and what the future of WAC/WID might be at the community college level.

We invite proposals for articles that explore questions such as the following, as well as others related to the topic of Writing across the Curriculum/Writing in the Disciplines at the Community College:
• What are the parameters of community college WAC/WID initiatives? How do they work? What are their successes? Their failures?
• How does WAC/WID relate to general education in community college curricula? How does general education use writing as a key pedagogy? How are faculty from across the disciplines prepared to teach writing intensive courses?
• What special challenges do community college WAC/WID programs face?
• What are the effects of working conditions and teaching loads on WAC/WID initiatives?
• What is the history of WAC/WID initiatives at community colleges?
• How are effective WAC/WID programs administered at community colleges?
• What role do community college writing centers play in WAC/WID?
• How do community college WAC/WID programs integrate with distance learning initiatives?
• How do structural/administrative issues shape the outcomes of WAC/WID at the community college?
• What are the outcomes of WAC/WID for the community college student?
• How do community college WAC/WID programs align themselves with their institution’s educational mission?
• How are community college WAC/WID programs assessed, and how are these assessments tied to budgetary, political, or accreditation needs?
• How do the community college student’s educational experience and educational goals affect the structure and/or outcomes of WAC/WID?

We’re eager to read innovative work that critically explores the foundations, implications, and influence of writing technologies and WAC/WID initiatives—work that is theoretically informed, that offers original research data, and that builds on appropriate literature reviews. Descriptions of specific WAC/WID initiatives are welcome but they should be situated within an analysis of a larger issue(s).

We welcome inquiries about ideas for proposals.

Deadline for Proposals: September 1, 2009
Notification of Acceptance: by November 2009
Manuscripts Due: March 1, 2010
Publication: Fall 2010

Proposal Format: Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article. Proposals and manuscripts should follow APA documentation style, which is the standard for Across the Disciplines. Send your proposal electronically (in MS Word format) to Clint Gardner (Clint.Gardner@slcc.edu), guest editor, and Michael Pemberton (michaelp@georgiasouthern.edu), the editor of ATD. Please be sure to include your full contact information.

IWCA Executive Officer Election Results

IWCA Web Editor — Thu, 19 Feb 2009 10:39:04 +0000

The IWCA Board recently voted for the 2009-2011 Executive Officers.

Running for Vice President were Valerie Balester (Texas A&M University; profile at http://writingcenter.tamu.edu/content/view/127/215/ download secondhand lions free ), Steve Sherwood (Texas Christian University; profile at http://www.wrt.tcu.edu/profiles.html#sherwood), and Nathalie Singh-Corcoran (West Virginia University; profile at http://english.wvu.edu/faculty_and_staff/faculty/singh_corcoran_nathalie ).

Running unopposed for Secretary was Kerri Jordan (Mississippi College; profile at http://www.mc.edu/campus/users/jordan01/).

Incumbent Treasurer Harry Denny (St. Johns University; profile at http://www.stjohns.edu/academics/undergraduate/liberalarts/departments/english/faculty/denny/denny.stj) ran for a second term.

The Results:

Vice President for 2009-2011 (will become President after Roberta Kjesrud for the 2011-2013 term and Past President for the 2013-2015 term): Nathalie Singh-Corcoran. Secretary: Kerri Jordan. Treasurer: Harry Denny. Statements of intent, which were part of the IWCA Executive Committee ballot, are copied below:

Vice President Nathalie Singh-Corcoran

divx anaconda 3 the offspring
I have been involved in writing centers for the past thirteen years. In 1996, I began working as an undergraduate peer tutor. In graduate school, I was an assistant coordinator of a writing center, and when I attained my Ph.D., I accepted a position as a writing center director.

My professional academic career began at writing center, and it will end there. I’m a lifer. Because of my commitment to writing centers and my long-time involvement with the International Writing Centers Association (past board member, past Grants Committee chair, and current member of the Finance Committee) and the National Conference on Peer Tutors in Writing (board member), I have decided to run for Vice President of the IWCA.

As Vice President and future President, I would continue to support important initiatives related to diversity and anti-racism. I would work toward encouraging more writing center research and scholarship in those areas and others. More specifically, I would seek existing models we might adapt to facilitate our scholarship. For example, the National Writing Project supports an on-line platform where members can submit their work and give and receive feedback. I would also like to strengthen the connection between high school and college/university writing centers. One way to build such connections might be through on-line forums. Finally, I would form committees to update/revise the various IWCA position statements such as the “Writing Center Concept.”

