Online IWCA/NCPTW Program Abstracts
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ABajaIndividual PaperTechnologyExpanding Beyond the Tutor/Tutee Dichotomy: Collaboration and the Digital StudioA digital studio is a space wherein students and faculty can create, compose, and collaborate on multimodal and new media composition. It is important to reconsider how we engage (tutor?) in spaces that specifically focus on creating these projects. Instead of transferring the traditional tutor-tutee dichotomy into a digital studio, a collaborative model is more appropriate; the space invites us to compose and collaborate, while also sharing knowledge of programs, rhetoric, and design.MollyDanielFlorida State UniversityIWCA
3
ABajaIndividual PaperTechnologyImagining a Blended Writing Center: Virtual Game-Space, Real Play, and Real WritingWriting centers have a unique opportunity to develop and enact non-normative methods of writing instruction to better serve students both across the curriculum and across cultural divides. At the same time, universities offer more and more courses online. This paper imagines a blended in-place/online writing center that takes full advantage of what game design reveals about intrinsic motivation to engage students in a writing-as-play space that spans from first-year composition to senior-year job applications.DanielHeffner
University of Texas at Dallas
IWCA
4
ABajaIndividual PaperTechnologyWebsites as Physical Spaces: Repurposing Writing Center WebsitesDue to changes in technology, websites are more than just an online brochure. Writing center websites are often the only interaction that a student has with their writing center, making the website the place they visit. My paper argues that writing centers should view their websites as physical spaces and design their websites accordingly. This, I believe, will encourage distant education students to use writing center websites and increase the ethos of online tutoring.CrystalStephensUtah State UniversityIWCA
5
ABajaIndividual PaperTechnologyImagineering the Website: Bringing Ideology and Know-How TogetherAlthough we are all familiar with Purdue's iconic OWL, many writing centers still struggle to develop their own online identities. Some model themselves off of the well-known OWL while others list appointment hours and types or include handouts and links while catering to first year writers. This presentation analyzes key features of 100 writing center homepages and offers concrete strategies for developing better center websites based on her analysis.Courtney L.WernerHope CollegeIWCA
6
ACancunRoundtableAssessment/EvaluationBuilding a Writing Center Culture of ObservationLiterature on observing writing center consultations has highlighted the anxiety and disruption direct observations may cause. Central to these concerns is an emphasis on evaluation of tutors. By contrast, this roundtable will present research from a two-year study of observations, which emphasizes the value of _formative feedback_ above _summative evaluation_. Participants will be invited to share the methods they have tried or can envision to build their own local writing center cultures of observation.R. MarkHall
University of Central Florida (UCF)
MattMcBride
University of Central Florida (UCF)
RenaeIngram
University of Central Florida (UCF)
BriannaWilliams
University of Central Florida (UCF)
Rachel Higgins, University of Central Florida (UCF)

Elizabeth McDonald, University of Central Florida (UCF)
IWCA
7
ACoronado LIndividual PaperTechnologyPeersourcing: A New Model for Feedback in Writing Center Theory and PracticeDrawing from recent scholarship in the field of rhetoric and composition focused on open-source technologies that can be used to support the theory and practice of classroom-based peer review, this presentation extends the conversation to the work of writing centers. Discussion will be focused on the analysis of a prototype web-based application exploring the theoretical and practical potential for use by students, writing center staff, and writing center directors.E. AshleyHallAlma CollegeIWCA
8
ACoronado LIndividual PaperTechnologyThe Creative Collaboratorium: Physical and Digital Spaces at UTEP's University Writing CenterTwo years ago UTEP's University Writing Center (UWC) received a seventeen thousand dollar grant from student fees to upgrade the technology in the UWC. This presentation outlines how the UWC used this grant to update our technology so that we can provide multimodal writing assistance through live online writing consultations and collaborative group space. The presentation also focuses on best practices for using new technology to facilitate writing assistance in both of these spaces.LouHerman
University of Texas at El Paso
JohnScenters-ZapicoUniversity of Texas at El PasoIWCA
9
ACoronado LIndividual PaperTechnologyiWrite: Enhancing Task-Based Methods with iPadsAre you enthusiastic about the use of iPads in Writing Centers? Drawing on information from various Writing Center blogs, and peer writing tutors' and students' own perspectives, this panel will show various apps for improving the writing process in conjunction with pen and paper tasks to teach students to use the many resources around them to the best of their ability. Combining traditional Writing Center practices and iPads will help enhance your clients' Writing Center experience.ChelseaOrificeWestfield State UniversityIWCA
10
ACoronado M
Panel Presentation
PracticeMischief Managed: Teaming up with the Trickster at Our TableInspired by chapter two of _The Everyday Writing Center_ (Geller, Eodice, Condon, Carroll, and Boquet), our panel looks at the idea of the trickster in the writing center from several different angles. We move from a theoretical discussion of the applicability of trickster strategies to tutor practice, to two case studies, one observing play in an on-campus undergraduate writing center, and the other examining student perceptions and tutor practice in an online asynchronous writing center.TessStockslagerLiberty UniversityAllisonScolesLiberty UniversityShelahSimpsonLiberty UniversityIWCA
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ACoronado NIndividual PaperTechnologyNegotiating Authority in Asynchronous Online Writing Center Consultations: Towards a Discourse of ConstructionThis session presents the findings of a discourse analysis of writing center tutors' asynchronous online feedback on students' writing. Using a corpus of thirty student papers containing commentary by online tutors, I analyze the written interactions between tutors and students, focusing especially on the ways in which those written exchanges reveal and shape power relations among tutorial participants. I argue that the asynchronous environment creates the potential to disrupt the 'discourse of proficiency' often at work in traditional (in-person) tutorials, thus promoting an online discourse of construction that privileges the contingent, the situated, and the rhetorical.DeborahBertsch
Columbus State Community College
IWCA
12
ACoronado NIndividual PaperTechnologyA Whole New World: Incorporating Online Training in the Writing CenterOnline learning is a growing field that has greatly influenced the way that knowledge is exchanged in academic settings. This same approach can be applied in writing centers for online consultant training. The Oakland University Writing Center has created a new online consultant training program, which combines traditional and technology-oriented techniques to optimize consultant preparedness. This model can potentially be adapted for future use in any writing center.AshleyCerkuOakland UniversityPaigeBrockwayOakland UniversityIWCA
13
ACoronado NIndividual PaperTechnologyLaunching Tutors: The Story of a Multiliteracy Journal from Theory to PracticeThe Claude J. Clark Learning Center is launching _Tutors: A Multiliteracy Journal for Students about Tutoring_. The goal of this journal will be to offer students "a new path" to express themselves in a mode or genre of their choosing. A student multiliteracy journal about tutoring legitimates various modes of expression, and creates a more democratic discourse for student tutors. Finally, these new modes might also create unique conversations about the tutoring process.TomHalfordSUNY PlattsburghIWCA
14
ACoronado NIndividual PaperTechnologyEnhancing Online Writing Center Resources with Screen Capture SoftwareWriting centers face increasing demand for online tutoring and electronically available resources. To meet this demand, Carnegie Mellon’s writing center has begun to use screen capture digital videos to improve our eTutoring feedback, hold online “workshops,” and bolster tutor training resources. By showing examples of these screen capture videos and sharing initial tutor and writer responses towards this technology, we hope to inspire tutors and administrators to “Imagineer” even more possibilities for this software.NishaShanmugarajCarnegie Mellon UniversityIWCA
