[PROGRAM SCHEDULE]
Sunday, July 10th
3:00pm – 6:00pm Academy Room
WPA Workshop Begins
6:00pm – 9:00pm Irvin and Sarah Peckham’s Home
Dinner
Monday, July 11th
6:30am – 8:30amThe Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
9:00am – 4:30pm Louisiana Room
WPA Workshop
12:30pm – 1:30pm University Room
Lunch
Tuesday, July 12th
6:30am – 8:30am The Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
9:00am – 4:30pm Louisiana Room
WPA Workshop
12:30pm – 1:30pmUniversity Room
Lunch
Wednesday, July 13th
6:30am – 8:30am The Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
9:00am – 4:30pm Louisiana Room
WPA Workshop
9:00am – 4:00pm Paramount Room
CWPA-AP Conversation (closed meeting)
12:30pm – 1:30pm King Room
Lunch
6:00pm – 9:00pm Tsunami
Dinner for workshop participants
Thursday, July 14th
6:30am – 8:30am The Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
12:00pm – 5:00pm The Gallery
Exhibits
9:00am - 4:00pm Louisiana Room
Program Assessment for WPAs: A Day-Long Workshop and Resource Festival
Bob Broad, Illinois State University; Michele Eodice, University of Oklahoma; Diane Kelly-Riley,
Washington State University
9:00am - 4:00pm King Room
Tectonic Shifts in Basic Writing
Peter Dow Adams, Community College of Baltimore and Kelly Ritter, University of North Carolina,
Greensboro
11:15pm - 4:30pm Capitol Room
CWPA Executive Board Meeting (Closed Session)
1:00pm - 4:30pm Paramount Room
Meeting of the Independent Writing Departments and Programs Affiliate
3:00pm - 4:30pm Capitol Room
CWPA Committee Meetings
5:30pm – 9:30pm Riverview B




Opening Banquet
Conference Welcome and Set-Up
Banquet Meal
Opening Plenary Address
“You Never Know How American You Are Until You Travel”
Charles Bazerman, University of California, Santa Barbara; Introduced by Linda Adler-Kassner,
University of California, Santa Barbara
Friday, July 15th
6:30am – 7:45amThe Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
7:45 – 8:15 Riverview B
Presentation of prizes for Elevator Pitch contest and daily announcements
7:00am – 7:00pm The Gallery
Exhibits
8:00am – 6:00pm Riverview A
Open Conversation Session
8:30am- 9:45am A SESSIONS
A1 The University Room
PEDAGOGY
Writing/Reading: Reading/Writing: A Curricular-Design Case Study of Literacy Inter-Relations
Jane Detweiler, University of Nevada Reno
Meghan Sweeney, University of Nevada Reno
Crystal Colombini, University of Nevada Reno
A2 Heidelberg Ballroom
ASSESSMENT
Writing About Writing; Tracking Knowledge
How Do We Know if “Enough” Writing is Being Taught and Assigned in the Courses in Our Writing
Programs?
Joyce Adams, Brigham Young University
Proving What You Don't Know: A Story of Writing Mastery in Progress
Joyce Walker, Illinois State University
How the WSU Placement Exam Model Changed our FYC Outcomes
Kimberly Drake, Scripps College
A3 Paramount Room
FYC AND THE FUTURE
This session is sponsored by the Conference on College Composition and Communication.
