LOGO

Schedule

THURSDAY, OCTOBER 17
  • 7:15am - 7:45am

    Kahlo Coffee for Newcomers

    UNION C

    Coffee for Professionals

    UNION E

    Coffee for Graduate Students

    UNION A

    Coffee for Undergraduates

    First time at a writing center conference? New to writing centers? Interested in meeting your peers? These interactive orientation sessions are for you! We are pleased that you have chosen to participate in the IWCA-NCPTW Conference as part of your professional development and want to help you make the most of your experience in Columbus. Attend this session to learn more about the IWCA and NCTW, network with members of the writing center community, and receive tips on navigating the conference. You’ll leave with valuable information, insights, and resources.

  • 8:00am - 8:50am

    Opening Session

    FRANKLIN

    Opening Remarks
    Jon Olson

    Jon Olson became a writing center tutor in the spring of 1979 at the University of Southern California. He’s been writing centered ever since. In order to rehab a spinal cord injury, he is currently on leave from Penn State’s University Park Campus where he serves as Scholar in Residence for Writing at Penn State Learning and as Graduate Writing Center Director.

  • 9:00am - 10:15am

    Session A

    Fairfield

    Featured : Geographical Mapping and Representation in Our Conferences: We Really Out Here
    Eduardo Mabilog, José-Angel Corral Rodríguez, Nevada State College 

    Using archival research, Geographical Mapping and Representation in Our Conferences: We Really Out Here investigates the geographical mapping of presenters from IWCA and NCPTW 2016-2018. Viewing conferences as moments for collaboration, our findings are critical to understanding who has access to voice in our field, and, how we can better understand the necessity for greater input from minority groups, even if it is not apparent how it would best serve our institutions. #IWCANCPTW19A1

    Delaware A

    These Are the Tutors in Your Neighborhood

    Ten-Year-Old Tutors: Learning Our Art from Third Graders through Community Engagement
    Jaidyn Crookston, Christopher Westwood, Southern Utah University

    Writing center tutors often have limited opportunities outside of the writing center to help others with their writing and make a difference in their communities. In order to give tutors more opportunities to become engaged outside their immediate writing center sphere, Southern Utah University’s writing center teamed up with a local elementary school. Together with a third grade class, they created digital book trailers, which helped elementary students become more excited about reading. Through the art of peer tutoring, third graders taught writing tutors how to better communicate. Ultimately this presentation provides innovative methodology for tutor training. #IWCANCPTW19A2

    The Art of Politics: A Writing Center Workshop Model to Promote Community Engagement
    Josh Cianek, Saginaw Valley State University 

    This presentation will explore how a tutor used their background to create, fund, and develop a political letter writing workshop to our future Michigan Governor in October 2018, prior to the election. This workshop model, along with assessments completed by the participating students, will be shared. Specifically, the presentation will discuss how tutors can use their personal interests and backgrounds to create writing workshops designed to engage and empower students on their own campus, thus using the art of politics to (re)invent their writing centers as potential sites for social justice. #IWCANCPTW19A2

    Radical Rhetoric: One Year Into “The People’s Writing Center"
    Lucia Pawlowski, People’s Writing Center 

    What problems and possibilities arise when we embrace writing center work as fundamentally political? Founded in May 2018, The People’s Writing Center is a community writing center whose mission is to offer free writing support to social justice organizations in the Twin Cities. Focused on memoirs and editorials, we offer classes and consultations for local labor activists, anti-racist after-school educators, and prisoners working to end mass incarceration. The PWC, in its infancy, has presented four interesting issues stemming from the nature of activism—issues that compel us all to ask about the political nature of writing center work. #IWCANCPTW19A2

    Delaware B

    The Art (and Heart) of Replication: A Small College Writing Center, PW-TARP, and the Benefits of Alumni Outreach
    Scott H. Whiddon, Alexandra Miller, Eileen Bunch, Hayle Hall, Madison Perry, Karisma Keeton, Transylvania University

    This panel presentation, led by a writing center director and five undergraduate staffers from a small liberal arts college, showcases initial findings from an attempt to replicate Kail, Gillespie, and Hughes’ Peer Writing Tutor Alumni Research Project (PW-TARP) as part of a writing center theory and practice course. Our presentation not only speaks to the art of data-driven/replicable research models and undergraduate student/teacher collaboration, but also helps provide additional evidence for the importance of writing center work on small college campuses with limited resources, in terms of retention, student growth, campus writing culture identity, and professional development. #IWCANCPTW19A3