15
ACoronado P
Panel Presentation
TechnologyCreative Technology in the Writing Center: Pedagogical Innovation and Multimedia ResourcesTechnology is not just about reaching students at a distance. Technology used in writing center sessions can provide students with a variety of learning opportunities and resources they can take with them and use even after a tutoring session is over. This panel would present on the creative use of technology in writing centers with a particular focus on bringing multimedia activities into the support system of the writing center.KarenHead
Georgia Institute of Technology
CrystalSandsExcelsior CollegeMattPiferHusson UniversityIWCA
16
ACoronado Q
Panel Presentation
TechnologyFeedback Reimagined: Exploring the Effectiveness of Video ResponseIn an effort to provide quality feedback in an online tutoring and teaching setting and in order to add to the scholarship of online writing instruction, this panel reports on two research studies which examine the effectiveness of audio visual feedback for student learning. In this presentation, panelists discuss the research and demonstrate the technologies and techniques for feedback. By harnessing new technologies this research moves our writing centers and OWI practices forward.MelodyPickleKaplan UniversityAmySextonKaplan UniversityAnnaGrigoryanKaplan UniversityIWCA
17
ACoronado R
Panel Presentation
PracticeOpening New Doors to Collaborations: Between Peers, Writers, and Sites of PracticeThis panel addresses three avenues for writing center collaboration. Speaker 1 uses discourse analysis to analyze the nature of collaboration in peer-to-peer conferences. Speaker 2 shares the results of a study of peer observation forms and interviews to examine the collaborative dimensions of peer observation and reflection. Speaker 3 discusses her implementation of WC consultant training in the FYW classroom to foster collaboration beyond traditional group peer workshops.DanielLawsonCentral Michigan UniversityPrabinLamaVirginia TechLibbyAnthonyKutztown UniversityIWCA
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ACoronado SRoundtableCommunity ConnectionsCollaborative Craft: Writing Programs and Writing Centers Working across BoundariesDrawing together editors and contributors from the upcoming _Collaborative Craft and the Work of Writing Centers and Writing Programs_, panelists will share diverse perspectives on collaboration while engaging the audience in active participation. By the end of this round table, panelist and participant alike will reflect on the reverberations these collaborations can have beyond the boundaries of the writing center and writing program, including how these relationships will positively engage students at their home institutions.Lynee LewisGailletUniversity of GeorgiaMadeleinePicciotto
University of California, San Diego
MeghanRoeTexas Christian UniversityEliotRendlemanColumbus State UniversitySipai Klein, SipaiKlein@clayton.edu. Clayton State University

Rebecca Damron, rebecca.damron@okstate.edu, Oklahoma State University

Alice Myatt, amyatt1@olemiss.edu, University of Mississippi
IWCA
19
ACoronado T
Panel Presentation
PracticeWhat Would Happen If...? Tutoring ReimagineearedIn this panel presentation, the speakers discuss ways in which they have co-opted, tweaked, and borrowed from traditional tutoring models (i.e. face-to-face, one-on-one) to push on the boundaries of writing center work. Speaker 1 shares experiences in combining classroom based peer response with writing center tutoring. while Speaker 2 highlights ways cultivating close interpersonal relationships among writing center, classroom, and other cross-curricular colleagues can expand the "idea of a writing center" in exciting ways. Speaker 3 closes the session with a thought experiment on the ways that writing center practice can inform community engagement and medicine.MelissaNicolasDrew UniversityMichelleLaFranceGeorge Mason UniversityStevenCorbettGeorge Mason UniversityIWCA
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ADurango 1WorkshopAssessment/EvaluationFrom 0 to 100 in 10 Seconds: Developing and Implementing a Comprehensive Assessment Plan for a Writing Center in Less Than One Academic YearThis workshop will demonstrate how to develop a useful and valued assessment plan from scratch (to include a mission statement, Student and Tutor Learning Outcomes, Measures and Tools). A history of the project, the implementation of the plan, as well as what we learned from the data gathered, will be shared. Participants will take away an understanding of how to spin their assessment wheels quickly and with traction to get on the Assessment Highway!SarahKirk
University of Alaska Anchorage
CameronNayUniversity of Alaska AnchorageIWCA
21
ADurango 2Individual PaperAssessment/EvaluationFollow (Y)our Dreams: Unsilencing Client Voice in Writing Center AssessmentAs writing center employees, we often focus on what we believe students need and not necessarily what they want or how to reconcile those differences. Rather, those expectations that conflict with our own are quickly stifled or redirected. This silencing is evident in our assessments, in which we disregard the uninfluenced voices of those we help, largely in an attempt to appease administrative, institutional pressures. New client-focused strands of assessment should be emphasized.CynthiaJohnsonMiami UniversityIWCA
22
ADurango 2Individual PaperAssessment/EvaluationLong-term Effects of Writing Center Tutoring SessionsAt the end of their tutoring appointments, students are asked for feedback on their sessions. However, we don't know if students revise their drafts according to the tutors' suggestions and what grades they receive on their papers. As a consequence, we can't assess the long-term efficacy of our services. This study compared 60 students' initial and final drafts and interviewed students twice to investigate their revision process and the long-term effects of writing center tutoring.LucieMoussuUniversity of AlbertaIWCA
23
ADurango 2Individual PaperAssessment/EvaluationOverlooked Resources: Reevaluating the HandoutThis paper will examine the necessity of reevaluating writing center handouts over time. Having recently edited the handouts for my own writing center, I have noted several important requirements. First, handouts should always be evaluated in a team and not by an individual. Second, handouts should be changed periodically to maintain accuracy and to promote social equality. Finally, handouts should be concise to accommodate the needs of the students, rather than the tutors.ChristineZabala
Texas State University Writing Center
IWCA
24
BAcapulcoIndividual PaperSpecific Tutor/Student PopulationsOut of Sight, Out of Mind: Writing Center Services for ESL students on International Branch CampusesStudents attending US universities on international campuses need the support offered by writing centers; however, the questions of who will run these centers and where the facilities will be housed have been largely neglected in recent scholarship. Writing centers play an important role in enhancing ESL students' English writing competencies, and ESL students on international campuses are no exception. This paper is the first step in beginning to address these questions.LisaJonesFort Hays State UniversityIWCA
25
BAcapulco
Panel Presentation
Specific Tutor/Student PopulationsImagineering New Roles: Developing Specialized Writing Support for Basic WritersThe presenters will explain, explore, and discuss the imaginative ways that they are meeting the needs of the basic writers in new online and hybrid versions of a development writing course. They will share their experiences as the course designer, instructor, embedded writing consultant, and graduate assistant for these courses and present feedback of the perceived student effectiveness of the writing center's role.JessicaRossUniversity of Nevada, RenoMaureenMcBrideUniversity of Nevada, RenoIWCA
26
BBaja
Panel Presentation
TheoryWhen Talk _Is_ The Text: The Theory and Practice of Speaking TutoringThis panel presents a case study of the development of a new speaking tutor program from the perspectives of a writing center director, public speaking specialist, and peer tutor. Together, the panelists evaluate the advantages and implications that various theories of the relationship between speaking and writing, drawn from existing writing center literature and literary and rhetorical theory, offer in terms of oral communication tutoring praxis.JenCallaghanBryn Mawr CollegeMattRubenBryn Mawr CollegeKatelynSheehanBryn Mawr CollegeIWCA
27
