This forum is provided by IWCA as a service to its members, but remember, caveat emptor!

The successful candidate will have an M.A. in composition studies or related field, at least 2 years of post-baccalaureate experience in writing center work, a commitment to supporting diversity, a vision for providing effective writing support to students across the disciplines, and expertise/experience in any of the following areas: support of ESL and international student writers; online tutoring; assessment; faculty writing support; fellows programs. Experience as a writing instructor preferred. Visit http://www.gvsu.edu/wc to learn more about the work of our center. Salary is commensurate with skills and experience.

Apply online at http://www.gvsujobs.org

Include a cover letter, CV, and list of three references. The online system will allow you to attach these documents electronically. If you need assistance or have questions, call Human Resources at 616-331-2215. Review of applications will begin on October 1 and continue until the position is filled.

Grand Valley State University is an affirmative action, equal opportunity institution.

Other articles contained in this issue include bonnie kyburz’s “Notes on ‘Notes on a Film’” in the Inventio section, and Drew Kopp and Sharon McKenzie Stevens’ “Re-articulating the Mission and Work of Writing Programs with Digital Video” appears in Praxis. In our PraxisWiki is a new addition from Jessica Rivait, “Course Management Systems as Ongoing Classroom Memory,” and the Reviews section has nine new reviews for your perusal.

We invite you to view the issue at http://kairos.technorhetoric.net/ and to discuss it on KairosNews, our sister site, at http://www.kairosnews.org.

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Kairos Interviews invites submissions for its upcoming issues. Kairos has been pleased to feature conversations with Kathleen Welch, Peter Vandenberg, Andrea Lunsford and Michael Leff, Stuart Mouthrop and Nancy Kaplan, Kathleen Blake Yancey, and graphic artist David Sheridan to name a few.

We welcome interviews that bring together speakers exploring timely topics and especially encourage submissions that explore the interface among audio, video, and print texts that digital media offers (e.g., the interview with nonfiction comic writer Scott McCloud and the
interviews of students in the Multimedia Literacy Honors program at University of Southern California, done by Virginia Kuhn and DJ Lopez).

Please send your queries to section editors Margaret M. Strain and D. Alexis Hart at margaret.strain@notes.udayton.edu and hartda@vmi.edu.

Visit http://writingcenters.org/about/grants/ for more information about the IWCA Research Grants.

Individual peer tutors who have been accepted for a conference presentation, panel, or poster session may apply for awards of up $250. Because NCPTW wants to provide assistance to the broadest range of peer tutors, we invite peer tutors who are part of the same poster or presentation, or who are on the same panel discussion, to submit one application for an award of up to $400.

Guidelines

Applicants must be either undergraduate or graduate peer tutors who have been accepted for a presentation, poster, or panel discussion at the IWCA/NCPTW conference.

In the application letter, applicants shall include the following:

• Name, contact information (including e-mail address), and title of writing center. (Include the names of co-presenters if it is a group application.)
• A copy of your accepted conference proposal
• A statement on 1) how working in a writing center has been important to your personal and professional goals and 2) how attending the conference may benefit you. (For group applications, each group member should submit a separate statement.)
• List of expenditures for the conference (including conference registration, travel, room, and board).
• Other sources and amounts of funding for expenses related to the conference.

Send applications via email to Sam Van Horne, Chair of the Travel-Award Committee, at samuel-vanhorne@uiowa.edu, or mail them to him at:

Sam Van Horne
2800 University Capitol Centre
University of Iowa
Iowa City, IA 52242

Job Description:
Directs the day-to-day management and coordination of the Caldwell Community College and Technical Institute – Watauga Campus writing center including the hiring, training, and scheduling of writing consultants, maintenance of administrative records and reports, and the facilitation of individual and group writing consultations. This position is a forty (40) hour per week administrative position with a teaching load of 3-6 contact hours each fall and spring semester.

Training:
Master’s degree in English or related discipline from an accredited college or university with 18 graduate semester hours in English;
additional coursework in composition and rhetoric preferred.

Experience:
Writing center experience required; experience teaching at a community college and online writing center experience preferred.

Length of contract:
12 Months

Salary:
Salary will be based upon institutional salary plan. Excellent benefits.

Application deadline:
All applicant information must be postmarked by September 3, 2010.
Laura Bokus
Writing Center Coordinator
Vice President, Southeastern Writing Center Association
Caldwell Community College and Technical Institute
828.726.2722

The Writing Center: We’re not here because students can’t write; we’re here because they do.