Where Are They Going and Why? How Can We Empower Them to Stay? Retention and First-Year
Composition Courses
Beth Brunk-Chavez, University of Texas at El Paso
Judith Fourzan-Rice, University of Texas at El Paso
Todd Ruecker, University of Texas at El Paso
A4 Louisiana Room
MENTORING
Frameworks for Scholarly Success: An Open Roundtable with Journal Editors
Kelly Ritter, University of North Carolina, Greensboro
Lauren Fitzgerald, Yeshiva University
Alice Horning, Oakland University
Debra Frank Dew, University of Colorado, Colorado Springs
Glenn Blalock, Our Lady of the Lake College
Kathleen Yancey, Florida State University
A5 King Room
WAC/WPA
Choosing to Succeed: Themed Approaches to Second-Semester Comp
Michelle Sidler, Auburn University
Elizabeth D. Woodworth, Auburn University at Montgomery
Robert Cummings, University of Mississippi
Karen Gardiner, University of Alabama
Jessica Kidd, University of Alabama
A6 Governor Room
WAC/WPA
Fully Utilizing WAC Ideals
Inside Job: Using Your Magical WPA Powers to Adapt First-Year Composition to Multiple WAC
Environments
Jennifer Dorsey, Saint Louis University
Shifting Particles, Transforming Waves: A New Model of WAC
Pamela Flash, University of Minnesota
Crosstalk Among Colleagues: Developing WAC TA Training Programs
Tanya Rodrigue, Wheaton College, Massachusetts
A7 Victory Room
FYC AND THE FUTURE
Creating Success: The Mediums for Freshmen Composition
Specializing Composition: Business Writers-Business Documents
Jeannie Waller, University of Arkansas Fayetteville
Teaching Authority and Authorship through Television
Amy Hodges, University of Arkansas Fayetteville
Writing to Promote Scientific Inquiry
Jennifer Miller Mallette, University of Arkansas Fayetteville
A8 Capitol Room
ASSESSMENT
Assessing From the Outliers
Creating an Assessment Community
Laura Patterson, Seton Hill University
Emily Wierszewski, Seton Hill University
Shifting the Shift from Analog to Digital in Writing Program Assessment
Josh Lederman, Wellesley College
The Functions of Student Participation in the Required Writing Classroom
Genevieve Critel, Ohio State University
9:45am- 9:55am BREAK
Sponsored by Bedford/St. Martins
10:00am- 11:15am B SESSIONS
B1 University Room
WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS
Not Necessarily a One-Way Street: The Bidirectional Relationship Between The Writing Center and the
Composition Classroom and Their Role in Graduate Student Mentoring.
Courtney Stanton, Temple University
Meaghan Brewer, Temple University
Gabriel Cutrufello, Temple University
Rachel Edwards, Temple University
B2 Heidelberg Ballroom
PEDAGOGY
Pre-Collegiate Programs that Award College Composition Credit: Can’t We All Get Along?
David Jolliffe, University of Arkansas
Duane Roen, Arizona State University
Linda Adler-Kassner, University of California, Santa Barbara
Rita Malenczyk, Eastern Connecticut State University
Roger Cherry, Ohio State University
Danielle Zowatny Wetzel, Carnegie-Mellon University
Jacqueline Rackard, Broward County Schools
Carolyn Calhoon-Dillahunt, Yakima Valley Community College
Kristine Hansen, Brigham Young University
Alice Horning, Oakland University
Debra Frank Dew, University of Colorado at Colorado Springs
Joseph Janangelo, Loyola University of Chicago
B3 Paramount Room
PEDAGOGY
Learning Design and the WPA Outcomes Statement: Crafting Educationally Aligned Writing Courses
Lisa Johnson-Shull, Washington State University
Dale Grauman, Washington State University
Stephanie Lyells, Washington State University
Anne Ritter, Washington State University
B4 Louisiana Room
MENTORING
WPA Leadership: Training, Improvising, Sustaining, and Beyond
Stephen Wilhoit, University of Dayton
Carol Rutz, Carleton College
Keith Rhodes, Grand Valley State University
B5 King Room
THEORETICAL PERSPECTIVES/WPA
Effects on Our Writing Programs
How Do You Build Ongoing Innovation into Your Writing Program?
Michelle Navarre Cleary, DePaul University
Advanced Composition Revisited: Opportunities for Outreach and Vertical Integration of WPA Goals
Sheila Carter-Tod, Virginia Tech, Blacksburg
Kerry Dirk, Virginia Tech, Blacksburg
Not Just a Bake Sale: Writing Programs and University Entrepreneurial Initiatives
Susan Meyers, Oregon State University
B6 Governor Room
WAC/WPA
Pros and Cons of Intertextuality Across Disciplines
Intertextuality and the Research Process
Paul Dan Martin, University of Central Florida
Our Knowledge, Their Program?
Hannah Furrow, University of Michigan-Flint
B7 Victory Room
MENTORING
Breaking out of the Ghetto: Negotiating Success for the Expanded Composition Program at the
University of Southern Mississippi
Joyce Inman, University of Southern Mississippi
Ann McNair, University of Southern Mississippi
B8 Capitol Room
THEORETICAL PERSPECTIVES/WPA
Writing Infrastructures in Small Liberal Arts Colleges
Re-thinking Writing Instruction in a Small Liberal Arts University
Scott Rogers, Ohio Northern University
Lisa Robeson, Ohio Northern University
Inner Workings: Studying the Local Conceptual Infrastructure of Writing
Anita DeRouen, Millsaps College
11:30am- 1:15pm RIVERVIEW B



Buffet Lunch
Awards Ceremony
Plenary Address
“Writing Programs Without Administrators: Frameworks for Successful Writing Programs in the TwoYear College”
Carolyn Calhoon-Dillahunt, Yakima Valley Community College. Introduced by Duane Roen, Arizona
State University
1:30pm- 2:45pm C SESSIONS
C1 University Room
ASSESSMENT
Active Assessment: Engaging Composition Instructors and Future WPAs in the Development of
Rhetorically-Based Assessment Practices
Melody Pugh, University of Michigan
Crystal VanKooten, University of Michigan
Joanna Lin Want, University of Michigan
C2 Paramount Room
MENTORING
Strategies for Constructing Effective CVs: Part 1
Duane Roen, Arizona State University
Joseph Janangelo, Loyola University Chicago
In Memory of Stuart Brown
Sponsored by WPA-GO
C3 Heidelberg Ballroom
LABOR DIVIDE
Can Labeling Define Our Roles and Limit Advancement?
