WPA/Writing Director Workshop: Well-being in First-Year Composition Schedule
WPA/Writing Director Workshop: Well-being in First-Year Composition Schedule
Monday, October 24
Stress Resilience: How To Care For Yourself and Your Students Using Achieve and Other Tools
10:00 AM - 10:45 AM
Presenter: Denise Cady Arbeau
Taking time to manage your stress helps you to create a calm and caring environment within the classroom. What you do for yourself can carry over into your classroom—allowing your students to learn self-care and stress management through your example. In this session, we will discuss stress and the nervous system and how to quickly and effectively interrupt the stress response in the body making you feel calmer and more in control. We will look at how tools such as Achieve can help you in the classroom as you strive to maintain a calming environment. Finally, we’ll practice some breathing and movement that, over time, can make you (and your students!) more stress-resilient.
Creating Co-Curricular Activist Writing Projects for Students in Writing Programs: The Case of the Neurodiversity Celebration Collaborative (NCC)
11:00 AM - 11: 45 AM
Presenter: Cathryn Molloy
In this talk, Dr. Molloy will share the case of the James Madison University (JMU) Neurodiversity Celebration Collaborative (NCC)—a student-led group that originated in JMU’s School of Writing, Rhetoric and Technical Communication (WRTC). She suggests that the NCC provides evidence for how writing programs can center mental well-being by creating space and leadership opportunities for students who are marginalized due to their mental health and/or disability statuses; co-curricular programs like the NCC allow such students to intervene in mental well-being for themselves and on their campuses. The talk will outline how the group was started with an emphasis on successes and failures along the way. She’ll also provide information and advice for others who’d like to undertake similar initiatives at their own institutions.
Tuesday, October 25
Building Support for Compassionate Teaching
10:00 AM - 10:45 AM
Presenter: Michelle Day
This workshop invites participants to explore trauma-informed teaching practices that benefit all students and contribute to a "compassionate" teaching environment. It begins with an overview of trauma, its impact on learning, and trauma-informed teaching principles before addressing strategies administrators can use to support trauma-informed teaching. Participants will be invited to use this information to revise a policy, document, or practice at their own institutions to support instructors to implement compassionate teaching practices. Participants will then discuss their revisions with peers and conclude by posing "mobilizing questions" for moving forward.
Using Antiracist Genre Systems to Create Safe Writing Classroom Spaces
11:00 AM - 11:45 AM
Presenters: Mya Poe and Tieanna Graphenreed
Preventing rhetorical violence in our classrooms cannot be accomplished without ensuring students feel safe bringing their whole selves into the classroom; but, as ongoing calls for antiracism and linguistic justice (Baker-Bell; Baker-Bell et al.; Maraj; Royster; Young) have shown, classrooms have never been safe spaces for all students. This workshop calls upon WPAs to revisit the idea of writing classrooms as un/safe spaces. Speakers invite participants to consider how classroom genre ecologies can contribute to student safety: How can altering classroom and course genres (e.g., teaching statements/philosophies, course syllabi, assignment sheets, etc.) make classrooms safer, antiracist spaces?
The workshop begins by articulating a three-part framework of Black critical geography, Rhetorical Genre Studies (RGS), and trauma-informed pedagogy (TIP) to help participants situate the classroom space as a site of antiracist social action. Then, session leaders draw upon RGS and TIP to show how WPAs, writing instructors, and students can work together to articulate a set of visible, explicit antiracist commitments through the interlocking social actions of the syllabus, assignment sheets, class communications, community agreements and commitment statements, and formative assessment. Participants are invited to draft commitment statements specific to their communities’ needs and discuss how such statements might help their home Writing Program in creating non-violent classrooms that affirm marginalized students’ identities and promote all students’ well-being.
Wednesday, October 26
Aligning Writing Outcomes and Well-being in Writing Programs
12:00 PM - 12:45 PM
Presenters: Susan Miller-Cochran and Stacey Cochran
In this workshop, the presenters share the PREMISE model of developing well-being in educational contexts (Cochran, 2019) and demonstrate connections to current theories and principles of teaching writing. They provide an example of an assignment sequence designed to meet writing outcomes that align with the WPA Outcomes Statement, and they walk through the process of redesigning a literacy narrative to support well-being. Finally, participants will be invited to creatively rethink possibilities in their own writing programs that would support student (and teacher) well-being.
