Chris Carter, University of Cincinnati
Laura Micciche, University of Cincinnati
In the past few decades writing program administration has emerged as a field of inquiry with its own national organization, journal, and conference. The WRITING PROGRAM ADMINISTRATION series provides a venue for scholarly monographs and projects that are research or theory-based and that provide insights into important issues in the field. We encourage submissions that examine WPA work broadly defined (e.g., not limited to studies of first-year composition programs). Possible books in the series might address topics including but not limited to the following:
- Historical studies of writing program administration or administrators (archival work is particularly encouraged)
- Studies evaluating the relevance of theories developed in other fields to WPA contexts (e.g., management, sustainability, organizational theory, critical race studies, relational theories, disability studies, critical university studies)
- Studies of particular personnel issues (e.g., unionization, use of adjunct faculty, roles of graduate students, the under-representation of people of color in administrative positions)
- Research on developing and articulating curricula for particular student populations
- Studies of assessment and accountability issues (including departmental, university, professional, state, and national accountability)
- Examinations of the politics of WPA work
- WPA experiences at community colleges, HBCUs, Hispanic-serving institutions, tribal colleges, international universities, and other sites beyond U.S. four-year institutions
- Intersections of program administration with studies of power and embodiment, whether involving race, disability, gender, sexuality, economics, or geospatial concerns
- Overlaps between WPA work and WAC/WID initiatives
- Negotiations of campus resources involving room design, onsite writing technologies, and accessible infrastructure.
Submission and Contact Information
Queries should be directed to the series editors:
Your proposal should outline the rationale and projected audience for the book and its relation to other books in the field; include the book's table of contents or a chapter outline, the estimated length and the timetable for completion, and the introduction and (if available) a sample chapter. Please also send the CV of the author(s) or editor(s).
Books in the Series
The Framework for Success in Postsecondary Writing: Scholarship and Applications edited by Nicholas N. Behm, Sherry Rankins-Robertson, and Duane Roen (2017)
Labored: The State(ment) and Future of Work in Composition edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton (2017)
A Critical Look at Institutional Mission: A Guide for Writing Program Administrators edited by Joseph Janangelo (2016)
A Rhetoric for Writing Program Administrators edited by Rita Malenczyk, 2nd ed. (2016). First ed., 2013.
Ecologies of Writing Programs: Program Profiles in Context edited by Mary Jo Reiff, Anis Bawarshi, Michelle Ballif, & Christian Weisser (2015)
Writing Program Administration and the Community College by Heather Ostman (2013)
The WPA Outcomes Statement—A Decade Later, edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, & Edward M. White (2012). Winner of the CWPA Best Book Award
Writing Program Administration at Small Liberal Arts Colleges by Jill M. Gladstein and Dara Rossman Regaignon (2012)
GenAdmin: Theorizing WPA Identities in the 21st Century by Colin Charlton, Jonikka Charlton, Tarez Samra Graban, Kathleen J. Ryan, and Amy Ferdinandt Stolley (2012). Winner of the CWPA Best Book Award
About the Series Editors
Christopher Carter is Professor of English at the University of Cincinnati, where he teaches courses in writing theory, activist rhetoric, and visual culture while serving as Composition Director. He is author of Rhetoric and Resistance in the Corporate Academy (Hampton Press, 2008), Rhetorical Exposures: Confrontation and Contradiction in US Social Documentary Photography (University of Alabama Press, 2015) and previous editor of Workplace: A Journal for Academic Labor.His latest book, Metafilm: Materialist Rhetoric and Reflexive Cinema, will be published by Ohio State University Press in 2018. His essays have appeared in Works and Days, JAC,College English,and Rhetoric Review, and he has written chapters for Tenured Bosses and Disposable Teachers as well as Narrative Acts: Rhetoric, Race and Identity, Knowledge.
Laura R. Micciche earned her doctorate in Rhetoric and Composition at the University of Wisconsin-Milwaukee in 1999. After teaching at East Carolina University for five years, she joined the English Department at UC in 2004. Her book, Doing Emotion: Rhetoric, Writing, Teaching (Boynton/Cook 2007), reconfigures emotion as something we *do* rather than something we *have.* The book develops a theory of emotion that departs from the Aristotelian tradition and offers practical strategies for implementing this alternative model in writing classrooms. This study is an extension of earlier work, particularly A Way to Move: Rhetorics of Emotion and Composition Studies (Boynton/Cook 2003), edited with Dale Jacobs, which examines the role of emotion in teaching, research, & administration. Her most recent book, Acknowledging Writing Partners, is a study of writing relationships expressed in written acknowledgments.