    Delaware C

    Training Teachers and Tutors

    Creating Fabulous Writing Teachers No Matter What Discipline
    Robert W. Holderer, Edinboro University of PA 

    A major focus of our writing center is to help faculty to become better teachers of writing. As we do so, we focus their attention on writing as a rhetorical act rather than a set of rules. To accomplish this, we help faculty to devise clear writing prompts, detailed instructional handouts, and a focused scoring guide. In this presentation, we will showcase the work that we have done with a math education instructor helping students to evaluate the various math tutorial programs for their usefulness for learners of with varying skills, populations, and special needs. #IWCANCPTW19A4

    Direct Training of Faculty Member, Indirect Training of Students = A New Dimension of Writing Lab
    Isela S. González, Tecnologico de Monterrey 

    A vast majority of Writing Labs provide services for students of different levels to improve their writing skills. While this provides great opportunities for students to perform better in their exams, assignments, or publishing their articles, it also poses a threat to the supervisor-student interaction as the students may develop stronger skills in writing and publication than their respective supervisors. On the other hand, by focusing on students, Writing Labs/centers would invest resources on those who will leave the institution instead of those who will remain within the organization and could provide further services. #IWCANCPTW19A4

    Hire,Train, Develop, Track, Reward ... Rinse & Repeat: The Never-Ending Task of Staffing a Writing Center
    Mark Lewison, Hope College

    We share with you our experience with the fine art of sustaining a 40-person Writing Center staff. It's a LOT of work ... but there's a lot of reward once you get your systems in place. The Hope College (Holland, Michigan) Writing Center conducts 2,000-plus peer-review sessions per year. Today's presentation shows how we manage all the action and train/retain our best tutors until they graduate. Topics covered: In-depth training, paid staff meetings, banquets/parties, "exit interviews" every semester, professor referrals, structured session reports. #IWCANCPTW19A4

    Delaware D

    Workshop : The Curatorial Pedagogy of Writing Centers
    Alicia Brazeau, Tessa Hall, College of Wooster 

    Within the recent social turn of museum studies that emphasizes the social and pedagogical possibility of curation, scholars such as Maria Lind define “the curatorial” as a critical methodology that interweaves artists and audiences, spaces, and sociopolitical contexts. As writing centers adapt their pedagogies, processes, and spaces to meet new student populations and respond to cultural and political contexts, how could (and should) writing center administrators embody the curatorial? What would a pedagogy of curation look like in writing centers? This workshop will guide participants in considering how they curate writing spaces and programs for writing centers. #IWCANCPTW19A5

    Union B

    Workshop : I Said AP, Not APA”: How to Better Accommodate Journalists in Writing Centers
    Adrienne Oliva, Madison Area Technical College 

    As a peer tutor with an interest in journalism, I noticed a lack of journalism students utilizing our center. After conducting research, I found that other centers were noticing the same phenomenon, and many just weren’t sure how to accommodate journalists. In response to this, I developed a workshop where tutors and directors alike can practice their communications skills, as well as learn how to begin introducing their institution’s journalists to their writing center. The goal of this workshop is to help all writing center artisans hone their craft in order to assist every kind of artist that enters our writing centers. #IWCANCPTW19A7

    Union C

    Double Session Workshop : Teaching Artistry: Considering Ways to Design Staff Education that Encourages Adaptability and Confidence
    Elena Garcia, Leigh Ann Copas, Kelsey Hixson-Bowles, Utah Valley University

    This double-block workshop guides attendees through a strategic process of developing and justifying tutor education and training programs. Attendees should plan on crafting arguments for tutor education to administration as well as tutors, developing outcomes for their training programs, and designing an assessment plan for their staff education and training programs. #IWCANCPTW19A8

    Union D

    Workshop : Can You Hear Me Now? A Workshop to Create Innovative Methods of Promotion and Outreach
    Megan Keaton, Haley Linker, Deborah McClure, Pfeiffer University

    Many writing centers struggle with ensuring students, instructors, and administration know where our writing centers are located, what services we provide, and even that we exist in the first place. The purpose of this workshop is to help participants discuss and develop new methods of promotion and outreach to reach more of their campus’ populations and increase their centers’ visibility. During this workshop, participants will (a) share their current methods of promotion and outreach, (b) discuss the nuances and possible complications of promotion, and (c) brainstorm new and innovative methods. #IWCANCPTW19A9

    Union E

    Taking Action

    The Writing Center and Social Action in the Neoliberal University
    Robin Garabedian, University of Massachusetts - Amherst 