Well-being through Debunking Writing Myths
1:00 PM - 1:45 PM
Presenters: Elizabeth Wardle and Doug Downs
Student well-being in writing courses often relates to reducing anxiety that arises from fear of failure and unrealistically high expectations on the part of both students and teachers. In this session, we'll look at sources of such anxiety through the lens of myths and misconceptions of writing, such as the ideas that writing is perfectible or that writing well requires a gift. Drawing from attendees' experiences as teachers, writers, and former writing students, we'll work as a group to identify double standards that teachers might unintentionally create and share ways of using threshold concepts in classrooms to debunk myths and reduce students' anxiety around writing.
Thursday, October 27
Mindfulness and Motivation in Post-Quarantined HBCU Writing Centers and Programs
12:00 PM - 12:45 PM
Presenters: Kendra Mitchell and Robert Randolph, Jr.
Drawing upon their award-winning 2018 International Writing Center Association keynote address, the presenters will discuss the strategies and techniques they employ in their writing programs to promote mindfulness, motivation, and meaningful work at HBCUs. Through their narratives about their HBCU experiences pre- and post-quarantine, they will provide insight into ways WPAs and writing instructors can survive--and arguably thrive--despite global crises.
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Denise Cady Arbeau
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
Denise Cady Arbeau
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
Cathryn Molloy
Associate Professor and Associate Director of Writing, Rhetoric and Technical Communication, James Madison University
Cathryn Molloy is the author of Rhetorical Ethos in Health and Medicine: Patient Credibility, Stigma, and Misdiagnosis (Routledge, 2020), and co-editor of the volumes Women's Health Advocacy: Rhetorical Ingenuity for the 21st Century (Routledge, 2019) and Strategic Interventions in Mental Health Rhetoric (Routledge, 2021). She is also co-editor of the Rhetoric of Health and Medicine journal. Her writing has appeared in College English, Rhetoric Review, Rhetoric Society Quarterly, Technical Communication Quarterly, Writing on the Edge, and Qualitative Inquiry.
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Integer dapibus magna ex, ut egestas nisi elementum quis. Nullam non lacus faucibus, mollis arcu vel, finibus risus.
Denise Cady Arbeau
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
Cathryn Molloy
Associate Professor and Associate Director of Writing, Rhetoric and Technical Communication, James Madison University
Cathryn Molloy is the author of Rhetorical Ethos in Health and Medicine: Patient Credibility, Stigma, and Misdiagnosis (Routledge, 2020), and co-editor of the volumes Women's Health Advocacy: Rhetorical Ingenuity for the 21st Century (Routledge, 2019) and Strategic Interventions in Mental Health Rhetoric (Routledge, 2021). She is also co-editor of the Rhetoric of Health and Medicine journal. Her writing has appeared in College English, Rhetoric Review, Rhetoric Society Quarterly, Technical Communication Quarterly, Writing on the Edge, and Qualitative Inquiry.
Michelle Day
High School English Teacher, American Heritage School
Dr. Michelle Day Da Silva (she/her/hers) is passionate about teaching writing and other skills that do (good) work in the world, especially trauma-informed skills that build personal and community resilience. She is currently an 11th- and 12th- grade English teacher at American Heritage School, an independent college preparatory school in Delray Beach, Florida. Before that, she received her Ph.D. in English Rhetoric and Composition at the University of Louisville, where she also taught composition classes for 7 years and served as Assistant Director of Composition for 2 years. Her primary research interests are trauma-informed writing pedagogy and any project that involves working across disciplines to address social justice problems. Outside of work, Michelle finds her balance through training Brazilian Jiu-Jitsu with her husband, Leo, and sharing some sunshine on the porch with her puppy, Nova.
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Integer dapibus magna ex, ut egestas nisi elementum quis. Nullam non lacus faucibus, mollis arcu vel, finibus risus.
Denise Cady Arbeau
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
Cathryn Molloy
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
Michelle Day
Professor and Faculty Advocate, North Shore Community College
Denise Cady Arbeau is a professor in the First Year and Foundational Literacy Department at North Shore Community College in Massachusetts. She was part of the team that developed the ALP courses that are now taught at the college—Composition and Seminar. In addition to the co-requisite course, Professor Cady Arbeau teaches First Year Experience, including a contextualized FYE course that centers on mindfulness.
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Find us on Zoom
Sessions are small and interactive events where we welcome participation from all of the attendees. Check the event time and your Zoom compatibility before the event to ensure you don't miss a thing.
Questions?
Questions?
Vivian Garcia
[email protected]
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