The goals of the meeting are to establish a connection among New Jersey’s college writing centers and libraries, and to share best practices and discuss challenges that we face in:

1.      creating sustainable partnerships between library and writing center programs
2.      fostering faculty support and collaboration
3.      improving information literacy skills across the curriculum

We will have a few speakers, but we’d also like to hear from you!  To that end, please bring to the meeting your ideas, questions and suggestions.  We also welcome any assignments, handouts or books that you use in your classes, writing centers, or libraries that might be helpful in our discussions.

We will follow up with more information and directions for those interested in attending.

Contact Info:
Loren Kleinman, M.A.
Director, Writing Center
Passaic County Community College (PCCC)
One College Boulevard
Paterson, NJ 07505
Email: lkleinman@pccc.edu
Phone: (973) 684-6160

Department:      Academic Enrichment Center

Status:               Full time Administrative Faculty Position – 10 months

Annual Salary:   Commensurate with experience, including a full-benefit package.

General  Description

Earlham College seeks a motivated, independent, creative person to direct our Writing Center. The Director will partner with personnel across the College to promote excellent writing.  This position is supervised by the Academic Enrichment Center Director.

Duties and Responsibilities:

• Selection, training, oversight, and evaluation of peer consultants
• Faculty development workshops and seminars
• Individual tutoring
• Management of the Writing Center website
• Teaching of a grammar course as needed
• Maintenance of the Writing Center budget
• Collaboration in conducting the Summer Writing Initiative

Qualifications

• M.A. or M.F.A. in a writing-related field is required
• Possess excellent leadership and interpersonal skills
• Knowledge and experience with Writing Center practice and theory
• Demonstrate an ability to work closely with a range of campus constituencies.
• Ability to work with students at all levels is essential
• ESL background would be an advantage

Preference will be given to those candidates with background in Writing Center Administration at the collegiate level and proven success in training and managing student tutors.

Review of applications will begin immediately and the search will remain open until the position is filled.

To apply, please send CV, personal interest statement, and three letters of reference to:

Human Resources

Earlham College Drawer 33

801 National Road West

Richmond, Indiana 47374

leama@earlham.edu

Earlham College continues to build a community that reflects the gender and racial diversity of the society at large, and, therefore, we are particularly interested in inviting and encouraging applications from African American, other ethnic minorities, and women. Earlham also is eager to solicit applications from members of the Religious Society of Friends (Quakers).

Earlham is an Equal Opportunity Employer.

Feature Editors:
Shanti Bruce, Associate Professor, Nova Southeastern University
Kevin Dvorak, Associate Professor, Nova Southeastern University
Claire Lutkewitte, Assistant Professor, Nova Southeastern University

Focus:
This issue will examine effective leadership practices in college and university writing programs, including first-year composition, basic writing, and ELL/ESL writing programs; undergraduate and graduate writing degree programs, including rhetoric and composition; writing across the curriculum/writing in the disciplines; writing center/writing fellows; service learning; and other programs focused on writing instruction. Submissions should thoughtfully consider how writing specialists fill formal and/or informal leadership roles (both administrative and not) in classrooms and/or programs, with particular attention being given to essays that utilize leadership research/theory. “Leadership in Writing Programs” encourages submissions that address intersections and disconnects between administrative work and leadership, the (lack of) leadership preparation, and how leadership practices affect program growth, development, assessment, and sustainability.

Who May Submit:
Submissions are welcome from instructors, graduate students, researchers, scholars, administrators, staff, adjuncts and all others working in college and university writing programs, including first-year composition, basic writing, and ELL/ESL writing programs; undergraduate and graduate writing degree programs, including rhetoric and composition; writing across the curriculum/writing in the disciplines; writing center/writing fellows; service learning; and other programs focused on writing instruction. Please identify your submission with keyword: LEADERSHIP-12

Article submission deadline: End of August 2013. See details for other deadline options: early, regular, and short.

Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm

Wesley College, a private, baccalaureate, minority-serving institution (MSI) with a diverse student population invites applicants for Coordinator of Writing Center and Tutoring Programs. Wesley College prides itself on its “small college” status and is developing a reputation for providing individualized academic support for students at all levels, including a growing group of international students. The Coordinator reports to Director of Academic Support and provides individualized assistance to students across the curriculum. We seek a dynamic and committed individual to carry on this tradition.  See http://www.higheredjobs.com/institution/search.cfm?University=Wesley%20College
for complete position description.