BCancunRoundtableCommunity ConnectionsSalt Lake Teens Write: A Community Youth Mentoring ProgramThis roundtable highlights community engagement by giving participants a tour of the SLCC Community Writing Center's innovative, award-winning Salt Lake Teens Write Program. We'll cover the story of our origins, mission, growth, and how our program unfolds throughout the school year. Participants will be guided to define their own vision of the meaning of community and to brainstorm ways in which their institutions might undertake similar endeavors.ElisaStone
Salt Lake Community College
IWCA
28
BCoronado KRoundtableWC HistoryMoving Forward by Looking Back: Celebrating the 30th Anniversary of the International Writing Centers AssociationIn this roundtable/panel, charter members of the National Writing Centers Assembly (NWCA), established in 1983, come together to discuss how and why the organization was founded. Additionally, important threads of writing center work are addressed: the WCenter Listserv; the two primary periodicals, _Writing Lab Newsletter_ and _The Writing Center Journal_; as well as a 25th anniversary celebration of _The High School Writing Center_. What should those new to the organization know about its origins? A timeline of important dates will be shared. These panelists share and celebrate the early, heady days of building an organization that has become a major force in writing studies and given voice to its members. But it's not just about memories. The presenters will address early tensions and challenges: perhaps some that continue to exist.JoyceKinkeadUtah State UniversityMurielHarrisPurdue UniversityPamela FarrellChildersThe McCallie SchoolJeanneSimpsonArizona State UniversityIWCA
29
BCoronado LIndividual PaperSpecific Tutor/Student Populations"Wait, You're Not a Grad Student?" Age and Gender in Writing Center ConsultingMy two part research design on age and gender in writing centers present issues altering the success of consulting sessions. Through empirical work in two stages, I conducted a study that begins with a survey taken by various writing center consultants. I then proceed to follow up interviews, for more in depth data. In this presentation, I share the results of this investigation into age, gender, and writing center consulting.ElizabethGeibWestern Illinois UniversityIWCA
30
BCoronado LIndividual PaperSpecific Tutor/Student PopulationsIt's All In My Head: Tutoring the Student with AutismWhen it comes to academic writing, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This presentation offers practical tips and exercises for teaching and improving writing skills in older students with ASD who need to meet academic writing standards and prepare for the increased expectations of higher education.EliseGeither
Case Western Reserve University
IWCA
31
BCoronado LIndividual PaperSpecific Tutor/Student PopulationsGuys in the Center: The Rhetoric of Masculinity in Tutor TrainingDrawing from Michael Kimmel's book _Guyland_, this paper raises questions about the ways in which writing center professionals interact with what Kimmel terms "guys," or young men ages 16 to 26, who demonstrate a prolonged adolescence. The paper also considers how guys and guy culture might be naturalized in both day-to-day writing center practices and in tutor training discourses.MeganJewell
Case Western Reserve University
IWCA
32
BCoronado M
Panel Presentation
TechnologyA Whole New World: The Development of a Collaborative, Community-Driven Online Writing LabThis panel draws from Feenberg's Critical Theory of Technology, Bandura's Social Cognitive Theory, and Collins, Brown, and Newman's theory of Cognitive Apprenticeship to address apprehension about the influence of technology in writing center work. These presentations focus on the roles of consultants and administrators in creating a culture that situates distance consulting as an integrated part of our work and our community rather than work that exists on the periphery.MelissaKeithBoise State UniversitySamanthaSturmanBoise State UniversityTaylorKernsBoise State UniversityDanielCalderonBoise State UniversityIWCA
33
BCoronado NWorkshopTutor Staff Preparation/PedagogyStopping by, Checking in: One-on-one Learning in Anti-Oppression WC Staff EducationIn anti-oppression staff education, content and teaching methods must work synergistically. In addition to interactive staff inquiry, opportunities for one-on-one interactions allow tutors to address topics less publicly and tutor educators to learn from tutors and shift staff education content and methods responsively. Participants will document and share individual evolutions in anti-oppression thinking and discuss emerging ideas for staff education. Presenters will illustrate through a composite timeline the promise of reciprocal learning through one-on-one interaction.SarahBlazerLehman College/CUNYNeisha-AnneGreenLehman College/CUNYIWCA
34
BCoronado P
Panel Presentation
Institutional Connections (e.g., outreach, service, marketing, etc.)Authority and Competence in the Learning Commons: Exploring Synergy Between Writing Consultants and Research LibrariansWriting consultants and reference librarians share a great deal, including wrestling with questions about clients' autonomy and empowerment. This exploratory study examines similarities and differences in how consultants and librarians handle issues of authority and competence, and the resulting dynamics in relation to the client's needs as a writer/researcher.CarolHayes
The George Washington University
ChristyZink
The George Washington University
Kathryn (Katie)Luker
The George Washington University
DolsySmith
The George Washington University
William (Bill) Gillis, The George Washington UniversityIWCA
35
BCoronado QIndividual PaperMultilingual WritersOpening Doors: Creating New Approaches to Language Diversity in the Writing CenterOur presentation explores how considering language diversity opens up new tutoring practices and approaches to faculty development. As writing centers increasingly provide support to multilingual and bi-dialectal writers, we are in a position to raise campus awareness and change practices around issues of language diversity by promoting the acceptance of writing with an accent. We argue that Writing Centers have an obligation to take on a faculty development role around language diversity, and suggest some strategies.SueDinitzUniversity of VermontSusanmarieHarringtonUniversity of VermontIWCA
36
BCoronado QIndividual PaperMultilingual WritersWriting Centers and Applied Linguistics: An Interdisciplinary Approach to Serving Multilingual WritersMultilingual writers (MLWs) have received much attention in Writing Center scholarship, with good reason. MLWs require differently calibrated approaches to writing conferences (Phillips, 2013; Bruce & Rafoth 2006). This presentation argues that interdisciplinary "scare words" (Costino & Hyon 2011) prevent conversations between writing center directors and Applied Linguistics scholars. By sharing survey results exploring scare words in writing centers, this presentation will engage the audience in conversation to move writing center practice around MLWs forward.MarinoFernandes
University of New Hampshire
IWCA
37
BCoronado QIndividual PaperMultilingual WritersSupport Multilingual Writers: Celebrate LanguageThis session will explore how recognition of language as a _resource_ rather than "lower order concern" or even "problem" can empower writing consultants to support ESOL writers in developing voice and flexibility in academic English.RenataFitzpatrickCarleton CollegeIWCA
38
BCoronado R
Panel Presentation
PracticeWriting Center Research: a Portal for Professionalizing Undergraduate StaffThe panel offers four perspectives on research conducted by undergraduate tutors. Speaker #1 contextualizes the session, presenting an overview of issues related to developing, facilitating, and sharing research. Speaker #2 discusses mentoring issues related to individual and group research projects. Speaker #3 addresses ethical and logistical matters associated with IRB processes. Speaker #4 describes and discusses a study, which was awarded an IWCA research grant, investigating long-term effects of tutoring on writing practices.CarolMohrbacherSt. Cloud State UniversityTimFountaineSt. Cloud State UniversityJuliaCombsSouthern Utah UniversityLucieMoussuUniversity of AlbertaIWCA
39
BCoronado S
Panel Presentation
Community ConnectionsIt's a Small World: Creating Collaborative CommunitiesAt the recent C's conference, featured speaker Angela Davis exhorted her audience to seriously consider incorporating community outreach as part of their missions. Including community collaboration as part of a writing center's mission can be one of the most innovative and challenging decisions we can make. In this panel, we would like to explore methods we can use to collaborate with communities outside of our academic institutions, using several case studies as examples and concluding with a large group discussion regarding the implementation of community collaboration projects.ChristineCrockett
