Save the date--either October 19-21 or November 2-4; confirmed date will be posted by next week.
At this point in the historical trajectory of undergraduate programs in rhetoric and writing, it seems a good time to ask ourselves some hard questions about what we as scholars and teachers in rhetoric and writing studies are doing, how we’re doing it, and how we might do it even better. Studies of undergraduate programs across other disciplines suggest an articulated program philosophy, strong program integrity, and thoughtful measurement of individual program indicators correlate to more effective achievement of program goals and objectives (Conrad and Miller; de Gaston, et al; Lowenkamp, et al; Saxon et al). Questions in each of these domains can serve us in rhetoric and writing as heuristics by which to not only examine the effectiveness of existing programs, but also to guide the planning and development of future programs.
To this end, we invite proposals that address (but which are not limited to) the following:
Measurement of program goals and objectives
The conference welcomes individual proposals as well as proposals for panels, roundtables, and posters. Conference sessions will be concurrent, lasting 60-90 minutes per session. Individual proposals will be grouped into conference sessions by topic. Presenters may also propose panels of 3 to 4 presenters, roundtables of 5 or more presenters, and poster presentations.
Faculty, graduate students, and undergraduate students may submit proposals.
Presenters should submit an abstract (~500 words/presenter) of the proposed presentation no later than May 15, 2017.
Ideally, one person/panel or roundtable will submit the proposal and provide names and email addresses of all presenters. Also, please indicate whether you are full-time faculty, part-time faculty, graduate student, or undergraduate student.
Presenters will be notified of the status of their proposal by June 20, 2017.
To Submit a Proposal:
Proposals may be submitted by email to firstname.lastname@example.org.
de Gaston, Jacqueline F., et al., “Teacher philosophy and program implementation and the impact on sex education outcomes.” Journal of Research &
Development in Education, vol 27, no. 4, 1994, pp. 265-270.
Lowenkamp, Christopher T., et al. “Intensive supervision programs: Does program philosophy and the principles of effective intervention matter?”
Journal of Criminal Justice, vol. 38., no. 4, 2010, pp. 368-375.
Saxon, Andrew J., et al. “Pre-treatment characteristics, program philosophy and level of ancillary services as predictors of methadone maintenance treatment outcome.” Addiction, vol. 91, no. 8, 1996, pp. 1197-1210.
Contact for more information: Jennifer Clifton: jlclifton@UTEP.EDU.