(Un)Defining Roles in Collaborative Writing Program Administration: Can Blurring Roles Benefit Writing
Programs?
Joyce Stewart, University of Wyoming
Getting Specific: Graduate Students, The Statement of Principles, and a Framework (for Success) for
Staffing Writing Programs
Kelly Kinney, SUNY-Binghamton
Credentialing College Writing Teachers: WPAs and Labor Reform
Steve Lamos, University of Colorado, Boulder
Trend, Victim, Crisis, Ally: Key Terms in Discussions of Adjunct Faculty in Composition
Angela Petit, Idaho State University
C4 Louisiana Room
MENTORING
Genre, Voice, and the Riddle of Reading
Deborah Mutnick, Long Island University
Alice Horning, Oakland University
C5 King Room
THEORETICAL PERSPECTIVES/WPA
What We Think We Know and What We Can Find Out: How Do We Measure Student Preparedness for
College Writing?
Meredith Love, Francis Marion University
Matthew Nelson, Francis Marion University
C6 Governor Room
PEDAGOGY
K-16- Theory from the Start
Writing Wyoming: Local Articulations Between the Common Core and the CWPA Framework
Mary P. Sheridan, University of Wyoming
Moving Up: Re-Framing Expectations in Light of No Child Left Behind
Heather Lindenman, University of Maryland
Metaphors, Definitions and Assumptions about Writing and Writing Pedagogy: Juxtaposing the Common
Core State Standards and The Framework for Success in Postsecondary Writing
Kevin Hooge, University of California, Santa Barbara
C7 Victory Room
DIGITAL
The Technological Gateway: Threshold or Barrier for Basic Writers
Abby Forster, Northeastern Illinois University
Andrew McGuire, Northeastern Illinois University
Marcia Buell, Northeastern Illinois University
C8 Capitol Room
DIGITAL
Does the Digital Add or Subtract?
Exploration v. Evaluation in Online Learning
Steph Brown, University of Virginia
Sara Bryant, University of Virginia
Angela Nemecek, University of Virginia
Does Innovation Equal Success?: Writing Programs, Electronic Media, and Teacher Response
Jeanne Marie Rose, Penn State University, Berks
2:45pm- 2:55pm BREAK
Sponsored by Bedford/St. Martin’s
3:00pm- 4:15pm D SESSIONS
D1 University Room
THEORETICAL PERSPECTIVES/WPA
Values and Visions: (Re)Framing Writing Programs on the Web
Michael Sutcliffe, Washington State University Vancouver
Justin Obara, Washington State University
Jill Bohle, Washington State University
D2 Heidelberg Ballroom
LABOR DIVIDE
Safety Nets and Golden Handcuffs: Renewable Faculty Appointments in First-year Writing Programs
Doug Hesse, University of Denver
Denise Comer, Duke University
George Cusack, University of Oklahoma
D3 Paramount Room
FYC AND THE FUTURE
Initial Findings from a Collaborative Information Literacy Assessment Project: "The Quandary of
Information Literacy in the First Year English Curriculum"
Michelle LaFrance, UMass Dartmouth
Nancy Bension, UMass Dartmouth
D4 Louisiana Room
MENTORING
Writing For and Submitting To WPA: Writing Program Administration
Alice Horning, Oakland University
Glenn Blalock, Our Lady of the Lake College
Debra Frank Dew, University of Colorado, Colorado Springs
D5 King Room
ASSESSMENT
Our Students and Ourselves: Writing Program Assessment
Continuous Improvement or Compliance?: How Accreditation Changes Writing Program Assessment
Erik Juergensmeyer, Fort Lewis College
Have You Read the Textbook? Candid Results of an Anonymous First-Year Writing Survey
Clancy Ratliff, University of Louisiana at Lafayette
Learning Assessment: A Checklist Approach
Matthew Parfitt, Boston University
Aligning Assessment and Placement Efforts for First-Year Writing
Susan Miller-Cochran, North Carolina State University
D6 Governor Room
DIGITAL
To Go Digital, to Not Go Digital: That is the Question?