Responsibilities:  Supervise day-to-day operation of the peer tutoring programs and Writing Center, including but not limited to development, implement and coordination of the tutoring programs. Oversees recruiting, hiring, training and supervision of the tutors.  Qualified candidates will teach the Writing Center’s peer tutoring seminar, present peer tutor training sessions and may also have the opportunity to teach one section annually of the On Course class for developmental students.

Qualifications: Master’s degree in English, Composition, Education, or a closely related field; experience working in a writing or learning center; demonstrated commitment to writing pedagogy and best practices in the field of learning assistance.

CHARACTERISTIC JOB TASKS AND RESPONSIBILITIES

May include any and/or all of the following:

1. Provides leadership to and supervision for academic support writing services and related staff; coordinates and plans personalized services and communication with students, teaching assistants, and faculty.
2. Selects, trains, schedules, and supervises graduate and undergraduate writing consultants to serve the students in their academic pursuits; provides developmental training opportunities for writing consultants related to writing theory and practice.
3. Communicates with the English department regarding course content, writing consultant referrals, and to discuss specific writing problems and additionalrelevant information.
4. Collaborates with faculty to integrate writing workshops and projects into classes across disciplines.
5. Identifies and develops academic support resources for students to be included in academic workshops, distributed to faculty, and utilized in University 101 courses; creates electronic/web resources for students.
6. Represents the Student Success Center on committees and other duties related to the support of student success; performs other duties as assigned.

KNOWLEDGE, SKILLS, ABILITIES AND PERSONAL CHARACTERISTICS

• Knowledge of University policies and procedures
• Knowledge of academic support functions
• Solid knowledge of the English language
• Written and verbal communication skills
• Interpersonal/human relations skills
• Counseling/advising skills
• Management and supervisory skills
• Attention to detail
• Ability to relate to students
• Ability to work with diverse populations of students
• Ability to act as an advocate for students and the University
• Ability to work independently and as a member of a team
• Ability to work and establish priorities
• Ability to maintain confidentiality

MINIMUM QUALIFICATIONS

Education and experience equivalent to:

Master’s degree; supplemented with two (2) years related work experience.

EMPLOYMENT WITH THE DIVISION OF STUDENT DEVELOPMENT SAINT LOUIS UNIVERSITY

Saint Louis University, a Catholic, Jesuit institution, dedicated to education, research and healthcare, is seeking applications for the position of Assistant Vice President and Dean of Students for Student Development. The position is currently available.

About Saint Louis University

Saint Louis University is a Catholic, Jesuit university ranked among the top research institutions in the nation. The University fosters the intellectual and character development of more than 14,000 students. Founded in 1818, it is the oldest university west of the Mississippi and the second oldest Jesuit university in the United States. Through teaching, research, health care and community service, Saint Louis University has provided one-of-a-kind education, leadership and service for nearly two centuries.  The University is located in a vibrant urban setting in the heart of St. Louis, a metropolitan area with a population of nearly 3 million.  SLU also has a campus in Madrid, Spain, enrolling 670 undergraduate students in residential as well as study abroad programs and master’s students. More information about Saint Louis University can be found at http://www.slu.edu.

About the Division of Student Development

In support of our Catholic, Jesuit mission, the Division of Student Development at Saint Louis University facilitates programs, services and experiences that help students develop as leaders who are holistically formed, critically reflective, and socially and personally responsible.  As a Division, we operate in partnership with other University departments and our students to assist them in reaching their full development as persons recognizing that learning takes place, formally and informally, in the classroom and through the activities, experiences and lives of students outside the classroom.  Student formation includes the physical, emotional, social, intellectual, spiritual, vocational, and moral growth that takes place during a student’s SLU experience.   Our diverse profile of services, including over a dozen departments and programs, contribute to this holistic learning environment. Our staff consists of over 100 committed professionals, whose diversity, advanced education, commitment to student learning, and aspiration to excellence is evident.

Saint Louis University Diversity and Inclusion Vision Statement

Faithful to its values of promoting social justice and the dignity of all human beings, Saint Louis University is committed to fostering an inclusive environment that welcomes and celebrates all expressions of diversity and identity that advance the Jesuit mission of forming women and men for an with others. This commitment inspires and prepares students, faculty and staff to create communities unburdened by discrimination and oppression.

TO APPLY

All applications must be made online at http://jobs.slu.edu and must include a letter of application containing a statement of personal qualifications, a current resume or vita, and names, addresses, telephone numbers, and email addresses of at least three professional references.

Saint Louis University is an affirmative action/equal opportunity employer- (AA/EOE) and encourages nominations and applications from women and minorities. http://www.slu.edu/x40826.xml.