    This paper argues that to continue the work of building a more inclusive society through the work done in writing centers, we must contextualize the writing center within neoliberalism, a new world order in which humans across the globe are commodities who must constantly tend to their own value. The effects of neoliberalism in higher education are widespread, from a reliance on adjunct labor to reduction of academic programs that are not considered financially lucrative, and in the writing center, we must adapt to changing ideas about literacy, identity, and collaboration. #IWCANCPTW19A10

    Making and Un-Making the Writing Center: What the Lesbian Avengers Taught Me
    Elise Dixon, Michigan State University 

    What can a writing center learn from a lesbian activist organization? What can writing center scholars and directors gain from examining how activists artifully created their own organizations? In this presentation, I aim to show some of the lessons I have learned from the Lesbian Avengers-- a lesbian activist organization who were active in the 90s— about what it means to make and un-make a community, and what those lessons have taught me about making and un-making community in the writing center. #IWCANCPTW19A10

    Race, Persistence, and Writing Centers: What Quantitative Methods Can Teach Us About Our Work
    Floyd Pouncil, Nick Sanders, Michigan State University

    This presentation explores how writing center practitioners can use quantitative methods, specifically an analysis of co-variance, to consider how and to what degree writing centers serve under-represented student populations the semester they take first-year writing. Building on writing research demonstrating correlations among first-year writing GPA and persistence, the current study examines the relationship between writing center usage and student GPA while accounting for race. Ultimately, we forward quantitative methods as a tool for social justice and institutional change that both fosters reflection and improvement of writing center services and calls for the possibilities of strengthening writing centers’ connection to institutional bodies that do similar assessment work. #IWCANCPTW19A10

    Morrow

    Roundtable : Guides, Advocates, Resources, and Evaluators: Some Practical Constraints and Opportunities in Democratizing WC’s and Generating Knowledge Together
    Sean Molloy, Steven Underwood, William Paterson University | Erin Andersen, Victoria Manzi, Centenary University 

    At our two New Jersey universities, collaborating on writing center policies, practices and administration can be a messy art form-- fraught with power relations, unjust labor systems, competing priorities, flawed assumptions, and practical constraint. Yet these collaborations push us to all learn more together. In this interactive round table session, two WCDs and two peer consultants will first discuss our actual efforts to 1) adopt a democratic hiring process, 2) draft, approve, implement, and then act on social justice policies, and 3) collaborate on assessment design and implementation. Then we will invite an open discussion of other messy collaborations. #IWCANCPTW19A11

    Knox

    Translanguaging: Supporting the Writer as Artist
    Celeste Del Russo, Sharada Krishnamurthy, Donna Mehalchick-Opal, Rowan University 

    Writing centers present themselves as student-centered and welcoming, yet the seemingly “neutral” space is complicit in the racism of language that marks the field of composition studies. Writing center scholars like Villaneuva, Blazer and Grimm advocate for a transformation of writing center work to become inclusive and supportive of diverse student writers. One could argue that translingual approaches in tutoring writing call for viewing each writer as an artist with their array of language practices and skills in composing their non-standard diverse writing art. We present current projects underway to implement and assess a translingual framework in the writing center. #IWCANCPTW19A12

    Champaign

    Workshop : Tackling Graduate Student Imposter Stress Through the Working Habits of the Artisan
    Elena Kallestinova, Julia Istomina, Patricia Trainor, Yale University 

    Like working artists, graduate students are often afraid of being exposed as frauds, as mere imitators who lack original thought, a fear we now refer to as “imposter stress.” Graduate writing centers are uniquely poised to demystify and humanize the realities of imposter stress and to offer practical advice for working through it. We will offer strategies for dealing with imposter stress modeled after professional writing habits of the “artisan” and mindfulness-based stress reduction therapy. Our strategies will cover not only what students can do for themselves, but also how writing consultants and specialists can scaffold these strategies for students. #IWCANCPTW19A13

  • 10:25am - 11:40am

    Session B

    Franklin A

    With(out) A Net

    A Network of Artists: Creating a Tutoring Network
    Jarrett Taylor, Bronx Community College 

    Creating a tutoring network will beneficial to students because it will allow students to receive tutoring services from any tutoring center without restrictions. This network will allow tutoring centers to share information. Established locally at first, the network will include most tutoring centers within a particular region. Several steps would be involved in creating the network, including but not limited to examining risks, budget, personnel and support. #IWCANCPTW19B1

    Improving Collaboration and Communication Among Writing Center Artisans
    David Perrin, Iowa State University 