Claremont mckenna college
DeniseStephensonMira Costa CollegeIWCA
40
BCoronado SIndividual PaperCommunity ConnectionsCollaborative High School and University Writing CentersUsing Moscow High School and the University of Idaho as a case study, this proposed project explores how to successfully bridge the gap in writing expectations between secondary and higher education by introducing student writing resources in high schools similar to that of universities. Through collaboration with a local university, high school writing centers receive initial instruction in tutoring practices, access to resources for writing issues, and stability upon inception.MeganGehrkeUniversity of IdahoIWCA
41
BCoronado T
Panel Presentation
Institutional Connections (e.g., outreach, service, marketing, etc.)Uncommon Alliances: Writing Centers and Biopsychosocial ServicesIn 2008 Universidad del Turabo (Puerto Rico) created a Title V writing center and biopsychosocial center. Both services worked in close collaboration to fulfill students' academic, social, psychological and medical needs. The writing center incorporated a WAC program which helped us forge alliances with professors of various disciplines. This panel will discuss our unique relationship with biopsychosocial services, the liaison of the writing center and professors in various disciplines, and the increase in student retention.Sylvia
Casillas-Olivieri
Universidad del TuraboKarlaMontanez-SanchezUniversidad del TuraboAnaisJackson-GonzalezUniversidad del TuraboIWCA
42
BDurango 1WorkshopAssessment/EvaluationFrom belief to evidence...: Designing and Assessing Course-Embedded Peer-to-Peer Writing Consultation ProgramsThis workshop allows faculty, staffers, and consultants already engaged in or in the process of developing course-embedded, peer-to-peer writing support (often referred to as "fellows" or "associates" programs) to come together and discuss the opportunities and challenges that come with assessing embedded programs.ScottWhiddonTransylvania UniversityRussellCarpenter
NOEL Studio/Eastern KY University
IWCA
43
BDurango 2
Panel Presentation
PracticeIs It All In Your Head?: Developing Writing Centers for Student MindsetsWriting centers have always sought to tailor sessions and practices to the needs of individual writers. This panel builds from that tradition even as we challenge centers to reconsider responses to 'problematic' student mindsets toward failure, stress, and instant gratification. Each presentation considers how writers' attitudes shape their writing processes and consultations, and suggests ways for tutors and administrators to encourage students to either foster new mindsets or harness the potential of their current mentalities.AliciaBrazeauCollege of WoosterLynetteMattsonCollege of WoosterGillianLeeCollege of WoosterTessaHallCollege of WoosterIWCA
44
CAcapulcoRoundtableCommunity ConnectionsThe Park Hopper: Collaboration Between University, Secondary, Middle, and Outreach ProgramsJust as the park hopper ticket allows access to four parks, this discussion will focus on four areas of writing center collaboration: university, secondary, middle school, and outreach programs. After sharing their experiences mentoring, shadowing, role playing, and tutor training, fellows will lead a conversation about ways to evaluate the advantages of collaboration for each particular group, and the potential of such collaboration to shift traditional notions of writing centers.JaimieCrawfordUniversity School at NSUKevinDvorakNova Southeastern UniversityLeahBushUniversity School at NSUIWCA
45
CBajaIndividual PaperAssessment/EvaluationCuriouser and Curiouser: Down the Rabbit Hole of Writing Center AssessmentThis session will report on a statistical analysis of 3000 tutoring session evaluations, based on Bandura's self-efficacy theory. By shifting the focus of assessment from writers' outcomes to tutoring goals, directors can conduct direct assessment in their centers and use the results to feed directly back into tutor-training programs to improve the quality of the services. The data should also satisfy even the most demanding accrediting agency or coordinating board.ChloeDiepenbrock
University of Houston-Clear Lake
IWCA
46
CBajaIndividual PaperAssessment/EvaluationWriting by Numbers: Tutor Session Reports and Computational Text AnalysisThis paper uses computational text analysis to analyze approximately 18,000 tutor reports which were gathered over five years at a mid-size, private, research institution. It argues that by looking at a large corpus of writing center reports, new insights, patterns, and observations can be made based on big data. In this pilot study we focus specifically on what text analysis can illuminate about different genres of writing.JohnDillonUniversity of Notre DameKaraDonnellyUniversity of Notre DameIWCA
47
CBajaIndividual PaperAssessment/EvaluationUsing ROAD to "keep moving forward"The Youngstown State University Writing Center is a key partner in the assessment of written communication and critical thinking in general education. Accessing the Repository of Assessment Documents, a locally developed Banner tool, enables WC consultants to identify trends across the curriculum, particularly among instructors' requirements as stated in assignment prompts. The WC Coordinator can then prepare WC consultants to help bridge gaps in student learning between composition and discipline coursework, such as style manuals.AngelaMessenger
Youngstown State University
IWCA
48
CBajaIndividual PaperAssessment/EvaluationStakeholder Expectations and the Vitality of Writing CentersThis presentation for administrators and tutors offers specific practices and a philosophical undercurrent for increasing usage rates and improving the institutional importance of writing centers. Understanding and responding to the expanding expectations of multiple stakeholders is essential to moving forward (especially if a writing center has taken a step back or two). After a period of decline at our own writing center, 1 in every 5 students now visits the writing center and a positive change in culture is enjoyed.TennysonO'DonnellTrinity CollegeIWCA
49
CCancunWorkshopMultilingual WritersDeveloping a Multilingual Writing Center: Theory, Administration, and Tutor TrainingFacilitators will lead current and prospective writing center directors in an investigation of a new area of inquiry--the Multilingual Writing Center--that integrates knowledge from ESL writing with knowledge of foreign language writing. This workshop will focus on multilingual writers--not as code-name for ESL/EFL writers--but as writers in languages such as Spanish, German, and Japanese. Attention will be given to the administrative and pedagogical interests of writing center directors, with special attention to those outside the United States.NoreenLapeDickinson CollegeCarolSeverinoUniversity of IowaIWCA
50
CCoronado K
Panel Presentation
Multilingual WritersForeign Language Tutoring: Forming a Multilingual Writing CenterThis panel presentation will discuss why a multilingual writing center would be a beneficial development for college students and faculty, as well as investigate the steps necessary to implement such a program at universities like Auburn that have limited language resources. The speakers will discuss the adaptation of writing center goals, the hiring process, staff composition, and existing faculty curriculums, in addition to both potential student benefits and reticence.CourtneyHewittAuburn UniversityAnnaDysartAuburn UniversityMatthewPollockAuburn UniversityNCPTW
51
CCoronado LIndividual PaperSpecific Tutor/Student PopulationsShifting Commonplaces: Undergraduate Writing and Rhetoric Majors and their Implications on the Writing CenterBy exploring the curricula of newly-forming writing and rhetoric undergraduate programs and by considering their students' unique tutoring capabilities, this project aims to offer new insight on the evolving nature of writing center tutors. Specifically, this project will examine this new wave of writing center tutors and showcase how their experiences and their curricula help shape and refine their tutoring practices, which ultimately offers new possibilities and opportunities for their writing centers.MandyOlejnikOakland UniversityIWCA
52
CCoronado LIndividual PaperSpecific Tutor/Student PopulationsDid She Just Say "Stats?": Tutoring Graduate Writers Across the Writing ProcessI describe the rationale for a graduate writing center to support students with research methodology and statistical analysis, as well as discussing students' responses to that support. The majority of the session focuses on early findings from a study of how these "research tutoring" sessions compare with traditional sessions. I conclude with an assessment of what is at stake for writing centers that try to expand their boundaries into research tutoring.TalinnPhillipsOhio UniversityIWCA