Re-Conceiving the "Safe House": How Writing Centers are Adapting to the Proliferation of Multimodal
Compositions
Jeffrey Kirchoff, Bowling Green State University
Get Off My Property: Classroom Social Networking From the Student’s Perspective
Jacob Craig, University of Arkansas, Little Rock
Hiking the Rocky Terrain of a Multi-Campus Virtual Writing Center
Anne Maxham, Antioch University
D7 Victory Room
LABOR DIVIDE
Success Beyond the Research University: Building Frameworks for Graduate WPA Preparation
Jaclyn Wells, University of Southern Indiana
Kristine Johnson, Xavier University
Patrick Shaw, University of Southern Indiana
D8 Capitol Room
THEORETICAL PERSPECTIVES/WPA
Writing Through the Genres
A WPA and Faculty Members’ Guide Undergraduates to Value Their Emerging Identity as Writers in Their
Major
Kathleen Jernquist, United States Coast Guard Academy
Restructuring the Culture of Writing at Winston-Salem State University: Improving Writing in the Major
Pamela Simmons, Winston-Salem State University
Two Years in and So Far Away: Checking in on the Longitudinal Study of Student Writing at Wofford
College
John D. Miles, Wofford College
Communicating the Goals of “Writing Through Literature”
Mary Isbell, University of Connecticut, Storrs
4:15pm- 4:25pm BREAK
Sponsored by Bedford/St.Martins
4:30pm- 5:45pm E SESSIONS
E1 The University Room
WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS
The Tutorial Perspective
One on-One Writing Tutoring and the Learner-Expert Dynamic
Daniel Sanford, University of New Mexico
reFormation: Examining Tutorial Report Form Design and Implementation
Elizabeth Powers, Florida State University
What Should We Do With All This Data? Designing a Writing Center Study
Sarah Stanley, University of Alaska, Fairbanks
Richard Carr, University of Alaska, Fairbanks
E2 The Heidelberg Ballroom
LABOR DIVIDE
Graduate Students as University Administrators: Learning, Seeing, Building Frameworks for Success
Jennifer Forsthoefel, Georgia State University
Andrew Davis, Georgia State University
Oriana Gatta, Georgia State University
Lara Smith-Sitton, Georgia State University
Alice J. Myatt, University of Mississippi
E3 Paramount Room
PEDAGOGY
Writing: Multicultural, Transnational, ESL
Is Escrito en Español Writing?
Carra Leah Hood, Stockton College, New Jersey
Is This in Your Own Words? Learning the Expectations of a Discourse Community
Breana Bayraktar, George Mason University
Fostering Language Diversity in a Writing Program
Amanda Athon, Bowling Green State University
E4 Governor Room
WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS
Socially Constructed Writing
Classroom Partnering: A Prototype for Transforming First-Year Writers’ Conceptualization of Academic
Writing
Calley Hornbuckle, Columbia College, South Carolina
Questioning the Pedagogical Value of Peer Review
Susan Schorn, University of Texas, Austin
E5 King Room
THEORETICAL PERSPECTIVES/WPA
Technology and the Future of Sustainable Composition
Open Educational Resources: More Than Just Free Textbooks
Charles Lowe, Grand Valley State University
Elizabeth Woodworth, Auburn University at Montgomery
Administrative Tensions: Textbooks and Sustainability
Margaret Munson, Arizona State University
Is It Time to Rethink Composition's Technology Ecology?
Julia Voss, Ohio State University
E6 Louisiana Room
MENTORING
Hierarchical Divide: What Does Each Entity Have to Offer?
Enacting a Transnational Writing Program in China and America
William Lalicker, West Chester University
Exploring Possibilities for Assessment in the Framework’s “Habits of Mind”: A Large University Writing
Program’s Recent Experiences Leveraging the Washback Effect
J.S. Dunn Jr., Eastern Michigan University
Legitimizing the Illegitimate: Confronting Obstacles to Writing Programme Development at the
University of the West Indies, Mona campus
Caroline Dyche, University of the West Indies, Mona Campus
Time to Think about “Evaluating the Intellectual Work of GSAs?”