1.  Lerner’s Writing Center Origins

2.  ”If You Want to Understand Educational Reforms, You Have to Go to the Origins”: Neal Lerner on His Book, The Idea of a Writing Laboratory (Southern Illinois UP, 2009)

3.  Poking Around in Dusty Archives

It’s easy to listen to these podcasts.  Just head to the UW-Madison Writing Center, and from the main menu, click on “New Media @ the Center.”

Then click on “Podcasts” from the main menu on the left.  You’ll then see these three podcasts marked as “New” in the theory and research section.

Thanks for your interest!
-Brad Hughes

Minimum Qualifications:   This position requires a Master’s degree in English, Education, or Reading.  Also required is a minimum of four years of related professional experience.  Preference will be given to candidates with supervisory experience.  Preference will also be given to candidates with Writing Center experience.

Responsibilities:  The Associate Director is a full-time professional employee in the Division of Library and Academic Support College Writing Center.  This individual will be on a twelve-month contract.  He or she will be tutoring students as well as assisting the Director of the College Writing Center (CWC) with planning and implementing CWC outreach, tutor training and virtual tutoring.  Administrative duties may be assigned as well.  This individual will conduct CWC orientations, create and distribute reports at the end of each 7-week term, major semester and year.  He or she will coordinate faculty engagement in the CWC and develop, advertise and present academic workshops.  This individual will assist the Director with the CWC budget and address tutoring or general questions from CWC students or other members of the Daytona State College community.  He or she will also assist with development of a plan to offer CWC functions to other sites.

Knowledge, Skills and Abilities:  The successful candidate must have excellent organizational skills and excellent interpersonal and customer service skills, as well as the ability to develop and meet goals is required.  He or she must also have knowledge of computers, peripherals, and software programs such as Word, PowerPoint, and Excel; must be able to communicate effectively, both orally and in writing; and must be flexible in order to match the demands of the College. The successful candidate must be able to take direction as well as work effectively and professionally on their own.

Working Hours:  This position may require evening and weekend hours as needed. Work schedule may vary from semester to semester.

The minimum starting salary is $45,400. Minimal additional compensation may be granted for education and/or experience exceeding the minimum stated job requirements.  This is at the sole discretion of Daytona State College.

Posted: 7/29/2010                                                                              Closing Date: 8/6/2010

Interested candidates should submit a completed Daytona State employment application along with copies of all transcripts related to degrees listed on the application.  If formal education occurred at an international institution, a copy of the degree evaluation must be submitted with the application.  Candidates will not be considered if copies of transcripts (and / or third party evaluations) are not furnished by the position closing date.  Any candidate hired must supply official transcripts within 30 days of employment.

Criminal background checks and fingerprinting are required. Submit a completed DSC application online at http://www.daytonastate.edu/hr/ with position title, position number and resume.

For more information, please contact us at telephone 386.506.4505, or 386.506.3238 for a TDD connection, or visit our website at http://www.DaytonaState.edu .

Reasonable accommodations are available to applicants with disabilities during the application and interview process.  To request accommodations, contact 386.506.4505.

DAYTONA STATE COLLEGE
HUMAN RESOURCES DEPARTMENT
1200 W. INTERNATIONAL SPEEDWAY BOULEVARD
DAYTONA BEACH, FL.  32114
FAX: 386.506.4482

Daytona State College pledges nondiscrimination, equal access, equal educational opportunity and equal employment opportunity to all persons regardless of race, ethnicity, religion, national origin, age, gender, disability, marital status, veteran status, ancestry or political affiliation.  Our pledge covers recruitment, employment and its privileges and benefits.  To obtain more information about the College’s equal access and equal opportunity policies, procedures and practices, please telephone Dr. Job B. Clement, Chair of the Equity committee, at 380.423.6301, or write to him at: Daytona State College, New Smyrna Campus, 940 Tenth Street, New Smyrna Beach, FL  32168

WCJ has just put in the mail the 30th Anniversary issue. Its theme is “An Alternate History.” That is, we’ve attempted to thread the history of the journal beyond the well loved, oft cited essays that have long comprised the narrative of the field. Below is the table of contents and it’s on the WCJ Facebook page as well.

