News about CASDW－ACR and professional events.
The latest issue of the Canadian Journal for the Study of Discourse and Writing is n
http://journals.sfu.ca/cjsdw/index.php/cjsdw
This issue features the Statement on Writing Centres and Staffing adopted by CASDW and articles considering the history, present practices, and future of writing centres in Canada. Janet Giltrow’s article, Writing at the Centre: A Sketch of the Canadian History, is up now; more articles will be added in the coming weeks.
Just a note: Proposals for this year’s conference are due January 27.
Position: The Office of Graduate Studies at Maryland Institute College of Art (MICA) invites applications for a full-time faculty position in English Language Learning with a multi-year renewable contract in a non-tenure institution beginning July 2017.
Job Description: Graduate Studies with the Division of Liberal Arts at MICA seek a candidate with professional experience in English language teaching and learning. Preferred candidates will have experience designing arts-based curricula for English Language Learners and a working knowledge of art, design, and related histories and contemporary theories, including cultural approaches that reach beyond the Westernized-canon. The candidate should have experience working within higher education in teams to build a comprehensive program of culturally sensitive student-centered curricular and co-curricular activities to support international students and those for whom English is not their first language, allowing for continued student growth and success within undergraduate and graduate degree programs.
The candidate should demonstrate the ability to invest in the local community, invest in the MICA community, and encourage students to actively pursue language development alongside their artistic and creative development. Candidates should be able to support students in the development of a strong command of English in order to understand assignments, participate in critiques, comprehend and engage in critical dialogue, and become active members of the MICA community, the local community, and a global community. The ideal candidate will have experience integrating pedagogical approaches that are relevant and responsive to a student body that is rich in diversity across race, ethnicity, culture, gender and class.
The faculty will teach 9 credits each semester at the graduate and undergraduate levels. Because English Language Learning is intensive, academic, social and cultural, this position will require significant time on-campus meeting with students. The ideal candidate would have experience delivering professional development and training to faculty and teaching multi-level ELL courses, including course work in the first year of graduate and undergraduate degree programs, and upper level undergraduate electives in the liberal arts (that co-enroll English Language Learners and domestic students). The position will collaborate on developing a process for assessment and advising of incoming ELL students and be responsible for further monitoring these students’ progress at MICA, serving as a mentor to these students, and advancing ELL curricular and co-curricular development and assessment. Co-curricular activities may include dinners, lectures, events or other social engagements for students and faculty.
Requirements:
Valued, but not required:
Additional Information:
Salary: Commensurate with experience and college policy; excellent benefits package
Apply: The College will review applications as received. Although materials received before February 28, 2017, are best assured of receiving full consideration, the position will remain open until filled. All inquiries, nominations and applications will be held in the strictest confidence.
Application Instructions: Visit www.micahr.slideroom.com. Candidates will be asked to login or create a login and then should follow application instructions. Instructions are also posted in SlideRoom. In addition to the materials below, the application requires the name and contact information for three references. For preferred consideration, upload application materials to the MICA SlideRoom portal no later than February 28, 2017.
Submit online: a multi-page PDF document that includes:
More information here.
Job Opportunities (2 positions): English Instructors specializing in Canadian and Indigenous Literatures, Cross-Disciplinary Composition, Rhetoric, and Writing Pedagogy, or Postcolonial Literature, Kwantlen Polytechnic University
Deadline: February 1, 2017
Full details here.
The Canadian Writing Centre Association is very pleased to announce that the Call for Proposals for our 2017 conference in Toronto, Ontario is now open.
Where: OCAD University, Toronto, Ontario
When: May 25-26, 2017
Keynote: Dr. Frankie Condon, University of Waterloo
In her IWCA award-winning book, Rhetoric of Respect (2016), Tiffany Rousculp makes a call for developing a “rhetoric of respect” within writing centres that “entails recognition of multiple views, approaches, abilities, and . . . limitations” (25). In a community address in 2014, Frankie Condon similarly argues that “we will need to understand and act on the understanding that our most important stakeholders are the students we serve and the communities from which they come. . . We will need to work with our students and their home communities to learn their needs (instead of assuming we know them already or are better qualified to determine what those needs are or should be).” Both writers make the call for writing centres and institutions to have respect for “the individual’s position and experience” (Rousculp 28) in a way that does not assume that the writing centre “knows better” than the writers who enter our doors.
As we look to the future of writing centres in Canada, we must consider how we make space for the multiple stories that writers have to tell—not with the goal of helping them erase differences or assimilate, but with the goal of respecting and valuing the multiple cultures, languages, writing practices, lived experiences, and educational histories that they carry with them.
The Canadian Writing Centres Association invites writing centre practitioners—from far and wide—to consider how we respect individual differences amid pressures to serve ever greater numbers of students on limited budgets and in sometimes challenging administrative contexts. How do we continue to diversify our programs, our tutor training, and our research? And how do we extend our rhetorics of respect outside of our centres, across our institutions, and into our larger communities?
The full call for proposals is available on the CWCA website.
Proposals must be submitted through our online submission form. Email submissions will not be accepted this year.
Any individual presenter may be included on up to two (2) proposals, but at least one of the proposals must be for a group presentation (3-5 presenters).
Questions about conference proposals can be directed to CWCA Vice-Chair, Nancy Johnson Squair: squairn@douglascollege.ca
Presenters will be notified by email concerning the status of their proposal(s) by February 10, 2017.
Canadian Association for the Study of Discourse and Writing/Association Canadienne de Rédactologie 