Executive Board Elections

The Executive Board offers the following slate of nominees for open positions.  To vote, please click on the link at the bottom of this page. 


For Secretary 

Job Description

  1. Takes and prepares minutes of meetings; delivers minutes to the board within 14 days for distribution, review, and approval.
  2. Organizes, maintains, and archives all organizational records and makes them available as requested.
  3. Maintains membership roster.
  4. Presides over board member elections.
  5. Coordinates SLAC-WPA website design with paid designer and regularly updates the website.
  6. Maintains membership email listserv.
  7. Serves a two-year term in this election cycle to stagger the terms of elected members, but future secretaries will serve three-year terms according to the by-laws.

Alba Newmann-Holmes, Swarthmore College 

Professional Biography: I am the Assistant Director of the Writing Associates Program at Swarthmore. Over the past two years, I have served on the Executive Board in the roles of Current Conference Host, Past Host, and as an at-large Board Member.

Position Statement:  Having served on the Executive Board over the past two years, I participated in the process of incorporating SLAC-WPA and establishing the group’s non-profit status. I am interested in remaining on the Board as we conclude that process, now in the position of Secretary. Because Swarthmore has played a significant role in SLAC-WPA since its founding, we already house some of the material records of the organization; as Secretary I would add to these, in addition to maintaining our growing digital archive. In addition to these responsibilities, I am interested in helping the Executive Board with future initiatives, including growing our membership and supporting colleagues on campuses that have agreed to host future SLAC-WPA conferences.


For Treasurer

Job Description

  1. Handles all financial transactions on behalf of SLAC-WPA.
  2. Pays bills and signs contracts as authorized by the Executive Board.
  3. Submits a yearly financial report to the Executive Board.
  4. Ensures that SLAC-WPA complies with all IRS regulations for maintaining its 501(C)(3) tax-exempt status, including annual filing.
  5. Serves a three-year term.

Pam Bromley, Pomona College 

Professional Biography:  I have worked in the Writing Program at Pomona College since 2008, as an administrator and faculty member. I have attended nine of eleven SLAC-WPA conferences to date, and I believe these meetings have helped me grow in my role. Our program employs a staff of 35+ peer tutors as well as robust writing fellows program. I also have strong familiarity with faculty development and assessment, in part due to three years as the sole person in charge of all things writing at Pomona. I currently co-edit The Writing Center Journal.

Position Statement:  SLAC-WPA is where I turn when I have questions about my writing program work at Pomona. While there is growing research in this area (thanks in no small part to SLAC-WPA), there is simply no replacement for having a dedicated group of individuals in similar situations to connect with, both in person at our annual conferences and through our listserv. Conversations with SLAC-WPA colleagues inform my daily writing program work as well as my service and scholarship. Because I have benefitted so much from SLAC-WPA, I would be honored to serve as the organization’s treasurer. Having served on boards in the past (the SLAC-WPA board as conference chair from 2014-16 and the Southern California Writing Centers Association in various capacities from 2010-2018), I appreciate the treasurer’s essential role in making events happen. As a board member for SoCalWCA when the organization converted to a 501c(3), I understand how to reconcile expenses, file relevant tax forms, and set up a secure online payment system for registration and membership fees. As a former SLAC-WPA conference host, I also have substantial experience with all aspects of an annual conference, from registration to on-the-ground logistics, and I would be able to provide advice on finances and budgeting.


At-Large Board Member  (Three Years)

Job Description

  1. Provide guidance and advice to other Executive Board members.
  2. Participate in Executive Board meetings and other general work of the Executive Board.
  3. Temporarily take on the duties of absent members.
  4. Constitute, lead, and/or liaise with ad hoc working groups.
  5. Help plan and implement the annual conference.
  6. One representative serves a three-year term and one serves a two-year term in the current election cycle to stagger the terms of elected members, but all future at-large representative will serve three-year terms according to the by-laws.


Hannah Bellwoar, Juniata College 

Professional Biography:  I am an associate professor of English at Juniata College. I teach digital and professional writing courses, administrate the professional writing major, and co-facilitate WAC workshops. My dissertation research explores use of health-related texts in people’s everyday lives, and I have published in Kairos, Technical Communication Quarterly, and Harlot. I am currently working on a new research project that traces literate activity of undergraduate students composing, collaborating, and publishing with faculty.

Position Statement: I first found out about SLAC-WPA in 2012 when Jill Gladstein came to Juniata to facilitate WAC workshops. Coming from large state universities to a small liberal arts college was a challenging transition for me. As a graduate student, I was only prepared for work at research universities and did not realize that positions like mine at SLACs existed. After attending the SLAC-WPA conference in 2013, I was grateful to find a friendly community of folks in the unique writing programs and positions of SLACs. I have since attended and presented at four conferences and participated in the ad-hoc group for publishing. I am applying because I feel committed to the work of SLAC-WPA and the community, which has supported my teaching, research, and other work. I am applying for an at-large position because it seems versatile, allowing me to participate in the board in a number of ways. I am eager to work with other SLAC folks in our field to develop our teaching and research, and feel I would be able to contribute this energy and enthusiasm to the board. I am particularly interested in writing majors and undergraduate research in writing studies at SLACs.


