The WPA Outcomes Statement A Decade Later

The WPA Outcomes Statement—A Decade Later examines the ways that the Council of Writing Program Administrators’ Outcomes Statement for First-Year Composition has informed curricula, generated programmatic, institutional, and ...

Author: Nicholas N. Behm

Publisher: Parlor Press LLC

ISBN: 9781602352988

Category: Language Arts & Disciplines

Page: 344

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The WPA Outcomes Statement—A Decade Later examines the ways that the Council of Writing Program Administrators’ Outcomes Statement for First-Year Composition has informed curricula, generated programmatic, institutional, and disciplinary change, and affected a disciplinary understanding of best practices in first-year composition.

The WPA Outcomes Statement a Decade Later

The collection explores programmatic issues that may result from its implementation and corresponding assessment strategies for measuring its impact on student learning.

Author: Nicholas Behm

Publisher:

ISBN: 1602352992

Category: Language Arts & Disciplines

Page: 327

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"The WPA Outcomes Statement--A Decade Later addresses the national and global dispersion and influence of the Council of Writing Program Administrators' Outcomes Statement ten years after its adoption and publication. Relating how the Outcomes Statement informs the work of writing programs, writing centers, and English departments, the essays demonstrate the significant influence of the Outcomes Statement in and across institutions in various institutional categories. The WPA Outcomes Statement--A Decade Later contributes to the scholarly conversation by discussing relevant issues of assessment and accountability in institutional contexts. Edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White, the collection also interrogates the politics that may pervade writing programs as writing program administrators attempt to adapt the Outcomes Statement to suit local institutional contexts, implement the revised outcomes, and develop curricula that support and manifest those outcomes. The collection explores programmatic issues that may result from its implementation and corresponding assessment strategies for measuring its impact on student learning. The WPA Outcomes Statement--A Decade Later serves as an informative resource for former, current, and future writing program administrators, scholars within composition studies and writing program administration, and other stakeholders concerned about writing programs, writing assessment, and the teaching of writing."--Publisher's website.

Writing at the State U

FIRST-YEAR COMPOSITION OUTCOMES With the rise of interest in assessment both within and outside the discipline, questions about colleges' and universities' approaches ... 2005) and The WPA Outcomes Statement: A Decade Later (Behm et al.

Author: Emily Isaacs

Publisher: University Press of Colorado

ISBN: 9781607326397

Category: Language Arts & Disciplines

Page: 256

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Writing at the State U presents a comprehensive, empirical examination of writing programs at 106 universities. Rather than using open survey calls and self-reporting, Emily Isaacs uses statistical analysis to show the extent to which established principles of writing instruction and administration have been implemented at state comprehensive universities, the ways in which writing at those institutions has differed from writing at other institutions over time, and how state institutions have responded to major scholarly debates concerning first-year composition and writing program administration. Isaacs’s findings are surprising: state university writing programs give lip service to important principles of writing research, but many still emphasize grammar instruction and a skills-based approach, classes continue to be outsized, faculty development is optional, and orientation toward basic writing is generally remedial. As such, she considers where a closer match between writing research and writing instruction might help to expose and remedy these difficulties and identifies strategies and areas where faculty or writing program administrators are empowered to enact change. Unique in its wide scope and methodology, Writing at the State U sheds much-needed light on the true state of the writing discipline at state universities and demonstrates the advantages of more frequent and rigorous quantitative studies of the field.

Reformers Teachers Writers

It was then introduced to a potentially wider audience in College English in 2001. A revised version of the WPA-OS was ... 2005) and The WPA Outcomes Statement—A Decade Later (Behm et al. 2013b). Overall, with barely any dissent,5 the ...

Author: Neal Lerner

Publisher: University Press of Colorado

ISBN: 9781607328810

Category: Language Arts & Disciplines

Page: 179

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In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.

Very Like a Whale

The Outcomes Statement was then published in WPA: Writing Program Administration (Outcomes Group 1999) and College English ... and its continuing influence remains apparent in The WPA Outcomes Statement: A Decade Later (Behm et al.

Author: Edward M. White

Publisher: University Press of Colorado

ISBN: 9781457193514

Category: Language Arts & Disciplines

Page: 224

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Written for those who design, redesign, and assess writing programs, Very Like a Whale is an intensive discussion of writing program assessment issues. Taking its title from Hamlet, the book explores the multifaceted forces that shape writing programs and the central role these programs can and should play in defining college education. Given the new era of assessment in higher education, writing programs must provide valid evidence that they are serving students, instructors, administrators, alumni, accreditors, and policymakers. This book introduces new conceptualizations associated with assessment, making them clear and available to those in the profession of rhetoric and composition/writing studies. It also offers strategies that aid in gathering information about the relative success of a writing program in achieving its identified goals. Philosophically and historically aligned with quantitative approaches, White, Elliot, and Peckham use case study and best-practice scholarship to demonstrate the applicability of their innovative approach, termed Design for Assessment (DFA). Well grounded in assessment theory, Very Like a Whale will be of practical use to new and seasoned writing program administrators alike, as well as to any educator involved with the accreditation process.