Brian Ray, University of North Carolina-Greensboro
E7 Victory Room
PEDAGOGY
The Conference on Basic Writing at the CWPA
A Strategic Partnership: Strategy Instruction in the Basic Writing Classroom
Melissa Ianetta, University of Delaware
Writing at Wedonwan U: A Simulation Debating the Place of Basic Writing
Marcia Buell, Northern Illinois
The South’s Most Democratic College (1947-1973)
Shannon Carter, Texas AM-Commerce
E8 Capitol Room
DIGITAL
The Affordances and Constraints of 'Doing' Multimodal WPA Work at Rural Institutions
Jessie Blackburn, University of Pittsburgh Bradford
Heidi Harris, Eastern Oregon University
5:45pm-9:00pm Riverview A
SIGS/meetings arranged on your own
6:00pm Cocktail Reception
Sponsored by W.W. Norton
7:15pm- 8:00pm Riverview A
WPA-GO SIG
Dinner- Arranged on your own
8:30pm Place- TBA
WPA Graduate Organization- (WPA- GO) Meet and Greet
Sponsored by Hayden-McNeil
Saturday, July 16th
6:30am – 7:45am The Kingfish Restaurant
Complimentary breakfast for all registered hotel guests
7:45am – 8:15amRiverview B
Daily announcements
7:00am – 7:00pm The Gallery
Exhibits
8:00am – 5:00pm Riverview A
Open Conversation Session
8:30am- 9:45am F SESSIONS
F1 University Room
FYC AND THE FUTURE
On-going Issues of Curriculum and Writing Placement Validity: Adapting an ESL First-Year Composition
Program to a Multi-Lingual Campus
Diane Kelly-Riley, Washington State University Writing Program
Nancy Bell, Washington State University, Pullman
Andrea Davis, Washington State University Tri-Cities
F2 Victory Room
ASSESSMENT
Product, Process, and Person: Considering the Ethics of Teaching and Assessing "Habits of Mind" in the
Framework for Success
Joseph Janangelo, Loyola University Chicago
Kristine Johnson, Xavier University
Elizabeth Vander Lei, Calvin College
F3 Paramount Room
WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS
Contextualizing Success in Writing Center Spaces
Sarah E. Harris, University of Arizona
Erica Cirillo-McCarthy, University of Arizona
Crystal Fodrey, University of Arizona
F4 Heidelberg Ballroom
ASSESSMENT
This session is sponsored by The Conference on College Composition and Communication.
Solving Writing Problems: Reframing What Students Need to Know and Do
Solving Writing Problems via Writing-Center’d Pedagogy
Rita Malenczyk, Eastern Connecticut State University
The Decoder Assignment: Solving Once and Future Writing Problems in the Composition Classroom
E. Shelley Reid, George Mason University
The Appeal of Writing as Problem Solving to Science and Engineering Students
Charles Lowe, Grand Valley State University
Communicating Science as a Problem-Solving Task in WAC/WID Courses: The 'Evaluate a Psychological
Claim' Assignment
Sue Doe, Colorado State University
Re-solving Writing Epistemologies: Student Problem Solving as Grand Unification Theory
Keith Rhodes, Grand Valley State University
F5 Governor Room
THEORETICAL PERSPECTIVES/WPA
Redefining Identities
The Prospects of Ecological Feminist Agency for WPAs: Redirecting Success towards Flourishing
Kate Ryan, University of Montana
The WPA as Disciplinary Activist?
William Duffy, Francis Marion University
Writing Programs Writ Large-- With Reading Pedagogy
Debrah Huffman, Indiana University Purdue University Fort Wayne
F6 King Room
WAC/WPA
What Is a Writing Program in a Changing University or College: New Goals, Services, and Partnerships
The Power of Naming: Developing Identity and Purpose
Linda Adler-Kassner, University of California, Santa Barbara
An Equal Opportunity Composition Curriculum at John Jay College of Criminal Justice
Mark McBeth, John Jay College of Criminal Justice/City University of New York
The Writing Program as a Site of Inquiry: Leveraging the Writing Program’s Place in a Research
University
Shirley Rose, Arizona State University
Joint Hiring Positions: How We’re Partnering with the College of Education to Address College Readiness
Charles Paine, University of New Mexico
F7 Louisiana Room
MENTORING
The Wild Rumpus: Building Successful Writing Programs Through Professional Development Session I
Matchmakers: Aligning Interests and Professional Development Options in the Writing Center