Secretary Kerri Jordan
My writing center experience began twelve years ago, when I tutored writing as a graduate student in our campus center. I have been engaged in writing center work ever since. I am a founding member and officer of the Mississippi Writing Centers Association; I served as Secretary of the Southeastern Writing Centers Association from 2006-2008; and I currently serve as Vice President of the SWCA. I have attended the IWCA Summer Institute and have consistently presented at local and regional writing center conferences, as well as at IWCA.

My desire to serve as Secretary of the IWCA stems mainly from my belief that I will be useful to the organization. Because of my experience in a variety of writing center contexts, I bring to the IWCA Board a solid grasp of the IWCA’s importance to local and regional organizations, as well as to individuals and individual centers. I also bring a desire to help the IWCA effectively and ethically negotiate our need to promote substantial, rigorous research and scholarship with our need to continue to encourage and support newcomers in our community. I am especially interested in writing center assessment, writing center research methodology, and potential connections between writing center research and writing programs.

Treasurer Harry Denny
Denny has served one term as treasurer for IWCA. Denny has experience with budgets, finance committee meetings, online banking, and developing long range plans for budget allocations.

Congratulations to our new Executive Officers! In November 2009 at the NCTE convention, Nathalie and Kerri will take office and join Harry, incoming President Roberta Kjesrud (Western Washington University) and Past President Michele Eodice (University of Oklahoma) as the 2009-2011 Executive Officers of IWCA.

Many thanks to Valerie Balester and Steve Sherwood, whose statements of intent are copied below.

Valerie Balester

I have always advocated advancing the status of writing centers because I understand they are an effective means of instruction as well as a prime site for advocacy of student-centered learning and a culture of writing on campus. At Texas A&M, I have had the opportunity to build a center that promotes these ideals (an ongoing project). On a recent visit to Qatar, I spoke with writing center directors in Education City, and learned that they face many of the same issues of identity within the institutional structure as we face in the States. We have a powerful and effective resource in writing centers, and although we have improved a great deal in making ourselves visible and recognized since I began tutoring at Penn State in 1986, we can do more.

Areas that I would like to advance are (1) national and international membership, (2) strengthening of regionals, and (3) access to resources that help us make arguments for funding and support (e.g., the Writing Centers Research Project). At a time when budgets are threatened, we need leadership that will guide us in protecting our resources and even expanding. We understand efficiency and quality, and we can demonstrate that.

Steve Sherwood

Last fall, I told my boss that my writing consultants do the most important work done anywhere on campus. She smiled skeptically. “Okay, I’m biased,” I said, “but don’t you want the person who runs the writing center to feel that way?”

The thing is, I really do believe what I told her, not only about the writing center I direct but about all the others in secondary schools, colleges, universities, and other locations around the globe. We help writers blossom, and the International Writing Centers Association is at the heart of this vital movement to foster creative and academic growth—one person at a time. As vice president of IWCA, I would seek to support this work wherever it occurs and advocate for both the creation of new writing centers and for an awareness on the part of sometimes skeptical administrators of writing consultants’ contributions to the intellectual life of their institutions. I would also serve an apprenticeship under Clint, Michele, and Roberta in order to gain the knowledge and skills needed to eventually step into the presidency.

If elected, I’ll gladly serve as vice president. Otherwise, I’ll gladly continue to serve as an at-large member of the board.

The election process for IWCA Executive Officers is included in the IWCA Constitution, Article III.B, at http://writingcenters.org/about/constitution/ . Descriptions of the duties of President, Vice President, Past President, Secretary, and Treasurer are included on the IWCA Governance page at http://writingcenters.org/governance/ (scroll down to “Duties of Executive Board Members”).

Call for Community College Writing Center Survey Participants

IWCA Web Editor — Wed, 18 Feb 2009 17:43:55 +0000

Nick David and Dr. Norman Evans are seeking survey participants for a research project they are conducting involving community college writing centers. Their research focuses on tutor and director perceptions of ESL (English as a second language) student errors and how to better assess and eventually meet these students’ needs in the writing center. These two surveys take about 10-15 minutes to complete each. You can follow the links provided to take the surveys.

Responses to these surveys will be kept confidential and will only be reported as group data.

If you have any questions regarding this research, please feel free to contact either myself at nicholaselidavid@gmail.com or my thesis chair at norman_evans@byu.edu.

Sincerely,

Nick David
MA TESOL Candidate
Brigham Young University

Survey for Community College Writing Center Directors
https://byu.qualtrics.com/SE?SID=SV_0iFc4czjjoTtRgo&SVID=Prod grudge the dvdrip

Survey for Community College Writing Center Tutors
https://byu.qualtrics.com/SE?SID=SV_9ZxsAhU6Ivg7q9m&SVID=Prod

exelon kroma