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.

This site is designed to help new attendees at the Computers and Writing Conference feel welcome. You will find materials for first-time attendees and for mentors. It has Facebook groups and pages, plus mail  discussion lists.

"The E-Consulting UBERdoc" is a comment-shaping tool for online asynchronous consultations. This document aims to help consultants address common surface, global, citation, and plagiarism issues in online student work.

This links to an index to Freshman English News journal, with a bibliography of articles in all those issues. Useful resource!

This link goes to an archive of volumes and history of Composition Studies, back to 1986.

University of Maryland Writing Center's website has a page on Cultural and Linguistic Awareness. Individual pages on Amharic, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Russian, and Spanish.

Saint Mary's University Writing Center blog has posts about tutoring, such as this one about asking questions as tutoring tools. 

American University Writing Center's blog, with an index of the blog posts on various writing concerns,e..g, punctuation, topic sentences, being explicit, etc.

Grand Valley State University's Self-Study Format. Self Study Format The University Assessment Committee, in consultation with the Dean's Council and the Provost, have identified the following attachments as the format for the GVSU Program Self-Study. This document is intended as an opportunity for a unit to examine its Strategic Plan as well as identify and evaluate its progresses, successes, and areas of concern.

A proposed self-study questionnaire for writing center accreditation, by Dennis Paoli, Marcia Silver, and Jo Koster, in 1977, submitted to the National Writing Centers Association.

The WPA Census is a database from 700+ four-year institutions representing all 50 states from a variety of institutional types. At the time of this bookmarking (March 2015), the results are not yet on an accessible website. To check on the progress of the census, you can follow their Facebook page.

The WAC Clearinghouse, in partnership with the International Network of Writing Across the Curriculum Programs, publishes open-access journals, books, and other resources for teachers who use writing in their courses.

WCenter archives. WCenter is a listserv for people in writing centers and has years and years of archived messages.

The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.  This is a very widely used site for open access materials on writing. Includes materials on research and citation, teacher and tutor resources, subject-specific writing, job search writing, ESL, MLA and APA guides, etc. 

The U. of Wisconsin-Madison's "Case Scenario/Crtiical Reader Builder is a desktop tool for creating a variety of web-based learning materials. You can combine text, images, video and audio along with embedded quiz questions and scoring to create compelling interactive critical readings, scenarios with decision branching, simulated dialogues, story-like narratives, media rich case studies and much more. The CSCR tool provides a framework for integrating multiple media elements and web resources to make your content come alive with interactivity. Learners can interact with and explore course content, make decisions and receive corrective feedback. For use for Tutors, click the link "Concept Tutor Plus" at the left of the page.

University of Washington-Bothell Writing and Communication's resources on speaking, including finding a voice in the classroom, pointing, and taking a stand

University of Washington-Bothell Writing and Communication Center's resources on reading, including negotiating scholarly texts, close reading, keeping reading journals, creating conversations across texts, and reading poety

University of Washington Bothell Writing and Communication Center's extensive list of ESL Instructional resources, Young-Kyung Min who wrote all the resources offers the following: "Over the last four decades, the demographics in US institutions of higher education have rapidly changed with an ever-increasing enrollment of non-native English speaking students. The enrollment of non-native English speaking students on our campus has greatly increased since its establishment. Creating a global learning environment is one of the main learning goals for our campus; thus, it is very important for faculty to continue learning about the particular needs and concerns of our non-native English speaking students and the campus resources available to assist faculty in helping students with their needs and concerns. Please continue to visit this website as more resources will be added to this section."

University of Washington Bothell's list of workshops offered through their Writing and Communication Center. 

Faculty and writing center tutors bring expertise to writing as practice and pro-cess. Yet at many institutions, the two groups work in relative isolation, missing opportunities to learn from each other. In this article, I describe a faculty de-velopment initiative in a multidisciplinary writing program that brings together new faculty and experienced undergraduate tutors to workshop instructors' com-ments on first-year writing. The purpose of these workshops is to assist faculty in crafting inquiry-driven written responses that pave the way for collaborative faculty-student conferences. By bringing together scholarly conversations on tu-tor expertise and the role of faculty comments in student learning, I argue for the value of extending partnerships between writing centers and programs. Such ac-counts are important to the field for challenging what Grutsch McKinney (2013) calls the "writing center grand narrative," which limits the scope of writing center work by imagining centers primarily as "comfortable, iconoclastic places where all students go to get one-to-one tutoring on their writing" to the exclusion of lived realities (p. 3). In this case, I describe a writing center where tutors bring their expertise outside the center and into the faculty office, consulting in small groups with faculty with the aim of enriching the quality of instructor feedback in first-year seminars.