Detailed Writing Program Position Descriptions

Writing Program Director

Joyce R. Walker, Associate Professor of Writing Studies, Department of English Studies. The Director teaches a 1/1 course load, which includes teaching ENG 402 each fall. This course, titled “Teaching College Writing,” focuses very specifically on current theories and concepts related to Genre Studies, Cultural-Historical Activity Theory, Threshold Concepts, Multimodal and Multimedia Writing, Linguistic Diversity, Access and Accessibility (See Appendix VI for a Reading List for this course). The Director actively oversees all training, assessment and ongoing professional development for the program, as well as acting as a liaison with a variety of institutions and groups across campus.

Program Coordinator

Maegan Gaddis. The Program Coordinator manages much of the day-to-day work of the Writing Program.  She is our budget expert, she manages data for our various research projects, and she supervises our graduate and undergraduate staff as they work independently to complete the tasks related to their positions.  She manages both our facilities (see Appendix I for photographs), and the materials we regularly use as a program.

Descriptions of Writing Program Graduate Assistantships

The 101 Coordinator

This position acts as a mentor for new and continuing 101 instructors, which means that s/he must interact with experienced instructor and non-tenure track faculty, as well as new instructors (M.A. and Ph.D. students). New instructors can have a wide range of experience and training, so the Coordinator must be able to both respect the prior experience and training our instructors have in other areas, and at the same time provide support for teachers as they work to reach the writing program goals for ENG 101. This position requires significant mentoring skills, as well as skills for designing course plans and assignments. The successful 101 Coordinator is able to offer ideas, but can also help teachers think through their own ideas. Similarly, the 101 Coordinator needs to be confident enough to provide advice about various types of classrooms problems that instructors may be experiencing, but also be able to actively listen while instructors work through their own problems. The workload for this position is significantly heavier in the fall semester than in the spring semester, and it usually requires summer hours (which are funded by the Writing Program) to plan our New Instructor Orientation. In addition, the 101 Coordinator needs to be generally available (on campus) to assist instructors. In fact, chatting with folks in the hallways and in WP offices is a big part of this job, because people will share ideas and problems more freely in these casual settings. The 101 Coordinator should have a strong teaching record in the courses they’ve taught here at ISU.

The 101.10 Coordinator

This position works closely with the 101 Coordinator. In general this position is focused specifically on providing training, mentoring, and teaching resources for the 101.10 instructors and consultants. In the Fall semester, mentoring and supporting new instructors is the primary task, as well as helping to keep track of the information and record-keeping required for instructors and consultants. Fall semester begins with a fairly heavy workload during fall orientation, and is followed by activities such as one-on-one meetings, group meetings, classroom visits, and the creation of resources for instructors and consultants. In the spring the 101.10 Coordinator focuses on creating new resources (based on our experiences in fall) for instructors, and in planning the orientation activities for the following fall. In addition, the 101.10 Coordinator needs to be generally available (on campus) to assist instructors. In fact, chatting with folks in the hallways and in the WP offices is a big part of this job, because people will share ideas and problems more freely in these casual settings. The 101.10 Coordinator should be an excellent teacher (preferably with some experience teaching or consulting in ENG 101.10, although this isn’t required).

The 145 Coordinator

The ENG 145 coordinator works to mentor instructors who are new to teaching the course, and to develop resources for instructors. He/she also oversees an ongoing projects for Writing Across the Curriculum, and other projects specifically involving the College of Business. Experience with Writing Across the Curriculum or Writing in the Disciplines would be a plus. In addition, the 145 Coordinator needs to be generally available (on campus) to assist instructors. In fact, chatting with folks in the hallways and in the WP offices is a big part of this job, because people will share ideas and problems more freely in these casual settings. Experience teaching ENG 145 is a plus, but isn’t necessarily required for this position, as long as 145 Coordinatory is willing to teach a section of the course in his/her first year in the position, and also has a record of exceptional teaching in other courses taught at ISU.

The Technology Coordinator

The Technology Coordinator has several important responsibilities. He/she acts as a liaison with instructors (helping them to solve technology problems they may be having), organizes workshops and other professional development activities for instructors (including our “Let’s CHAT podcasts), and maintains and updates the ISU writing website. In addition, the Tech Coordinator works with all the other program assistants, helping them as needed with updates to the website or other tech issues. Applicants for this position should generally have good tech skills and be comfortable working with new software. Applicants should also be able to work with our website (which is a WordPress site). Experience in digital publishing, audio recording, and web design would be a plus.