53
CCoronado LIndividual PaperSpecific Tutor/Student PopulationsIf Only Merlin Worked Here: The Sword and the Stone and Traveling Writing Support for Student-AthletesThis presentation argues for developing mobile writing support for student-athletes by way of embedding a writing tutor into a team's traveling personnel. By way of illustration, the speaker pulls from experience embedding a writing tutor within a Division II men's soccer team.MichaelRifenburgUniversity of North GeorgiaIWCA
54
CCoronado MRoundtableInstitutional Connections (e.g., outreach, service, marketing, etc.)Creating a Freshman Writing Journal: A Collaboration Between a First-Year Writing Program and a Writing CenterIn 2014 the First-Year Writing Program and the Writing Center at St. John's University embarked on a collaborative enterprise: creating a first-year writing journal with the editorial input of Writing Center consultants. We had multiple objectives: to celebrate student writing by showcasing exceptional freshman work; to create a teaching tool for our First-Year Writing program; and to use the journal as a catalyst for sustained dialogue between faculty and Writing Center consultants.DerekOwensSt. John's UniversityTomPhiliposeSt. John's UniversityAnnaSicariSt. John's UniversityTaraRoederSt. John's UniversityNoshee Mahmood, St. John's University
Cara Messina, St. John's University
Alison Perry, St. John's University Bailey Robertson, St. John's University
IWCA
55
CCoronado N
Panel Presentation
Institutional Connections (e.g., outreach, service, marketing, etc.)Writing Centers and/as Writing Programs: Challenges of CollaborationThis panel considers strategies for developing productive alliances/relationships between Writing Centers and Writing Programs. We seek to widen our "peripheral vision" (Grutsch McKinney 2013) in the challenges of collaboration through the emergence of a principle of interaction between a Writing Center Director and Writing Program Administrator at a 4-year institution in the Northern Rockies, and the efforts to widen the sphere of influence of a Writing Center at a 2-year institution in the Midwest.MichelleMileyMontana State UniversityA.R.Mallory
Des Moines Area Community College
Shannon N.Fanning
Des Moines Area Community College
KrystalHering
Des Moines Area Community College
Doug Downs, Montana State UniversityIWCA
56
CCoronado PIndividual PaperTutor Staff Preparation/PedagogyA Magic Convergence of Past, Present, and Future Writing Center ConsultantsLike most directors, I have conducted weekly training sessions that seemed "by necessity" narrowly focused on day-to-day needs, like fire trucks racing from one fire to the next. The center needed more imaginative training. This presentation explains how I brought together three groups (current consultants, graduated consultants, and graduate students studying WC theory) to reveal essential insights into the theoretical underpinnings of centers, into the nature of training, and into what it means to be "expert" consultants.BonnieDevetCollege of Charleston (SC)IWCA
57
CCoronado PIndividual PaperTutor Staff Preparation/PedagogyMe and My Shadow: Observations as Part of New Tutor TrainingThis presentation will spotlight a three-part observation process designed to facilitate knowledge-sharing between novice and experienced tutors. In addition to presenting the observation process, defining the steps, and analyzing its effectiveness, the original observation form will also be provided. Last, research on tutors' perceptions of the effectiveness of this process, and the form, from both new tutor and mentor tutor perspectives will be presented.SandraEckard
East Stroudsburg University
IWCA
58
CCoronado PIndividual PaperTutor Staff Preparation/PedagogyMentoring and Quasi-Administrative Roles at the UNC-Chapel Hill Writing CenterThe UNC-Chapel Hill Writing Center has recently introduced a mentoring system in which returning tutors participate in the training and professional development of new tutors. In this presentation, I will describe our mentoring system and share the results of an investigation into the experiences of past and current tutors in quasi-administrative roles. From this research, I will extrapolate best practices and invite discussion about how to best facilitate mentoring in writing centers.AlexFunt
University of North Carolina - Chapel Hill
IWCA
59
CCoronado PIndividual PaperTutor Staff Preparation/PedagogyHow Tutors Learn to be Tutors in Our Writing CenterIn this proposal I describe the training received tutors in our Writing Program. The proposal has three sections. First, I list the main activities developed in tutors training and the respective learning outcomes of this instruction. Second, I explain the design of the instruction and the pedagogical issues of it. Finally, I include evidence coming from interviews and surveys in order to support the effects of training described early.AngelaSalas-Garcia
Universidad de los Andes, Bogota, Colombia
IWCA
60
CCoronado Q
Panel Presentation
Institutional Connections (e.g., outreach, service, marketing, etc.)Marketing Magic: How Our Student Marketing Team Reimagined Our Campus OutreachBuilding on Amazon CEO Jeff Bezos's claim that "A brand for a company is like a reputation for a person," this panel will discuss how their writing center's new student marketing team researched, planned, and implemented a new marketing strategy to re-brand and enhance the writing center's reputation across campus. Panelists will share their experience of creating the marketing team within the center, results of market research, and the effectiveness of their reimagined marketing activities.CarleyPowellMiami University (Ohio)KateFrancisMiami University (Ohio)AnnUpdikeMiami University (Ohio)Daniella ContiMiami University (Ohio)IWCA
61
CCoronado RIndividual PaperPracticeWhen the Center Expands: Graduate Tutors and Invisible CollaborationLunsford, Ede, and Eodice, along with others, have explored collaboration, but the nature of graduate student peer collaboration is largely unexplored. Even more unexplored is the crossover of writing center theory and practice into graduate tutor writing practices or personal writing partnerships, particularly concerning cross-discipline or cross-year tutoring.What are our tutors 'invisibly' gaining from tutoring peers in other disciplines or degree stages? How does the Center expand into our homes and friendships?KatrinaBell
Southern Illinois University, Carbondale
IWCA
62
CCoronado RIndividual PaperPracticeFamily Studies in the Center: Crossing Disciplines to Embrace VulnerabilityWriting Center scholars have long eschewed analogies to therapy or psychological intervention because writers are not mentally, emotionally, or spiritually unconnected. Rejection of all such comparisons, however, can elide potentially valuable interdisciplinary cross-gains toward better practices. Adopting scholarship from Family Studies, the co-presenters wish to argue the need for an expanded relationship of safety, openness, and trust between writer and tutor to stimulate growth within the writing process. Implications toward best practices will be offered.ColeBennettAbilene Christian UniversityRachaelDansbyAbilene Christian UniversityIWCA
63
CCoronado RIndividual PaperPracticeThe Relationship Between Affective Cues and Collaboration in the Writing Center SessionIn this talk, the speaker shares some of the preliminary results and discussion of an ongoing study of affect in the writing center session. Beyond asking what role in general affect plays, the speaker discusses the way affect and affective cues anticipate, facilitate, or hinder the work of a session--most especially regarding directive and nondirective tutoring methods. To examine these issues, the speaker video recorded writing center tutoring sessions and applied coding systems for collaborative methods and the Specific Affect Coding System.DanielLawsonCentral Michigan UniversityIWCA
64
CCoronado RIndividual PaperPracticeCreeping Shadows in the Writing Center: Gaining Awareness of Ineffective Writing Tutor PedagogyDo you catch glimpses of creeping shadows in your writing center? Acknowledging one's shadow in writing tutoring pedagogy reveals the road to personnel enlightenment as a writing tutor. The emotional dissonance created in writing tutoring sessions leads to awareness of ineffective tutoring relationships. This imaginative approach to challenging current tutoring practices and implementing shadow talk into writing tutor development is relevant to all seekers of understanding and improvers of pedagogy.GrantStuckyKansas State UniversityIWCA
65
CCoronado S
Panel Presentation