A friendly reminder that the deadline for Academic Exchange Quarterly‘s Winter 2013 special section on Writing Center Theory and Practice is approaching!

Articles may explore issues of theory, practice, and experience in writing center work, including qualitative and empirical studies and discussions of pedagogy. Pieces may be submitted until the end of August. For more information, please visit http://rapidintellect.com/AEQweb/center2.htm.

Education Requirements: A master’s degree in English or a related field is required; an academic background in rhetoric and composition is preferred.

Qualifications and Experience:
* Minimum two years of writing center experience in a college or university setting; administrative experience and technology skills are preferred.
* Minimum one year administrative or supervisory experience in academic or business settings.
* Demonstrated effectiveness in teaching first-year composition; experience with basic writers and/or English language learners preferred.

Position begins August 19, 2013; contract is two years and is renewable. Successful candidates work 50% in the CWE and teach up to eight credits per semester, primarily in the first-year writing program, the Blugold Seminar in Critical Reading and Writing (http://www.uwec.edu/blugoldseminar/index.htm).

For application procedure and further information, visit http://www.uwec.edu/employment/index.htm. Apply online at http://www.uwec.edu/Employment/uweccareers.htm.

Applications must include:
* a letter of application addressing your experience with, and philosophy of, writing center work;
* curriculum vita;
* three letters of recommendation, including one that addresses your ability to teach first-year composition.

For priority consideration, completed applications must be received via email by 11:59 pm, May 13, 2013. Screening will continue until position is filled. A criminal background check will be required prior to employment. UW-Eau Claire is an AA/EEO employer dedicated to enhancing diversity.

Classification Title: Writing Center Coordinator

Working Title: Writing Center Coordinator

Department: Liberal Arts

Job Summary/Basic Function: Conducts individual tutoring sessions with students (undergraduate and graduate) and staff on an appointment basis. Improves students’ writing skills and ability to identify and correct their own writing problems; assists Writing Center with record-keeping and filing; including handouts, session records and materials. Creates and updates Writing Center publications, including handouts and newsletters; conducts orientations and other presentations about the services offered in the Writing Center. Supports and maintains compliance with SSU policies governing copyright, fair use, ethics and plagiarism; continues to develop personal writing and tutoring competencies. Coordinates the daily activities of the writing center, including but not limited to supervising writing center staff, overseeing scheduling, and procurement/purchasing; assists in any necessary tasks to support the Director and mission of the SSU Writing Center, and SSU’s Quality Enhancement Plan (QEP). Performs 40-hour work week with flexible scheduling to make tutorial assistance available to students with divergent lifestyles; may include online services. Salary competitive and commensurate with qualifications and experience; excellent benefits.

Minimum Qualifications: Master’s degree required. English, English Education or Writing concentration preferred. Experience working in writing lab/ center and or teaching in a writing program preferred. Background and/or credit checks may be required.

Posting Date: 04-23-2013

Closing Date: Open Until Filled

Special Instructions to Applicants: Complete application online; submit resume, letter of application describing your interest and how your skills and expertise qualify you for this position, transcripts, and three letters of reference to Writing Center Coordinator; Savannah State University, Liberal Arts Department; Box 20029, Savannah GA 31404.

Visit https://jobs.savannahstate.edu/applicants/jsp/shared/position/JobDetails_css.jsp?postingId=138180  to view the official job announcement and to apply.

• “Recalibrating an Established Writing Center: From Supplementary Service to Academic Discipline,” by Matthew Schultz

• “The Idea Check: Changing ESL Students’ Use of the Writing Center,”  by Doug Enders

• “Insights and Implications from a Regional High School Directory,” by Lisa Bell

• Tutor’s Column: The ‘Model Tutor’ in the Classroom: But Which Model Works?” by Chris Striker

1. The revision aligns our constitution with NCTE’s in specificity and democratic principle. After a task force studied the issue, the Board decided pursuing NCTE “conference” status would be advantageous for the IWCA and its members.  To qualify as TYCA and CCCCs already do, we need to increase our membership, and we need to ratify a complementary constitution.  Not only is our current constitution silent on many essential issues, but one of our current provisions is out of line with NCTE’s democratic principles: IWCA’s officers are currently selected by only 26 Board members; for all sister organizations, officers are selected by the entire membership.

2. It eliminates provisions carrying potential liability. The current constitution promises that the organization will reimburse regional hosts for IWCA conferences at the rate of $5 per attender.  If we honored this provision now that conference attendance has grown some 900%, we would either bankrupt the organization or be forced to double our dues despite the risk of losing members.

