NEWCA 2019 Conference Schedule
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

View only
 
 
ABCDEFGHIJKLMNOPQRSTUVWXYZAAABAC
1
2
ROOM
First Name of Submitter
Last Name of Submitter
InstitutionProposal TitlePresentersAbstractTypeDAY
3
4
Note: If your presentation is an individual presentation, click on the "Group Panels" tab to find your name and session
5
Note: If your presentation is a poster, click on the "POSTER SESSIONS" tab to find your name and session
6
REGISTRATION AND BREAKFAST
7:45 - 8:45
7
KEYNOTE9:00 - 10:10
8
9
SESSION 1
Saturday 10:25 - 11:30
10
1216MollyBadrawyFranklin Pierce UniversityStart Making Sense
Instructors
•Zan Goncalves, Associate Professor of Composition
•Alan Schulte, Associate Professor of Composition
•Molly Badrawy, Sr. Lecturer

Teaching Assistants
•Damani Brandon, 3RD year TA
•Natalie Hamilton, 3rd year TA
•Cameron Day, 2nd year TA
•Kimberly Gerlarneau, 1st year TA
•Roslyn Hodgkins, 1st year TA
In 1984, director, Jonathan Demme used music to translate the human experience in the Talking Heads concert film, Stop Making Sense. In 2019, our increasingly diverse FYC Tutorial students use academic writing to translate their experiences and Start Making Sense of themselves as academic readers and writers. Our interactive panel invites participants to make sense of data with us and assess how well the curriculum leads students to grasp transferable threshold concepts in composition.GROUP PANELSATURDAY
11
2247BKatherineTirabassiKeene State CollegeIntegrating Our Stories: Combining Research and Writing Tutoring Services at Two InstitutionsKatherine Tirabassi, Center for Writing Director/Professor of English
Elizabeth Dolinger, Information Literacy Librarian/ Associate Professor
Kimberly Donovan, Director, Center for Academic Enrichment
Molly Parsons, Center for Writing Assistant Director Carolyn Gamtso, Associate Professor/Head of Reference & Instruction
Kayley Bowen, Tutor
Kevin Harrington, Tutor
Emma Kay Brown, Tutor
Fletcher Rice, Tutor
Thomas Lupetin, Tutor
Erin Morley, Tutor
Savannah Nickerson, Tutor
Writing and research are complementary, recursive processes; integrating research and writing tutoring can meaningfully enact this connection. In this panel, writing center directors, librarians, and undergraduate tutors from two institutions will discuss the benefits and challenges of integrating elements of their research and writing tutoring services, including training, staffing, and negotiating distinct programmatic cultures and identities. Participants will be invited to share their experiences with and questions about programmatic integration in a conversational Q&A.GROUP PANELSATURDAY
12
3212FrancescaGentileNazareth CollegeLocating (and then Dislocating) a Located Agency: Collaborative Modeling within College Writing CommunitiesFrancesca Gentile, Assistant Professor in English and Communication
Steve Tolson, Writing Center Director
Amelia Paas, Tutor
This roundtable asks participants to consider how their writing-center work promotes a culture of meaningful writing across campus and how this culture might be informed by Shari Stenberg's conception of "a located agency." Building on this shared framework, leaders and participants will explore opportunities for partnership and collaboration that allow the group as a whole to approach located agency through an intercollegiate and regional lens.ROUNDTABLESATURDAY
13
4240AConnorFergusonUniversity of MaineDiversifying Writing Centers Through the Disciplines and Focus GroupsConnor FergusonWriting centers have moved towards a multicultural nature, but knowledge and cultural deficits still exist. A majority of tutors in Writing Centers are English majors, and this lack of disciplinary diversity creates a gap of information and thematic culture in these spaces. This presentation explores how immersing tutors with diversified disciplines in the Writing Center creates accessible spaces through specialized discourse communities, while still training tutors in mental agility and multigenre literacies. This presentation supports deeper student engagement based on disciplines and identity through quantitative and qualitative studies (involving focus groups of LGBTQ students and Women and Gender Studies disciplines), peer-based research, tutee interviews, and tutor observations.ROUNDTABLESATURDAY
