Response+Paper+4..+WCD+Interview+Questions


 * Questions that I would want to find out:

How long has the center been in operation?** This would help me understand the extent to which traditions have been formed in terms of WC standards, practices, reputation, etc. and would lead me to other questions about how the writing center has been received, how it has marketed itself, why they are hiring a director (to maintain the center or take it in a new direction or integrate it with another program....)

Suggests a lot about the WC's mission, what it values in terms of expertise, correctness, peerness, etc. Also, depending on if the tutors are all English majors or from various disciplines says a lot about the mission of the center.
 * Who tutors there currently? (undergrads, teachers, grad students, etc)**

May indicate whether the center is seen as a "serivce" or an independent unit, or if it is tied to the mission of another unit. Where students access the center can also show who the clientele is and how much access is valued.
 * What type of space/place does the WC operate in? (it's own center, a satellite WC, library, English building)**

Who's values is the WC tied to for funding? How do services need to be justified? Is the program in danger of being cut or have to measure up to certain standards? Are there grant stipulations?
 * What is the reporting line?** **Is it tied to other units (such as other support services, Dean's office, Writing Program)?****Where does the funding come from? Does the WC have it's own budget (and if so, what type of budget)**

Depending on what the mission emphasizes can tell me a lot about the day to day workings of the center, and which type of pedagogy is employed there.
 * What is the current WC mission? How is that mission tied to other university missions (service, civic duty, WAC)**

The "Center for Writing and Learning Support" will probably be a very different entity and may suggest a particular philosophy.
 * Is it called a WC or something else?**

Tells me how integrated the writing center is to other programs, curricular support, etc. or if the primary mission is one-to-one tutoring.
 * What 'services' does the WC currently offer, such as a Writing Fellows program, faculty or student workshops, community engagement, resource distribution, online tutoring and/or OWL?**

Determines what is expected of the director, hiring/firing/promotion practices, if duties such as publishing, participating on committees and in shared governance
 * Is the WCD a faculty or staff position?**

Determines whether my primary obligation is to the writing center or to a department
 * Is directing the WC considered a full-time position that involves some teaching (such as the WCD includes teaching 1-2 courses per semester), or is directing the WC seen as an administrative duty that receives course release?**


 * I might expect to be asked about:**

Demonstrates an awareness that the "who" matters, suggests my philosophy on peerness, authority, generalist vs. specialist, disciplinarity, expertise
 * Who should tutor?**

Should tutors be trained? Trained to do what? These questions suggest my philosophy about what tutoring actually means, about where their expertise comes from. If they are experts in a certain discipline, then training might not be important. Or, we might only train for writing center policy, how to work technology. Or, if I believe that there are specific ways to tutor, or if I believe that all tutors should understand the various or contradictory tutoring theories.
 * How would I go about training and development?**

Demonstrates how I would fit in as a faculty member, what I see as the role of tutors in the center, how I might add to a program's professionalization of graduate students
 * How would I teach an undergraduate writing center course (usually designed for tutor training) or an upper-level or graduate course (designed for either/both training and administration)?**

If the school has a WAC initiative, the writing center may be seen as a vital part of that process, possibly a **site** where resources are housed, workshops led. Possibly the director is involved in professional development of faculty or assessing curriculum writing.
 * How do I see the WC fitting into a WAC initiative?**

How much do I see the writing center as connected to curriculum
 * What is my philosophy about notifying/reporting to faculty about student visits to the WC?**

Might tell me if it is tied to a grant or standards. Might suggest who the clientele of the WC is. Maybe demonstrates a desire on the part of the university to increase accessibility or a commitment to diversity.
 * How would I make the writing center accessible and accommodating to underserved populations?**

Suggests that they recognize the center as an evolving entity
 * What goals do I have for the writing center over the next 5 years?**

Demonstrates a desire for quantitative assessment
 * How might I increase student usage of the center?**

Indicates the writing center's role in the university - retention, WAC, service, outreach
 * Who should be allowed to visit the center (students, faculty, community members)?**

Possibly indicates a desire for online services or accessibility issues
 * How would I incorporate technology into the writing center?**

Shows my understanding of what makes a WC "successful," whether quantitative or qualitative.
 * How would I assess the writing center?**