Eligibility:
To be eligible to apply, applicants must be current graduate students enrolled in a master’s or doctoral program at an accredited institution, and they must be accepted as presenters at the 2012 CCCC Annual Convention. Additionally, they must be members of the Council of Writing Program Administrators. (For information about how to join CWPA, go to http://wpacouncil.org/join-renew .)

Selection Committee:
Grant applications will be evaluated by members of the WPA Graduate Committee (WPA-GC).

Application Deadline and Timeline:
Travel grant applications are due by February 24, 2012. Winners will be notified by March 5, and they will receive a check and a certificate of recognition during the CWPA Breakfast at CCCC on March 22, 2012.

Application Materials and Procedure:
Travel Grant Applications should include the following in a single PDF file:
1.) Cover Page with applicant’s name, applicant’s institution, applicant’s phone number and email address, and title of the applicant’s 2012 CCCC presentation. Also, please indicate whether you have received other sources of funding for this conference. (Applicants who do not include information about funding will not be considered.) Please do not include identifying information on any materials other than the Cover Page.
2.) A one-page Cover Letter articulating your current interests and future goals related to WPA work as well as explaining how your presentation at CCCC will contribute to these interests and goals as well as the field.
3.) Copy of your 2012 CCCC Proposal as submitted to CCCC for acceptance.
Applications should be e-mailed as an attachment to wpago1@gmail.com with the subject “CCCC 2012 Travel Grant Application.” The committee will review only applications that are submitted under this subject line. Email any questions to wpago1@gmail.com .

PeerCentered[Unplugged]

Call for Editorial Board Members

PeerCentered is looking for motivated peer tutors to comprise an editorial board for a special publication project to be completed by fall 2013. The publication, tentatively titled PeerCentered[Unplugged] will be a collection of essays by peer tutors about their work in writing centers. It will be a physical publication with a limited run, but will eventually be made available online.

PeerCentered[Unplugged] editorial board members will 1) determine the final name of the publication; 2) develop a call for proposals; 3) establish publication criteria; 4) evaluate submissions and make publication decisions based upon that criteria; and 5) work with writers to improve their submissions and ready them for publication. All work will be accomplished online.  Editorial board members will decide the leadership structure of the board and will commit to complete this work during the 2012/2013 school year. The publication will go to press after work is completed and will be available for distribution in September 2013.

In order to be considered for the PeerCentered[Unplugged] editorial board applicants must currently work as a peer writing tutor. For the purposes of this call, a peer writing tutor is a student who works in a writing center at an educational institution. Graduate, undergraduate, and high school student applicants are welcome. Applicants need to provide a statement of interest explaining why they want to serve on the editorial board and what qualities they will bring to the board (250 words maximum. Applicants will also need to provide a letter of support from the director (or equivalent) at their home writing center. Other letters of support will be considered but are not required.

To apply, please send your statement of interest, letter of support, and any other materials to bolster your application to Clint.Gardner@slcc.edu.

Please put PEERCENTERED EDITORIAL BOARD APPLICATION in the subject line. Applications that do not have this subject line may be unintentionally overlooked.  The deadline for applications is March 15, 2012.
You can find out more about PeerCentered at http://www.peercentered.org.

You can find a PDF of this call here: http://www.scribd.com/fullscreen/80399793?access_key=key-1ba9ewnwvjoz7iryi5gu

The Crowne Plaza Hotel
200 N. Fourth Street
St. Louis, MO 63102

New! Register for the conference here.

Registration FAQs

What is the IWCA Collaborative @ CCCC?

The Collaborative @ CCCC is an independent, annual IWCA event separate from the CCCC program. The event represents IWCA’s effort to respond to difficult financial circumstances, to reduce conflicts between spring IWCA conferences and CCCC, to strengthen writing center presence in conjunction with CCCC, and to encourage strong participation in regional conferences.

What makes the Collaborative special?

The Collaborative focuses on providing an interactive, informal, and invigorating day for all comers. In place of paper presentations and panels, sessions take the form of interactive roundtable discussions, hands-on workshops, writing circles, and more.

When and where is the Collaborative held?

This year the event will take place from 8 am to 7 pm on Wednesday, March 21, 2012 at the Crowne Plaza Hotel, across from the landmark Gateway Arch and 0.6 miles from the CCCC convention location.

What is the registration fee?

$105.00

What is included in the registration fee?

