This information that follows is for the 2006 election
Council of Writing Program Administrators
2006 Election of Executive Board Members
Please vote to fill three positions on the WPA Executive Board. Board membersâ€™ terms will begin July 1, 2006 and end June 30, 2009. Please read the following information about the Executive Board candidates: Eli Goldblatt, Rita Malenczyk, Carol Rutz, Tom Reynolds, Joe Marshall Hardin, and Jeff Rice.
Continuing Executive Board members are: Chris Anson (Past President), Shirley Rose (President), Joe Janangelo (Vice President), John Tassoni (Secretary pro tem), John Heyda (Treasurer), Marty Patton, Rebecca Moore Howard, Dominic Delli Carpini, Carrie Leverenz, Steve Wilhoit, Susan Miller-Cochran, Deborah Holdstein (ex officio, Consultant Evaluator Service), Greg Glau, Barry Maid, and Duane Roen (ex officio, co-editors of WPA Journal), and David Blakesley (ex officio, Digital WPA).
Please vote for one candidate in each pairing for each of the three vacant positions on the Executive Board. You will receive a separate email with information on how to cast your vote electronically. Please cast your vote by Friday, February 24, 2006.
Board Member #1
Vote for one: Eli Goldblatt or Rita Malenczyk
ELI GOLDBLATT is Associate Professor of English and University Writing Director at Temple University. He is both a compositionist and a poet. His book â€˜Round My Way: Authority and Double-Consciousness in Three Urban High School Writers (U of Pittsburgh P, 1995) draws on his six years of high school teaching in urban Philadelphia. His article on Saul Alinsky and community/university literacy partnerships won the 2005 Ohmann award, and other essays have appeared in College English, CCC, Linguistics and Education, Writing on the Edge, and the Journal of Peace & Justice Studies. His poems have appeared in journals such as Ixnay, Another Chicago Magazine, Hambone, Louisiana Literature, Hubbub and 6ix, and his book-length collections include Sessions 1-62 (Chax P, 1991), Speech Acts (Chax P, 1999), and Without a Trace (Singing Horse P, 2001). He has also published two childrenâ€™s books and a verse play.
Statement: â€œUniversities are changing rapidly as employers, knowledge producers and preservers, licensing agents. As WPAâ€™s, we are deeply involved with (or implicated in) these changes. I want to strengthen our resolve to fight for justice in employment for adjunct and graduate composition instructors. I also believe we must articulate a new vision of WAC that will guide writing programs as they go beyond the curriculum: K-16 connections, community-based learning, writing for the workplace, and action research off the campus. I hope to help in an effort to expand the active membership of WPA and encourage the growth of regional affiliates.â€
RITA MALENCZYK has been Director of the University Writing Program at Eastern Connecticut State University since 1994. As WPA at ECSU, she oversees the first-year writing and WAC programs, works on helping her colleagues in all disciplines develop sound strategies for teaching and assessing writing, and is currently chairing a committee working on developing communication-across-the-curriculum outcomes for ECSUâ€™s new general education requirements. For the last year she has chaired the CCCC Committee on Academic Quality, which works to research and publicize successful efforts to improve the conditions under which writing is taught and learned. She presents regularly at CCCC and WPA, has served as a discussion leader and program committee member for the WPA conference, and was a member of the Steering Committee for the group that developed the WPA Outcomes Statement for First-Year Composition. She is also a member of the Editorial Board of the journal WPA: Writing Program Administration. Her scholarly work, which is focused primarily on the rhetoric and politics of writing program administration, has appeared in that journal and in edited collections; with Susanmarie Harrington, Keith Rhodes and Ruth Overman Fischer, she co-edited The Outcomes Book (Utah State University Press, 2005).
Statement: â€œWPA is the professional organization I feel most committed to; having already served it in a number of capacities, I would very much like the opportunity to serve it as an Executive Board member. In addition to doing all the things Board members normally doâ€”serving on standing committees, attending meetings, advising the officersâ€”I would like to work with other relevant organizations such as the CCCC Committee on Academic Quality to help WPAs improve the conditions under which writing is taught. The Chattanooga conference will publicize successful efforts to convert temporary part-time lines to permanent full-time ones with better salary and benefits; how can we help all WPAs build on these local successes to better the learning conditions of our students?â€
Board Member #2
Vote for one: Carol Rutz or Tom Reynolds
CAROL RUTZ has served since 1997 as Director of the College Writing Program and adjunct lecturer in English at Carleton College. She teaches undergraduate writing seminars, often linked with a history course, and she also collaborates with an astrophysicist to teach â€œWriting Science.â€ Much of her work concerns faculty development and writing assessment in the context of WAC. Rutz presents regularly at CCCC, WAC, and WPA (including co-leading the Assessment Institute on Portfolio Assessment in 2003), and has also presented at AAHE, AAC&U, MLA, MMLA, NCTE, and RSA. Recent publications include an article co-written with Jacqulyn Lauer-Glebov in Assessing Writing (2005), â€œAssessment and innovation: One darn thing leads to another,â€ and a collection co-edited with Ed Nagelhout that theorizes the composition classroom in space and time: Classroom Spaces and Writing Instruction (Hampton, 2004). Other publications are pending, including a chapter on delivery of composition in the liberal arts college, forthcoming in a collection edited by Kathleen Blake Yancey. Carol Rutz is the current secretary of CCCC, and she serves as a reviewer for CCC, Writing Program Administration, and WAC Journal.