    Writing center consultants follow a standard approach during sessions; when problems arise that they cannot solve, they turn to texts around them rather than to coworkers with diverse sets of knowledge and creative ideas. Thus, resolutions tend to remain static as consultants only use their own ideas and the same resources they always have. Further collaboration, communication, and experience sharing among writing center consultants and administrative assistants, scholars of varying and relevant fields, would allow tutors to more effectively teach and aid tutees by incorporating new ideas and approaches learned vicariously through coworkers into sessions. #IWCANCPTW19B1

    Compromising Writing Center Pedagogy: Making the Center a Part of It All
    Finley Williams, Kelly Johnson, Lane Tech College Prep 

    To operate within an institution which cares only for product-oriented writing and material evidence of success, a writing center must compromise its pedagogy in order to expand. At Lane Tech’s writing center, this takes the form of the volunteer tutoring, writing fellows, and literary magazine partnership programs. In this presentation, tutors Kelly Johnson and Finley Williams describe how exactly these programs walk the line between artist and artisan, organic and traditional intellectual, and promoter and detractor of orthodox theory. Using the methodology behind these three concrete programs, you, too, can make your writing center a part of it all. #IWCANCPTW19B1

    Franklin B

    Portrait of the Tutor as a Young Artist

    The Arrr!t of the Guideline: Parleying Uncharted Territory into Standard(ish) Tutor Report Summaries
    Miriam E. Laufer, Howard Community College 

    I will share how our center went from free-for-all tutor report forms to guidelines based on experience and research that all tutors could share to create their own standard(ish) summaries. Unlike "rules," guidelines leave room to improvise as needed, but still set out a clear path through previously uncharted territories, so tutors have a firm anchor if needed, and at least an approximate latitude and longitude to determine the parameters of their report, enabling tutors to write reports more effectively and for those reports to be useful to a student and professor audience. #IWCANCPTW19B2

    Artist-Inspired Tutor Education: Re-Imagining Practicum to Promote New Dialogue on Campus
    Lindsay Sabatino, Wagner College 

    Tutor education is typically focused on preparing tutors to navigate writing sessions, conducting research, and/or creating promotional materials for their center. But how can writing center practicum engage tutors in broader conversations with their campus? I redesigned our ongoing professional development to create an artist-inspired yearlong theory into practice model that more directly and transparently demonstrates our writing center’s work to the campus. In this presentation, I share how the tutors not only studied a particular area in-depth—students with disabilities, multilingual writers, or social justice— they also developed leadership skills through hosting events initiating new dialogue with the community. #IWCANCPTW19B2

    Coding Writing Center Reports for HOCs vs LOCs
    Justin Hopkins, Franklin and Marshall College 

    This presentation reports on our study of whether or not, and to what extent our tutors follow their training to focus first and most on higher versus lower order concerns. Following calls for increased RAD research (Driscoll and Perdue 2012), and using methodology described by Johnny Saldaña (2015), a team of tutors coded session reports, identifying the order and strength of focus on higher versus lower order concerns. We will share our methodology, our initial findings, and some preliminary interpretations, and we will welcome suggestions for further inquiry. #IWCANCPTW19B2

    Franklin C

    Still Life with Tutor

    Towards a Poetics of Tutoring: A Shapeshifting Aesthetic
    Lindsey Allgood, University of California - Irvine 

    "Encouraged by the Stanford Study of Writing (Fishman et al., 2005) and embodied literacy praxis (Henry & Baker, 2015; Fournier, 2017), a professional Writing Specialist with an MFA in (performance) art advocates a shapeshifting tutoring aesthetic that brings WC work to uncommon locations like theatres, coffee shops, and dance studios. Participants add to this list by considering how their unique skill sets (often deemed extracurricular), paired with intentional shapeshifting, can serve more diverse literacies in and out of the center. Participants workshop their own shapeshifting aesthetics and identify spaces in which WC work is needed on their campuses. #IWCANCPTW19B3

    What We Talk About When We Talk About Flow
    Tisha Turk, Grinnell College 

    Student writers ask “Does it flow?” to request feedback about remarkably varied concerns, from argument to organization to cohesion to the presence or absence of sentence-level error. This presentation unpacks some of those possible meanings and offers concrete strategies both for finding out more about what writers want to work on and for addressing some of their concerns. #IWCANCPTW19B3