Registration includes a full day of interactive shared-experience and break-out sessions, lunch, beverages, and an evening reception.

I am presenting (facilitating) at the Collaborative. Do I still need to register?

Yes.

I am already registered for CCCC. Do I still need to register for the Collaborative?

Yes. The Collaborative is a separate event from CCCC and requires separate registration. The Collaborative is not listed as a CCCC pre-conference workshop.

I am not planning to attend CCCC. Can I still register for the Collaborative?

Absolutely!

Can I register onsite the day of the Collaborative?

No, we regret that we will not have registration capabilities on site.

When is the deadline to register for the Collaborative?

Registration will close on Wednesday, March 14, 2012

Are scholarships available to help with registration expenses?

Registered presenters will be eligible to apply for a limited number of registration fee reimbursements. Opportunities to apply will be communicated directly to presenters nearer to the Collaborative date.

Will the program of sessions be available in advance?

Yes, we expect to have it on the web in early February.

What if I have more questions?

Please contact this year’s Collaborative Co-Chairs, Laura Greenfield and Kristen Garrison, at collaborative2012@gmail.com.

Meet you in St. Louis!

Under the supervision of the Writing Center Director, the Writing Center Specialist for Graduate and Adult Degree Evening Programs will help address the writing needs of California Lutheran University’s Masters, Doctoral, and Adult Degree Evening Program (ADEP) students. The position will involve both administrative duties and hands-on writing center work with a linguistically diverse graduate and adult student population. Applicants should have an M.A. or above in Rhetoric and Composition or a related field (TESOL with a writing emphasis, for instance), writing center experience, and experience working with multilingual writers.

Applicants with the following education and experience will be given first consideration:

• M.A. or above, with degree in Rhetoric and Composition or related field (TESOL with a writing emphasis, for instance)
• Extensive experience working with multilingual writers
• Extensive writing center experience, preferably at the graduate level

Applicants should be well-versed in the following areas:

• Writing Center theory and practice
• Scholarship pertaining to multilingual writing (intercultural rhetoric, second language acquisition, etc.)
• Online and hybrid writing center practice
• Genres required of U.S. graduate students
• Standard Written English

Representative duties will include:

• Communicating with graduate and adult degree programs about students’ writing needs
• Maintaining graduate and adult degree program writing center budget
• Hiring and supervising graduate student tutors
• Holding bi-monthly training practica for graduate student tutors
• Developing and coordinating a thesis and dissertation formatting and finalization process
• Developing and coordinating an e-tutoring program for online students
• Conducting faculty consultations on the teaching of writing (for graduate and adult degree programs)
• Tutoring graduate students in coursework, thesis, dissertation work
• Tutoring adult degree program students, in person and online

To apply, please do the following:

1) Fill out an online application at http://www.callutheran.edu/hr/jobs_detail.php?position_id=863

2) Send the following materials to Dr. Amber Engelson at aengelso@callutheran.edu:

• Cover Letter
• Curriculum Vitae
• List of three professional references
• Writing sample of no more than 20 pages

Applications received by February 15, 2012 will be given first consideration.

Register for the Collaborative here.

Writing Center Activism: From Ideals to Strategies

In Facing the Center (Utah State UP, 2010), Harry Denny explores the ways in which identity politics impact writing center work. He observes that identifying such politics within the center marks only the beginning; writing center professionals must continue to examine how the “larger socio-cultural forces” of race, class, gender, and nationalism (to name a few) “commingle with institutional histories and cultures” (145). He insists that our responses to the tensions that arise from such commingling can “provide critical lessons to our colleagues beyond the spaces of our writing centers,” and he identifies such responses as the stuff of “everyday activism” (145). For Denny, understanding activism as a daily choice—or performance—creates at once tremendous potential and challenges for writing center professionals and workers.

For Linda Adler-Kassner, activism is the task of changing “the dominant story about the work of writing instruction” (2). In The Activist WPA (Utah State UP, 2008), Adler-Kassner counters widely-circulated stories in which students are deficient and writing instructors are to blame, with the possibility of alternative stories that rely on the assumptions that “everyone can write; that students are astoundingly knowledgeable about composing in contexts that some teachers know relatively little about; that schools are being put in virtually untenable situations with regard to literacy instruction; or that it might be worth questioning the criteria by which ‘quality’ is being determined” (1). To change the stories told about writing instruction, she asserts, our field must move beyond the safety of idealism to reconsider and articulate our fundamental beliefs about our work and boldly devise real strategies for change.