14
5208LauraRogersAlbany College of Pharmacy and Health SciencesCreating Meaningful Transfer: Tutors Create Connections Between Writing Center Work and Emerging Professional Identities
Dr. Laura Rogers. Writing Center Director
Dawn Pluckrose, Writing Center Peer Tutor
Morgan Sanders, Writing Center Peer Tutor
Sam Evans, Writing Center Peer Tutor
Nicholas Nasta, Writing Center Peer Tutor
In this interactive workshop, current and alumni tutors present the results of tutor self-reflections and interviews that explore how tutors from different disciplines create connections between their disciplinary and writing center work and how those connections become meaningful aspects of their professional identities. Participants will engage in hands-on activities, reflections and discussions to investigate their own connections between tutor disciplines and writing center workWORKSHOPSATURDAY
15
6240RoyAndrewsAmherst CollegeCreative Meaningful WritingRoy Andrews, Writing AssociateI will describe a Writing Center Creative Writing Group that welcomes all student writers. This drop-in weekly gathering has been established at [a small liberal arts college]. Participants will experience it. After collaborative prewriting on a prompt, everyone will write a creative piece and share. They will reflect on agency involved, discuss what makes their shared early-stage writing meaningful, and explore how the meaningfulness relates to what writers report in The Meaningful Writing Project.WORKSHOPSATURDAY
16
7247BLauraGreenfieldHampshire CollegeSIG: Antiracism in the Writing CenterROUNDTABLE
SATURDAY
17
18
SESSION 2
Saturday 11:40 - 12:50
19
20
21
8247AmyDiasUniversity of MaineNontraditional Students in the Writing CenterAmy Dias, TutorThis interactive, discussion-based presentation demonstrates how tutors in the Writing Center can collaborate with a marginalized student population to create a meaningful experience. Nontraditional students are categorized by a preset criteria isolating them from traditional students, creating less accessibility to the Writing Center. Drawing from previous research (DeCheck, 2008 and Johnson, 2018), interviews, and case studies I present resource and outreach concepts that participants are encouraged to consider when addressing marginalized students.GROUP PANELSATURDAY
22
9208NathalieVirgintinoConcordia College - NYElevating the Individual in Writing: Meaning Making through Reflection, Fragmentation, and ImprovisationNathalie Virgintino, Ph.D Writing Center Director,Assistant Professor of English Concordia College - NY Meghan Nolan, Ph.D Writing Center Director, Assistant Professor of English,Rockland Community College Alysa Hantgan, M.F.A, Writing Specialist, Concordia College- NY, Christopher Knepper, Peer Tutor, Concordia College - NY, Roshny Roy, Peer Tutor, Concordia College - NY, Solange Hybel, Peer Tutor, Rockland Community College and Victor Szbonya, Peer Tutor, Rockland Community CollegeReflection, fragmentation and improvisation are some practices that can provide opportunities for students, tutors and administrators to engage in meaningful work in the work we do everyday in the Writing Center. And so, we will begin this interactive workshop by discussing the importance of respecting the individual through these techniques both during and after sessions.WORKSHOPSUNDAY
23
11240AGregoryFarber-MazorBentley UniversityHow Many Women Does It Take to Read a Paper?: Women's Agency in the Writing Center
Kimia Pourshadi, writing center tutor
Alyssa Kastner, writing center tutor
Krithi Sekaran, writing center tutor
Greg Farber-Mazor, writing center director