    The Body Movement Arts
    Amanda Kay Cruz, UTRGV 

    Attendees of this talk will be prompted to consider what sitting versus standing says about labor and status. This talk details the important physical work enacted by tutees/ initiated by tutors in the writing center, bearing in mind that “a good tutor should make the student do all the work, [for] the ultimate aim of a tutorial is an independent writer, [and] our job is to produce better writers, not better writing (Grimm 81). In order for them to become better writers though, students need ways to move from the received knowledge of course material to separate, more synthesized and analyzed understanding of course material. #IWCANCPTW19B3

    Franklin D

    On the Threshold of New Ideas

    Nonlanguage Factors Affecting Nonnative Speaker Students’ Perceptions of Nonnative Speaker Tutors
    Yelin Zhao, University of Delaware 

    This session explores the concept of the “native speaker fallacy” (Phillipson, 1992) in the writing center. This concept refers to a faculty assumption that all native speaker tutors are more qualified than nonnative speaker tutors, by virtue of their NS/NNS status. Matched guise experiments were conducted to examine the extent to which 68 NNS students’ perceptions of tutors are affected by tutors’ nationality and their NS/NNS status. In this presentation, the presenter will share the research findings and offer practical suggestions for how to empower NNS tutors. #IWCANCPTW19B4

    The Art of the Reimagined Conference Summary: Using a Threshold Approach to Facilitate Tutor Knowledge and L2 Writing Transfer
    Gita DasBender, Denice Martone, New York University

    Drawing upon a framework informed by threshold concepts that are relevant to writing center conversations with multilingual students, this presentation examines how the conference summary can be artfully and reflectively reimagined as a site which produces, ponders, and plays with new insights into multilingual writing for the purposes of tutor development and L2 writing transfer. We will focus on tutoring experiences and examine samples of reflective summaries that model how this innovative form of reporting not only captures new knowledge and insights into the writing processes of multilingual writers but also increase the chances of L2 writing transfer. #IWCANCPTW19B4

    GoogleDocs Is My Canvas: Blending Old and New Ways to Support ESL Students and Faculty in Oral Communication Sessions
    Romy Frank, Vanderbilt University English Language Center 

    We want our students to become members of academic and professional discourse communities and effective communicators. Surveys have found that the ability to communicate effectively overall, not just in writing but also speaking, is considered crucial across industries (Turner & Sheckels, 2015). This is where our experience as artisans and artists can help us inform our practice and empower our students. The presenter will show how her own background as an ESL learner, peer tutor, and teacher helped her create innovative ways to help ESL students and faculty improve a range of speaking skills through 1-to-1 consultations. #IWCANCPTW19B4

    Delaware A

    The Data Movement

    “It is just as effective and much easier”: A Comparative Study of Face-to-Face and Synchronous Online Tutoring
    Carolyn Wisniewski, University of Illinois at Urbana-Champaign 

    "Limited empirical research has compared the pedagogical qualities of face-to-face and online writing tutorials. This presentation will share results from a mixed-method study of face-to-face and synchronous online tutoring. Drawing on interview, observation, and survey data, the researcher will discuss how conversational rapport, session phases, and tutoring strategies were similar across settings. However, conversation content differed, as online tutorials devoted more words to micro-level and fewer to macro-level issues. Students’ perceptions of both tutorial environments were positive, with most writers reporting their goals had been met. This presentation concludes with implications for ongoing assessment and future research. #IWCANCPTW19B5

    The Art of Data Collection: Negotiating the Dance Between Institutional Requirements and Helpful Writing Center Measurement
    Clayann Gilliam Panetta, Christian Brothers University 

    Using the inspiration of Isabelle Thompson, who recently called for more empirical research in writing centers, I will share our writing center’s strategies to alleviate the embedded frustration from the dual needs for data collection—one for institutional accreditation and one for our own use. We have developed a system that meets the needs of both entities. In addition, I will share the research projects that have evolved from our revised strategies. Listeners will learn some tactics for streamlining data collection, as well as ways of developing new ways of empirical research. #IWCANCPTW19B5

    The Art of Data Analysis: Analyzing Existing Writing Centre Tutorial Data Through a Statistics Special Topics Course
    Sarah King, Sohee Kang, University of Toronto Scarborough

    Using a special topics course as the vehicle, a writing centre director, statistician and senior statistics students collaborated on a quantitative study of writing tutorial records, focusing on attention to local (sentence-level) concerns. Results suggested limited change over multiple appointments, and significant differences between tutorials with domestic and international students. Our slide-based research presentation will include the rationale, results and implications of our study, but we will focus on the methodology—particularly the process of manipulating student data into a form that allowed us to ask—and answer—our questions. #IWCANCPTW19B5

