The development of graduate courses devoted to writing center studies (theory, practice, and administration) is a relatively recent phenomenon, one we attribute to several key factors: (1) the reality of various kinds of administrative work-writing program, writing center, WAC-for PhDs in rhetoric and composition; (2) specific local exigencies; (3) the growing professionalization of writing
... [Show full abstract] program and writing center studies, in particular the emergence of a new generation of rhetoric faculty specifically trained in these areas, and the steady growth of scholarly literature devoted to writing program and writing center issues (Hesse 1999); and (4) a consequent increase in interest among rhetoric graduate students in writing program and writing center careers-in the practice of administration as intellectual and scholarly work. Our principal concern here is with the ways in which graduate courses in writing center work shape and are shaped by the professionalization of writing centers, and the visions and interests of the next generation of writing center specialists. We begin with what might be called the "professionalization debates" in writing center studies-looking closely at arguments both for and against the actuality and/or desirability of writing center professionalization. We then turn our attention to graduate courses in writing center theory, practice, and administration, exploring the ways in which they enact and reshape the professionalization debate. We end with brief case studies of our own graduate-level writing center courses and implications of such courses for the future of writing center work.