Statement: â€œAs a professional organization, WPA has the strength of numbers combined with the agility of a lean, efficient administration. Given the work its members do, it should come as no surprise that WPAâ€™s signature qualities are reflected in the effectiveness of the Executive Board in recent years. I see the continued promise of WPA in the domain of genuine leadership in higher education. As secretary of CCCC, I have participated in deliberations about responses to national conversations on writing instruction and assessment that impinge directly on our work. Consequently, I am convinced that it is up to us to anticipate critique and to advocate for best practices. If elected to the Executive Board, I will argue for increased attention to assessment, curriculum, and faculty working conditionsâ€”all with the primary focus on student learning. Our public identity must match and endorse our private, classroom-based goals as teachers of writing and administrators of writing programs.â€
TOM REYNOLDS is associate professor of writing at the University of Minnesota. He has co-directed and taught basic writing in the University of Minnesota's General College writing program since 1995. He has also served on the Center for Basic Writing's Executive Board, and was co-chair of that organization from 2001-2004. In addition, he co-edited BWe, an online journal devoted to the study and teaching of basic writing.
Statement: â€œI'd like to serve WPA because of the organization's ability to influence those for whom writing instruction is more than a matter of just scheduling and teaching writing classes. I'm interested in how WPA carries awareness of writing programs as progressive, well-informed proponents of effective literacy instruction into academic and public forums. I'm also interested in serving WPA because of its support for writing instruction at the heart of college learning, on a par with any other subject in the curriculum. I have often drawn on WPA statements and policies, as well as the support of valued national colleagues, when working for the best possible writing instruction on my campus and in the local community.â€
Board Member #3
Vote for one: Joe Marshall Hardin or Jeff Rice
JOE MARSHALL HARDIN is currently Composition Director at Western Kentucky University and was formerly Director of Writing at Northwestern State University of Louisiana. His major activities as Composition Director for Western Kentucky University (2004-present) and as Director of Writing for Northwestern State University (1999-2004) have included designing the handbook for teachers of all writing courses at both universities and designing the composition websites. At both schools, he participated in hiring, supervising, and evaluating adjuncts, teaching assistants, and office staff. He scheduled classes; reviewed, selected and ordered texts; and conducted orientation sessions for teachers. As the head of writing committees at both universities, he designed, wrote grants, planned, administered, and evaluated the departmental assessment of writing courses. He has also led colloquia for faculty on evaluation, assessment, and best practices. Day-to-day activities included the general support of teachers in writing and handling of student and teacher and student problems and complaints. He also evaluates CLEP exams for the general education courses. At Western and at Northwestern State, he aided in the design of new computer environments for the departments.
Statement: â€œIncreasingly, the Council of Writing Program Administrators finds itself in a leadership role in the discipline, through the popularity of its listserv, the research and publication of its members, its representation at CCCC and MLA, the prominence of its program evaluation service, and the hard work of its members to represent the discipline on national and local committees and through public outreach. As composition comes under increased scrutiny through academic and public interest in such subjects as literacy, standardization of language and language conventions, plagiarism and copyright issues, and testing, it is imperative that qualified and experienced writing program administrators continue to address these issues and to speak out at disciplinary and public forums. This is a project I feel called to participate in, and I hope that through the WPA executive board, I may contribute to the leadership role the writing program administrators can take on these issues.â€
JEFF RICE was Assistant Professor of English and the WPA at the University of Detroit Mercy from 2002-2004. Since 2004, he has been Assistant Professor of English at Wayne State University where he teaches the graduate practicum in writing for new GTAs, graduate courses in composition theory and digital theory, and undergraduate courses in writing. His research has appeared in several journals and book collections. His textbook Writing About Cool was published by Longman Publishers. He recently completed a book manuscript on writing and new media entitled The Rhetoric of Cool: A Theory of Writing and New Media.
Statement: â€œMy interests are in working with WPAs to think about the role technology plays in writing instruction (explicitly and implicitly) and how WPA work can better work with technology in ways that don't overburden already heavy workloads, but instead complement and improve the work already being done. Some of this work involves rethinking practices; some of it involves learning new skills for new types of instructional settings.â€