Contingent Faculty Publishing in Community Case Studies for Successful Collaborations

The WPA Outcomes Statement: The View from Australia.” The WPA Outcomes Statement—A Decade Later. Ed. Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White. Anderson, SC: Parlor Press, 2013. 169–178.

Author: L. Guglielmo

Publisher: Springer

ISBN: 9781137491626

Category: Education

Page: 138

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Contributors argue that the key to innovative teaching and scholarship lies in institutional support for the contingent labor force, and they encourage contingent faculty to organize self-mentoring groups, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways.

Labored

Writing Assessment in the 21st Century: Essays in Honor of Edward M. White, edited by Norbert Elliott and Les Perlman, Hampton Press, 2012, pp. 101–14. —. “Is Rhetorical Knowledge the Über Outcome?” WPA Outcomes Statement—A Decade Later ...

Author: Randall McClure

Publisher: Parlor Press LLC

ISBN: 9781602358942

Category: Business & Economics

Page: 345

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Labored: The State(ment) and Future of Work in Composition, edited by Randall McClure, Dayna V. Goldstein, and Michael Pemberton, offers both a retrospective and a prospective look at the 1989 Statement of Principles and Standards for the Postsecondary Teaching of Writing and its relation to the changing nature of work in composition. Stemming from an investigative project to strengthen the Statement with data culled from national reports on labor conditions, this collection draws on the expertise of scholars whose research agendas and lived experiences afford fresh insights and critical analyses on labor issues in composition and writing program administration.

Improving Outcomes

“Competing Discourses within the 'WPA Outcomes Statement.'” The “WPA Outcomes Statement”—A Decade Later, edited by Nicholas N. Behm et al., Parlor Press, 2013, pp. 242–56. hooks, bell. Teaching to Transgress: Education as the Practice ...

Author: Diane Kelly-Riley

Publisher: Modern Language Association

ISBN: 9781603295147

Category: Language Arts & Disciplines

Page: 280

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Students thrive when they are exposed to a variety of disciplinary genres, and their lives--and our institutions--are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society. The essays--by contributors from diverse fields, from writing studies to nursing, engineering, and architecture--demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.

A Rhetoric for Writing Program Administrators 2e

process of drafting and redrafting, revising and editing that program's “outcomes statement.” Further suppose that, less than a decade later, the similarities between his own program's still unrevised goals statement and the “WPA ...

Author: Rita Malenczyk

Publisher: Parlor Press LLC

ISBN: 9781602358492

Category: Language Arts & Disciplines

Page: 541

View: 744

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A Rhetoric for Writing Program Administrators (2nd Edition) presents the major issues and questions in the field of writing program administration. The collection provides aspiring, new, and seasoned WPAs with the theoretical lenses, terminologies, historical contexts, and research they need to understand the nature, history, and complexities of their intellectual and administrative work.

The Framework for Success in Postsecondary Writing

“The WPA Learning Outcomes: What Role Should Technology Play?” The WPA Outcomes Statement: A Decade Later. Ed. Nicholas Behm, Gregory Glau, Deborah Holdstein, Duane Roen, and Edward White. Anderson, SC: Parlor Press, 2013. 271–84.

Author: Nicholas N. Behm

Publisher: Parlor Press LLC

ISBN: 9781602359321

Category: Language Arts & Disciplines

Page: 332

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Illustrates the widespread applications of the Framework for Success in Postsecondary Writing, especially the eight habits of mind, in helping students to be successful not only in postsecondary writing courses but also in four arenas of life: academic, professional, civic, and personal.

Institutional Ethnography

“The Perilous Vision of the Outcomes Statement.” In The WPA Outcomes Statement: A Decade Later, ed. Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, and Edward M. White, 45–57. Anderson, SC: Parlor.