3. It authorizes the adoption of bylaws to record fluid practices. Organizations typically adopt a constitution to record relatively unchanging principles and use a set of bylaws to record more fluid procedures. Most sister organizations use bylaws in this way; members ratify changes in the constitution, but their boards affirm changes to bylaws.  Our current constitution contains a number of dated procedures we no longer follow, such as requiring expensive and slow snail mail balloting.  Bylaws would allow the Board to record current practices and revise them easily.

Next Steps

Members are now invited to comment on the constitution only; after comments close on May 13^th, a ready-for-vote version will be posted two weeks in advance of an online vote slated for May 31-June 7.  One important note: Members are invited to comment and vote on the constitution only, not bylaws. Although the revised constitution refers frequently to “bylaws,” the current constitution does not authorize bylaws in principle; therefore, it is premature to propose a specific draft. The sample provided is designed to illustrate a typical set of bylaws. Subsequent to ratification, bylaws will be crafted and approved by your Board.

To review the proposed constitution, please access the proposed constitution using the link below and record your comments, suggestions, and questions directly to the website.  The Constitution Committee values your input!

Sincerely,

Roberta Kjesrud (Chair); Nathalie Singh-Corcoran, Kerri Jordan, Shareen Grogan
IWCA Constitution, Policies, and Procedures Committee

Follow this link to review the proposed constitution and record your comments directly to the website: http://writingcenters.org/?p=6593

Follow this link to download a typical set of bylaws (not open for comment): http://writingcenters.org/wp-content/uploads/2013/04/Bylaws_Sample_4_13.pdf

Follow this link to download a typical set of bylaws (not open for comment): http://writingcenters.org/wp-content/uploads/2013/04/Bylaws_Sample_4_13.pdf

 Proposed Revised Constitution

Article I: Name and Objective

Section 1: The name of the organization shall be the International Writing Centers Association, hereafter referred to as IWCA.

Section 2: As an assembly of the National Council of Teachers of English (NCTE), the IWCA supports and promotes the scholarship and professional development of writing centers in the following ways: 1) sponsor events and conferences; 2) forward scholarship and research; 3) enhance the professional landscape for writing centers.

Article II: Membership

Section 1: Membership is open to any individual who pays dues.

Section 2: Dues structure will be set forth in Bylaws.

Article III: Governance: Officers

Section 1: Officers will be Past President, President, Vice President (who becomes President and Past President in a six-year succession), Treasurer, and Secretary.

Section 2: Officers will be elected as stipulated in Article VIII.

Section 3: Terms of office shall commence immediately after the NCTE Annual Convention following the election, un- less the term fills a vacancy (see Article VIII).

Section 4: Terms of office for the Vice President-President- Past President succession will be two years in each office, non-renewable.

Section 5: Terms of office for the Secretary and Treasurer will be two years, renewable.

Section 6: Officers must maintain IWCA and NCTE memberships during terms of office.

Section 7: The duties of all Officers will be those set forth in Bylaws.

Section 8: An elected Officer may be removed from office for sufficient cause upon unanimous recommendation of the other Officers and a two-thirds vote of the Board.

Article IV: Governance: Board

Section 1: Elected Board members shall be seven At Large Representatives, and at least one representative for each special constituency: Two Year Colleges, K-12, Graduate Students, and Tutors.

Section 2: Elected Board member terms shall be two years, renewable. Terms shall be staggered; to establish stagger, term lengths may be temporarily adjusted as outlined in Bylaws.

Section 3: Regional affiliates are entitled to appoint or elect to the Board one representative from their regional.

Section 4: The President will appoint non-voting Board members from complementary organizations as outlined in Bylaws.

Section 5: Board members must maintain IWCA membership during term of office.

Section 6: The duties of all Board members, elected or appointed, are set forth in Bylaws.

Section 7: An elected or appointed Board member may be removed from office for sufficient cause upon unanimous recommendation of the Officers and a two-thirds vote of the Board.

Article V:   Governance: Committees and Working Groups

Section 1: Standing committees will be named in Bylaws.

Section 2: Subcommittees, task forces, and other working groups will be commissioned by the President, constituted and charged by the Officers.

Article VI: Meetings and Events

Section 1: Under the leadership of the Conferences Committee, the IWCA will regularly sponsor professional development events as specified in Bylaws.

Section 2: Event hosts shall be affirmed by the Board and selected according to procedures outlined in Bylaws; the relationship between hosts and the IWCA shall be detailed in Bylaws.