Program Outreach Coordinator

This position specifically deals with events that “reach out” to audiences beyond our program, and bring new voices and ideas into our program in various ways. We’ve developed some particular events that this coordinator oversees each semester: The Writing Program Speaker Series; The Writing Research Scholarship program and Colloquium; the ½ Mile Project (which brings local Bloomington residents-who-write into contact with our teachers and students). In addition, the coordinator focuses specifically on outreach to K-12 instructors and programs. This has included several different kinds of projects each year. We attend conferences and meetings with K-12 and community college instructors, and we plan collaborative projects with them. While the events that the coordinator oversees have become a bit more stable (that is, we have particular events that repeat each year or each semester) this is still a position that requires a person with the abilities to come up with creative ideas; develop new projects; work with a range of different community members; organize events; handle multiple projects at once. The Program Outreach Coordinator needs to be a person who can maintain an organized schedule, and help the other Writing Program members stay on track in relation their duties for various outreach events.

The Data and Research Coordinator

The Data and Research Coordinator is responsible for managing/organizing multiple research projects that are currently in-progress in the Writing Program. Ongoing program assessment projects are a critical aspect of this position, so experience or interest in assessment would be a plus. Other projects include Writing Across the Curriculum research, general Writing Curriculum research, information fluency research (in collaboration with Milner library), and projects in collaboration with the Critical Inquiry Committee. Basically, the Data and Research Coordinator is responsible for making sure that we are gathering important data about our students, about our specific program, and about writing and literate activity at ISU in general. Qualifications for this position include the ability to organize information – both for projects that s/he is working on, and for projects where data is being gathered by other team members. This means that the ability to help others decide what to collect, and how to store and label information for greatest access and utility is a key skill for this position. In addition, an interest in analyzing data, and using data to help us create documents (reports, plans for improvement, collaborations with other programs, etc.) is important. Finally the Data and Research Coordinator will be responsible for producing “data packets” for the writing program instructors, which are collections of various kinds of data that Writing Program instructors could use (in 101 and 145) to help students learn about collecting and analyzing information. While newly appointed D&A Coordinators do not need to have specific experience with data collection projects, and experience with qualitative or quantitative research would definitely be a plus, as would experience with submitting project to the Institutional Review Board.

The Professional Development Coordinator

The PD Coordinator is responsible for professional development events designed specifically for Writing Program Instructors. The PD coordinator plans events, writes reports, creates resources, and maintains the program calendar of events. This includes our program podcasts, other small group events, and large events such as our pre-semester summits. The PD coordinator must be highly organized, because he/she not only coordinates and plan these events, but is also in charge of creating resources for instructors (based on materials developed through various PD Events).   The PD Coordinator works very independently, but must also be able to coordinator with other program assistants to plan events and create resources. Materials the PD Coordinator creates can include Event Reports, Calendars, flyers, and programs, as well as handouts and guides related to theoretical or practical teaching topics.

The Grassroots Writing Research Journal Editor

The GWRJ editor is a critically important position, because the timely publication of our journal is the primary source of funding for all Writing Program events and resources. The GWRJ editor must be able to organize and maintain the publication schedule for both the fall and spring issues of the journal. The position includes a wide-range of specific editorial tasks, such as developmental editing and commenting on articles, copyediting, and working with the Publications Unit and our printer on layout issues. Finally, the GWRJ editor also manages the team of Assistant Editors who work on reviewing, developmental editing, and copyediting for the journal. It’s a complicated and challenging position, but it also offers excellent practical experience in publishing. The Grassroots editor must be ready to manage (sometimes tight) publishing deadlines, and to organize his/her own work schedule while also managing the schedules of the assistant editors at the same time. Because this position is so critical for the success of the Writing Program, we ask that applicants for this position submit (In addition to the general application materials) contact information for two references who can speak to the applicatn’s ability to manage large projects, to create and adhere to complicated schedules of activity, and to work without supervision to manage complex tasks.

Descriptions of Writing Program Undergraduate Interns

The Undergraduate Interns for the Writing Program work on a wide range of projects.  They work as editors and reviewers for the Grassroots Writing Research Journal, they assist with the program podcasts, the 1/2 Mile Project, and other publications and resources.  They also work to assist with events and resources developed by the Writing Program for our students and instructors.