PARS in Charge: Resources and Strategies for Online Writing Program Leaders
Edited by Jessie Borgman and Casey McArdle
Copy edited by Meg Vezzu. Designed by Mike Palmquist.
This edited collection, the third in a series of books by editors Jessie Borgman and Casey McArdle, explores the complexity of administrative positions within writing programs and how online courses make administration even more complex. Drawing on the PARS framework (Personal, Accessible, Responsive, Strategic) used in the first two books, PARS in Charge provides insights and examples from administrators across the country focusing on how they have implemented the PARS framework to be successful online writing program leaders in their specific leadership positions.
Table of Contents
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Foreword. Keep Playing, Friends, Tiffany Bourelle
DOI: 10.37514/PRA-B.2021.1985.1.2
Introduction. And Three Makes a Trilogy…or a Par 3! , Jessie Borgman and Casey McArdle
DOI: 10.37514/PRA-B.2021.1985.1.3
Chapter 1. PARS for Writing Program Administration, Jessie Borgman and Casey McArdle
DOI: 10.37514/PRA-B.2021.1985.2.01
Chapter 2. So, you want to be an OWPA? , Shelley Rodrigo
DOI: 10.37514/PRA-B.2021.1985.2.02
Chapter 3. Championships Are Won at Practice: How Our OWI Initiative Inadvertently Prepared Us to Navigate a Pandemic, Jennifer Stewart and Tiffany N. Mitchell
DOI: 10.37514/PRA-B.2021.1985.2.03
Chapter 4. Designing Anchor Points, Andrew Hollinger
DOI: 10.37514/PRA-B.2021.1985.2.04
Chapter 5. Institutionalizing Online Writing Instruction, Stuart A. Selber, Daniel Tripp, and Leslie Robertson Mateer
DOI: 10.37514/PRA-B.2021.1985.2.05
Chapter 6. Agile Writing Programs, Marisa Yerace
DOI: 10.37514/PRA-B.2021.1985.2.06
Chapter 7. Research is a Team Sport: A Collaborative PARS Approach to Sustainable Hybrid and Online Writing Instruction Development, Lourdes Fernandez, Ariel M. Goldenthal, Kerry Folan, Jessica Matthews, and Courtney Adams Wooten
DOI: 10.37514/PRA-B.2021.1985.2.07
Chapter 8. Transitioning Online Writing Instruction from Crisis to Sustainability, Bethany Mannon
DOI: 10.37514/PRA-B.2021.1985.2.08
Chapter 9. Sustaining Empathy and Community in a Large First-Year Writing Program, Rachael Groner and Tania Islam
DOI: 10.37514/PRA-B.2021.1985.2.09
Chapter 10. Personal, Accessible, Responsive, and Strategic Assessment: Creating a Faculty Community of Practice, Jennifer Trainor and John Holland
DOI: 10.37514/PRA-B.2021.1985.2.10
Chapter 11. Professionalizing from the Fringe: Informally Supporting Teaching Assistants via (and Welcoming Them Into) the OWI Community, Miranda L. Egger
DOI: 10.37514/PRA-B.2021.1985.2.11
Chapter 12. Professional Development for Online Writing Instruction: The Place of Instructional Design, Joseph Bartolotta, Anthony Yarbrough, and Tiffany Bourelle
DOI: 10.37514/PRA-B.2021.1985.2.12
Chapter 13. Strategic Administration for Online Courses in Communication and Writing Programs, Abram Anders, Jenny Aune, Katharine Fulton, Anne Kretsinger-Harries, Amy Walton, and Casey White
DOI: 10.37514/PRA-B.2021.1985.2.13
Chapter 14. Promoting Instructor Agency and Autonomy with Pre-Designed Courses, Catrina Mitchum
DOI: 10.37514/PRA-B.2021.1985.2.14
Chapter 15. Third Personal, U Variable: Complicating PARS and UX in Pre-Designed OWI Courses, Dylan Retzinger and Kellie Sharp-Hoskins
DOI: 10.37514/PRA-B.2021.1985.2.15
Chapter 16. Pre-Designed Courses and Instructor Autonomy: Emphasizing the Personal in Course Design, Mariya Tseptsura
DOI: 10.37514/PRA-B.2021.1985.2.16
Chapter 17. Fairway Finder: Implementing an Online Student Orientation, Julie Watts
DOI: 10.37514/PRA-B.2021.1985.2.17
Chapter 18. Literacy Loads, Readiness, and Accessibility: Addressing Students’ Perceptions of OWI through Pre-Course Modules, Lynn Reid