For many of us, activism is an ideal meant to counter the stories often told about writing center work—be it remedial instruction, improved writing skills, or improved writers (whatever that may mean)—to include more progressive, transformative, subversive, or even revolutionary agendas. And while writing center people may have strong ethical commitments to educational or civic ideals, we often feel uncertain about how to operationalize those ideals in practice. At the same time, others may cringe at the suggestion that writing center work have some sort of political undertone, viewing activism as an unjustified agenda that competes for precious time and resources in our centers. For most, the invocation of “activism” unsettles questions about our values and ethics—questions which ultimately underlie how we do our work. Denny’s and Adler-Kassner’s works challenge us to reconsider our definitions of activism, to tell new stories about our work, and to turn those stories into action. For the 2012 Collaborative @ CCCCs, we invite participants to likewise draw upon the everyday to craft different narratives about activism in the writing center.

The IWCA Collaborative @ CCCC 2012 is an untraditional (“un”)conference that will provide a forum for highly-interactive conversation and hands-on activities that allow participants to investigate the function of activism in writing center work. We invite proposals from writing center consultants, scholars, researchers, and administrators to serve as facilitators in leading discussions or activities that explore the following types of questions:

• How do we define activism? What tensions among our definitions are productive? In what ways does our field need to reach consensus?

• Should writing centers be engaged in activism? What are our ethical obligations? Is it necessary, problematic, or unavoidable to politicize our work?

• How might our interest in activism impact our tutors, positively and/or negatively? How can/should/might our tutors’ social activism impact their writing centers?

• What are our ideals? For what causes can or should writing centers advocate? Racial, gender, sexual, linguistic, ability, religious, or labor equity? Disciplinary status and just assessment? Local issues or global and systemic oppression?

• What real strategies will enable just, effective, and ethical activism? How might we ally with other units on or beyond our campuses committed to social change?

Session Formats

For this year’s IWCA Collaborative @ CCCC, we plan to experiment with a growing trend in regional writing center association conferences inspired by the “unconference” model in other fields and industries. While more traditional formats, such as roundtable sessions, are available, traditional conference papers and panel presentations will not be included. Instead, proposals that explore new modes of collaborating and making meaning will be given priority in the review and selection process, including:

• Laboratories: Facilitators use the session time with the participants to conduct an experiment or test a hypotheses (e.g. administer and discuss a survey, have participants be guinea pigs in an activity you plan to use with your staff, etc.) (1.5 hours)

• Collaborative writing circles: Facilitators guide participants in a group writing activity intended to collaboratively produce a document or materials (e.g. mission statements, petitions, position statements, letters to the administration, etc.) (1.5 hours)

• Workshops: Facilitators lead participants in a hands-on activity (rather than presenting a paper or power point) to teach tangible skills related to writing center work and activism (e.g. how to advocate for resources, facilitate intergroup dialogue among staff, or speak confidently at a faculty meeting, etc.) (1.5 hours)

• Roundtable Sessions: Facilitators lead discussion of a specific issue related to writing center praxis and activism; this format might include short remarks from between 2-4 presenters followed by active and substantive engagement/collaboration with attendees prompted by guiding questions. (1.5 hours)

• Fishbowl Conversations: Facilitators initiate a large-group discussion then rotate off the panel to allow other attendees to join in and contribute to the discussion. (1.5 hours)

• Round Robin Discussions: Facilitators introduce a topic or theme (e.g., racial justice in the writing center) and organize participants into smaller break-out groups to continue the conversation. In the spirit of “round robin” tournaments, participants will change groups after 20-30 minutes to extend and expand their conversations. After at least two rounds of conversation, facilitators will reconvene the full group for a concluding discussion. (1.5 hours)

• Research Projects-in-Progress Workshops: In facilitated small-group workshops, participants present in-progress research or assessment projects and receive feedback from colleagues in attendance in response to questions posed by the researcher. Each participant will have 5 minutes to present his/her project and 25 minutes to receive feedback and discuss it. (2.5 hours)

• Other new and engaging models! Have a format in mind that we haven’t included? Propose it (and be sure to include a description and rationale)!

The proposal process closed on October 17, 2011.

