Group items tagged

Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections:  * Sites of writing * First-year writing/English composition * Identifying and supporting diversely-prepared students * Writing across the curriculum (WAC) and writing beyond the first year * The undergraduate and graduate writing major and minor * Writing centers * Administrative structures * Demographics of respondents

"Launched in March 2013, the National Census of Writing seeks to provide a data-based landscape of writing instruction at two- and four-year public and not-for-profit institutions of higher education in the United States. Despite numerous calls for empirical data to ground the design and administration of writing programs and writing centers, this is the first comprehensive study of its kind and covers the following sections: Sites of writing First-year writing/English composition Identifying and supporting diversely-prepared students Writing across the curriculum (WAC) and writing beyond the first year The undergraduate and graduate writing major and minor Writing centers Administrative structures Demographics of respondents With data from 900 institutions, the National Census of Writing will help educators and administrators across the country to better understand the variety of ways in which writing instruction is delivered in the twenty-first century. The research team has made the processed data available through this open-access database, which allows individuals to gather national data on pressing local questions. The database is searchable by type of institution, institutional size, geographical location, and, when we have consent, by the name of the institution."

St. Cloud State University has a certification program in Writing Center Administration. Open to writing center administrators with a bachelor's degree. Pairs well with an undergraduate or graduate degree in English or a graduate or doctoral degree in Higher Education Administration. The program is 10 credits. All courses are available online.

a list of resources on topics including: history; administration, program development, and professional concerns; graduate student administration; theory; practice; peer tutoring training and issues; online writing centers; and K-12 Writing Centers

An example of the University of Montana Writing Center's Annual Report (2014-2015 academic year). The purpose of this report is to showcase for administrators the scope of our work as well as make visible a handful of the Writing Center's programs that reach across the curriculum. Authored by Kelly Webster, Director of the Writing Center.

This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative methods, this study looked at perceptions of the academic writing needs of the NNES students, along with characteristics of tutoring sessions which made the sessions successful in the eyes of tutors and students. The study used interviews, observations, a survey, and artifacts to look at these topics and then compared the perceptions of tutors and students. Additionally, the study compared writing centers at two universities, one of which employs an ESL specialist, in order to learn if employing this specialist affects success for the tutors and NNES students. Results indicate that student and tutor perceptions of student needs were similar in that they expressed consistent need for grammar assistance and help with low-order concerns (LOCs). Sessions at both universities were successful, according to tutors and students, if sessions focused on these grammar and LOC needs. Employing an ESL specialist did not affect the perceptions of students or tutors nor did it seem to effect the success of sessions for either students or tutors.

Position statements on graduate student writing center administration, two-year college writing centers, disabilities, diversity, and racism/anti-immigration/linguistic intolerance.

The goal of the WPA Census is to create an online database that would serve as a first stop for people to find answers to questions that come up often in writing program administration practice and research.  The WPA Census embodies the idea that the administrative work of WPAs, WCDs, and WAC directors is scholarship. By ultimately providing these directors with a database that catalogs and organizes the diversity of writing programs, the Census will allow researchers to analyze macro- and micro-trends in the landscape of US institutions.

From Praxis: "Writing centers are feeling the effects of budget reductions across higher education nationwide. Like other student services that don't offer credits or produce revenue, writing centers are particularly vulnerable to budget cuts. Community colleges, four-year colleges, and universities across the country are asking writing centers to make hard choices- choices that will affect consultant hiring, pay, and benefits as well as hours of operation, services, technological resources, and administration."

From Praxis: "University of Northern Colorado Writing Center Director Julie Garbus reflects on her transition from consultant to professor and administrator. My experience at the Undergraduate Writing Center (UWC) at the University of Texas at Austin definitely got me my job, a tenure-track position as assistant professor of English and director of the Writing Center at the University of Northern Colorado (UNC)."

Article in NCTE's Forum by Nicole Caswell, Jackie Grutsch McKinney, and Rebecca Jackson, "A Glimpse into the Working Lives of New Writing Center Directors." pp. A3-7. This issue of Forum focuses on "Issues about Part-Time and Contingent Faculty." Vol. 18.1 (Fall 2014). Access on the NCTE site is limited to NCTE members, but readers may have access through institutional libraries with databases of online publications. Article focuses on who does the work of directing and what work do new directors perform.

a lengthy discussion of the language directors use when discussing writing center offerings and needs with various populations (administration, students, faculty)

discussing when writing centers open for the semester

A collection of free posters from Clarion University. Posters can also be personalized/delivered for a fee (prices range from $3 US for one poster to $1.25 US for 9-15 posters)

a discussion of dips in spring writing center attendance

a discussion of the names of writing centers see also: http://lyris.ttu.edu/read/messages?id=24496387 see also: http://lyris.ttu.edu/read/messages?id=24705490

a lengthy discussion of budget cuts, funding freezes, and other overhauls to administrative structures following the financial crisis

survey data with written responses covering administration, budget, programming, physical space, and many more topics

see also: http://lyris.ttu.edu/read/messages?id=24481337

a discussion of the ethical implications of tutors offering unpaid tutoring "after hours" (i.e. providing additional email consultations to students)

a discussion of hours and salaries for writing centers open during the summer