We interviewed current and former tutors about their experiences at our university writing center with the hope of better understanding the gender dynamics of a predominantly female writing center staff inside a predominantly male university. Thinking about training, policies, and group interactions, participants will consider the different ways we address women's agency within our spaces.WORKSHOPSATURDAY
24
13216ON MEANINGFUL WRITING AND REFLECTION
(click on "Group Panels" Tab along the bottom to see presenters in this group)
INDIVIDUAL GR
SATURDAY
25
14240SIG: On Writing Strong ProposalsWORKSHOP
SATURDAY
26
218POSTER SESSION 1
(click on "Posters" Tab along the bottom to see presenters in this group)
27
28
LUNCH 1:00 - 2:00
29
30
31
SESSION 3Saturday 2:15 - 3:25
32
42247ARobinGarabedianUniversity of Massachusetts AmherstDisability in the Writing Center: Towards a Collaborative ApproachKazmiera Breest, Undergraduate Tutor
Spencer Jovellanos, Undergraduate Tutor
Kate McMurray, Undergraduate Tutor
Kathleen Stoppiello, Undergraduate Tutor
Sierra Sumner, Undergraduate Tutor
This roundtable will lead a conversation about disability in the Writing Center. The presenters (five undergraduate tutors) will briefly share their analysis of data and experiences in their writing center, focusing on working with disabled writers and learning about disability throughout their tutor training. They will invite attendees to share similar experiences in the hopes of learning from their audience about how to move towards a more collaborative model of disability in the writing center.ROUNDTABLESATURDAY
33
16247BKellyBordenWPITransferring Writing Center Experience to the STEM Curriculum
Kelly Borden, Peer Tutor
Sydney Hurley, Peer Tutor
Rachel Peterson, Peer Tutor
Three peer tutors will share how their experiences as peer tutors at a polytechnic university shaped a year-long research project studying writing practices in the Biomedical Engineering curriculum. By highlighting the outcomes this project, this interactive roundtable discussion hopes to encourage other tutors to translate what they are learning in the writing center to their own academic work.ROUNDTABLESATURDAY
34
17208ErinPerry SchreierSouthern New Hampshire UniversityThe Virtual Writing Center: The Missing Link in Student PersistenceErin Perry Schreier, Assistant Director of Academic Support; Beth Morgan, Writing Coach; David Gonthier, Writing Coach; John Baker, Writing CoachWriting Centers are often nervous about moving into the online environment. However, offering a virtual component is one of the best ways to encourage access to and engagement with writing support for reluctant, struggling, and non-traditional students. In this interactive session, I will share our success in increasing student persistence (and student love of writing!) by including high-touch virtual writing support as the gateway entry point to our Writing Center.ROUNDTABLESATURDAY
35
18216MENTORSHIP GROUP PANEL
(click on "Group Panels" Tab along the bottom to see presenters in this group)
INDIVIDUAL GRSATURDAY
36
19212HIRING AND PROFESSIONALISM IN WCs
(click on "Group Panels" Tab along the bottom to see presenters in this group)
INDIVIDUAL GRSATURDAY
37
20240AIDENTITIES IN WCs
(click on "Group Panels" Tab along the bottom to see presenters in this group)
INDIVIDUAL GRSATURDAY
38
21218POSTER SESSION 2
(click on "Posters" Tab along the bottom to see presenters in this group)
POSTERSATURDAY
39
22
Campus Center 212
NEWACC MeetingSATURDAY
40
41
SESSION 4Saturday 3:35 - 4:45
42
23216WilliamRosenbergerUniversity of MaineOpportunities for Growth: Making Meaning in STEMWilliam Rosenberger, Peer TutorAn underrepresented group within the Writing Center, many STEM fields require a sustained and engaged writing practices to experience professional success. The Writing Center is positioned to illuminate a STEM student's perception of agency surrounding their writing by properly understanding their influences and what motivates their perception of meaningful work. By analyzing writing artifacts, interviews, and tutorials this research delves deep into the influences of the STEM curriculum on student writers.GROUP PANELSATURDAY
43