Section 3: The General Meeting of the membership will take place at IWCA Conferences. Insofar as possible, the IWCA will also hold open meetings at CCCC and NCTE. Other general meetings may be held at the discretion of the Board.

Section 4: The Board will meet bimonthly if possible but no less than twice per year; a quorum shall be defined as a majority of Board members, including at least three Officers.

Article VII: Voting

Section 1: All individual members are entitled to vote for Officers and constitutional amendments. Except as specifically stated elsewhere in the Constitution or Bylaws, a simple majority of legal votes cast will be required for an action.

Section 2: Voting procedures will be specified in Bylaws.

Article VIII: Nominations, Elections, and Vacancies

Section 1: The Secretary will call for nominations; candidates may nominate themselves, or any member may nominate another member who agrees to be nominated. Effort will be made to insure voters may choose from at least three candidates for any position.

Section 2: To be eligible, candidates must be IWCA members in good standing.

Section 3: The elections timetable will be specified in Bylaws.

Section 4: If the office of President becomes vacant before term, the Past President will complete the term.

Section 5: If any other Officer position becomes vacant before term, the remaining Officers will make a temporary appointment effective until the next annual election.

Section 6: If regional representative positions become vacant before term, the president of the affiliated regional will be asked to appoint a new representative.

Article IX: Affiliated Regional Writing Centers Associations

Section 1: The IWCA recognizes as its affiliates the regional writing centers associations listed in Bylaws.

Section 2: Affiliates may relinquish affiliate status at any time.

Section 3: New regionals who apply for affiliate status are approved by a majority vote of the Board; application process and criteria are outlined in Bylaws.

Section 4: All regional affiliates are entitled to appoint or elect to the Board one representative from their regional.

Section 5: Regionals in good standing demonstrating need may apply to the IWCA for grants or other support for regional activities as outlined in Bylaws.

Article X: Publications

Section 1: The Writing Center Journal is the official publication of the IWCA; the editorial team is selected by and works with the Board according to procedures set forth in Bylaws.

Section 2: The Writing Lab Newsletter is an affiliated publication of the IWCA; the editorial team works with the Board according to procedures set forth in Bylaws.

Article XI: Finances and Financial Relationships

Section 1: Main revenue sources include membership dues and revenues from IWCA-sponsored events as detailed in Bylaws.

Section 2: All Officers are authorized to sign financial contracts and reimburse expenses on behalf of the organization according to conditions set forth in the Bylaws.

Section 3: All revenues and expenditures will be accounted for and reported by the Treasurer in compliance with all IRS regulations pertinent to nonprofit status.

Section 4: Should the organization dissolve, the Officers shall oversee the distribution of assets in compliance with IRS regulations (see Article XIII, Section 5).

Article XII: Constitution and Bylaws

Section 1: The IWCA shall adopt and maintain a Constitution outlining the organization’s principles and a set of Bylaws outlining implementation procedures.

Section 2: Amendments to the Constitution or Bylaws may be proposed by 1) the Board; 2) by two-thirds vote of members attending an IWCA General Meeting; or 3) by petitions signed by twenty members and forwarded to the President.

Section 3: Changes to the Constitution are enacted upon a two-thirds majority of the legal votes cast by the membership.

Section 4: Adoption of and changes to Bylaws are enacted upon a two-thirds majority vote of the Board.

Section 5: Section 5: Voting procedures are stipulated in Article VII.

Article XIII: IRS Regulations to Maintain Tax Exempt Status

The IWCA and its affiliates shall comply with the requirements to be exempt as an Organization described in section 501( c )(3) of the Internal Revenue Code:

Section 1: Said organization is organized exclusively for charitable, religious, educational, or scientific purposes, including, for such purposes, the making of distributions to organizations that qualify under section 501( c )(3) of the Internal Revenue Code,  or the corresponding section of any future federal tax code.

Section 2: No part of the net earnings of the organization shall inure to the benefit of, or be distributable to its members, trustees, officers, or other private persons, except that the organizations shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in section 1 hereof and in article   1   of this constitution.

Section 3: No substantial part of the activities of the organization shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the organization shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of or in opposition to any candidate for public office.