Writing Center Journal: An Alternative History
Melissa Ianetta and Lauren Fitzgerald, Editors

The Polarities of Context in the Writing Center Conference (1988)
Joseph Janangleo
Introduction by Neal Lerner

The Function of Talk in the Writing Conference: A Study of Tutorial Conversation (1988)
Kevin Davis, Nancy Hayward, Kathleen R. Hunter and David Wallace
Introduction by Michael Pemberton

Multi-cultural Voices: Peer tutoring and Critical Reflection in the Writing Center (1991)
Gail Y. Okawa, Thomas Fox, Lucy J.Y, Chang, Shana R. Windsor, Frank Bella Chavez Jr., and LaCuan Hayes
Introduction by Nancy Maloney Grimm

From Silence to Noise: The Writing Center as Critical Exile (1993)
Nancy Welch
Introduction by Elizabeth Boquet

Multiliteracies, Social Futures and Writing Centers
John Trimbur
Introduction by Harry Denny

Queering the Writing Center
Harry Denny

Qualifications:  These positions require a bachelor’s degree in English, Education, or Reading.  One (1) year teaching, graduate internship or relevant experience in a writing support center is also required.

Responsibilities:  Professional Tutors are full-time career employees in the Division of Library and Academic Support College Writing Center.  They possess advanced professional training that gives them the ability to tutor in basic and difficult subject areas.  These individuals will report to the Director of the College Writing Center (CWC).  They will tutor and encourage students on their writing on an appointment or drop-in basis; they will also supervise and serve as a resource for peer tutors.  These individuals will address tutoring or general questions from CWC students and other members of the college community or refer those questions they cannot answer to the Director of the CWC.  They will present classroom workshops and continue to develop the skills needed for writing and writing tutoring through participating in training meetings, asking questions and reading/viewing materials provided by the Director during slower times.  These individuals will report any concerns or questions about CWC operations to the Director; complete a survey after every tutoring session to keep the Director informed about what is going on in these sessions and to provide records should questions arise about the tutoring session at a later date.  Professional Tutors will also open or close the CWC when the Director is unavailable and generally fulfill requests from the Director.

Knowledge, Skills & Abilities:  The successful candidates must be able to relate to and work with students individually and/or in small groups, exercise good judgment, and communicate effectively both orally and in writing.  They will exercise strong organizational skills; work in a multiple-task environment; promote positive student, faculty and staff relations as well as relate to the adult student population.  The successful candidates will use basic computer software programs including Microsoft Office Suite and assist students with conducting Internet research.

The minimum starting salary is $26,600.  Minimal additional compensation may be granted for education and/or experience exceeding the minimum stated job requirements.  This is at the sole discretion of Daytona State College.

Posted:  7/23/10                                                                  Closing Date:  8/3/10

Working Hours:  These positions may require evening and weekend hours as needed. Work schedule may vary from semester to semester.

Interested candidates should submit a completed Daytona State employment application along with copies of all transcripts related to degrees listed on the application.  If formal education occurred at an international institution, a copy of the degree evaluation must be submitted with the application.  Candidates will not be considered if copies of transcripts (and / or third party evaluations) are not furnished by the position closing date.  Any candidate hired must supply official transcripts within 30 days of employment.

Candidates must demonstrate that they meet the following criteria:

* Broad understanding of writing center scholarship and of rhetoric and composition studies;
* Experience with writing center administration and board service with regional writing center associations or the IWCA;
* Ability to marshal institutional support  (e.g., course off-loads, cost offsets, administrative support, etc.);
* A record of publication and/or editorial experience with peer-reviewed journals, which may include experience with managing the financial and logistical aspects of journal production, serving as manuscript reviewers, being involved in the production of an academic journal.

To apply, candidates should present the Selection committee with the following materials:

1. Written statement laying out the candidate’s or team’s editorial vision for the IWCA Press;
2. Letter from an appropriate representative of the candidate’s home institution that outlines the kinds of support that will be provided;
3. Current CV;
4. Sample of published writing;
5. Response to a sample manuscript (to be provided once the other materials are on file), or a sample editorial response that has been provided to a writer in the past.

By September 7, applications (electronic submission preferred) should be addressed/emailed to the IWCA Press search committee chair:

Valerie Balester,
University Writing Center,
Texas A&M University,
5000 TAMU, College Station, TX 77843-5000,
(979) 458-1420,
Fax (979) 458-1466,
v-balester@tamu.edu

A center for research as well as teaching, the Sweetland Center for Writing 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.  Additionally, successful applicants will play a key role in planning the Computers and Writing conference to be held at UM in May 2011.  Administrative areas include: consultation with faculty to develop new media curriculum for writing in the discipline and assessment and redevelopment of UM’s first-year and upper-level writing requirements.

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. Applications will be accepted and reviewed until the position is filled.

The ELLC exercises regular and on-going decision-making with regard to the training and supervising of writing assistants and other activities related to the provision of writing support for English Language Learners, determining delivery methodology for ELL workshops and presentations, consulting with campus faculty regarding the needs of OSU ELL students, and determining the ways the Writing Center can best support faculty who teach various writing courses on campus.