24208RomaGujarathiBentley UniversityJudgement, Respect, and Knowledge: How ELL Students Choose Their TutorsRoma Gujarathi, writing center tutor
Greg Farber-Mazor, writing center director
By surveying and interviewing ELL students, our research aimed to better understanding how ELL students choose what writing resources to use. What we found was a deep concern about being judged and a desire to feel respected. In this workshop, participants will consider how their centers foster respect between tutors and ELL students. Participants will explore what promotional, pedagogical, or philosophical approaches allow ELL students to feel they're a valued part of our academic community.WORKSHOPSATURDAY
44
25240AKatGonsoNortheastern UniversityForming Meaningful Connections: Campus-Wide and Cross-Institutional PartnershipsKat Gonso, Associate Teaching Professor
Kristina Aikens, Program Director, Writing Support
Devon Sprague, Director of the Center for Writing and Academic Achievement
Building community is an essential component of writing center administration. Forging partnerships on- and off-campus inform our work and broaden our impact, but collaborations can also pose challenges. Join three writing professionals in a discussion and guided activities focused on fostering meaningful connections with colleagues across disciplines, divisions, and institutions. Participants will leave with a better understanding of how they can develop and maintain collaborations on campus and beyond.WORKSHOPSATURDAY
45
26247APaisleyKeeneUniversity of Maine OronoEngaging a Variety of Writers Through New Media: The importance of new media in the writing center peer-tutor's "multimodal toolkit"Paisley Keene, Peer-tutorMany modern students grew up with internet; they are experienced in its virtual texts. I view new media through a multiliteracy lens, where peer-tutors skilled in new media have an additional tool for engaging today's variety of students through multimodal tutoring (Hitt, 2012; Grutsch McKinney, 2009). Using results of interviews and assessments of student work in response to professor prompts, I present practices for expanding student engagement by tutoring in accordance with new media techniques.GROUP PANELSATURDAY
46
27247BFlorianneJimenezUMass AmherstEngaging and Enacting a Translingual Approach in the Writing CenterFlorianne Jimenez
Brooke Paulding
Kyle Piscioniere
Nat Roosa
This Roundtable hopes to begin a conversation about the theory of translingual writing, and how we as graduate and undergraduate tutors grapple with this concept and enact it in our tutoring practice. In this roundtable, we narrate how we have learned about translingual theory at our writing center, how we understand our individual and institutional orientations to language, and how we have begun to incorporate translingualism into our practice.ROUNDTABLESATURDAY
47
28240AGENCY
(click on "Group Panels" Tab along the bottom to see presenters in this group)
INDIVIDUAL GRSATURDAY
48
29218POSTER SESSION 3
(click on "Posters" Tab along the bottom to see presenters in this group)
POSTERSATURDAY
49
50
SESSION 5Sunday 9:00 - 10:10
51
30212AishaWilson-CarterHofstra UniversityMeaningful Assessment of the Whole Writing Center: A Study of Student Writers' and Peer Tutors' ExperiencesAndrea Rosso Efthymiou, Writing Center Director; Aisha Wilson-Carter, Faculty Tutor & Assessment Coordinator; Olivia Lake, Peer Tutor
This panel expands models of writing center assessment beyond understanding effects of tutoring on student writing to capture the broader effects of writing center work on tutors themselves. While tracking usage is an important part of assessment, there is a narrative behind these numbers-beyond, before, and around the session-that writing center administrators can also tell to demonstrate the center's role in student retention through engagement.GROUP PANELSUNDAY
52
31240aAmberReeseSt. John's UniversitySubverting the Normative Hierarchy: How 5 Undergraduate Writing Coordinators Affect Change Through AgencyJade Colon
Undergraduate Writing Coordinator, Writing Across Communities
St. John's University
jade.colon17@stjohns.edu