Section 4: Notwithstanding any other provision of these articles, the organization shall not carry on any other activities not permitted to be carried on (a) by an organization exempt from federal income tax under section 501( c )(3) of the Internal Revenue Code, or the corresponding section of any future federal tax code, or (b) by an organization, contributions to which are deductible under section 170( c )(2) of the Internal Revenue Code, or the corresponding section of any future federal tax code. Section 5: Upon the dissolution of the organization, assets shall be distributed for one or more exempt purposes within the meaning of section 501( c )(3) of the Internal Revenue Code, or the corresponding section of any future federal tax code, or shall be distributed to the federal government, or to a state or local government, for public purpose. Any such assets not so disposed of shall be disposed of by a Court of Competent Jurisdiction of the county in which the principal office of the organization is then located, exclusively for such purposes or to such organization or organizations, as said Court shall determine, which are organized and operated exclusively for such purposes.

Current Constitution

I. Founded in 1983, the International Writing Centers Association, an NCTE Assembly, affirmed its purpose as fostering communication among writing centers and providing a forum for concerns.

II. Membership in the International Writing Centers Association will include directors and staffs of writing centers at universities, four-and-two-year colleges, and elementary and secondary schools, as well as those persons interested in writing center theories and applications.

III. The International Writing Centers Association will elect an Executive Board from its membership. Each board member will serve a two-year term, staggered. Nominations will be taken until the November NCTE meeting. Then, a ballot will be sent out by the Executive Secretary (see below) to International Writing Centers Association members. A majority mail-in vote (by December 31) is necessary to elect an Executive Board member.

A. Members of the Executive Board will have demonstrated interest and experience in writing centers as well as in the teaching of writing. The board will normally have 14 members, [a president, past president, vice president, treasurer, secretary, ex-officio members from theWriting Center Journal andWriting Lab Newsletter, and seven at-large members] in addition to regional, community college, and either elementary or secondary school representatives to ensure that each regional writing center association is represented and that each section of writing center association membership is represented.

B. The board will elect (by a majority vote) the following officers from the membership of IWCA:

1. A president, initially elected as vice president, who will serve as president of the association and chair of the Executive Board. The president, or designee, will also serve as NCTE representative. The president will continue to serve on the Executive Board for two years as the immediate past president and will serve as NCTE representative as needed. Term: two years.
2. A vice-president, who will serve as program chairs for NCTE and CCCC respectively. The vice-president, or designee, will also serve as NCTE representative. The vice-president will become president at the end of the term. Term: two years.
3. An executive secretary, who will conduct mail ballots, maintain records of the International Writing Centers Association, take minutes at Executive Board meetings, assist with mailing for the International Writing Centers Conference, and maintain connections with professional organizations. Term: Two years, renewable
4. A treasurer, who will be in charge of the membership list and the IWCA database, will be in charge of collecting dues and keeping financial records for IWCA and for the International Writing Centers Conference and Press. The treasurer will be responsible for communicating all subscription information to the journal and newsletter editors. Two years, renewable

C. Editors of the Writing Lab Newsletter and the Writing Center Journal will be ex officio members of the board. Neither publication, however, will be the exclusive organ of the International Writing Centers Association.

D. Executive Board members will have the following responsibilities:

1. To meet annually at the March CCCC conference and/or the November NCTE conference and/or the International Writing Centers Association Annual Conference (see below);
2. To sponsor the IWCA conference and to approve the site of the conference. The conference will be co-sponsored by the IWCA and a regional writing centers association. The regional WCA will petition the board to host the conference not later than 8 weeks after the annual International Writing Centers Association conference. The board will approve the petition after it ensures that the location of the conference represents the international nature of the membership. The board will also grant a stipend in the amount of $5 per conference registrant to the sponsoring regional writing centers association.
3. To appoint from the membership a conference steering committee consisting of the IWCA Officers, a conference chair from the region holding the conference, the board representative from the regional, and three other members selected from the regional organization.
4. To make Outstanding Scholarship and Outstanding Service Awards, as well as to make decisions on Graduate Student scholarships [and to administer research grants;]
5. To set dues annually (fiscal year to begin at CCCC business meeting);
6. To draft position statements;
7. To assist the work of regional affiliates;
8. To serve as liaison between the International Writing Centers Association and related organizations;
9. To conduct the International Writing Centers Association business meeting, and report to members at the annual conference;
10. To review and propose revisions in the constitution as needed.

IV. Changes in this constitution shall be made by a two-thirds majority of the Executive Board and must then be ratified by a two-thirds mail-in vote of the general International Writing Centers Association membership.

V. Members of the Executive Board must be members of the International Writing Centers Association.

VI. IWCA supports the NCTE statement on non-discrimination.

Ph.D. preferred, Masters Degree required, with a focus or experience in writing center theory and management.  UMBC is a research university near Washington and Baltimore, ranked by U.S. News & World Report as the leading “Up-and-Coming” university in the nation and recognized for its commitment to undergraduate education.

