Writing Program Administration at Small Liberal Arts Colleges (Parlor Press, 2012) is the first book-length, national empirical study of writing programs at small colleges. It examines the writing programs at 100 different schools nationwide, triangulating survey data with individual and focus group interviews as well as the analysis of institutional websites and catalogs. The book (co-authored with Jill M. Gladstein) is groundbreaking not only in offering the first comprehensive, historically-grounded, data-based portrait of these programs, but also in its methodology. The research was animated by both scholarly and activist curiosities; part of the research process has been to build a consortium of writing program administrators at small schools. Through what Carol Rutz has described as an “exhaustive inventory” of types of programs that “theorizes both data and experience,” we have found that small-college programs are more rooted in writing across the curriculum than seems to be the national norm, and also that programmatic structures are typically flexible and embedded in other campus entities in ways that are not characteristic of larger schools.
Dara Rossman Regaignon and Pamela Bromley. “What Difference Do Writing Fellows Programs Make?” WAC Journal 22 (Nov. 2011): 41-63.
Jill Gladstein, Lisa Lebduska, and Dara Rossman Regaignon. “Consortia as Sites of Inquiry: Steps Toward a National Portrait of Writing Program Administration.” WPA: Writing Program Administration 32.3 (2009): 13-36. [lead article]
“Traction: Transferring Analysis Across the Curriculum.” From the Classroom. Pedagogy 9.1 (2009): 121-33.
“Pemberley vs. the Purple Jar: Prudence, Pleasure, and Narrative Strategy.” Women’s Writing 11.3 (2004): 439-61.