IWCA Collaborative @ CCCC Overview

The all-day IWCA Collaborative @ CCCC is an independent, annual IWCA event and will not appear on the CCCC program. The Collaborative @ CCCC focuses on providing an interactive, informal, and invigorating day for all comers. As of 2010, IWCA hosts an annual Collaborative @ CCCC and Fall IWCA conferences in even numbered years. The schedule reflects IWCA’s effort to respond to difficult financial circumstances, to reduce conflicts between spring IWCA conferences and CCCC, to strengthen writing center presence in conjunction with CCCC, and to encourage strong participation in regional conferences.

This year the event will take place from 8 am to 7 pm at the Crowne Plaza Hotel, across from the landmark Gateway Arch and 0.6 miles from the CCCC convention location. The day will be well worth the registration fee, which will include beverages, lunch, and an evening reception. Registration information will be posted on the IWCA website as it becomes available. We look forward to joining you for a great day in St. Louis!

Imagine five days of stimulating discussions with writing center colleagues from the U.S. and abroad, changing hearts and minds about matters of teaching and learning, sharing insights and practices about technology and assessment, and discovering new approaches to help your tutors better understand and help second-language writers. Imagine all this taking place this summer at a lovely resort in the lush, green mountains of western Pennsylvania.

If you’ve been thinking about attending a Writing Center Summer Institute, start making plans for this summer! Plans for the Summer Institute are well under way and it’s shaping up to be a feast for writing center minds and souls. Registration is open! Scholarships are available, and you can apply now.

The IWCA Summer Institute is ideal for current or would-be writing center directors and assistants, writing program administrators, tutors, writing teachers (high school or college), curriculum developers, graduate students, and academic leaders–both in the U.S. and abroad. Institute leaders offer presentations and roundtable discussions on a variety of topics and issues. Because of the low participant-to-leader ratio and limited enrollment, there are many opportunities to talk one-on-one with leaders and other participants throughout the week.

Leaders for the 2012 Writing Center Summer Institute:
· Tammy Conard-Salvo, Purdue University
· Brian Fallon, Fashion Institute of Technology
· Nancy Grimm, Michigan Technological University
· Melissa Ianetta, University of Delaware
· Jennifer Wells, Florida State University, formerly Mercy High School
· Ben Rafoth, SI co-chair, Indiana University of Pennsylvania
· Nathalie Singh-Corcoran, SI co-chair, West Virginia University

The 2012 Summer Institute will be held July 29-August 3, 2012 at Seven Springs Mountain Resort, located about one hour’s drive southeast of Pittsburgh, Pennsylvania in the beautiful Laurel Mountain region. Air travel is to Pittsburgh International Airport (PIT). For more information, including registration, please visit http://iwcasummerinstitute.com/ or contact the institute co-chairs: Ben Rafoth (brafoth@iup.edu ) and Nathalie Singh-Corcoran (Nathalie.Singh-Corcoran@mail.wvu.edu ).
http://iwcasummerinstitute.com/

Space is limited. Scholarships are available. Visit our website!

To register for the 2012 Collaborative@CCCC, complete both Step 1 and Step 2 below. Step 1 provides the conference organizers with your registration information (name, institution, etc.). Step 2 allows you to pay by credit card (Visa or Mastercard only). Be sure to complete Step 1 and click the “Submit” button first (you will remain on this screen after your information is submitted). Then move on to Step 2 by clicking the “Pay for Registration” button (takes you to a secure PayPal site).

If you need to register more than one person, you will need to complete the two-step process separately for each registrant.

If you have any questions about the registration process, contact Laura Greenfield and Kristen Garrison at collaborative2012@gmail.com .

Electronic applications preferred (consisting of a letter of application and a CV) to Mary Grimm, Chair, at eslsearch@case.edu. Other correspondence to Mary Grimm, Chair, English Department, Case Western Reserve University, Cleveland, Ohio 44106-7117. Applications will be accepted until the position is filled. Those received by February 1, 2012 will receive first consideration.

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.

Instructional duties are expected to include teaching from first-year undergraduate through graduate pedagogy (including first-year writing courses, new media writing courses, upper-level peer tutoring seminars, and graduate level training courses on Teaching Writing Across the Disciplines) and working one-on-one with undergraduate and graduate students in Writing Workshop. Administrative responsibilities include conducting outreach to faculty teaching writing across the College by helping to integrate writing into courses, constructing appropriate assignments, and assessing writing; conducting workshops on a range of writing topics; and serving on departmental committees.

