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About the AuthorsMandy Olejnik is a a doctoral student in Composition and Rhetoric at Miami University of Ohio. She teaches professional writing courses in the English department and works as a graduate assistant director in the writing across the curriculum (WAC) program at the Howe Center for Writing Excellence (HCWE). Her research interests include graduate student pedagogy and support, learning transfer, and threshold concept theory. Her work has appeared in WPA: Writing Program Administration and she has forthcoming work in Transformative Works and Cultures. You can follow her on Twitter: @MandyRhae Cara Marta Messina is a Writing and Rhetoric PhD candidate at the Northeastern University English Department. Her research is at the intersection of fan studies, digital humanities, rhetorical genre studies, and critical digital pedagogy. Her dissertation, “The Critical Fan Toolkit” is a public, digital website that examines critical fanfiction writers’ genre practices and uptakes. She received the 2019 Kairos Teaching Award and has published in The Journal of Writing Analytics, Digital Humanities Quarterly, Composition Studies, and several edited collections. Contents |
ReferencesColton, J. S., & Holmes, S. (2018). Rhetoric, technology, and the virtues. Utah State University Press. Council of Writing Program Administrators. (n.d.). The WPA-L Listserv. https://web.archive.org/web/20190925225546/http://wpacouncil.org/wpa-l Cox, A., Kumari, A., Manivannan, V., Olejnik, M., & Roundtree, S. V. (2019). Graduate students. In M. LaFrance & E. Wardle (Eds.), Building a twenty-first-century feminist ethos: Three dialogues for WPAs. [Symposium]. WPA: Writing Program Administration, 42(2), 1-24. Esposito, J., Lee, T., Henderson, K. L., Mason, A., Outler, A., Jackson, J. R., Washington, R., & Whitaker-Lea, L. (2017). Doctoral students’ experiences with pedagogies of the home, pedagogies of love, and mentoring in the academy. Educational Studies, 53(2), 155-177. https://doi.org/10.1080/00131946.2017.1286589 Hollaback! (n.d.). Bystander Resources. https://www.ihollaback.org/resources/bystander-resources/ Inoue, A. B. (2019). 2019 CCCC chair’s address: How do we language so people stop killing each other, or what do we do about white language supremacy? College Composition and Communication, 71(2), 352-369. https://secure.ncte.org/library/NCTEFiles/Resources/Journals/CCC/71-2/5B10FD65-2F9C-4C48-A1D3-04A5E120B555.pdf Kumari, A., Baniya, S., & Larson, K. (2020). The necessity of genre disruption in organizing an advocacy space for and by graduate students. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-8. http://www.xchanges.org/the-necessity-of-genre-disruption LaFrance, M., & Wardle, E. (Eds.). (2019). Building a 21st century feminist ethos: Three dialogues for WPAs. WPA: Writing Program Administration, 42(2), 2019, 13-36. Miller, L. (2020). Mental health in a disabling landscape: Forging networks of care in graduate school. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-7. http://www.xchanges.org/mental-health-in-a-disabling-landscape Polk, T., Russell, A., & Sockwell, A. (2020). Opportunity/exploitation. [Symposium on the status of graduate study in rhetoric and composition]. Xchanges, 15(1), 1-5. http://www.xchanges.org/opportunity-exploitation Quintana, C. (2018). The real free-speech crisis is professors being disciplined for liberal views, a scholar finds. The Chronicle of Higher Ed. https://www.chronicle.com/article/The-Real-Free-Speech-Crisis-Is/243284 Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus graduate writing initiative. WPA: Writing Program Administration, 36(1), 95-118. VanHaitsma, P., & Ceraso, S. (2017). “Making it” in the academy through horizontal mentoring. Peitho Journal, 19(2), 210-233. http://peitho.cwshrc.org/making-it-in-the-academy-through-horizontal-mentoring/ WPA-L Working Group. (n.d.). WPA-L Participation Guidelines. https://sites.google.com/view/wpa-l-change-work |
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