Applicants should submit a letter of application, curriculum vitae, and three letters of recommendation to Chair, Writing Center Director Search Committee, English Department, University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250.  Applications will be accepted until the position is filled.  UMBC is especially proud of the diversity of its student body and we seek to attract an equally diverse applicant pool for this position. We have a strong commitment to increasing faculty diversity. UMBC is an Equal Opportunity/Affirmative Action Employer.

To Apply: jobs.tmcc.edu

Salary: Starting at $46,510. Salary is dependent upon education and experience.

Position Description:

The writing center is part of the Tutoring and Learning Center, a dynamic part of the college, and is exceptionally responsive to a diverse student population.

The major function of the writing center is to coordinate all writing center activities across the curriculum and to recruit and supervise student writing center tutors. This will include managing budgets, creating the necessary paperwork for hiring, training, and teaching tutors and the site management of writing center activities at other campus locations. Networking with appropriate college groups and departments is also an essential responsibility of the Writing Center Coordinator.

This position will be required to teach one English class per semester.

TMCC is an EEO/AA (equal opportunity/affirmative action) institution and does not discriminate on the basis of sex, age, race, color, religion, physical or mental disability, creed, national origin, veteran status, sexual orientation, genetic information, gender identity, or gender expression in the programs or activities which it operates. TMCC is an inclusive community and will provide reasonable accommodations to qualified individuals. Qualified veterans, individuals with disabilities, and those from diverse backgrounds are encouraged to apply.

Minimum Qualifications:

1. Bachelor’s degree in English or related field from a regionally accredited institution.
2. Two year experience in a learning center or related area.

Preferred Qualifications:

1. Master’s degree in English or related field from a regionally accredited institution.
2. Writing Center coordinator experience.
3. Writing Center experience as a tutor.
4. Teaching experience in higher education.

Conditions of Employment:

This is a full-time, non-tenure track, administrative position reporting to the Dean of Liberal Arts.

This position is open until filled. Application review will begin May 9, 2013.

TMCC offers an excellent fringe benefit package that includes 12.25% matching retirement by TMCC, retirement with options through TIAA-CREF, VALIC, and/or Fidelity Investments. Health insurance options are provided to the employee, 24 days of annual leave, 11 paid holidays and a tuition reduction at NSHE institutions for employee and dependents. Additionally, there is no state income tax and no social security deduction.

1. Letter of application that addresses qualifications.
2. Curriculum Vitae.
3. Statement of teaching philosophy.
4. Copies of undergraduate and graduate transcripts.
5. Email addresses for three professional references familiar with your teaching; these individuals will be contacted to provide reference letters.

Screening of applications begins on May 3 and will continue until positions are filled.

Tennessee Tech University is an Affirmative Action/Equal Opportunity Employer.

The University Writing Program (UWP) (http://www.ecu.edu/writing) at East Carolina University seeks to fill the position of Assistant Director of the University Writing Center (UWC), to begin July 1, 2013.  This is a full time, non-teaching position with benefits.Master’s Degree Required.

The UWC seeks a candidate with experience in writing center work, preferably writing center administration. The UWC employs student consultants to provide writing tutoring assistance to undergraduate and graduate students at ECU, and serves as the primary student-outreach component of the UWP. Candidate will support the director in supervising most of the day-to-day work of the UWC and overseeing the training and mentoring of the UWC consultants. A key component of this position is the ability to facilitate the Online Writing Lab (OWL) and demonstrate leadership by suggesting innovative methods for future development of the OWL. The assistant director will provide professional development sessions related to writing, writing instruction, digital writing/composition, and document design for faculty members, students, and consultants. Because of the instructional component of the position, the candidate should remain current in scholarship and research on writing, writing centers, tutor training and digital composition.  The assistant director also communicates with faculty and students on ways to integrate the UWC into the classroom, and serves as a liaison between the UWC and the First Year Writing Studio.

Screening begins April 26, 2013, and will continue until the position is filled. Candidates for this position must complete a candidate profile and submit a letter of application, statement of writing center philosophy that includes a vision about mentoring writing center consultants, and a current curriculum vita online at http://www.jobs.ecu.edu. In addition, arrange for three current reference letters to be sent to:

Will Banks, Director
University Writing Program
2201 Bate Bldg; Mail Stop #555
East Carolina University
Greenville, NC 27858

East Carolina University is an Equal Opportunity/Affirmative Action University that accommodates individuals with disabilities. Individuals requesting accommodation a under the Americans with Disability Act (ADA) should contact the Department for Disability Support Services at 252-737-1016 (Voice/TTY).  Proper documentation of identity and employability are required at the time of employment. Official transcript required upon employment.