WAC/WIDHelper Lady, Writing Buddy, Student Kid, and Head Honcho: Re-imagining the Role of the Writing FellowBuilding from the experiences of three Writing Fellows in three very different class environments, we will examine the power dynamics among students, Writing Fellow, and Faculty Fellow as they shift in each situation. Ultimately, through our presentation and discussion with participants, we plan to consider the Writing Fellow's role in ways that we believe can help others adapt to unexpected pedagogical conflicts and turn these into creative opportunities for learning, teaching and writing.NatalieHallakSt. John's UniversityDeanKritikosSt. John's UniversityPedroAlfonsoSt. John's UniversityAnneGellerSt. John's UniversityIWCA
66
CCoronado T
Panel Presentation
DiversityExploring the Intersection between Writing Centers and Disability in Creative WaysThe aim of this discussion is to explore the ways in which writing centers have responded to this vital, but often ignored, intersection of Writing Center Studies and Disability Studies and to generate critical discussion about the topic. By acknowledging the contributions and the new knowledge generated by Disability Studies scholarship about alternative and creative ways of working with students in writing centers, we show to what extent those ideas are or can be incorporated in writing center practices.RebeccaBabcock
University of Texas Permian Basin
SharifaDanielsStellenbosch UniversityDoria DanielsStellenboschIWCA
67
CCoronado TIndividual PaperDiversityExamining White Privilege in the Liberal Arts College Writing CenterThis paper explores the ways in which white privilege remains salient but often invisible in <b>consultant-to-consultant</b> interactions within the small, liberal arts college writing center. Drawing upon experiences directing a center with almost forty undergraduate consultants, I discuss challenges we have faced in recognizing and addressing white privilege, and practical steps we are taking in hiring, training and supervising, to better support a staff in which white consultants and consultants of color work together.Alba
Newmann Holmes
Willamette UniversityIWCA
68
CDurango 1
Panel Presentation
Tutor Staff Preparation/PedagogyThe Wonderful World of TutorCon: The Birth and Evolution of a Regional Peer Tutoring ConferenceThis panel will discuss one region's attempt at facilitating professionalization of peer tutors by founding a peer tutoring conference that is by tutors and for tutors. The panel will explore the impact of the conference on the work that takes place in our centers, provide a model that participants can use to start their own regional conference, and reflect on how this conference has changed the way we think about writing center work.PaulaMillerThe Ohio State UniversityJeanineRauchThe University of MississippiJesseLugar
The University of Mississippi / Northwest Community College
IWCA
69
CDurango 2
Panel Presentation
Assessment/EvaluationAssessing IdentityOur panel addresses various ways that assessment has become a vital component of understanding how identity functions in our two writing centers. Each presenter argues that reflections upon identity that do not involve assessment--and all assessment should in some way be local--fall short of the anti-oppressive goals found in the mission statements of both the Writing Center at the University of Illinois at Chicago and University Writing Services at Saint Louis University. AlexWulffSaint Louis UniversityAnnieNeidelSaint Louis UniversityCharitianneWilliamsUniversity of Illinois at ChicagoNCPTW
70
DAcapulcoWorkshopPracticeWorks in Progress WorkshopsWorkshop leaders will meet with researchers to discuss in-progress research projects. Leaders are interested in projects at any stage, and will offer feedback on a range of areas, including overall plans, literature reviews, methods, and presenting findings.Trixie SmithMichigan State UniversityPamela FarrellChildersThe McCallie SchoolAnne EllenGellerSt. John's UniversityMuriel HarrisPurdue UniversityIWCA
71
DBajaIndividual PaperAssessment/EvaluationWho's Running the Show and How Do We All Get What We Want: The Magic of CollaborationThe tension that exists between what students want from a Writing Center session and how tutors feel they can help is a "magical" place. The tension that exists can be used to move students forward if done in a way that is truly collaborative. This presentation will highlight the findings of our study while engaging conference participants in a conversation about how we can help students and allow them to "run the show."Chris
Cormier Hayes
Simmons CollegeIWCA
72
DBajaIndividual PaperAssessment/EvaluationBetween Data and Digital Storytelling: Where Assessment and Marketing MeetWith data driving decision-making, quantifying the impact of writing center work has become an imperative. While pie charts and line graphs may show that the work we do is statistically significant, they do not tell the whole story. This presentation will explore how data collected in annual reports and assessments can be repackaged through digital storytelling to tell the story within the data in a way that engages and inspires.KathrynInskeepKean UniversityIWCA
73
DBajaIndividual PaperAssessment/EvaluationPart of Our World: Designing a Quantitative Assessment of Writing Center EfficacyPemberton and Kunka will present the results of a joint cross-institutional quantitative study measuring students' performance of cognitive development activities during tutorials and their sense of self-efficacy related to their writing tasks. The presenters will then discuss how this quantitative data can be tied to specific learning outcomes and used productively in assessment and accreditation reports.MichaelPemberton
Georgia Southern University
JenniferKunkaFrancis Marion UniversityIWCA
74
DCancunWorkshopAssessment/EvaluationImagineering Tomorrowland: Re-Designing "Intake" and "Report" Forms for the 21st Century Writing CenterWhat usage data do writing centers to collect? How many directors “inherited” usage data questions that were created when data was hand-collected? Have the questions changed as centers switch to online data collection and/or computer-based data management? This workshop explores the validity of current writing center usage data. The facilitators will begin by presenting case-studies of their respective centers’ basic data collection mechanisms, the “intake” form. The facilitators will then share a heuristic and guide participants to ask questions of their questions. Participants will have the opportunity to collaboratively review and redesign their questions.JenniferWellsNew College of FloridaNathalieSingh-CorcoranWest Virginia UniversityIWCA
75
DCoronado LIndividual PaperMultilingual WritersNeed-driven Establishment of the Centre for Writing in English on the girls' campus of King Saud University in Saudi ArabiaThe presentation outlines the journey of the establishment of the Centre for Writing in English by female professors of English language and literature at the girls' campus of King Saud University in Riyadh, Saudi Arabia in 2012. Initial challenges related to support, staffing, and getting students to use the centre are discussed, along with the unexpected outcome of becoming the training ground for the articulation of clear stances towards women's issues in Saudi Arabia.MaimoonahAl KhalilKing Saud UniversityIWCA
76
DCoronado L
Panel Presentation
Multilingual WritersA Whole New World: Addressing Demands of an Increasing International Student Population in Writing CentersThis panel will address the increasing needs for serving international students at writing centers. Members of the Grant Writing Committee at the Michigan State University (MSU) Writing Center will discuss their experiences with the process of funding, research, and implementation of new strategies to enable consultants to improve the educational development of ESL clients. This panel will introduce short and long-term goals to improve WC services and support for non-native writers.AnnelieseBruegelMichigan State UniversityLauraHaganMichigan State UniversityShewondaLegerMichigan State UniversityIWCA
77
DCoronado M
Panel Presentation
Specific Tutor/Student PopulationsTeaching DESPITE The Test: Responding to Students' Writing Development Needs When They Are Facing A Reductive, High Stakes, Standardized TestDemonstrates one way to subvert a reductive standardized test of writing, even when the high-stakes exam can prevent some students from taking courses in their majors. This presentation explains one writing centers' response when the state legislator "tightened" the requirements for students who major in Education by demanding they pass an extremely hard error-recognition and essay writing tests. Pass rates drop from the 80% figure to 12%, and we decided to use our expertise to help students prepare for the test, while also helping them transfer our advice about essay test-taking to other writing situations. We'll share stories, handouts, frustration, and questions/answers.W. DaveMartin