William J. Macauley, Jr., The College of Wooster
Work in Progress: Writing Center as Mentoring Center
Carole Clark Papper, Hofstra University
Using Community to Promote Professional Development in WID Programs
Joel Wingard, Moravian College
An Intensive Faculty Enrichment Program for Full-time Instructors in an Independent Writing Program
Donna Nelson-Beene, Bowling Green State University
Engaged Assessment: Involving PTF, GTAs, and Lecturers
Gwen Gorzelsky, Wayne State University
Assessment Leading to Better Professionalization
Mary Goldschmidt, The College of New Jersey
Teaching Portfolios for Stronger Program Assessment and Professionalization
Edwina Helton, Indiana University East
F8 Capitol Room
LABOR DIVIDE
Investigating Competing Identities and Intersecting Spaces among Graduate Teaching Assistants
Logan Bearden, Florida State University
Emani Jerome, Florida State University
Kendra Mitchell, Florida State University
9:45am- 9:55am BREAK
Partial sponsorship by Oxford University Press
10:00am- 11:15am G SESSIONS
G1 University Room
DIGITAL
Technology and its Effects on the Composition Classroom
Reluctantly Adopting Pearson’s MyWritingLab: Wrestling With Data and Lingering Questions
Sarah Bartlett Wilson, Trinity Washington University
The Information Problem: Analyzing the Data on Source (Mis)Use in College Composition
Randall McClure, Georgia Southern University
Beyond Quality Matters: Developing Standards for Online Composition Courses
Rick Carpenter, Valdosta State University
G2 Heidelberg Ballroom
FYC AND THE FUTURE
Doing Democracy in FYC: Promoting Civil Discourse Post Tucson Tragedy
Anne-Marie Hall, University of Arizona
Amy Kimme Hea, University of Arizona
Katie Silvester, University of Arizona
Jessica Lee, University of Arizona
G3 Paramount Room
PEDAGOGY
THE LITERACY RISK FACTOR: Using Writing Skills Assessment to Enhance the Success of At-Risk
Students
John Wittman, California State University, Stanislaus
Alexandria Janney, California State University, Stanislaus
G4 King Room
WAC/WPA
Successful Curriculum Redesign: Lessons from Practice
Operationalizing the WPA Outcomes Statement through Curricular Design, Faculty Training, and
Assessment
Justin Everett, University of the Sciences
A Digital Presence for Writing Programs
Cristina Hanganu-Bresch, University of the Sciences
The Role of Writing Center Peer Tutors in Reinforcing the Writing and Rhetoric Common Curriculum
Miriam Diaz-Gilbert, University of the Sciences
Implementing Themed Writing Courses in the Outcomes-Driven Curriculum
Amy d'Antonio, University of the Sciences
G5 Louisiana Room
MENTORING
The Wild Rumpus: Building Successful Writing Programs Through Professional Development Session II
A Thousand Flowers Blooming: Homegrown Grassroots Professional Development in FYComp Programs
Michael Day, Northern Illinois University
It's Not Training: Seminars in Writing Studies for Writing Teachers
Joe Bizup, Boston University
Certifying the Process: Making it Worthwhile with Awards for Professionalization
Patricia Freitag Ericsson, Washington State University
Democracy and Governance in Writing Programs
Jonathan Hunt, Stanford University
Doin’ Professional Work in/on the Institution: (Knowledge-Intensive) Labor as Cultural Capital for Critique
and Change
Justin Jory, University of Colorado, Colorado Springs
Program Ethos and the Mentoring of Composition Teachers
Deborah Coxwell Teague, Florida State University
When Professional Development Is Also Public Relations
Laurie Cubbison, Radford University
Thinking Through Practice: An Interdisciplinary Graduate Pedagogy Seminar at a Community College
Peter M. Gray, Queensborough Community College, CUNY
Herding Cats: You Want Me to Teach What?
Leslie A. Werden, Morningside College
G6 Governor Room
MENTORING
Writing Through the Years and Places
Positioning Dual Credit: Possibilities for Reciprocity between High School and College
Caroline Wilkinson, University of Louisville
What Are the Advantages of Systemic Rather Than Relationship-Based Campus Writing Structures?
Scott Warnock, Drexel University
How Does a First-Year Writing Program Assess, Reflect, and Change?