Author: Michelle LaFrance

Publisher: University Press of Colorado

ISBN: 9781607328674

Category: Language Arts & Disciplines

Page: 167

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A form of critical ethnography introduced to the social sciences in the late 1990s, institutional ethnography uncovers how things happen within institutional sites, providing a new and flexible tool for the study of how “work” is co-constituted within sites of writing and writing instruction. The study of work and work processes reveals how institutional discourse, social relations, and norms of professional practice coordinate what people do across time and sites of writing. Adoption of IE offers finely grained understandings of how our participation in the work of writing, writing instruction, and sites of writing gives material face to the institutions that govern the social world. In this book, Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography. Three case studies illustrate key aspects of the methodology in action, tracing the work of writing assignment design in a linked gateway course, the ways annual reviews coordinate the work of faculty and writing center administrators and staff, and how the key term “information literacy” socially organizes teaching in a first-year English program. Through these explorations of the practice of ethnography within sites of writing and writing instruction, LaFrance shows that IE is a methodology keenly attuned to the material relations and conditions of work in twenty-first-century writing studies contexts, ideal for both practiced and novice ethnographers who seek to understand the actualities of social organization and lived experience in the sites they study. Institutional Ethnography expands the field’s repertoire of research methodologies and offers the grounding necessary for work with the IE framework. It will be invaluable to writing researchers and students and scholars of writing studies across the spectrum—composition and rhetoric, literacy studies, and education—as well as those working in fields such as sociology and cultural studies.

Rhetorics of Names and Naming

His most recent books include the third edition of The McGraw-Hill Guide: Writing for College, Writing for Life (with Greg Glau and Barry Maid) and The WPA Outcomes Statement: A Decade Later (co-edited with Nick Behm, Greg Glau, ...

Author: Star Medzerian Vanguri

Publisher: Routledge

ISBN: 9781317436058

Category: Language Arts & Disciplines

Page: 224

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This volume takes up rhetorical approaches to our primarily linguistic understanding of how names work, considering how theories of materiality in rhetoric enrich conceptions of the name as word or symbol and help explain the processes of name bestowal, accumulation, loss, and theft. Contributors theorize the formation, modification, and recontexualization of names as a result of technological and cultural change, and consider the ways in which naming influences identity and affects/grants power.

Handbook of Automated Essay Evaluation

The WPA outcomes statement: A decade later. Anderson, SC: Parlor Press. Bejar, I. (2012). Rater cognition: Implications for validity. Educational Measurement: Issues and Practice, 31, 2–9. Bennett, R. E. (1993).

Author: Mark D. Shermis

Publisher: Routledge

ISBN: 9781136334801

Category: Psychology

Page: 362

View: 631

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This comprehensive, interdisciplinary handbook reviews the latest methods and technologies used in automated essay evaluation (AEE) methods and technologies. Highlights include the latest in the evaluation of performance-based writing assessments and recent advances in the teaching of writing, language testing, cognitive psychology, and computational linguistics. This greatly expanded follow-up to Automated Essay Scoring reflects the numerous advances that have taken place in the field since 2003 including automated essay scoring and diagnostic feedback. Each chapter features a common structure including an introduction and a conclusion. Ideas for diagnostic and evaluative feedback are sprinkled throughout the book. Highlights of the book’s coverage include: The latest research on automated essay evaluation. Descriptions of the major scoring engines including the E-rater®, the Intelligent Essay Assessor, the IntellimetricTM Engine, c-raterTM, and LightSIDE. Applications of the uses of the technology including a large scale system used in West Virginia. A systematic framework for evaluating research and technological results. Descriptions of AEE methods that can be replicated for languages other than English as seen in the example from China. Chapters from key researchers in the field. The book opens with an introduction to AEEs and a review of the "best practices" of teaching writing along with tips on the use of automated analysis in the classroom. Next the book highlights the capabilities and applications of several scoring engines including the E-rater®, the Intelligent Essay Assessor, the IntellimetricTM engine, c-raterTM, and LightSIDE. Here readers will find an actual application of the use of an AEE in West Virginia, psychometric issues related to AEEs such as validity, reliability, and scaling, and the use of automated scoring to detect reader drift, grammatical errors, discourse coherence quality, and the impact of human rating on AEEs. A review of the cognitive foundations underlying methods used in AEE is also provided. The book concludes with a comparison of the various AEE systems and speculation about the future of the field in light of current educational policy. Ideal for educators, professionals, curriculum specialists, and administrators responsible for developing writing programs or distance learning curricula, those who teach using AEE technologies, policy makers, and researchers in education, writing, psychometrics, cognitive psychology, and computational linguistics, this book also serves as a reference for graduate courses on automated essay evaluation taught in education, computer science, language, linguistics, and cognitive psychology.

A Critical Look at Institutional Mission

With Greg Glau, Deborah Holdstein, Duane Roen, and Ed White, he is co-editor of The WPA Outcomes Statement—A Decade Later, which won the 2013 “Best Book Award” from the Council of Writing Program Administrators.

