NotesFAQContact Us
Search Tips
ERIC Number: ED385855
Record Type: RIE
Publication Date: 1995-Mar
Pages: 8
Abstractor: N/A
Perceptions, Realities, & Possibilities: Central Administration and Writing Centers.
Simpson, Jeanne
Based on one educator's interactions with writing center personnel over the past dozen years--and not based on empirical research--the following are among the most common perceptions that writing center personnel hold with regard to central administration: (1) central administration prefers to keep writing centers powerless and marginalized; (2) central administration is where all the power is concentrated; (3) central administration's distribution of funding support within an institution is unpredictable at best and capricious at worst; (4) faculty rank and the situating of a writing center within a department accrues important prestige in the central administration; (5) major curricular decisions are made in the central administration; and (6) retention, tenure, and promotion decisions are determined primarily by the central administration. It is important therefore to study these perceptions and make a determination about their accuracy. Based on interviews with the central administration, here are some observations that could be useful to writing center directors committed to actively ensuring that their centers are funded adequately. First, administrators have little direct information about writing centers because they do not have time to visit them. Second, administrators think in terms of staffing plans, space allocation, and personnel dollars. Third, in the view of college administration, so long as a program is funded, it is not marginalized. Fourth, central administration does not see departmental affiliation as a prestige issue but as a mechanical, organizational, or logistical issue. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (46th, Washington, DC, March 23-25, 1995).