Preview Workflow

Viewing: ENG 505 : Writing Program Administration: Theory, Practice, and Research

Last approved: Fri, 20 Oct 2017 08:03:28 GMT

Last edit: Thu, 19 Oct 2017 18:20:55 GMT

Catalog Pages referencing this course
Change Type
Major
ENG (English)
505
032512
Dual-Level Course
No
Cross-listed Course
No
Writing Program Administration: Theory, Practice, and Research
Writing Program Administration
College of Humanities and Social Sciences
English (16ENG)
Term Offering
Fall and Spring
Offered Alternate Years
Spring 2018
Previously taught as Special Topics?
Yes
3
 
Course Prefix/NumberSemester/Term OfferedEnrollment
ENG 583Spring 201113
ENG 583Spring 201413
ENG 583Spring 201611
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Chris Anson
Distinguished University Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: Graduate standing

Is the course required or an elective for a Curriculum?
No
Seminar designed to focus on current theories, research, and practices of writing program administration, including curricular design and assessment, faculty development, assessment of student achievement, budget oversight, the politics of administration in higher education, and historical studies of writing program administration. Designed for all interested MA, MFA and PhD students, but particularly valuable for those considering administrative work in first-year writing programs, writing centers, or WAC/WID/CAC programs at a range of institutions (community colleges, small liberal arts colleges, and large research universities). Course involves the study of an existing program through contact with its director(s).

This course fills a special need among those planning careers in writing program administration in higher education institutions, including community colleges. Most students who pursue faculty positions in or related to writing programs find themselves involved in various aspects of administration (in writing centers, writing-across-the-curriculum program, first-year writing programs, technical and professional writing programs, etc.). Without prior preparation in the many complex aspects of administration, they learn by trial and error. "Error" in such contexts can be especially problematic because administration involves legal issues, personnel issues, and mediation among teachers, students, other administrators, parents, and other stakeholders. The course, which has successfully filled three times in the past as a special-topics course, is designed to provide critically important perspectives on and tools for handling these and many other areas that writing program administrators routinely confront. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of EducationLee StiffLee Smith in the College of Education has stated that the course does not conflict with any of their offerings. See attached email documentation.
No new resources are necessary. The course will be incorporated into an ongoing rotation of graduate courses in the field of composition and rhetoric and included in standard departmental teaching loads. Several members of the tenured and tenure-track faculty are prepared to teach this course.

This course is designed to provide students with the resources, skills, strategies, and tools that will enable them to play administrative roles in writing programs of all kinds (including writing centers, first-year writing programs, advanced writing programs, writing-across-the-curriculum programs, and departmentally-focused writing support programs) in all types of higher-education institutions, including large research-extensive universities, small liberal arts colleges, technical and vocational colleges, and community colleges.


Student Learning Outcomes

By the end of the course, students should be able to:



  • Explain the nature, history, and functions of writing programs of all kinds;

  • Recognize and be able to describe the major approaches used to study and theorize about writing program administration;

  • Critically analyze the controversies surrounding the administration of writing programs;

  • Search within the core publications related to the study of writing program administration;

  • Articulate a personal/individual philosophy of writing program administration for use in a future professional setting;

  • Differentiate between multiple theories of leadership, management, and administration, including those rooted in collaborative models, as applicable to the setting of a college or university writing program; 

  • Understand and be able to put into practice a range of administrative processes and decisions, including placement, assessment (both programmatic and student-focused), budgeting, personnel management and evaluation, faculty development, and curricular design. 


Evaluation MethodWeighting/Points for EachDetails
Written Assignment40 pointsStudents write and post to Moodle weekly reports linking the course topic of the week to the program inquiry they are conducting.
Written Assignment25 pointsStudents write a final program inquiry report synthesizing the course-long inquiry of a writing program.
Major Paper25 pointsStudents work for the semester on a secondary research project relating to the administration of writing programs. The final paper is due at the end of the course.
Participation10 pointsStudents are graded on their active participation in the course, which includes discussion of the readings, brief oral presentations of their program inquiry, and the final presentation of their course research project.
TopicTime Devoted to Each TopicActivity
Introduction to Writing Program Administration3 hrs.This first session provides an overview of the issues associated with WPA work and introduces the course and its requirements and logistics. Students share any administrative background as well as academic interests and goals relating to WPA work. Students are introduced to a central component of the course--a semester-long correspondence, tied to course topics, with an existing WPA who has volunteered to be a contact person for the student. A list of volunteers and their institutions is provided and discussed.
Writing Programs in Universities and Colleges3 hrs.Each class meeting from this point includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Establishing a Program Philosophy and Management Structure3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Shaping the Curriculum3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Hiring, Evaluating, and Labor Issues3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Teacher Orientation and Professional Development3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Student Requirements, Placement and Exemption3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Program Assessment3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Relationships to Other Offices, Programs, and Curricula3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Legal Issues, Right, and Responsibilities 3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Politics of Writing Program Administration3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Budgeting, Resources, and Administrative Requests3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Administration, Scholarship and Time Management3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Independent Programs, Writing Departments, Writing Majors, and Disciplinary Authority3 hrs.Each class meeting includes brief reports from the students about the program they are investigating and the information they have acquired that is tied to the specific focus of the week. The class includes an overview presentation by the faculty member; usually a case or scenario is discussed that relates to the week's focus. Many other class activities are involved in the sessions, all geared toward helping students to apply principles and theories to specific administrative situations.
Student Presentations6 hrs.In this final session, half the enrollees give presentations sharing the results of their course-long research project.
Course approved by the English Graduate Studies Committee 4-18-17.

mlnosbis 8/28/2017:
1) Consider changing the course component to lecture or seminar. The discussion component equates to zero credit hours (https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/). I suggest using lecture given the format of the course.
2) The course description on the CIM Form must exactly match that listed on the syllabus.
3) Course goals should be listed on the syllabus.
4) Evaluation methods on the CIM form should match the syllabus. Use point values to list the evaluation methods on the CIM form since that is what you have on the syllabus.
5) Provide consultation from the College of Education, as they have several courses related to program administration; they may have suggestions for the course. Contact Dr. Lee Stiff (lvstiff@ncsu.edu) and he can facilitate the college consultation. Please provide consultation summary in the consultation summary field of the CIM form.
Lee Smith in the College of Education has stated that the course does not conflict with any of their offerings. See attached email documentation.

ABGS Reviewer Comments:-
-Is an offering of alternate years, fall and spring typical? RESPONSE: Yes, this is a standard scheduling option.
Key: 15287