Western Michigan University
BridgetDooleyWestern Michigan UniversityJacobCrowWestern Michigan UniversityLyssaWilsonWestern Michigan UniversityMichael Marberry

Richard Carbonneau

Iliana Rocha
IWCA
78
DCoronado NRoundtableDiversityCreating a Small World After All: International Conversation HourInternational Conversation Hour is a an outreach of the Writing Center that aims to build relationships with ESL/EFL students and help them develop skills through conversation. Weekly conversations range over a variety of topics over cultural and linguistic differences. We will preview research done on the impact of informal conversation with native speakers in language acquisition. A collaborative discussion will cover ways to best outreach to ESL/EFL students, comparing KSU's methods with the ideas of other Writing Centers.EmilyBouzaKent State UniversityZoeKriegelKent State UniversityNicoleHeasleyKent State UniversityJoelleUmsteadKent State UniversityIWCA
79
DCoronado PIndividual PaperPracticeExtending our Reach: Tutor-Facilitated Writing Groups in the ClassroomThis presentation focuses on an initiative to support students through tutor-facilitated writing groups. In fall 2013, writing tutors at the University of Manitoba worked with small student groups in a first-year Religion course with a large enrolment. Tutors facilitated writing groups in the classroom one week before two assignment deadlines. This presentation explains the rationale for moving teams of writing tutors into the classroom and the research project that is unfolding based on the initiative.KathyBlockUniversity of ManitobaIWCA
80
DCoronado PIndividual PaperPracticeFacilitating Scholarly Writing and Publishing in the Writing CenterWriting centers are prevalent in universities, but these centers do not typically focus on assisting graduate students and faculty with scholarly writing and the publication process. As the directors of an office charged with serving the writing needs of graduate students and faculty, we discuss our strategies and programs designed to enhance writing and publishing, we present insights learned, and we reflect on our missteps: all with the goal of helping others develop such programs.Lori AnnGionti
Florida International University
CynthiaJanuszkaFlorida International UniversityRoccoTonetteFlorida International UniversityIWCA
81
DCoronado PIndividual PaperPracticeReframing Conversations about "Plagiarism": Working with Students Writing from SourcesDirectly answering students' questions about "fixing" plagiarism can legitimize the fallacy that plagiarism is easily fixed or avoided. I ask my tutors to reframe these conversations, talking instead about "source use." Rather than focusing on the mechanics of citing sources, we aim to help students understand source use as embedded within rhetorical practices. In addition to discussing how we reframe conversations, I will share results of a pilot study on students' understanding of source use.ElizabethKleinfeld
Metropolitan State U of Denver
IWCA
82
DCoronado PIndividual PaperPracticeThe Wonderful World of Grammar at the Writing Center: How a Specialist Approach Works Magic for Writers at all Levels.For some people, the advertising of grammar tutoring marks a return to the Dark Ages of writing centers. Instead, today's linguistic grammar instruction offers the tools for manipulating language to convey exact meaning. Through individual grammar tutoring and a group "Grammar Clinic" 10-week workshop, Prince George's Community College Writing Center has expanded its scope beyond the limits of a single teacher's assignment to create a magical world in which uncertain students morph into confident writers.SharonSaylors
Prince George's Community College, Largo Maryland
IWCA
83
DCoronado QRoundtableDiversitySustaining the Dialogue: A Roundtable with Authors from Writing Centers and the New RacismSeeking to sustain the still too-scarce and still much-needed discussion about racism and writing centers, this roundtable will facilitate a conversation with _Writing Centers and the New Racism_ contributors. Topics will include language diversity and anti-racist pedagogy, racist writing center lore, and racial literacy among tutors, among others. The roundtable aims to model productive dialogue, prompt exploration of critical questions, raise new questions, and collectively create new knowledge and possibilities for action.KarenRowan
California State University - San Bernardino
LauraGreenfieldHampshire CollegeIWCA
84
DCoronado R
Panel Presentation
Specific Tutor/Student PopulationsContact Zone: Rethinking Cultural ConnectionsAccording to research conducted by of the Pew Research Center, nearly 820,000 international students enrolled in American institutions, colleges, and universities as of 2013. Over the last decade this enrollment has increased 40%. The focus of this panel is how to best serve these students, as well as students from U.S. high schools who have similar linguistic. Weaving theory and personal experience, these speakers offer thoughtful insight and reflective practices to the writing center community.RitaShelley
University of Nebraska at Omaha
KathyRadosta
University of Nebraska at Omaha
SuzanneWithem
University of Nebraska at Omaha
NeilPolzin
University of Nebraska at Omaha
IWCA
85
DCoronado S
Panel Presentation
Tutor Staff Preparation/PedagogyNon-Directive Lore and Tutor Discomfort: Personal Practices and Institutional ImperativesThis panel addresses the tension tutors often feel between employing directive and non-directive tutoring practices, despite long-standing calls in scholarship for flexible methods. The papers consult recent research, case studies, and prevalent tutor training pedagogies to suggest that tutor preparation must assume tutors feel a constant pull between institutional lore and tutee needs. To confront this anxiety, we advocate that transparent discussion of 'tutor guilt' become a regular component of tutor training and professional development.JanelAtlasUniversity of DelawareKileyDhattUniversity of DelawareCarolyneKingUniversity of DelawareIWCA
86
DCoronado T
Panel Presentation
Assessment/EvaluationWhen Writing Centers Aren't Wonderful: Student Concerns about ProductivityWhen the overwhelming majority of student feedback is positive, it can be easy to see negative comments as idiosyncratic, but when larger groups of negative feedback are compiled, individual idiosyncrasies coalesce into discernible patterns. When our large R-I university writing center investigated hundreds of negative written comments over ten years, we noticed that students are sometimes disappointed in their expectations for positive, productive outcomes. These patterns can inform additional training and further survey development.AliceBatt
University of Texas at Austin
MartinLockerdUniversity of Texas at AustinMaryHedengrenUniversity of Texas at AustinIWCA
87
DDurango 1WorkshopCommunity ConnectionsRe-imagineering Service-Learning in the Tutor Education CourseInterested in radically rethinking your tutor education course as a community engagement course? After considering the principles advanced by the critical service learning movement and examining a tutor education course focused on community engagement, workshop participants will identify learning outcomes and sketch out a course that will serve as a foundation for the social-justice oriented writing center. Time will be allotted to provide and receive feedback on course plans produced during the session.CatherineSaviniWestfield State UniversityBethTeagueWestfield State UniversityChelseaOrificeWestfield State UniversityPaulFalconeWestfield State UniversityEmily Ellis, Westfield State UniversityIWCA
88
DDurango 2RoundtableInstitutional Connections (e.g., outreach, service, marketing, etc.)Imagining a "Hoop that Never Ends": Building Connections Between College and High School Writing CentersThis roundtable discussion builds upon an ongoing outreach project as a means of exploring how the planning, development, staffing, and growth of a writing center can foster collaborative relationships between universities and nearby high schools. Following a brief presentation about the project, audience members will work together to expand the model to support further experimentation and collaboration between institutions.AlanBensonUW-Eau ClaireAnthonyLetourneauUW-Eau ClaireHannahBrandelUW-Eau ClaireIWCA
89
EAcapulcoWorkshopTutor Staff Preparation/PedagogyFour Little Questions: The Subtle Art of the Tutor Hiring InterviewWriting Center tutor jobs are often considered the best jobs on campus, but how do administrators suss out from a 30-minute interview the applicants that have the qualities to be a "good tutor?"