Maya Gwynn
Undergraduate Writing Coordinator, Writing Across Communities
St. John's University
maya.gwynn18@stjohns.edu

Justin Melendez
Undergraduate Writing Coordinator, Writing Across Communities
St. John's University
justin.melendez14@stjohns.edu

Amber Reese
Undergraduate Writing Coordinator, Writing Across Communities
St. John's University
amber.reese15@stjohns.edu

Cheyenne Ross
Undergraduate Writing Coordinator, Writing Across Communities
St. John's University
cheyenne.ross16@stjohns.edu
This panel discussion will investigate how Writing Across Communities provides the space for Undergraduate Writing Coordinators to demonstrate agency as students who produce, enhance, and support "meaningful writing" in various academic, civic, cultural and professional communities.

GROUP PANELSUNDAY
53
32208EricScholzWilliam Paterson UniversityRunning with the Devil: A Holistic Analysis of Tutor.com and the Local Writing CenterEric Scholz - Graduate Student & Writing Consultant; Morgan Bonanno - Graduate Student & Writing Consultant; Katia Arco - Graduate Student & Writing Consultant; Kristi Polidore - Graduate StudentOur technologically driven society demands writing centers embrace new technologies and the associated pedagogical opportunities. Social justice and best practices require an online platform that mimics face-to-face sessions, offering disadvantaged students a collaborative tutoring experience. This study analyzes the technological boundaries of Tutor.com as well as the rhetorical strategies employed by its tutors in comparison with F2F tutors in our own writing center, all the while asking: Does the online medium enhance student agency?GROUP PANELSUNDAY
54
33247BKarynSmithHousatonic Community CollegeCan You See Us Now?: Making the Community College Writing Center VisibleKaryn L. Smith, Writing Center Coordinator and Associate Professor of English; Betzabeth Castro, Educational Assistant Writing Tutor; Sherly Y. Montes, Educational Assistant Writing Tutor; Emily Petrizzi, Educational Assistant Writing Tutor; Claud Fanclik, Student Writing Tutor; Tamara Febus, Student Writing Tutor; Rose Ferris, Student Writing Tutor; Elizabeth Mercado, Student Writing Tutor; Miriam Serrano, Student Writing TutorHousatonic Community College's Writing Center Coordinator, with current and alumni student writing tutors, will facilitate discussion about making writing center work more visible. Drawing from Clint Gardner's article "Our Students Can Do That: Peer Writers At The Two-Year College," we will lead an interactive exercise and discussion of student tutors' roles in designing a center's physical space; engaging with campus community outside the Writing Center; and creating agency and engagement for tutors and students.ROUNDTABLESUNDAY
55
34216MaryPigliacelliLong Island University, PostClosing the Gap Between Faculty and TutorsMary Pigliacelli, director; Azarias Perez, Catalina Benavides, Sadiyah Tariq, graduate student tutorsThe Meaningful Writing Project found that students' engagement with writing was supported by their interactions with instructors and peers. Our roundtable discussion will focus on strategies for creating a stronger connection between faculty and tutors to support the relationship between students and their writing. We will share our experiences with inviting faculty to have an open dialogue with tutors and encourage participants to contribute their own adventures and concerns as we explore these collaborative relationships.ROUNDTABLESUNDAY
56
35247RebeccaTroegerUniversity of Connecticut at Avery PointWhere Writing Meets STEM: Finding Meaning in a Multidisciplinary Academic CenterRebecca Troeger, Academic Center Manager
Sarah Shea, Academic Specialist
Alexandra Atherton, Peer Tutor
Caitlyn Cubilla, Peer Tutor
Donovan Davino, Peer Tutor
Mia Dupuis, Peer Tutor
Nina Lupo, Head W Tutor
Christian Bowers, Head Q Tutor
Ethan Couillard, Peer Tutor
In this roundtable discussion, we will explore the ways in which a multidisciplinary tutoring center, offering assistance within and among writing and STEM fields, promotes learning transfer and thus has a unique ability to foster a sense of meaning within our community. The intellectually diverse nature of our community enables learning and teaching styles that are applicable to seemingly distant disciplines. We will ask the audience to join us in exploring these and related questions.ROUNDTABLESUNDAY
57
36247BTaraParmiterNew York UniversityMake Yourself at Home: Multilingual Writers, Home Discourses, and the Meaningful Writing ConferenceTara K. Parmiter, Assistant Director of the Writing Center, Expository Writing Program, New York University
MacKenna Alvarez and Mark Weissglass, Writing Partners in NYU's Writing Partners Program
In this roundtable discussion, we will consider how tutors working with multilingual writers can seize these opportunities. We ask: how can tutors go beyond the role of "cultural informant" to empower students to engage with what they're transferring in? How can we encourage multilingual writers to draw on their home discourses, leading to conferences that are both meaningful and full-of-meaning? And how can valuing the multilingual writer's voice help both tutor and tutee engage with the creative possibilities of writing in English?ROUNDTABLESUNDAY
58
37240StefanSpezioCUNY QueensboroughSIG: Closing the Loop - Following up on NEWCA 2018 Themes and Research
Stefan Spezio, Campus Writing Center Director at CUNY Queensborough
WORKSHOPSUNDAY
59
60
SESSION 6Sunday 10:20 - 11:30
61
38216AnneGellerSt. John's UniversityOn a Mission: Agency, Authority, and the Writing Center Mission StatementAlison Perry, PhD
Associate Director, University Writing Center
St. John's University

