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References in periodicals archive ?
"Introducing 'The CWPA Mentoring Project' and Survey Report." WPA: Writing Program Administration 34.1 (2010): 84-116.
My mentor and friend Rebecca Moore Howard encouraged me to write up this essay, which began as a CWPA conference presentation.
(Student interview) Such outcomes align with the Framework for Success in Postsecondary Writing's habits of mind: openness, engagement, flexibility, and metacognition (CWPA, NCTE, and NWP).
In fact, dual enrollment programs of one kind or another have become so pervasive that in 2013, the CWPA released the "CWPA Position Statement on Pre-College Credit for Writing," offering guidelines for forming judgments about localized dual enrollment initiatives and other ways of earning pre-college credit so that stakeholders (students, parents, schools, state initiatives, and so forth) can understand the diverse variables at play in each of these programs.
Asao Inoue further challenges us to think about the limits of our institutions in his plenary "Racism in Writing Programs and the CWPA." Inoue points out the need to examine and challenge the institutional racism that prevents students from even entering the academy, as well as influencing their experience while they are there.
The WPA Outcomes Statement 3.0, approved by the Executive Board of the CWPA in July 2014, is the first major revision of the Outcomes Statement since its original adoption in 2000.
The skew toward four-year institutions may be due to a number of factors: some institutions lack a clear administrator in charge of first-year writing courses; some WPAs may have too little time to respond to every survey request they receive; others may not identify strongly enough with the role of WPA or organizations like CWPA to see our project as relevant to their immediate concerns.
The method of participant recruitment makes it impossible to compute a response rate; however, as a point of comparison, at the time of writing there were 149 graduate student members of the CWPA. Our sample size is also comparable to Edgington and Taylor's of 63 (153).
I did some research on the early days of CWPA last year at Purdue, where the organization's archives are kept, as part of another project; and I didn't happen to find anything about how that came to be our logo (it's quite possible that this information does exist and I just didn't find it--I was looking for other things at the time).
I'm grateful for the CWPA, which has given me access to wonderful colleagues and opportunities.
Rather, I am making the claim that ableism is a structuring logic of Rhetoric and Composition, of higher education writ large, and we can keenly feel that ableism even in a well-meaning, mentorly space like the CWPA Conference.
Chapter one presents a history of trends about programmatic assessment, including the strong influence of postsecondary accreditation and the development of standards such as the WPA Outcomes Statement and Framework for Success in Postsecondary Writing developed by CWPA, NCTE, and the National Writing Project.