The Centre for Teaching Excellence (CTE) at the University of Waterloo is currently advertising for the position of Communications Associate. The role is responsible for managing and contributing to nominations for high-profile external teaching awards and for assisting with various CTE writing and communication tasks and projects. The deadline for applications is Friday, September 2, and the targeted start date is Monday, October 3. Further details about the position and the application process are available here.

The Graduate Writing Lab (GWL) at Yale Center for Teaching and Learning invites applications for a full time position of an Assistant Director.

 General Purpose:  Reporting to the Director, Assistant Director will help plan and administer programs and services in support of writing, research, and communication for graduate and professional students, postdoctoral scholars, and faculty. Duties will include teaching workshops, consulting graduate students, hiring and mentoring writing consultants and fellows, and coordinating writing groups and dissertation boot camps, as well as promoting the programs of the GWL and conducting assessments of the programs and their effectiveness, analyzing data and preparing reports and summaries on program usage.

 Education and Experience:  Advanced degree (PhD preferred) in Linguistics, TESOL, Rhetoric, Composition, English or related discipline; 3 years of experience teaching writing courses and/or writing centre consulting.

 Application: For more information and immediate consideration, please apply online at www.yale.edu/jobs – the STARS req. ID for this position is 39048BR.

The Writing & Learning Centre (WLC) at OCAD University (OCAD U) in Toronto, Canada currently has a vacancy for a Writing Across the Curriculum Specialist. This is a permanent, full time position within our Centre and represents an exciting opportunity to play a lead role in implementing OCAD U’s undergraduate Writing Across the Curriculum (WAC) Initiative. OCAD U is Canada’s largest specialized university of art, media and design and the WAC Initiative is one of the first comprehensive WAC programs at an art and design institution.

OCAD U’s WAC Initiative supports students to develop strong writing and communication skills such that they meet the standards in the OCAD U Framework for Undergraduate Writing Competency. The Writing Across the Curriculum Specialist is a key member of the WAC team responsible for developing, implementing and evaluating the initiative, and is part of a wider team of WLC staff delivering writing, communication and academic support programs for students and faculty. The WLC is co-located and works collaboratively with the Faculty & Curriculum Development Centre (FCDC), OCAD U’s teaching and learning centre.

We are looking for a highly collaborative individual with excellent coordination, planning and communication skills, university-level teaching experience and advanced expertise in writing pedagogy and WAC theory and practice to join our dynamic and growing team.

Prospective candidates are invited to review the full job posting online and submit a current CV and cover letter. Applications will be reviewed beginning August 24, 2016 and the position will remain open until filled. Those selected for interview will be asked to submit a writing sample and/or statement of writing centre philosophy, and evidence of writing program development or administration.

 

Leuphana University of Lüneburg invites applications for a part-time position (50%), starting October 1, 2016, as a Lecturer in the Writing Center for Academic English (WCAE) at the Center for Modern Languages (Zentraleinrichtung Moderne Sprachen, ZeMoS), for a period of two years.

The WCAE supports students at Leuphana University by offering a wide range of workshops and courses and individual consultations. Founded in October 2012, it plays an important role in Leuphana’s internationalization strategy, and it cooperates with the four faculties, the graduate and professional schools, Leuphana College, and other university programs.

Your tasks:

• Teaching 9 hours per week
• Developing and offering workshops and seminars on academic writing in English
• Contributing to the training and education of peer tutors
• Offering individual appointments for undergraduate and graduate students

Your profile:

• Master’s degree or equivalent, preferably in ESL/EFL, with a focus on academic writing in English
• Excellent command and knowledge of the English language (native speaker or near-native speaker of English) and a very good command of the German language
• Experience with writing consultations, preferably in a writing center context
• Previous higher education teaching experience (tutorials, workshops, seminars, etc.) in English desirable
• Previous experience with reviewing manuscripts in an editorial capacity desirable
• Ability and interest to conduct research on writing competencies and writing centers
• Flexibility and ability to work in a team

Leuphana University of Lüneburg is an equal opportunity employer committed to fostering heterogeneity among its faculty and staff. Applications by qualified individuals are strongly encouraged. Disabled applicants with equal qualifications will be given priority consideration.

Please submit your application (cover letter, CV, a writing sample of up to 10 pages, and a list of three references) by August 15, 2016 to:

Leuphana University Lüneburg
Personnel Department
Att. Ms. Corinna Schmidt
Password: Writing Center
Scharnhorststr. 1
D-21335 Lüneburg
bewerbung@leuphana.de

The job ad (in German) is available here: http://www.leuphana.de/news/jobs-und-karriere/forschung-lehre/ansicht-forschung-lehre/datum/2016/07/12/lehrkraft-fuer-besondere-aufgaben-50-an-der-schreibwerkstatt-englisch-writing-center-for-academi.html.

Call for Papers:

Special Section on The Future of Writing Centres in Canada in The Canadian Journal for Studies in Discourse and Writing/Rédactologie

In the past three years, writing centres at Canadian universities have been established, re-visioned, and shut down. At some universities, services traditionally housed in writing centres have been relocated; at others, writing specialists have lost their jobs. Change seems to be in the air.
In response to these extraordinary circumstances, a group of people who work in the teaching of
writing in all its aspects gathered at Inkshed 31 in Ottawa last year to contribute to a document called “Statement on Writing Centres and Staffing,” which proposes the following:

1. Students who work with writing specialists at writing centres should improve their writing and
   critical thinking.
2. Writing centres are fundamentally teaching units.
3. Peer tutors need to be educated and mentored.
4. Writing support is best attended to in disciplinary contexts.
5. Writing competency is a degree outcome for all university students.
6. Writing professionals use and apply research from writing studies.

Over 25 people contributed to the document, which can be viewed here. On May 30, 2016, the
Canadian Association for the Study of Discourse and Writing endorsed the document at its annual
general meeting. The Canadian Journal for Studies in Discourse and Writing/Rédactologie invites discussion of this document and or other perspectives on the current state and future of writing centres in Canadian postsecondary institutions. We invite perspectives from a variety of institutions and settings. We are also open to publishing both shorter perspectives and reflections (1000-1500 words) and longer arguments about writing centres in Canada (4000-6000 words).
For more information about this special section of the journal, or to submit an inquiry or an article for the special section, please email one of us at an address below. The deadline is August 31.

Roger Graves (roger.graves@ualberta.ca)
Guest Editor, Special section on the Future Writing Centres in Canada

Joel Heng Hartse (joel_henghartse@sfu.ca) or Sibo Chen (siboc@sfu.ca)
Co-Editors, Canadian Journal for Studies in Discourse and Writing/Rédactologie

The Canadian Journal for Studies in Discourse and Writing/Rédactologie (CJSDW/R) is devoted to publishing theoretically grounded research reports and discussions in the fields of discourse and writing studies. Formerly known as Technostyle, the journal began to publish articles of interest to teachers of technical, professional, scientific, and academic writing in 1982. As an interdisciplinary
journal, it features the work of scholars from a variety of traditions in writing studies, rhetorical theory, discourse analysis, and related fields. The journal welcomes submissions in both English and French.