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Responsibilities: Recruiting, hiring, scheduling, and training undergraduate and graduate writing tutors; managing the center’s website, the online writing center, and the online writing support program; conducting writing center outreach and marketing to the campus community; assisting with student tutoring as needed; and collaborating with faculty and staff from other units regarding initiatives that support student writing.

Requirements: Master’s degree in Rhetoric and Composition or in a related field with significant training in composition pedagogy; experience working in a writing center as a tutor or in an administrative position; and experience teaching college composition or related courses. Must be able to show a commitment and ability to work well with a diverse group of students and faculty. A Criminal Background Investigation is required for the hired candidate and the results may impact employment.

Preferred: Ph.D in Rhetoric and Composition or in a related field with significant training in composition pedagogy; administrative experience in writing centers or writing programs; experience creating webpages, databases, and other web tools; experience teaching multimodal forms of communication (video production, blogging, visual presentations, screencasts, etc.); training and experience working with ESOL students; professional development and/or participation in writing center scholarship, conferences, and organizations.

Salary:  $55,000 with full university benefits that include excellent health, life insurance, and retirement plans; tuition remission; and 22 days of annual leave, up to 14 holidays, personal and sick days. The position is contingent on funds being available at the time of hire.

To Apply:  Please complete the Towson University online application (www.towson.edu/jobs) and upload a cover letter and resume. Priority will be given to applications received by May 1, 2013. This position is open until filled.

The Director of the University Writing and Rhetoric Center (UWRC) provides vision and leadership in developing and sustaining the mission of the center and providing and assessing its various programs and services: a writing and rhetoric tutoring service for students across campus, including the training, supervision, and evaluation of graduate and undergraduate tutors; coordinating the implementation of the Writing Proficiency Exam (WPE) as part of the CSU-mandated Graduation Writing Requirement for upper division and graduate students; and providing student support and services for faculty and staff across campus who provide writing in GE and their disciplines. Duties will include developing and assessing initiatives in response to new mandates (e.g., Early Start) and/or campus needs (e.g., a writing fellows program).

The UWRC is a program within the College of Liberal Arts. Under the general direction of the Dean of the College of Liberal Arts and in consultation and collaboration with the UWRC Faculty Board, the incumbent in this position will serve as the director, providing
leadership and direction for the UWRC. As director, the incumbent has primary responsibility for sustaining the vision and carrying out the strategic planning of the UWRC. The director of the UWRC will maintain a dynamic writing center program, overseeing its daily operations, supervising the UWRC staff, supervising and mentoring its more than thirty graduate and undergraduate tutors in its two current campus tutoring locations, marketing and expanding the center’s services as appropriate, and engaging in ongoing assessment of the center’s work. Further, by engaging in meaningful collaboration with, among others, the freshman writing program director, the director will support and enhance the university’s writing curriculum.

MINIMUM QUALIFICATIONS: A Master’s of Arts in English, Composition, or a related field, with a minimum of three years of substantive experience in writing center administration.

PREFERRED QUALIFICATIONS: Ph.D. in English, Composition, or a related field; a record of intellectual and/or professional contributions to the field, experience with campus-wide writing assessment, and specific experience working with multilingual writers; experience with WC-Online or related scheduling software, PeopleSoft CMS, design software such as InDesign, and presentation software such as PowerPoint.

To apply, please visit WWW.CALPOLYJOBS.ORG, complete a required online faculty application and apply to Requisition #102811. Please attach to your online application a cover letter, curriculum vitae, and statement of philosophy regarding writing center pedagogy. Please refer to the online posting for mailing instructions for three current letters of recommendation and official transcripts showing highest degree. Open until filled; REVIEW BEGIN DATE: April 29, 2013. Projected Start Date: July 1, 2013. For full consideration, all applicant materials must be received by the Review Begin Date. Cal Poly is strongly committed to achieving excellence through cultural diversity. The university actively encourages applications and nominations of all qualified individuals. EEO.

“Join us this week as we talk to Writing Project site leaders, teachers, administrators, and students about student-run writing centers as centers of leadership development for administrators, teachers, and students. Learn how the Northern Virginia Writing Project is taking up support of writing centers as part of their core work in their service area.”

Link to NWP Radio’s website for this show: http://www.blogtalkradio.com/nwp_radio/2013/03/01/investing-in-leadership-student-run-writing-centers