DOI: 10.37514/PRA-B.2021.1985.2.18
Chapter 19. Inclusive, Equitable, and Responsive Strategies for Redesigning Open-Access Online Literacy Courses, Joanne Baird Giordano and Cassandra Phillips
DOI: 10.37514/PRA-B.2021.1985.2.19
Chapter 20. Wayfinding in Distance Learning: Finding Our Way Through Times of Stress in Online Writing Graduate Programs, Heidi Skurat Harris and Rhonda Thomas
DOI: 10.37514/PRA-B.2021.1985.2.20
Afterword. Before, During, and (Hopefully) After COVID, Steven Krause
DOI: 10.37514/PRA-B.2021.1985.3.2
About the Editors
Jessie Borgman, Ph.D. is an online writing instructor in the Writers’ Studio at Arizona State University and has taught both face-to-face and online since 2009. She has published several articles and book chapters and has presented at conferences such as the Conference on College Composition and Communications, Computers and Writing, and Two-Year College English Association. She has served on the CCCC OWI Standing Group in multiple capacities and currently serves as the chair. As the CCCC OWI Standing Group chair, she co-led a national survey on online writing instruction and collaborated with the research group to write The 2021 State of the Art of OWI Report. Her research interests include online writing instruction, instructional design, content strategy, user experience, two-year colleges, and writing program administration.
Casey McArdle is the associate chair for undergraduate studies in the Department of Writing, Rhetoric, and American Cultures at Michigan State University, where he directs the Experience Architecture and Professional and Public Writing programs. He is an advocate for usability, accessibility, and sustainability in and out of the classroom and has been involved with OWI for many years via publications, presentations, and research teams that focus on distance education and learning experience design.
Together, Borgman and McArdle co-created The Online Writing Instruction Community resources website in 2015 (www.owicommunity.org). In 2019, they co-authored Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which was the winner of the 2020 Computers and Composition Distinguished Book Award. In 2021 they co-edited PARS in Practice: More Resources and Strategies for Online Writing Instructors. They have presented for multiple institutions across the country and been featured speakers by organizations, such as the Conference on College Composition and Communication (CCCCs), Bedford/St. Martin’s, and the Council of Writing Program Administrators. They were featured in an interview for the National Council of Teachers of English Council Chronicle in 2020. They served as mentors for the CCCCs Emergent Researcher award winner for the 2021 year.
Publication Information: Borgman, Jessie, & Casey McArdle (Eds.). (2023). PARS in Charge: Resources and Strategies for Online Writing Program Leaders. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PRA-B.2021.1985
Digital Publication Date: June 19, 2023
Print Publication Date: January 2024
ISBN: 978-1-64215-198-5 (PDF) | 978-1-64215-199-2 (ePub) | 978-1-64642-570-9 (pbk.)
DOI: 10.37514/PRA-B.2021.1985
Contact Information:
Jessie Borgman: jessieborgman@gmail.com
Casey McArdle: cmcardle@msu.edu
Practices & Possibilities
Series Editors: Aimee McClure, Clarke University; Mike Palmquist, Colorado State University; and Aleashia Walton, University of Cincinnati
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2023 Jessie Borgman, Casey McArdle, and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 344 pages, with notes, illustrations, and bibliographies. This book will be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.