    Delaware B

    The Joy of Creation: Considering a Bob Ross Ethos in the Writing Center
    Erin Goldin, University of California | Merced Kat Lambrecht, Annette Cooper, University of Nevada - Reno

    Writing centers are in a constant state of “in process,” never truly achieving a final product. When we face administrative initiatives, organizational shifts, or legislative mandates, we often perceive these changes as problems to be solved or challenges to overcome. But they don’t have to be. Our panel explores the notion of a “Bob Ross ethos,” discussing the current processes we are using to renegotiate approaches to the work we do while emphasizing the joy of creation. #IWCANCPTW19B6

    Delaware C

    Diffracting the Writing Center: Complicating Reflection with Access, Empathy, and Play
    Taylor Tolchin, Olivia Tracy, Justin Wymer, University of Denver

    Understanding the writing center as an intra-active site constructed by and producing “practices of knowing” that “participate in (re)figuring [and (re)making] worlds” (Barad 90), we propose Karen Barad’s agential realist approach to diffraction (which focuses on the effects of difference) as a process capable of productively complicating our reflection-oriented field. We engage access, empathy, and play as lenses for enacting diffractive readings of the writing center and incorporate crip/queer discourses to position consultant training and praxis as collaborative practices that require continual practicing and questioning of the histories, strategies, and approaches we use to connect with writers. #IWCANCPTW19B7

    Delaware D

    Workshop : The Art of Being an Outside Reviewer
    Karen Gabrielle Johnson, Shippensburg University | Ted Roggenbuck, Bloomsburg University

    Serving as an outside reviewer is an important scholarly contribution to our field. As WLN Co-editors, outside reviewers for several other journals, and writers whose work has been reviewed, we have observed the work of many outside reviewers, some more productive and helpful than others. This workshop will offer examples and strategies to help those interested in either beginning to serve as reviewers or in becoming more effective reviewers. We also aim to generate productive conversations among participants about helpful practices for outside review. #IWCANCPTW19B8

    Union A

    Roundtable : Acknowledging Privilege: Working Toward Inclusive Self-Care Practices
    Hillary Degner, The Ohio State University 

    This roundtable examines privilege associated with self-care and mindfulness practices. The presenter will use disability and feminist studies to explore how mindfulness practices can harm, exclude, and emotionally drain those who sponsor the practices. We will discuss how to use radical intervention as a way to approach self-care and mindfulness more carefully and deliberately. Attendees will brainstorm and discuss non-ableist, accessible, and inclusive self-care practices that could best serve their writing center staff. #IWCANCPTW19B9

    Union B

    Workshop : Why Design? Aren’t We Writing Papers?
    Neihan Yaqoob, Virginia Commonwealth University School of the Arts in Qatar 

    "Designers in academia see value in the process of writing to enhance the process of designing! So, if “writing” can inspire good designing, why can’t “designing” inspire better writing? The presenter questions the use of design principles, design-based thinking and recursivity in design processes as tools for writing development. Participants will be surrounded by sweeping spreads of play bricks and engaged in creative “making” processes to transform text-heavy writing concepts into fun, interactive 3D models. This experiential learning is expected to inspire innovative forms of teaching writing to our current student generation who thrives on visual explorations and playful interactions. #IWCANCPTW19B10

    Union D

    Workshop : What ARTisans Can Learn from Eighth Graders: Social-Emotional Learning, Role Modeling, and Self-Awareness
    Caron Martinez, American University 

    "The professional world needs strong and effective business writers. Yet as ideas about business needing to “do good and do well” take hold, our students realize that ethics, ally-ship, and equity are essential for business success. Our writing center’s service project with Washington, D.C. eighth graders reinforced our peer tutors’ awareness about implicit bias, deficit thinking, and writing center practices that promote both social-emotional and academic growth. In this session, participants will discuss how navigating the highly social and spoken ways that diverse eighth graders learn can lead to enhanced tutoring practices promoting social justice in university writing centers. #IWCANCPTW19B11

    Union E

    Roundtable : The Art & Craft of Training Graduate Writing Consultants
    Susan Lawrence, George Mason University | Elena Kallestinova, Yale University | Linda Macri, University of Maryland | Talinn Phillips, Ohio University

    "Four panelists from different universities will invite participants to discuss effective practices in training writing consultants on the art and craft of working with graduate student writers. Drawing on their own experiences of mentoring writing consultants, the facilitators will engage the participants in small group collaborations and whole group sharing to brainstorm a list of helpful strategies, strategies that could be used by those who already train their graduate consultants and those who want to learn more about this artisanship. #IWCANCPTW19B12