As two administrators, we often grapple with the challenge of rapidly identifying the inchoate, slippery qualities of personality that mark great writing center "presence" as we have come to understand it. Following introductory explanation of background, theory, and problematics of the hiring moment, this workshop will engage audience members in active work with our interview questions, inviting them to help us and help the writing center community in general to build hiring processes that are both perceptive and ethical.
ScottMillerSonoma State UniversityLoriannNegriSonoma State UniversityIWCA
90
EBajaIndividual PaperAssessment/EvaluationNurturing Father vs. Mean Mommy: Tutoring Styles and their Impact on Student SatisfactionAfter a successful pilot year, the second year of operation of the writing center at this small, Midwestern college saw a significant decrease in student visits. This presentation explores the results of a study linking student satisfaction to tutoring styles. Two tutors were studied with disparate tutoring styles. Using observations, surveys, and interviews, findings suggest that the learning style of students when matched with complimentary tutoring styles leads to repeat visits and increased student satisfaction.Erin
Banks-Kirkham
Kettering CollegeIWCA
91
EBajaIndividual PaperAssessment/EvaluationIt's a Small World After All: The Importance of Open Communication Between Student, Tutor, and ProfessorAfter introducing their university's "Write on Target" program, which pairs composition students with tutors for weekly meetings, the presenters will explore how increased communication between tutors and professors in a new facet of the program has affected student performance in the program. The results will be helpful for those interested in providing targeted tutoring to specific courses.LucasBerryFrancis Marion UniversityNatalieMahaffeyFrancis Marion UniversitySummerBradhamFrancis Marion UniversityAmberGriffithFrancis Marion UniversityAnna Jackson, Francis Marion University, It’s a Small World After All: The Importance of Open Communication Between Student, Tutor, and ProfessorIWCA
92
EBajaIndividual PaperAssessment/EvaluationEarning Our KeeP: The Evolution of a Writing CenterThe writing center at Claflin University, a small private HBCU has experienced a significant metamorphosis in 4 years in spite of the threat of extinction. When budgets came under attack and state mandates forced developmental classes to flee the institution, the writing center became a target of economic priority. To prove our worthiness, I began a restructuring that would attend to alter the physical space, infrastructure and assessment of the writing center. This presentation will describe how a writing center was saved and how it sustains itself for future years to come.MelissaPearsonClaflin UniversityIWCA
93
EBajaIndividual PaperAssessment/EvaluationHigh School-College Writing Center Collaborations: Do They Need Rigorous Assessment and Why?Writing center literature underscores the need for more rigorous, formal assessment of our practices. Should we apply this call to high school–college writing center collaborations? Why? In light of a literature review and a current study’s findings of assessment within and across six cases of high school–college writing center collaborations involving 22 academic leaders from 11 institutions, this presentation invites the audience to share their experiences and answer these important questions.JulieStoryLock Haven UniversityIWCA
94
ECancun
Panel Presentation
Tutor Staff Preparation/PedagogyKeeping the Magic Alive: Consultant Training, Development, and Reflection from Beginning to EndWhile there are many guides focused specifically on training new consultants, less research has been done about how to prepare consultants for locally-based, discipline-specific tutoring, continuing mentorship and development, and utilizing senior tutors as resources. The presenters on this panel seek to explore local, university-specific techniques centered on consultant training, mentorship and development, and reflection as consultants first begin, continually engage with, and prepare to leave their work in the writing center.RebeccaHallmanUniversity of HoustonEnriquePazMiami UniversityTaylorEvansMiami UniversityIWCA
95
ECoronado L
Panel Presentation
Community ConnectionsMutual Goals, Mutual Respect: Outreach Initiatives In Collaboration With Area Public SchoolsA large, diverse urban university is underenrolled with inner city Black students and wants to reach out and compete for top local students. Area public high schools want their students prepared for college writing and want to retain and graduate them. A new collaboration has led to the establishment of the first writing center in an area public school and has sparked an interest in student-staffed centers and in creative collaborations with the university.PaulaGillespie
Florida International University
ValletTucker
Miami Northwestern High School
CharlesDonateFlorida International UniversityGlenn HutchinsonHutchinsonFlorida International UniversityMadai Baquero-Gallo, Shakara Smith, Dej’A Wilson,
Dayaun Dewitt-Waiters, Miami Northwestern High School
IWCA
96
ECoronado MRoundtableTutor Staff Preparation/PedagogyOpening Doors to the Academy: The Challenges of Negotiating the Roles of Graduate Assistant Directors in the Writing CenterAs graduate assistants strive to develop the requisite skills to become scholars and professionals in their fields, writing centers are poised to help foster new avenues for professionalism and research. This roundtable provides a framework for discussing the unclearly defined roles that directors and their graduate assistant directors must negotiate for these ventures to succeed. Once these roles are established, graduate students and directors can more successfully navigate the academy for themselves and their clients.JenniferHewerdine
Southern Illinois University-Carbondale
KatrinaBell
Southern Illinois University-Carbondale
JaneCogie
Southern Illinois University-Carbondale
IWCA
97
ECoronado N
Panel Presentation
PracticeThe Happiest Place on Earth?: Blurred Lines, the Guilt of Tutoring, and Challenging Best PracticesClark (1993) states the writing center advocacy of non-directive tutoring is now so entrenched that it has been characterized as a writing center "bible," eliciting guilt from tutors who use alternative methods. Using her call for alternative conference strategies as a framework, this panel questions the limitations of seemingly innocuous practices, such as the Socratic method, as well as investigates the application of taboo practices, such as working through an entire document and editing student papers.Mikaelavon KursellFlorida Atlantic UniversitySaraStanleyFlorida Atlantic UniversityGabrielleHeloFlorida Atlantic UniversityDennisHallFlorida Atlantic UniversityKathryn Wolfe, kwolfe6@fau.edu, Florida Atlantic University (Speaker 5)

Jennifer McDevitt, jm2888@nova.edu, Nova Southeastern University, (Speaker 6)
IWCA
98
ECoronado PIndividual PaperPracticeImagining the Writing Center as TriageThis presentation proposes that writing centers consider embracing 'triage' as a formal practice in addition to other modalities. While an individual tutor may be multifaceted enough to handle a wide range of writing issues, formalizing the 'silo' approach, i.e., routing students to tutors based on their specific needs, provides the student with a truly personalized writing-center experience.AbbyBardi
Prince George's Community College
IWCA
99
ECoronado PIndividual PaperPracticeThe Invisible Assistants: Creating a Culture of Accountability for Student Administrative AssistantsThe presenter will describe how her writing center shifted toward a culture of accountability among its student administrative assistants. She will describe the programs used to achieve such a culture, assess their impact on the center's operation, and share documents that support this important work.CarolynClarkUniversity of DelawareIWCA
100
ECoronado PIndividual PaperPracticeWhat Happens on the Other Side of the Tutorial Report: The Ongoing Importance of Appointment InformationAfter a tutoring appointment, VCUQatar's Writing Center instructors and tutors formalize their notes into a session report emailed to the relevant professor, unless the student requests that no record be sent. Professors usually appreciate these reports, but their additional value to the Center is not necessarily obvious. This presentation reveals after-the-appointment uses and value of data from session reports by examining data from the VCUQatar Writing Center.N. JeanHodges
Virginia Commonwealth University in Qatar (VCUQatar)
IWCA
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IWCA/NCPTW Presentations