Susan Wolff Murphy, Texas A&M University-Corpus Christi
G7 Victory Room
THEORETICAL PERSPECTIVES/WPA
Looking Back, Charging Ahead: The WPA Summer Conference
Darsie Bowden, DePaul University
Peter Vandenberg, DePaul University
G8 Capitol Room
FYC AND THE FUTURE
From the Undergraduate Perspective
Writing Process Images: What Our Students Might Teach Us
Lisa Lebduska, Wheaton College, Norton
FYW Researchers in Action: Piloting a Multi-Section Researchers in Action Network Forum (RANF) in FYW
Courses
Moriah McCracken, The University of Texas, Pan American
Interns in FYC: Promises and Pitfalls
Sean Barnette, University of Tennessee
11:30am – 1:15pm RIVERVIEW B
Lunch



Buffet Lunch
Awards
WPA Best Article Award, presented by Elizabeth Vander Lei
WPA-GO Travel Grant Awards, presented by Megan Schoen, Cristyn Elder and Laurie Pinkert
Plenary Address
“Balance and Boundaries: Legislative Decision Making about Education”
Barbara Cambridge, Indiana University Purdue University Indianapolis. Introduced by Rita Malenczyk,
Eastern Connecticut State University
1:30pm- 2:45pm H SESSIONS
H1 University Room
ASSESSMENT
Socially Produced and Subject to Questioning: Making Valuation and Teaching Labor Public in Writing
Program Assessment
Tony Scott, UNC Charlotte
Lil Brannon, UNC Charlotte
H2 Louisiana Room
MENTORING
Strategies for Constructing Effective CVs: Part 2
Duane Roen, Arizona State University
Joseph Janangelo, Loyola University Chicago
In Memory of Stuart Brown
Sponsored by WPA-GO
H3 Paramount Room
MENTORING
“Entering” the Field of WPA Work: Approaches Beyond Coursework and Internships
Timothy Dougherty, Syracuse University
Mary Larlee, University of Maine
Laurie A. Pinkert, Purdue University
H4 Heidelberg Ballroom
LABOR DIVIDE
Examining the Roles of Graduate Students in Program Writing Assessment
Charles Paine, The University of New Mexico
Genesea Carter, The University of New Mexico
Cristyn L. Elder, Purdue University
Lindsay Dunne, University of Maryland, College Park
Jacob Babb, University of North Carolina at Greensboro
Respondent: Carol Rutz, Carleton College
H5 King Room
WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS
Writing Center Perspectives
Assessing Engaged Learning in the Writing Center: Building a Model from the Ground(ed Theory) Up
Ann Theodori, Sam Houston State University
Training Peer Tutors to Reinforce Metacognitive Habits of Mind in the Writing Center
Sarah Primeau, Eastern Michigan University
H6 Governor Room
PEDAGOGY
Framework For Success as Habit of Mind for Instructional Design
Lorna Gonzalez, UC Santa Barbara
Kara Otto, UC Santa Barbara
H7 Victory Room
THEORETICAL PERSPECTIVES/WPA
Redefining Composition and Valuation of Student Writing
Rhetorical and Material Strategies for Gaining Composition’s Independence
Kim Gunter, Appalachian State University
Towards a Homegrown Writing Assessment
Darci Thoune, University of Wisconsin-La Crosse
Ground Floor, Going Up: Seeking Success Strategies for Structuring a Writing Program
Sharon Burns, UC Clermont College
Jo Ann Thompson, UC Clermont College
H8 Capitol Room
FYC AND THE FUTURE
Accountability: The Program and the Student
Responsibility vs. Accountability: How Can We Balance the Two in Our Classes and Programs?
Brandon Fralix, Bloomfield College, Bloomfield, NJ
Fast Transfer: Observational Research on Undergraduates’ Source-Search Practices
Doug Downs, Montana State University
2:45pm- 2:55pm BREAK
3:00pm- 4:15pm I SESSIONS
I1 University Room
THEORETICAL PERSPECTIVE/WPA
"Veteran Friendly Writing Programs": Strategies for Contributing to Student-Veterans' Success
Sue Doe, Colorado State University
Lisa Langstraat, Colorado State University
Erin Hadlock, Colorado State University
I2 Paramount Room
DIGITAL
The Promise and Perils of Online Teacher Training
Dan Cryer, University of New Mexico
Lindsey Ives, University of New Mexico
I3 Governor Room
LABOR DIVIDE
Working Outside the Framework: Bottom-Up Training for Future WPAs
"In the Middle, At the Edges, Behind the Scenes: Locating Grad Students and WPAs"
Benjamin Miller, CUNY Graduate Center
"Zoom in, Zoom Out: Scaling the WPA/Grad Student Map"
Dominique Zino, CUNY Graduate Center
"Writing Across Campuses: Becoming Literate in Writing Program Administrations"
Diana Epelbaum, CUNY Graduate Center
"Open Door, Open Source: Toward a Sustainable Future in WPA Training"
Amanda Licastro, CUNY Graduate Center
"A First-Year Perspective: Practicums, Practicality, and Remapping the Gaps Between"
Andrew Lucchesi, CUNY Graduate Center
I4 Louisiana Room
MENTORING
Challenges in Building Academic Literacy: The Intersect Between Community Colleges and Universities
Richard Matzen, Woodbury University
Jia-Yi Cheng-Levine, College of the Canyons
I5 King Room
FYC AND THE FUTURE
Committing to Writing Practices
Are All Semesters Created Equal? Outlining a Multi-Semester Study
Becky L. Caouette, Rhode Island College
The Contested Program: Faculty Knowledge, Faculty Development, and Composition Program Focus at a
Four-Year Public Institution, Part II
Patrick Shaw, University of Southern Indiana
Encouraging Transfer within FYC: Study Results and Strategies for Tracing the Operalization of WritingRelated Knowledge within Composition
Lauram Martinez, University of Central Florida
Basic Writing and the Gateway Grant
Shawn Hellman, Pima Community College
I6 Heidelberg Ballroom
THEORETICAL PERSPECTIVES/WPA
Strategies for Using The Framework for Success in Postsecondary Writing
Linda Adler-Kassner, University of California, Santa Barbara
Darsie Bowden, DePaul University
Dominic Delli Carpini, York University
Susanmarie Harrington, University of Vermont
I7 Victory Room
PEDAGOGY
Teaching Developmental Writing to At-Risk Students
Cynthia Scurria, Alcorn State University
Murray Shugars, Alcorn State University
Jeanine Rauch, Alcorn State University
I8 Capitol Room
THEORETICAL PERSPECTIVES/WPA
What’s WPA Got to do With It?
