Abbreviated Writing Administration Statement (updated June 2022)

Writing Program Administrative philosophy (October 2018)

Graduate student Writing Program Administration statement (October 2016)

ACADEMIC POSITIONS

Director of Writing Program, Illinois State University, 2019-present

• Program logistics: supervised 60+ instructors of 200 courses in composition and inquiry, disciplinary writing, and professional writing
• New teacher support: supervised week-long orientation for new graduate student instructors, mentored and taught 18+ graduate student writing instructors
• Graduate student WPA support: mentored, supervised, and collaborated with Writing Program Leadership Team of 7 doctoral students conducting program
  mentoring, research, assessment, professional development, and outreach
• Program research: co-developed research project with program instructors to assess student uptake of program concepts and practices, and divergent instructor uptake of uptake and proof of learning (one vital learning outcome in our program)
• Professional development: supervised professional development day each semester, supervised and facilitated new and revised resources for new and returning instructors for 4 different writing courses

• Administrative collaboration: revised policies and procedures, revised online materials for public audiences and program instructors

• Instructor and student support: mediated student grievances, supported all writing instructors with student concerns, course design, and contemporary research-based writing pedagogies

Director of First-year Writing Program, Eastern Michigan University, 2018-19

• Program logistics: revised curriculum and program materials, scheduled 120 courses and 40 instructors per year, interviewed and hired new graduate student instructors and part-time lecturers

• New teacher support: facilitated 2-week orientation for new graduate student instructors, mentored and observed 17 graduate student writing instructors

• Professional development: facilitated monthly professional development and annual program events; created 3-year plan for funded professional development and assessment informed by annual program surveys, instructor input, and student feedback

• Administrative collaboration: revised policies and procedures, revised online materials for public audiences and program instructors

• Instructor and student support: mediated student grievances, supported all writing instructors with student concerns, course scheduling, and contemporary research-based writing pedagogies

Associate Director of First-year Writing Program, Eastern Michigan University, 2017-18

• New teacher support: mentored and observed graduate student writing instructors

• Event management: organized Celebration of Student Writing, with between 800 and 1200 students each term

• Administrative collaboration: collaborated on program development, events, and monthly professional development

• Hiring: participated in graduate student instructor selection

• Instructor and student support: mediated student grievances; supported all writing instructors with student concerns, course scheduling, and contemporary research-based writing pedagogies

Assistant Director of Composition, University of Louisville, 2015-16

• New teacher support: new writing teacher mentor, annual orientation co-facilitator, new teacher classroom observations

• Professional development: pedagogy workshop designer and facilitator; revised professional development observation procedures and template

• Program research: data gathering and processing for presentation to English department and College of Arts and Sciences

• Administrative collaboration: annual program development, events, policy and procedure revisions, and administrative tasks, including scheduling 200 classes and 70 instructors per term, assessing portfolios, mediating student grievances

PAST PROJECTS

Is Teaching ‘Just’ a List? Teacher-Research on Equity as a Framework for New College Writing Teachers’ Identity Learning, Eastern Michigan University, Fall 2018

• Teacher-research pilot study of 2-week orientation and 15-week graduate-level teaching composition course for new graduate student writing instructors
• Foregrounding issues of educational equity and social justice in the enculturation of new college writing teachers

Digital Composition Colloquium, University of Louisville, 2015-16

• Designed and facilitated a two-day professional development colloquium for 35 composition instructors
• Created event website and writing course resources
• Facilitated sessions on digital composition and video editing
• Collaborated with four graduate students and composition director on two-day curriculum, follow-up programming, and two-day year-end assessment of multimodal digital projects

Digital Pedagogies Learning Community, University of Louisville, 2015-16

• Created and led semester-long digital pedagogies learning community with a small group of composition instructors
• Focused on rubric and assignment development and revision, with special emphasis on assessment of digital, multimodal student projects

Digital Composition Research Study, University of Louisville, 2014-15

• Year-long survey and interview study with composition instructors on the intersections of digital media, composition pedagogy, and programmatic and institutional support