Davidson and Peeples:

Can WPAs manage knowledge-intensive workplaces without a labor force knowledgeable about instructing knowledge-intensive (KI) work?

How important is it that we categorize the work of rhetoric and composition as KI? Does that label force us to consider new issues or are we just creating a “bad” category?

Felix’s and Hector’s stories were really interesting, but are there easy ways around the problems presented in them?

Willard-Traub:

She suggests that the professional develop of teachers, and the portfolio assessment procedures, can be a kind of accountability that should count toward the “work” that we do – do we take this claim for granted, or is this a new idea?

What are the implications of such a claim?

Grabill:

Do we almost always fall into the trap of limited community-based work that is not sustainable?

As graduate students, can we really develop a sustainable network in a community or are we just using community connections for out own gain (because most of us are temporarily in this location)?