Successful candidates will have the opportunity to select from a variety of other administrative and research areas. They can join ongoing, funded research projects to study the factors that contribute to continued academic success for developmental writers, assessment and redevelopment of UM’s upper-level writing requirements, electronic portfolio use in transitional and upper-level writing contexts, and expansion of the Sweetland Peer Tutor Program’s synchronous OWL.

Candidates should have extensive background in composition and rhetoric. Experience in one or more of the following areas is desirable: writing centers and peer tutor training; writing across the curriculum and/or writing in the disciplines, particularly science writing; computer-mediated instruction and technology; Second Language and Generation 1.5 writers. Ph.D. is required. Excellence in teaching and instructional service will be the principal criteria used to select the successful candidate.

Terms and conditions of employment for this position may be 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 a letter of application, current CV, statement of teaching philosophy and experience, teaching evaluations, and three letters of reference to Professor Anne Ruggles Gere, Sweetland Center for Writing, 1310 North Quad, 105 S. State St., Ann Arbor, MI 48109-1285. Application deadline is February 20, 2012.

Prezi: http://prezi.com/jazpsrf9kxd6/present/?auth_key=2ty7gyc&follow=w97tomsahxwb#0

Screencast: http://screencast.com/t/q9SI2bwaWy

Join our team at Towson!
Towson University is accepting applications for a Director of the Writing Center to report to the Dean of the College of Liberal Arts. This position holds overall administrative authority for Writing Support Services; supervises professional staff, graduate and undergraduate student tutors and assistants; and leads services and programs in support of student development of writing skills.

Responsibilities
Manage day-to-day operations including scheduling, budgets, program design and monitoring, and strategic planning; ensure a strong ongoing program of student writing assistance through tutorial sessions, workshops, and other means; oversee writing support for international students; encourage student interest in writing improvement at all levels of current capability; select, train, monitor and evaluate student writing consultants in the Writing Center in cooperation with staff and faculty, as appropriate; serve as an advocate for writing support programs to faculty across the University; evaluate and promote effective uses of technology in support of writing and writing improvement; serve as a center of campus information for initiatives involving writing, including collaboration or cross disciplinary work, grant and project opportunities, and workshops; and develop and sustain a program of assessment for the work of the writing center.

Qualifications
Master’s degree required with either a degree in Rhetoric and Composition or academic training including systematic grounding in writing instruction. The selected candidate must have five years’ experience in writing instruction and support, including at least two years with administrative responsibility; ability to work well with faculty and students from different disciplines, backgrounds, ethnicities and objectives; management skills and high expectations for individual and collective performance. A Criminal Background Investigation is required for the hired candidate and the results may impact employment.

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

To Apply: Please fully complete the online application and upload one document containing a cover letter, resume, and contact information for three professional references. This position is open until filled.

Equal Employment Opportunity
Towson University is an Equal Opportunity Employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Important Links:

• Find the conference program and links to join the sessions here.
• Find directions on how to join sessions using Collaborate here.

Overview:
Two-year college writing centers are distinct for many reasons: institutional missions, student bodies, administrative expectations, faculty involvement, and funding priorities. This live, interactive, on-line conference will amplify our voices in the discussions about writing center work, without the fees or travel expenses of traditional conferences.  Presenters are encouraged to focus on one of five areas:

• Addressing diverse student populations
• Facilitating successful tutoring sessions
• Assessment and research
• Incorporating technology
• Peer tutoring in the 2-year college

Two-year college writing center directors, peer and professional tutors, and the writers who visit 2-year college writing centers are encouraged to present.  Single presenters, panels, and special-interest-group discussions are all welcome; an accompanying power point component is strongly encouraged and will be made available in an archive through the IWCA.

The conference will take place in Elluminate. The Elluminiate environment is an interactive webinar in which the speaker is visible to all participants via webcam, power point slides are visible to all participants, and live oral and written exchanges with the presenter are encouraged and possible.

Conference Wiki:
http://wc2ycwiki.pbworks.com/w/page/38449931/wc2ycwiki%20Home

This Talk Time is sponsored by the International Writing Centers Association.

