ABSTRACT
Although most of us faculty in rhetoric and composition have or will have writing program responsibilities, until recently, few of our doctoral programs offered professional development opportunities as part of their course work. These few have offered credit-bearing courses in professional studies for several years, and now more and more programs are beginning to do so. If you are currently a writing program administrator (WPA), a graduate studies director, or a future WPA or director, how might you integrate professional development into a graduate program curriculum so that students’ transcripts reflect such “credentialing” rather than having such work be perceived as part of “service”?