Author: Joseph Janangelo

Publisher: Parlor Press LLC

ISBN: 9781602358430

Category: Language Arts & Disciplines

Page: 262

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This book explores the relevance of institutional mission to writing program administration and writing center direction. It helps WPAs and writing center directors understand the challenges and opportunities mission can pose to their work. It also examines ways WPAs and writing center directors can work with and against mission statements and legacy practices to do their best work.

Writing Program Administration at Small Liberal Arts Colleges

Books in the Series The WPA Outcomes Statement—A Decade Later, edited by Nicholas Behm, Gregory Glau, Deborah Holdstein, Duane Roen, and Edward M. White (2012) GenAdmin: Theorizing WPA Identities in the 21st Century by Colin Charlton, ...

Author: Jill M. Gladstein

Publisher: Parlor Press LLC

ISBN: 9781602353060

Category: Education

Page: 290

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WRITING PROGRAM ADMINISTRATION AT SMALL LIBERAL ARTS COLLEGES presents an empirical study of the writing programs at one hundred small, private liberal arts colleges. Jill M. Gladstein and Dara Rossman Regaignon provide detailed information about a type of writing program not often highlighted in the scholarly record and offer a model for such national, multi-institutional research.

Writing Program Administration and the Community College

... Writing Program Administrators edited by Rita Malenczyk (2013) Writing Program Administration and the Community College by Heather Ostman (2013) The WPA Outcomes Statement—A Decade Later, edited by Nicholas N. Behm, Gregory R. Glau, ...

Author: Heather Ostman

Publisher: Parlor Press LLC

ISBN: 9781602353619

Category: Language Arts & Disciplines

Page: 240

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From the history of the community college in the United States to current issues and concerns facing writing programs and their administrators and instructors, Writing Program Administration and the Community College offers a comprehensive look into writing programs at public two-year institutions.

Ecologies of Writing Programs

... WPA Outcomes Statement—A Decade Later, edited by Nicholas N. Behm, Gregory R. Glau, Deborah H. Holdstein, Duane Roen, & Edward M. White (2012) Writing Program Administration at Small Liberal Arts Colleges by Jill M. Gladstein and ...

Author: Mary Jo Reiff

Publisher: Parlor Press LLC

ISBN: 9781602355132

Category: Language Arts & Disciplines

Page: 416

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Ecologies of Writing Programs: Profiles of Writing Programs in Context features profiles of exemplary and innovative writing programs across varied institutions. Situated within an ecological framework, the book explores the dynamic inter-relationships as well as the complex rhetorical and material conditions that writing programs inhabit—conditions and relationships that are constantly in flux as writing program administrators negotiate constraint and innovation.

Reinventing with Theory in Rhetoric and Writing Studies

She has published scholarship in Rhetoric Review and Composition Forum and has contributed book chapters to The WPA Outcomes Statement—A Decade Later; Serendipity in Rhetoric, Writing and Literacy Research; and What We Wish We'd Known: ...

Author: Andrea Alden

Publisher: University Press of Colorado

ISBN: 9781607328933

Category: Language Arts & Disciplines

Page: 326

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Reinventing (with) Theory in Rhetoric and Writing Studies collects original scholarship that takes up and extends the practices of inventive theorizing that characterize Sharon Crowley’s body of work. Including sixteen chapters by established and emerging scholars and an interview with Crowley, the book shows that doing theory is a contingent and continual rhetorical process that is indispensable for understanding situations and their potential significance—and for discovering the available means of persuasion. For Crowley, theory is a basic building block of rhetoric “produced by and within specific times and locations as a means of opening other ways of believing or acting.” Doing theory, in this sense, is the practice of surveying the common sense of the community (doxa) and discovering the available means of persuasion (invention). The ultimate goal of doing theory is not to prescribe certain actions but to ascertain what options exist for rhetors to see the world differently, to discover new possibilities for thought and action, and thereby to effect change in the world. The scholarship collected in Reinventing (with) Theory in Rhetoric and Writing Studies takes Crowley’s notion of theory as an invitation to develop new avenues for believing and acting. By reinventing the understanding of theory and its role in the field, this collection makes an important contribution to scholarship in rhetorical studies and writing studies. It will be valuable to scholars, teachers, and students interested in diverse theoretical directions in rhetoric and writing studies as well as in race, gender, and disability theories, religious rhetorics, digital rhetoric, and the history of rhetoric. Publication supported in part by the Texas Tech University Humanities Center. Contributors: Jason Barrett-Fox, Geoffrey Clegg, Kirsti Cole, Joshua Daniel-Wariya, Diane Davis, Rebecca Disrud, Bre Garrett, Catherine C. Gouge, Debra Hawhee, Matthew Heard, Joshua C. Hilst, David G. Holmes, Bruce Horner, William B. Lalicker, Jennifer Lin LeMesurier, James C. McDonald, Timothy Oleksiak, Dawn Penich-Thacker, J. Blake Scott, Victor J. Vitanza, Susan Wyche