University System of Georgia

Chair and Associate Professor or Professor—Search #65340

Department of Writing and Linguistics

College of Liberal Arts and Social Sciences

The Department of Writing and Linguistics in the College of Liberal Arts and Social Sciences (CLASS) invites nominations and applications for the position of Chair of the Department of Writing and Linguistics with an appointment as Associate Professor or Professor of Writing or Linguistics. Georgia Southern University (www.georgiasouthern.edu), a member institution of the University System of Georgia and a Carnegie Doctoral/Research University, is one of Georgia’s premier universities. A residential university serving more than 20,000 students in fall 2011, Georgia Southern is recognized for providing all of the benefits of a major university with the feeling of a much smaller college. Founded in 1906, the University offers more than 100 campus-based and online degree programs at the baccalaureate, master’s, and doctoral levels through eight colleges. In 2011, Georgia Southern was named the fourth most popular university in the country by U.S. News & World Report’s “Top 20 Most Popular Universities.” The nearly 700-acre park-like campus is located in Statesboro, a classic Main Street community near historic Savannah and Hilton Head Island.

Within this setting, the Department of Writing and Linguistics houses a B.A degree in Writing and Linguistics with coursework in four areas: Creative Writing, Professional and Technical Writing, Writing Studies, and Linguistics. In addition to the major, we also offer a minor in writing, a minor in linguistics, a minor in professional and technical writing, a second discipline option in Technical Writing for the College of Information Technology, and an online graduate certificate in TESOL/Applied Linguistics. The Department is also responsible for defining and teaching the required First-Year Writing courses – a two-semester sequence which provides in-depth instruction in composition to all of Georgia Southern’s incoming freshmen.

In addition, the department sponsors the annual Student Success in Writing Conference; The Georgia International Conference on Information Literacy; the University Writing Center; and the Georgia Southern Writing Project, a satellite site of the National Writing Project. The Department publishes the journal Fledge Online, which showcases the best writing by students in first- year writing courses. Creative writing students have opportunities to publish their work in Miscellany, the campus literary magazine, and to compete for the annual Brittany “Ally” Harbuck Scholarship as well as the Roy Powell Creative Writing Awards in Poetry, Fiction, and Creative Nonfiction.

Position Description: Reporting to the Dean of CLASS, the Chair’s responsibilities include administrative, research and leadership duties as well as teaching two classes per academic year. The position is a 12-month, tenured appointment and requires a terminal degree. The salary is competitive and commensurate with qualifications and experience. The Chair will be expected to help develop and strengthen the first-year writing program and the major, and provide support for departmental initiatives. The Chair would work within a collaborative departmental administrative structure, representing 48 full-time faculty members, which include an assistant chair, concentration coordinators, and a first-year writing coordinator. The successful candidate would embrace and further the cross-disciplinary nature of the department and its interaction with other departments in the University.

Required Qualifications:

* Ph.D. or MFA in English, rhetoric and composition, linguistics or creative writing, or a terminal degree in a closely related field.

Evidence of teaching excellence in first-year composition and/or in one of the four departmental concentrations.

Administrative experience as demonstrated by a major role directing or chairing a department, program, or center. Specifically, experience in writing program administration is required.

Experience with assessment processes.

Evidence of a collaborative and visionary leadership style.

A minimum of 4 years full-time college/university teaching experience at the assistant professor level is required for the rank of associate professor along with a strong record of research and service with publications and presentations in professional venues.

A minimum of 5 years full-time college/university teaching experience at the associate professor level is required for the rank of professor along with a strong record of research and service with substantial publications and presentations in professional venues.

Preferred Qualifications:

* Experience in program development and resource and personnel management.

Demonstrated commitment to student and faculty diversity and multiculturalism.

Experience in grant writing and fund-raising if appropriate to candidate’s discipline.

Qualification for tenured appointment at the rank of Professor, although candidates qualified only for tenure at the rank of Associate Professor are also encouraged to apply.

Screening of applications begins January 30, 2012, and continues until the position is filled.  The preferred starting date for the position is no later than July 1, 2012.  A complete application consists of a letter addressing the qualifications cited above; a curriculum vitae; a statement of administrative philosophy; and the names, addresses, telephone numbers, and email addresses of at least five professional references. Other documentation may be requested, but please do not send letters of reference at this time. Georgia Southern University seeks to recruit individuals who are committed to working in diverse academic and professional communities. Finalists are required to submit to a background check. Only application materials submitted electronically will be considered.  Applications and nominations should be E-mailed to:

Dr. Peggy G. Hargis, Search #65340

Electronic mail: har_agga@georgiasouthern.edu

Telephone: 912-478-5621

More information about the institution is available through http://www.georgiasouthern.edu or http://class.georgiasouthern.edu. Georgia Southern University seeks to recruit individuals who are committed to working in diverse academic and professional communities and who are committed to excellence in teaching, scholarship, and professional service within the University and beyond. Georgia is an Open Records state. Georgia Southern University is an AA/EO institution. Individuals who need reasonable accommodations under the ADA to participate in the search process should contact the Associate Provost.

