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Articles 1 - 7 of 7
Full-Text Articles in Arts and Humanities
Writing Centers & The Dark Warehouse University: Generative Ai, Three Human Advantages, Joe Essid
Writing Centers & The Dark Warehouse University: Generative Ai, Three Human Advantages, Joe Essid
Interdisciplinary Journal of Leadership Studies
Institutions are scrambling, at an unaccustomed pace, to adapt to generative artificial intelligence. While justified concerns focus on plagiarism, the nature of student learning, and changes to assignments, recent scholarship has largely ignored the potential for faculty and staff unemployment that may accompany acceptance and deployment of the new technology. As we ponder seismic changes in higher education, one voice should join, indeed lead, campus discussions. Writing center professionals have proven adept at weathering technological changes, budget cuts, administrative big ideas, and professional marginalization for more than half a century. Early on, centers were sometimes dismissed as mere “fix-it shops” …
"I Think There Is A Place For Small Programs:" Advocating, Implementing, And Sustaining Tpc Programs In Small Us Institutions, Martha Lynn Russell
"I Think There Is A Place For Small Programs:" Advocating, Implementing, And Sustaining Tpc Programs In Small Us Institutions, Martha Lynn Russell
English Theses & Dissertations
Technical and Professional Communication (TPC) programs in small institutions compose of over a third of all programs in the US, yet this space has been understudied by most scholars. To fill this gap, this dissertation presents findings from one-hour interviews with twenty-six TPC program directors in small US institutions with undergraduate populations of less than six thousand. The results of this dissertation include the ways that small institutions are advocating, implementing, and sustaining their TPC program in unique ways with implications for how any TPC programs regardless of size can learn from these findings.
Terms Of Time For Composition: A Materialist Examination Of Contingent Faculty Labor, Jesse Priest
Terms Of Time For Composition: A Materialist Examination Of Contingent Faculty Labor, Jesse Priest
Academic Labor: Research and Artistry
Bruce Horner’s seminal book, Terms of Work for Composition: A Materialist Critique provided Comp-Rhet WPAs with a methodology for infusing our conversations about work and labor with a holistic understanding of how these reflect on the lived experiences of students, teachers and administrators. Drawing on empirical data including surveys of contingent faculty at a large northeastern research university, as well as textual analysis of teaching material and an NCTE position statement, I propose the inclusion of a materialist-oriented conceptualization of time to the discussion began by Horner and others. Using the lens of how time is allocated, I argue for …
Rhetoric And Feminism In The Americanization Era: The Ywca's Rhetorical Education Program For Immigrant Women, Gracemarie Mike
Rhetoric And Feminism In The Americanization Era: The Ywca's Rhetorical Education Program For Immigrant Women, Gracemarie Mike
Open Access Dissertations
This dissertation examines the Young Women’s Christian Association’s International Institute movement from an administrative perspective. Founded in the United States during the Americanization Era of the early 20 th century, the International Institute movement developed programs and services for immigrant women. One of the most prominent, and least examined, aspects of the movement was its work in the area of rhetorical education for non-English speaking immigrant women. Using a feminist, administrative historiographic methodology, this project positions the work of the International Institute’s administrators ecologically among other Americanization efforts taking place in this time period. Arguing that the International Institute movement …
Increasing Writing Center Visibility: The Political Rationale, Ellery J. Sills
Increasing Writing Center Visibility: The Political Rationale, Ellery J. Sills
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
This presentation and paper offer a political rationale for the Purdue Writing Lab Repository project. It discusses the need to make writing center research institutionally viable, and how the repository can contribute both to preserving and disseminating writing center scholarship and to presenting writing center administration as institutional research.
The Stories We Tell: Narratives, Institutional Discourse, And The Public Documents Of Writing Centers Part Iii, Tammy Conard-Salvo
The Stories We Tell: Narratives, Institutional Discourse, And The Public Documents Of Writing Centers Part Iii, Tammy Conard-Salvo
Purdue Writing Lab/Purdue OWL Presentations
This presentation from the 2014 Conference on College Composition and Communication (CCCC) explores how writing center administrators can create research spaces that not only further the work of writing centers but that also can be used to tell institutional and global stories of scholarship and outreach. The presentation describes how one writing center began a research repository to showcase its research to a global audience and to prevent scholarship that might have otherwise gone unpublished from being lost. Promoting research and research spaces—especially research that does not easily fall within the scope of traditional writing center work—may be one answer …
Mapping Support For Diversity Through Writing Center Administration, Tammy Conard-Salvo, Joy Santee, Richard Sévère
Mapping Support For Diversity Through Writing Center Administration, Tammy Conard-Salvo, Joy Santee, Richard Sévère
Purdue Writing Lab/Purdue OWL Presentations
This workshop presented at the International Writing Centers Association (IWCA) 2008 conference explores how issues of diversity impact and shape writing center administration, specifically through tutor recruitment, tutor training, and policy development. The session focuses on a broad definition of diversity—including, but not limited to, race and culture, gender, sexuality, linguistics, age, and dis/ability.