Wendy Menefee-Libey, Harvey Mudd College

Professional Biography: As the director of the writing center at Harvey Mudd since 2000, and member of the design team and coordinator of our first-year writing course since 2009, I have my feet in both the writing center and the writing program administration worlds. The majority of my time is spent training and supporting undergraduate writing tutors as well as faculty who teach the first-year course, most of whom are faculty in STEM disciplines. This course also serves as the foundation for our WAC program, which is where my third foot would rest if I had

Position Statement:  SLAC-WPA has been one of my most important professional and intellectual sources of support during its nearly twelve-year existence. I attended the first SLAC conference in Philadelphia in 2008, and found it revelatory. The year before, I had submitted a conference proposal to the Cs about the pivotal support the undergraduate peer consultants in the HMC Writing Center provide to faculty at our small science and engineering college with fluid and shifting WAC boundaries. It was rejected with a comment to the effect that, “this doesn’t seem to have a lot to do with what most universities are doing and thinking at the moment.” I began to wonder how the core missions of small liberal arts colleges differ from larger institutions. Are we merely a smaller version of the big university, or is our central purpose qualitatively different? The conversations I was able to have with colleagues from institutions similar to mine during that first SLAC conference was formative in helping me clarify the ways I think about my work, my role in my own institution, and the ways I encounter and synthesize research about composition, about writing centers, about WAC, and about writing program administration. Since that first year, I have attended most annual SLAC conferences, and have found the professional relationships (and personal friendships) I have developed with my SLAC colleagues to be invaluable. I am just rotating off the executive board of the Southern California Writing Centers Assn, and so have the space and time to take this opportunity on. I have experience serving on boards, have planned conferences before, and am a faithful organizational leader. I would love to have the chance to give back to this organization that has had such an impact on my work.


At-Large Board Member (Two Years)

Job Description

  1. Provide guidance and advice to other Executive Board members.
  2. Participate in Executive Board meetings and other general work of the Executive Board.
  3. Temporarily take on the duties of absent members.
  4. Constitute, lead, and/or liaise with ad hoc working groups.
  5. Help plan and implement the annual conference.
  6. One representative serves a three-year term and one serves a two-year term in the current election cycle to stagger the terms of elected members, but all future at-large representative will serve three-year terms according to the by-laws.

Meredith McCarroll, Bowdoin College 

Professional Biography:  Director of Writing and Rhetoric and Director of First-Year Seminar at Bowdoin College. Previously Writing Center Director at Clemson University. Author of Unwhite: Appalachia, Race, and Film (2018; U Georgia P) and co-editor of Appalachian Reckoning: A Region Responds to Hillbilly Elegy (2019; West Virginia UP).

Position Statement: As I began this newly created position at Bowdoin College, I found that connection to colleagues at peer institutions was integral to grounding me in a new world. In this new role, I bring my background in writing center work and my scholarship in regional/racial representation to centralize questions of power and agency in writing programs. I care deeply about the ways that we can create assignments, courses, and curricula to support student writers in their authentic voices. I bring to the board a perspective grounded in critical race theory, gender studies, and whiteness studies, and a commitment to contribute to the conversation that was so fruitful to me as a new director at a Liberal Arts College.


Megan O’Neill, Stetson University

Professional Biography:  I am currently serving as Director of Writing at Stetson University. My 19 years of experience at Stetson has encompassed all the major areas involved in WPA work: placement and retention, curriculum and pedagogy, faculty development, writing center administration, budget oversight, materials development, faculty labor issues, and—most importantly for me—how to move my institution forward while ensuring that faculty are prepared and empowered as we move.

Position Statement:  In 2018, after I had attended two SLAC meetings, Stetson University agreed to host the SLAC conference. As a result, I was in constant communication with the EB; this experience taught me how to host a conference, but more importantly, it taught me the importance of communication with members of other SLACs. Since my work had been Stetson-focused for so long, I had not fully understood the global elements of WPA work—for example, how institutions can cross-pollinate ideas for the benefit of all with the help of a professional organization like the EB of SLAC-WPA. Thus, I think I can bring the perspective of the “new” member in terms of outreach and collaboration. My interest in this position is simple: I have been enriched so much by my experience at SLAC-WPA gatherings and as a member of the EB that I feel compelled to pay it forward. I have been welcomed warmly, and I hope to bring that sense of welcome to others.


Kara Wittman, Pomona College

Professional Biography: I am Director of College Writing and Assistant Professor of English at Pomona College. I oversee all curricular and extra-curricular initiatives related to written communication, the Writing Center, and the first-year Critical Inquiry program. Prior to this role I served as Director of Rhetoric and Composition at Mills College in Oakland, CA, working with faculty, undergraduates, and graduate students. I have also worked on consortial writing-related grants with other West Coast SLACs and universities and with the California Postsecondary Education Commission.

Position Statement:  We need to take a “bulldozer to linguistic prejudice,” Vershawn Ashanti Young writes. Yes. “It’s harder for me to be a Writing Partner after all that we’ve been ‘unlearning’ in our training class about language subordination, neurodiversity, hegemonic conventions, and the history of academic writing,” my students say. Yes, also. Writing is changing, too, as speaking, or what linguists call “written speech” takes back territory it once ceded to writing. And this, to my mind, is where we’re all sitting as WPAs at Small Liberal Arts Colleges: at the uneasy, complex, and prismatic intersection of the social justice and multi-literate work our programs can and must do, and the ways in which that work squares with the various perspectives and priorities of faculty colleagues, the student employees who must first and foremost meet the immediate needs of the students in front of them, the administration, and also with our material resources. I have questions about this work almost daily, and, as I am a collaborator by nature, I find that I want to work through these issues with my SLAC colleagues across the nation. SLACs are changing, and I think that as WPAs we have a wide-ranging, multi-axial, and so crucial perspective on those institutions–and perhaps an advantage when it comes to thinking about how to help our SLACs flourish in the twenty-first century. I am about to help steer our college through a new form of assessment for the next three years–one that assesses thematically, and asks about “Equity and Inclusion on a Diverse Campus” and “The Liberal Arts in the Twenty-First Century”–and I’d like the opportunity to think through these questions with my SLAC colleagues.


To vote, please click on this link, which will take you directly to the ballot.