The following policies should be noted:

*Nominated publications must be dated within the calendar year for which awards are being considered (2011).

*Publications may appear in print or digital venues.

*The IWCA welcomes submissions from scholars and researchers at all stages of their academic careers, including undergraduate students, graduate students, and adjuncts, but notes that all submissions will be evaluated in the same way and with the same criteria.

*The IWCA welcomes single-authored and collaboratively authored works.
Criteria for the IWCA Scholarship Awards:

*The publication addresses one or more issues of long-term interest to writing center administrators, theorists, and/or practitioners.

*The publication discusses theories, practices, or policies that contribute to a richer understanding of writing center theory and practice.

*The publication shows sensitivity toward the situated contexts in which writing centers exist and operate.

*The publication makes a significant contribution to the scholarship of and research on writing centers.

*The publication will serve as a strong representative of the scholarship of and research on writing centers.

*The publication embodies the qualities of compelling and meaningful writing.

Process:
Send your nominating rationale and attach a digital copy of the article in an email addressed to Nathalie Singh-Corcoran, IWCA President, and Jackie Grutsch McKinney , Article Award Committee Chair: [nathalie.singh-corcoran@mail.wvu.edu; jrmckinney@bsu.edu]. If no digital copy is available to you, send your rationale and a complete citation.

ESL Specialist – West Lafayette – English (Job Number: 1101906)
Description

This position will support initiatives to assist international students in the Writing Lab. The specialist will train tutors, develop ESL resources and materials, and work with faculty and staff across campus.
Qualifications

Required:
Master’s degree in ESL, ESOL, Linguistics, or English.
Minimum of one year teaching experience.
Background in ESL/ESOL and/or second language acquisition.

Preferred:
ESL certification.
Working with ESL/ESOL students on the college-level.
Familiarity with writing centers/writing labs.
Tutoring experience.

Additional Information:
This position is part-time working 30 hours per week for 10 months of the year. Benefits are applicable.
A background check is required for employment in this position.

FLSA: Exempt (Not Eligible for Overtime)
Retirement Eligibility: Fidelity Contribution Waiting Period.
Purdue University is an equal opportunity/equal access/affirmative action employer.

The New London Group (1996) uses the term multiliteracies to describe “two important arguments we might have with the emerging cultural, institutional, and global order: the multiplicity of communication channels and media, and the increasing saliency of cultural and linguistic diversity.” Additionally, the authors suggest that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a broader view of literacy than portrayed by traditional language-based approaches.

Given the continued importance of multiliteracy in our education system, writing centers may need to reassess how multiliteracy impacts our field. With dwindling budgets and students’ increasing need for help, how do writing centers address the multiliteracy needs and how may this impact the future of writing center work?

More information regarding submission guidelines online at http://projects.uwc.utexas.edu/praxis.

The Coordinator of the Writing Center on the Pleasantville campus,  working under the direction of the Writing Center Director, has various duties.  These include but are not limited to the following: oversee the day-to-day activities of the Writing Center; hire, train, supervise, and evaluate professional and peer tutors for the Center; and provide direct tutorial help to students as needed; Masters in Rhetoric & Composition, Education, or other related field required, as well as 3-5 years of full-time college-level teaching and tutoring. Complete ad available at https://careers.pace.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1321551446297.

Must apply online (Posting # 0601188, Position # 199259)

For more information contact Dr. Bette Kirschstein at bkirschstein@pace.edu .

• “Tutoring Survey and Interview Questions: A Tangible Lesson in Audience,” by Jennifer Jefferson

• “Dialogic for ‘Their Own Ends’:  Increasing the Pedagogical Independence of Peer Tutors,” by Rita Malenczyk and Lauren Rosenberg

• “Caught Between a Teacher and a Tutor,” by Eric Sentell

• Tutor’s Column: “Music and Words; How Band Camp Taught Me to Be a Better Writing Tutor,” by Joshua Thompson (link to full article: http://www.writinglabnewsletter.org/new/)