A Long Time Coming
Pat Burnes, University of Maine
Are Our SLOs Based on WHAT? Gauging the Successful Penetration of the WPA Outcomes Statement in
the Field
Mitzi W. Jones, University of Arkansas
WAC/WID: Ideals and Ideas for New Programs
Patricia Lynne, Framingham State University
4:15pm- 4:25pm BREAK
4:30pm- 5:45pm J SESSIONS
J1 University Room
PEDAGOGY
Does the Label Change the Meaning?
Lighten Up, Watson: The Pedagogical Implications of a Posthumanist Grammar
Ron Brooks, Oklahoma State University
Does Theory Matter? Pedagogy in First-Year Composition
Courtney Adams Wooten, University of North Carolina, Greensboro
The Error in Error
Deirdre Vinyard, University of Massachusetts, Amherst
J2 Louisiana Room
MENTORING
Determining Educational Needs of Future WPAs: The Results of the WPA-GO Survey
Cristyn Elder, Purdue University
Megan Schoen, Purdue University
J3 Paramount Room
DIGITAL
A Year in the STUDIO: Launching, Assessing, and Questioning a New Developmental English Program
Jonikka Charlton, University of Texas-Pan American
Colin Charlton, University of Texas-Pan American
J4 Heidelberg Ballroom
LABOR DIVIDE
Graduate Students, TA’s and FYC
Preparing New Teachers for Developmental Writing: Sites and Strategies
Heather Camp, Minnesota State University, Mankato
The Graduate Resource Center at the University of New Mexico: Writing Support for Graduate Students,
and Bringing Together Stakeholders to Accomplish Shared Goals
Daniel Sanford, University of New Mexico
Strategies for Success: Preparing New Graduate Students to Teach
Wendi Sierra, North Carolina State University
J5 King Room
WAC/WPA
Interdisciplinary Writing: Pros, Cons and In-Between
Decoding the “Tower of Babble”: Finding New Frameworks Across the Disciplines
Carroll Ferguson Nardone, Sam Houston State University
Renée Gravois Lee, Sam Houston State University
J6 Governor Room
FYC AND THE FUTURE
Models: Problems and Solutions for Composition Practices
The Accelerated Learning Program (ALP): A Promising New Model for Basic Writing
Peter Adams, Community College of Baltimore County
Ethical Internships: Framing the Practical and Legal Considerations of Writing Program Internships
Deborah Church Miller, University of Georgia
Elizabeth Davis, University of Georgia
J7 Victory Room
MENTORING
Bards of Bureaucracy: A Perfunctory Poetry Workshop
Mark McBeth, John Jay College of Criminal Justice/City University of New York
Ben Miller, City University of New York
J8 Capitol Room
ASSESSMENT
Students Self-Placing for Success: Considerations for Informed and Integrated Directed Self-Placement
DSP as Task-Specific Self-Assessment
Laura Aull, Wake Forest University
Linking Instruction and Assessment Through DSP
Tim Green, University of Michigan
Using DSP to Support Students Beyond the Classroom
Christie Toth, University of Michigan
6:15pm- Dinner
Boutin’s Restaurant, an authentic Cajun culinary and musical experience, sponsored by Pearson
Sunday, July 17th
6:30am – 8:30am The Kingfish Restaurant
Complimentary breakfast for registered hotel guests
8:45am – 10:15am Riverview B
WPA Town Hall Meeting, Future Planning, and Conference Debriefing
10:30am- 12:00pm Riverview B
CWPA Executive Board Meeting (Closed Session)
[Figure 18]