In collaboration with the Assistant Director, the ELLC supervises 30 – 40 undergraduate and graduate student writing assistants per term.

Required Qualifications:
M.A. in TESOL, M.A. in a related field with a TESOL certificate, or M.A. in a related field with commensurate experience. Applicant must possess outstanding writing skills and experience in teaching, including teaching and/or working with diverse students.
Preferred Qualifications:
Experience developing training materials, especially online training materials. Experience as a college-level writing tutor. Fluency in one or more languages in addition to English.

For more information, please follow this link: https://jobs.oregonstate.edu/applicants/Central?quickFind=56924

The successful candidate will possess demonstrated familiarity with ESL scholarship and pedagogy and will have college or university experience working with non-native speakers of English (NNSE) and English Language Learners (ELL) and the faculty who teach them.

Duties will include working with and training Writing Center tutors, holding tutoring hours, developing and teaching an ELL section of introductory writing, conducting faculty and student workshops on effective ESL-ELL pedagogy, helping assess the support and instruction of ESL-ELL at Skidmore College, and contributing to the development of effective language and cultural support structures and curricular and pedagogical practices for Skidmore’s growing population of NNSE.

Qualifications:  A Master’s degree or TOEFL/TESOL Certificate.

Review of applications will begin July 31st, 2010 and continue until the position is filled, with an anticipated start date of September 2010.

To learn more about and apply for this position please visit Skidmore’s website at: http://jobs.skidmore.edu/applicants/Central?quickFind=52406

Skidmore College is committed to being an inclusive campus community. We are an Equal Opportunity Employer and adhere to federal, state and local non-discrimination laws in all our recruitment and hiring practices.

“Supporting Nonnative-English-Speaking Instructors to Maximize Student Learning in Their Courses”

Guest Editors
Soonhyang Kim
Assistant Professor & TESOL Director
D’Youville College

Ryuko Kubota
Professor, Language and Literacy Education
University of British Columbia

Deadline for Manuscripts: March 1, 2011

Please see the Call for Manuscripts for more information.

http://www.eou.edu/

Job Description:
1. Teach one section of WR 220:  Methods of Tutoring on campus during the fall, winter and spring terms.
2.  Teach one section o WR 115:  Introduction to College Writing (a course for under-prepared students) fall term.
3.  Participate in English/Writing Program, Division, and College of Arts and Sciences meetings.
4.  Participate in the WR 115 Portfolio Evaluation each term.
5. Hire, train, schedule, supervise and evaluate peer tutors as facilitators of one-to-one writing instruction in on- campus and online
writing lab settings.
5. Promote Writing Lab services in various student forums such as Mountaineer Days, New Student Orientation, and campus visits hosting
regional high school students.
6.  Coordinate with faculty to serve all instructional programs that require writing: Offer writing across the curriculum consultation and workshops for faculty. Consult with faculty in designing and teaching discipline-specific writing workshops in their classrooms.
7. Develop instructional handouts and other curricular materials.

Preferred Education: Earned doctorate in English, Rhetoric and Composition, or Writing Center Studies. For this one-year appointment, ABD is acceptable or MA with substantial Writing Center experience is acceptable.

Minimum Experience: One year experience working in a writing center (tutorial and administrative); two years experience teaching developmental and transfer-level composition courses experience; ability to interact effectively with faculty and students from developmental, academic, and professional/technical areas.

Administrative elements: The Writing Lab Director’s role is, in large part, administrative in nature because of the oversight of a busy lab which includes the ongoing instruction and supervision of peer tutors. The Writing Lab Director works with the Learning Center’s Administrative Assistant on scheduling tutors, processing payroll paperwork and finding coverage in the event of a tutor’s absence.  The Writing Lab Director consults with the Director of the Learning Center in budget matters and in evaluating the effectiveness of writing lab sites around campus.

Contact Information:  For inquiries contact the English/Writing Program Coordinator by phone or email at the address below.  To apply, send a brief letter of interest and a vita by email to:

Prof. Donald Wolff
Program Coordinator
English/Writing Program
Eastern Oregon University
dwolff@eou.edu
541.962.3527

“Summary: Jennifer Wells, a teacher-consultant with the Central California Writing Project, writes about the establishment of a writing center at her high school and advises educators on how to create writing centers that are hubs of writing for writers of all levels.”

Read Art Peterson’s interview with Jennifer Wells at http://www.nwp.org/cs/public/print/resource/3141 .

Awards are between $500 and $750.

For more information about the award, visit http://writingcenters.org/about/grants/ .