Collegiality as a Dirty Word? Implementing Collegiality Policies in Institutions of Higher Education

Abstract: Collegiality is integral to the healthy functioning of any academic department and is a necessary professional attribute for new faculty, who often spent their graduate school careers with relatively little involvement in institutional politics, to develop. However, the recent trend to explicitly outline tenure and promotion requirements for collegial behavior gives us pause. We question if a collegiality statement for tenure and promotion could function as yet another obstacle between faculty from background that have historically been underrepresented in the academy (women, people of color, LGBTQ individuals, people with disabilities, etcetera) and their bids for tenure

“Drown[ing] A Little Bit All the Time: The Intersections of Labor Constraints and Professional Development in Hybrid Contingent Faculty Experiences

Faculty teaching during COVID-19 have been asked to adapt to a wide range of instructional modalities that have often increased the labor they experience without commensurate compensation. Hybrid courses, which were already popular pre-pandemic, have become even more common as schools and universities have rushed to adapt instruction to students’ needs. This article reports on interviews with faculty teaching hybrid courses to investigate their perceptions of the labor involved in teaching in this instructional modality, drawing connections to the labor many faculty are experiencing as they adapt to hybrid or other, similar instructional modalities. It then argues that targeted professional development activities are needed to support faculty teaching hybrid courses in particular, but that offering such opportunities are complicated by the amount of labor faculty teaching hybrid courses often already perform

Blurring the lines: teaching literacies in home/school spaces

Films, popular media, and even literacy scholars (see Heath, Finders, Gere, and Gee) persistently portray teachers in classrooms. My project draws attention to teachers who educate in spaces that are simultaneously home and school: homeschooling parents who teach their own children, a group largely ignored in rhetoric and composition scholarship. Homeschooling offers parents a degree of instructional control that permits them to organize language instruction around key values, such as religious or moral beliefs. However, many homeschooling parents are also pressured to recognize the limits of their control as they anticipate a point at which students will experience writing instruction outside the home. Because they are non-specialists preparing their children for the specialized writing instruction they will receive in college, homeschooling parents engage in an imaginative construction of college writing and also reorder their teaching practices toward this future end. They control instruction and create these projections in different ways - most often through writing curricula, group writing courses, and discussions with other homeschoolers. I examine how homeschooling parents negotiate literacies in spaces that are simultaneously home and school to propose that writing instructors can better teach writing if they acknowledge the many types of literacies and expectations for these that teachers and students bring with them to the classroom

Dottie and Me: Constructing Childless-by-Choice Alternative Rhetorics

Drawing on David L. Wallace\u27s concept of alternative rhetorics, this essay examines the recent growth of childless-by-choice rhetoric on social media. Analyzing how discourses about parenthood invalidate childless adults and divide parents from childless adults, I argue that the circulation of texts on social media needs to becomes more inclusive of the lives of those who choose to remain childless. Doing so promotes greater discussion about the roles adults can fill and how parenthood has been privileged in our society

Things we carry: strategies for recognizing and negotiating emotional labor in writing program administration, The

Includes bibliographical references and index.Emotional labor is not adequately discussed by writing program administrators. The Things we carry makes this often-invisible labor visible, demonstrates a strategy to navigate it reflectively, and opens a path for research. This collection considers how writing program administrators work when their schools or regions experience crisis situations.--Provided by publisher.Don't worry, be happy: flourishing as a WPA / by Carrie S. Leverenz -- You lost me at "Administrator": vulnerability and transformation in WPA work at the two-year college / by Anthony Warnke, Kirsten Higgins, Marcie Sims, and Ian Sherman -- The emotional labor of becoming: lessons from the exiting Writing Center director / by Kate Navickas -- Educating the faculty writer to "Dance with Resistance": an affective rhetorical analysis of the National Center for Faculty Development and Diversity / by Janelle Adsit and Sue Doe -- Unleashed emotion: centering emotional labor in our professional documents / by Amy Ferdinandt Stolley -- Handling sexual assault reports as WPA / by Kim Hensley Owens -- And so I respond: the emotional labor of Writing Program administrators in crisis response / by Kaitlin Clinnin -- Shelter in place: contingency and affect in graduate teacher training courses / by Carl Schlachte -- Making visible the emotional labor of Writing Center work / by Matthew T. Nelson, Sam Deges, and Kathleen F. Weaver -- Emotional labor and Writing Program administration at religiously affiliated institutions / by Elizabeth Imafuji -- Administrating while black: negotiating the emotional labor of an African American female WPA / by Sheila Carter-Tod -- It gets bitter: considering Andy Warhol and harboring anger as a gay WPA / by Joseph Janangelo -- From great to good enough: recalibrating expectations as WPA / by Elizabeth Kleinfeld -- Navigating WPA emotional labor with mindfulness: practical strategies for wellbeing / by Christy I. Wenger -- How to be a bad WPA / by Courtney Adams Wooten -- What now and what next? Strategy sheets for negotiating emotional labor / by Courtney Adams Wooten, Jacob Babb, Kristi Murray Costello, and Kate Navickas

The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration

Emotional labor is not adequately talked about or addressed by writing program administrators. The Things We Carry makes this often-invisible labor visible, demonstrates a variety of practical strategies to navigate it reflectively, and opens a path for further research. Particularly timely, this collection considers how writing program administrators work when their schools or regions experience crisis situations. The book is broken into three sections: one emphasizing the WPA\u27s own work identity, one on fostering community in writing programs, and one on balancing the professional and personal. Chapters written by a diverse range of authors in different institutional and WPA contexts examine the roles of WPAs in traumatic events, such as mass shootings and natural disasters, as well as the emotional labor WPAs perform on a daily basis, such as working with students who have been sexually assaulted or endured racist, sexist, homophobic, and otherwise disenfranchising interactions on campus. The central thread in this collection focuses on preserving by acknowledging that emotions are neither good nor bad and that they must be continually reflected upon as WPAs consider what to do with emotional labor and how to respond. Ultimately, this book argues for more visibility of the emotional labor WPAs perform and for WPAs to care for themselves even as they care for others.... [From the publisher]https://digitalcommons.odu.edu/english_books/1053/thumbnail.jp