WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 37.2 (Spring 2014): From the Editors | From the New Editors: Dear WPA Readers | "Strengthening Graduate Student Preparation for WPA Work" by Cristyn L. Elder, Megan Schoen, and Ryan Skinnell | "A Bird's Eye View of Writing Centers: Institutional Infrastructure, Scope and Programmatic Issues, Reported Practices" by Emily Isaacs and Melinda Knight | "Writing Program Assessment and the Mission-Driven Institution" by Kristine Johnson | "To See What's Real and Sell It: The New Rhetoric, Writing in the Disciplines, and Value Judgments" by Don J. Kraemer | "Feminism, Mindfulness and the Small University jWPA" by Christy Wenger | "Flat and Fertile: A Conversation About the Writing Program at Illinois State University" by Shirley K Rose and Joyce Walker | Review Essay: "'All Things to All People': The Expanding Role of Writing Centers" by Rebecca Lorimer Leonard and David Stock | "CWPA Position Statement on Pre-College Credit for Writing" by Kristine Hansen, Jeffrey Andelora, Heidi Estrem, Clint Gardner, Joe Janangelo, and Susan Miller-Cochran | Contributors
WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 37.2 (Spring 2014): From the Editors | From the New Editors: Dear WPA Readers | "Strengthening Graduate Student Preparation for WPA Work" by Cristyn L. Elder, Megan Schoen, and Ryan Skinnell | "A Bird's Eye View of Writing Centers: Institutional Infrastructure, Scope and Programmatic Issues, Reported Practices" by Emily Isaacs and Melinda Knight | "Writing Program Assessment and the Mission-Driven Institution" by Kristine Johnson | "To See What's Real and Sell It: The New Rhetoric, Writing in the Disciplines, and Value Judgments" by Don J. Kraemer | "Feminism, Mindfulness and the Small University jWPA" by Christy Wenger | "Flat and Fertile: A Conversation About the Writing Program at Illinois State University" by Shirley K Rose and Joyce Walker | Review Essay: "'All Things to All People': The Expanding Role of Writing Centers" by Rebecca Lorimer Leonard and David Stock | "CWPA Position Statement on Pre-College Credit for Writing" by Kristine Hansen, Jeffrey Andelora, Heidi Estrem, Clint Gardner, Joe Janangelo, and Susan Miller-Cochran | Contributors
