Enos, Theresa and Shane Borrowman, eds. The Promise and the Perils of Writing Program Administration. West Lafayette: Parlor Press, 2008.
This post contains information about three different narrative essays in Section 6: Tenure, Promotion, and the WPA.
Langston, Camille. “A New WPA at a Small Private School with Large Public(ation) Expectations.” 182-190.
Langston’s story is like many other jWPA horror stories: eager to serve as WPA, she was asked in her first year to direct the program in her 2nd year. Her time, though she was supposed to focus on publication, was quickly eaten up with writing an official job description for the job (which was not recognized as a university administrative position but rather a department appointment), defending the English Department’s right to teach comp during core curriculum committee debates, and conducting a self-assessment of the program.
Peguesse, Chere L. “Fit for an Unfit Fittedness: National Writing Project Site Directors as WPA.” 190-203.
WPA positions don’t have to be internal (WPAs, WAC directors, writing center directors); Peguesse, in her personal narrative, explains how the work of a National Writing Project director is also WPA work, and like WPA work, is unrecognized by other faculty at the university as merit for tenure. She cites Burke in her title and her introduction, drawing on his argument that sometimes it is your training (in her case, focus on WPA work as internal) that becomes an incapacity for you. Her NWP work required her to coordinate with the public school system, run summer sessions, and write extensive grants (which she argued should be counted as peer-reviewed publications, but didn’t.) She also experienced a great deal of friction with the previous, untenured, part-time instructor who ran the program. She was initially denied tenure, but when she proved to the dean that her necessary publication was accepted and being printed, her dean wrote a letter that should give her tenure. She is not directing the NWP after another year, when she will train someone else.
Reid, E. Shelley. “Will Administrate for Tenure, or, Be Careful What You Ask For.” 203-211.
When hired, Reid was told her tenure case would be decided 1/3 on scholarship, 1/3 on teaching, and 1/3 on administrative work. That promise, though, was not upheld at tenure-time, because though some department members believed in it, it was not a belief held by the rest of the university faculty. She was told to couch her administrative work as pedagogical, which gutted her case for tenure.
“Handing around copies of WPA statements, smart as they are, may have no more lasting effect than passing out handbooks to first-year composition students.” (211)