    Madison

    SIG : SIG: Student-Athlete Writing (SAW)
    Alanna Bitzel, The University of Texas at Austin 

    "SAW’s mission: to foster a community of writing center practitioners who support student-athlete writing. SAW attendees engage in lively, purpose-filled conversation, collaborating to further the application of writing center pedagogy and best practices with student-athletes and/or athletics units and promote research and scholarship within the ever-changing and complex athletics landscape. #IWCANCPTW19B13

    Fayette

    SIG : Special Interest Group on Cross-Institutional Research
    Christine Modey, University of Michigan | Alicia Brazeau, College of Wooster | Joseph Cheatle, Jo Mackiweicz, Iowa State University | Genie Giaimo, Middlebury College | Randall W. Monty, University of Texas Rio Grande Valley | Mike Haen, University of Wisconsin-Madison

    Writing centers generate abundant data, yet we have not developed strategies for collecting this data across writing centers and making it available to researchers. This Special Interest Group invites participants interested in pursuing research that could be explored in a large data repository of writing center texts (e.g. session notes and transcripts of sessions) to hear about some projects currently underway and to discuss the possibilities for collaborative, cross-institutional work in this area. One possible outcome of this meeting is the identification of a group of researchers committed to sharing writing center data in a cross-institutional data repository. #IWCANCPTW19B14

    Morrow

    Roundtable : Remaking the Center: Exhibitions, Space, Art, and Community
    Chelsea J. Murdock, Clemson University | Jeff Howard, Natalie Zukerman, Rocio Soto, Georgia Institute of Technology

    This active roundtable will offer the perspectives of various stakeholders in the creation of art and participation-based exhibitions at a STEM institution writing center. From planning to construction to impact, this session will discuss how the center space is remade to reconnect. The session will include an opportunity for participants to consider hosting their own art- and participation-based exhibitions within their own spaces. #IWCANCPTW19B15

    Marion

    Roundtable : Concrete Artisans and Conversational Artists: Finding Organization and Inspiration in the WC
    Anna Cairney, Cristen Fitzpatrick, St. John’s University

    Rather than the tutors being artist and artisan, it is the students who wear those designations. This leads to two different paths of a writing tutor session requiring different modes of instruction and encouragement. This roundtable will attempt to define and explain those different tutoring styles. How do we help the fledgling student who is still learning “the rules”? How do we motivate the graduate student who is learning his or her own voice, attempting to break from conventional methods? #IWCANCPTW19B16

    Knox

    The Art of Mentoring: A Play in Four Acts
    Jennifer Daniel, Queens University of Charlotte | Aaron Beasley, Union University | Maureen McBride, University of Nevada - Reno | Molly Rentscher, University of the Pacific | Julia Bleakney, Elon University (Moderator/Respondent) 

    The 2019 IWCA-NCPTW conference theme of “Heart of it All,” emphasizing the lens art, is an apt perspective to consider when understanding the role of mentoring. Mentoring, like art, can be fluid, contingent, and reflexive in practice. While theories of mentoring have an emergent presence in writing center scholarship, there is a rich body of scholarship on mentoring in other disciplines such as business, education, coaching, etc. The panelist will share accounts from both the mentor and the mentees perspectives. We will encourage participants to engage in a discussion of the ways that mentorship has benefited or not benefited them. #IWCANCPTW19B17

    Champaign

    The Person Behind the Tutor

    Navigating Identity and Discomfort: A study of tutor/student relationships and meaning-making
    Jillian D Custodi, SUNY Buffalo State College 

    This presentation will examine the implications of having a tutoring staff that does not reflect the diversity of the student population, using my own institution as a subject of self-study. I will explore the anxieties and discomfort students may have in approaching tutors with divergent backgrounds, while also considering how tutors work to break down those barriers. #IWCANCPTW19B18

    The Art of Balance: Reconciling Nondirective and Directive Tutoring
    Katie Milligan, Hannah Fair, Cedarville University 

    Scholarship on tutoring approaches indicates that though nondirective tutoring is the predominant approach within writing center praxis, students are often dissatisfied with nondirective-style appointments due to unmet expectations. Personally, we struggle to reconcile the impulse to help our writers learn while simultaneously letting them think for themselves. Our research, conducted at a small liberal arts school, examined surveys and case studies, student feedback, and the scholarship of renowned experts in the writing center field. This presentation will present our research findings, concluding that incorporating more directive techniques into writing center pedagogy will increase productivity and student satisfaction; thus, nondirective and directive tutoring methods exist on a continuum and maintaining a comfortable balance of both most benefits the writer. #IWCANCPTW19B18