Crossing Borders Drawing Boundaries

She has also published in Rhetoric Review and Composition Forum and has contributed book chapters to The WPA Outcomes Statement—A Decade Later and What We Wish We'd Known: Negotiating Graduate School, which she coedited.

Author: Barbara Couture

Publisher: University Press of Colorado

ISBN: 9781607324034

Category: Language Arts & Disciplines

Page: 312

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With growing anxiety about American identity fueling debates about the nation’s borders, ethnicities, and languages, Crossing Borders, Drawing Boundaries provides a timely and important rhetorical exploration of divisionary bounds that divide an Us from a Them. The concept of “border” calls for attention, and the authors in this collection respond by describing it, challenging it, confounding it, and, at times, erasing it. Motivating us to see anew the many lines that unite, divide, and define us, the essays in this volume highlight how discourse at borders and boundaries can create or thwart conditions for establishing identity and admitting difference. Each chapter analyzes how public discourse at the site of physical or metaphorical borders presents or confounds these conditions and, consequently, effective participation—a key criterion for a modern democracy. The settings are various, encompassing vast public spaces such as cities and areas within them; the rhetorical spaces of history books, museum displays, activist events, and media outlets; and the intimate settings of community and classroom conversations. Crossing Borders, Drawing Boundaries shows how rich communication can be when diverse cultures intersect and create new opportunities for human connection, even while different populations, cultures, age groups, and political parties adopt irreconcilable positions. It will be of interest to scholars in rhetoric and literacy studies and students in rhetorical analysis and public discourse. Contributors include Andrea Alden, Cori Brewster, Robert Brooke, Randolph Cauthen, Jennifer Clifton, Barbara Couture, Vanessa Cozza, Anita C. Hernández, Roberta J. Herter, Judy Holiday, Elenore Long, José A. Montelongo, Karen P. Peirce, Jonathan P. Rossing, Susan A. Schiller, Christopher Schroeder, Tricia C. Serviss, Mónica Torres, Kathryn Valentine, Victor Villanueva, and Patti Wojahn.

Serendipity in Rhetoric Writing and Literacy Research

She has published in Rhetoric Review and Composition Forum and has contributed book chapters to The WPA Outcomes Statement—a Decade Later and What We Wish We'd Known: Negotiating Graduate School ...

Author: Maureen Daly Goggin

Publisher: University Press of Colorado

ISBN: 9781607327394

Category: Language Arts & Disciplines

Page: 300

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In the course of research, most scholars have known moments of surprise, catastrophe, or good fortune, though they seldom refer to these occurrences in reports or discuss them with students. Serendipity in Rhetoric, Writing, and Literacy Research reveals the different kinds of work scholars, particularly those in rhetoric, writing, and literacy, need to do in order to recognize a serendipitous discovery or a missed opportunity. In published scholarship and research, the path toward discovery seems clean and direct. The dead ends, backtrackings, start-overs, and stumbles that occur throughout the research process are elided, and seems that the researchers started at point A and arrived safely and neatly at point B without incident, as if by magic. The path, however, is never truly clear and straight. Research and writing is messy. Serendipity in Rhetoric, Writing, and Literacy Research features chapters from twenty-three writing scholars who have experienced moments of serendipity in their own work—not by magic or pure chance but through openness and active waiting, which offer an opportunity to prepare the mind. Serendipity in Rhetoric, Writing, and Literacy Research illustrates the reality of doing research: there is no reliable prescription or one-size-fits-all manual, but success can be found with focused dedication and an open mind. Contributors: Ellen Barton​, ​Zachary C. Beare​, ​Lynn Z. Bloom​, ​Jennifer Clary-Lemon​, ​Caren Wakerman Converse​, ​Gale Coskan-Johnson​, ​Kim Donehower​, ​Bill Endres​, ​Shirley E. Faulkner-Springfield​, ​Lynée Lewis Gaillet​, ​Brad Gyori​, ​Judy Holiday​, ​Gesa E. Kirsch​, ​Lori Ostergaard​, ​Doreen Piano​, ​Liz Rohan​, ​Ryan Skinnell​, ​Patricia Wilde​, ​Daniel Wuebben