Cara Messina, MA
PhD student in Writing and Rhetoric
Northeastern University

Mikayla Torres, BA
MA student, Communication and Rhetoric Studies
Syracuse University

Makhye Cannon
Undergraduate Consultant
St. John's University

Sydney Johnson
Undergraduate Consultant
St. John's University
Former and current consultants from the same Writing Center will reflect on their agency and authority within the Center through the lens of three different incarnations of the Center's mission over a five year period of time.GROUP PANELSUNDAY
62
39212KathrynWarrender-HillUniversity of ConnecticutMethods for Creating a More Reflective Environment: Complementary ApproachesKathryn Warrender-Hill: Assistant Director and Graduate Student Tutor
Jonelle Reynolds: Assistant Director and Graduate Student Tutor
Ordoitz Galilea: Coordinator for Graduate Writing Support and Graduate Student Tutor
Derefe Chevannes: Graduate Assistant and Graduate Student Tutor
This panel discusses three papers that explore what it means to make meaningful conversation and tutoring practices through reflection. The first paper looks at help-seeking behaviors among first-year tutors based on focus group discussions. Using a new professional development initiative, the second paper explores the goals and challenges of creating reflective practices in the writing center. The final paper uses sociological and political science theories to explore how tutors engage with problematic writing in sessions.GROUP PANELSUNDAY
63
41212JasonUedaColumbia UniversityCalibrating SaybackKirkwood Adams, Writing Consultant
Jason T. Ueda, Coordinator
In contrast to how sayback or paraphrase is often explained, sayback is an act of translation. In practice, this work is implicit, subtextual, sublingual. Sayback, then is an act of subversive translation. Without continued reflection on how sayback is deployed, enacted, and modified, tutors run the risk of wielding this powerful tool with inconsistent outcomes. In this workshop we will explore the ways tutors' responses go beyond paraphrase to build a richer body of moves for sayback.WORKSHOPSUNDAY
64
65
43247BJasonHoppeUnited States Military AcademyThe Meaning of Privilege: Strategies and Storycraft in the Writing CenterJason Hoppe, Associate Professor and Director, West Point Writing Program & Mounger Writing Center
Brandi Braggs, Cadet Writing Fellow
Lauren Clark, Cadet Writing Fellow
Christopher Hebert, Cadet Writing Fellow
Langdon Ogburn, Cadet Writing Fellow
Mia Padon, Cadet Writing Fellow
This workshop theoretically contextualizes and practically considers different approaches to acknowledging and negotiating privilege in and beyond the writing center. In a series of collaborative exercises, participants will first consider the language and storycraft of privilege (drawing on their own accounts and the insights of theorists within and outside of the field) before turning to select case studies to consider options each of us can access to make meaningful interventions.WORKSHOPSUNDAY
66
44240CatherineSiemannNew Jersey Institute of TechnologySIG: Meaningful Writing, STEM, and the Writing CenterCatherine Siemann, Writing Center DirectorThis SIG creates a conversation around the various ways writing becomes meaningful to STEM students, many of whom self-identify as weak writers. Participants will be encouraged to consider ways that the central concepts from The Meaningful Writing Project apply both in First Year Writing and other general courses, as well as STEM-related writing. What can the Writing Center can do to aid STEM students in notions of agency, engagement, and learning for transfer?WORKSHOPSUNDAY
67
68
BRUNCH11:40 - 12:40
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Loading...
Main menu