This chapter explores issues specific writing program administration considering the huge influx of online writing courses across the country. The author argues that a pedagogical shift has occurred that requires a change in administering writing programs: teaching online is different that teaching face-to-face. Considering this influx and pedagogical shift, the author argues that in the age of MOOCs, focusing on faculty support and the development and maintenance of online writing courses (OWCs) becomes imperative. The central idea of the chapter is that in order for online writing instructors to focus on what they do best (teaching), they need to be led by someone with online writing instruction (OWI) experience, who is trained and qualified to lead a writing program that includes OWCs. The author argues for the development of a new WPA role, an Online Writing Program Administrator (OWPA), in order to distinguish a brand (a concept from Keith Rhodes, 2010) of OWI, which is distinctly different than the instruction and content offered by MOOCs.
Designing an Open-Access Online Writing Program: Negotiating Tensions between Disciplinary Ideals and Institutional Realities