The Outcomes Book
Debate and Consensus after the WPA Outcomes Statement
“This book adds a new layer and a new lens to the large body of scholarship focused on establishing the values, mission, and work of the writing center. By exploring it through the lens of sensemaking we can gain a better understanding of the writing center, establish better writing center policy and administration, and better serve our stakeholders while maintaining our own unique space in writing studies.“
—Bernice Olivas, Salt Lake City Community College
In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking. Sensemaking is an organizational theory concept that enables institutions, supervisors, teachers, tutors, and others to better understand the work they do by using narrative, metaphor, and other theoretical lenses.
The book is divided into two sections: Sensemaking with Tutors and Teachers, and Sensemaking and Institutional Structures. Chapter authors employ several theoretical approaches to sensemaking, ranging from individual experience to institutional history to document design, providing readers with ideas for how to administer and teach within their programs more effectively; how to advocate for their programs within larger university contexts; and how to positively influence the lives and careers of those they work with.
Sensemaking for Writing Programs and Writing Centers theorizes daily experiences from working lives and suggests problem-solving strategies. Writing program administrators, writing department chairs, and writing center directors, tutors, and staff will find value in its pages.
Contributors: Joseph Cheatle, Sue Dinitz, Andrea Rosso Efthymiou, Barbara George, Genie Nicole Giaimo, Susanmarie Harrington, Brian Hendrickson, Karen Keaton Jackson, Yvonne R. Lee, Shannon McKeehen, Alba Newmann Holmes, Melissa Nicolas, Jeanne R. Smith, Christy I. Wenger, Bronwyn T. Williams, Courtney Adams Wooten