  • 11:50am - 1:05pm

    Session C

    Fairfield

    “Hey, big spender, spend a little time with me”: Lessons from Case Studies of Writing Center Sponsorship
    Rebecca Hallman Martini, University of Georgia | Harry Denny, Purdue University | Valerie Balester, Texas A&M University

    Given that writing center studies has yet to deeply interrogate avenues for sustainability, each speaker on this panel will provide a case study of working within and/or against “sponsorship” in a writing center and address the possibilities and limitations of their institutional experiences. #IWCANCPTW19C1

    Franklin A

    One Word: Graduates

    Facilitating the Art of Becoming-Scholar: Graduate Writing Support Within and Against Positivist Consensus
    Adam Haley, Oregon State University

    How can graduate writing support attend responsibly both to the artisanal task of reproducing disciplinary codes/ways of knowing and to the artistic task of innovating beyond those norms? Given the dominance of positivist epistemologies within the neoliberal academy, can a graduate writing center be a force for epistemic pluralism and against epistemic closure, while also supporting students in moving fluently within the confines of disciplinary codes? This presentation will explore these questions, locating the push-and-pull between imitation and originality at the heart of graduate students' development—and thus at the heart of graduate writing support. #IWCANCPTW19C2

    Re-Imagining the Graduate Student Writing “Bootcamp” to Promote Long-Term Changes in Graduate Students’ Writing Practices
    Erica Bender, University of California - San Diego

    This presentation will discuss the ethos of graduate student writing bootcamps and present findings from a year-long data collection process with participants of Graduate Writing Retreats at UC San Diego. We will imagine alternative ways to structure graduate writing programs and share pragmatic ideas for transforming dissertation bootcamp-style programming from transactional, short-term interventions into programs that change students’ understanding of themselves as writers and help them develop sustainable daily writing practices. #IWCANCPTW19C2

    Coping with Emotional Labor: A Case Study of 6 Graduate Consultants
    Elizabeth Soule, Josh Christian, University of Louisville

    In this presentation, we contribute to ongoing discussions on emotional labor in the writing center through offering the results of our case study. We investigated the ways in which graduate writing consultants in our writing center were impacted by emotional experiences, as well as the coping mechanisms consultants utilized to mitigate these experiences. Through interviews with both graduate consultants and the lead writing center administrator, we found that consultants’ ability to compartmentalize, the development of strong relationships amongst cohort members, and the support of administrators contributed significantly to the emotional wellbeing of graduate consultants. #IWCANCPTW19C2

    Franklin B

    Reading, Research, and Harmony

    Learning from Literacy Theory: Reading in the Writing Center
    Daniel Keller, Ohio State University Newark

    When training writing center tutors to help with reading, crucial elements of literacy theory should be involved. I explain how those elements fit into a framework for guiding tutors with the difficult task of tutoring reading. #IWCANCPTW19C3

    "Flow" and the Art of Advice-Giving
    Julie Williams, Erin Flewelling, San Diego State University

    We celebrate the art of advice-giving. We examine what Csikszentmihalyi describes as "flow" looks like to writers and tutors. We discuss how tutor trainers can help develop the skills "needed to cope with the challenge of a situation" in a way that "becomes spontaneous, almost automatic," yet completely absorbing. We describe the nature and ethics of advice-giving in three different disciplines: social work, philosophy, and psychology. Finally we incorporate these new disciplinary perspectives to help tutors improvise creatively as advice-givers. In this way we hope to empower tutors to experience what Csikszentmihalyi describes as a "harmonious whole" or "flow." #IWCANCPTW19C3

    “Tutoring is in the eye of the beholder: the art of tutoring through collaborative research and mentorship”
    Nicole Emmelhainz, Christopher Newport University

    Preparing undergraduate students to serve as writing consultants is important work, especially if students begin with an expectation that there is a “right way” to tutor writing and they must learn it. To challenge this expectation, the writing center director must help potential consultants find their own way to approach the art of tutoring writing, one that is inherently adaptive in nature. This presentation will discuss a collaborative, semester-long mentorship project designed to help students both in their writing center research efforts, as well as their learning of a variety of tutoring writing approaches. #IWCANCPTW19C3

    Franklin C

    Crafting Institutional Relationships with First Generation Students: Two Methodologies
    Michelle Miley, Lauren Adams, Juliana Greene, Anna Couch, Montana State University | Beth Towle, Salisbury University

    "Our panel draws from two IWCA Research Grant-supported studies and offers two methodologies for studying institutional relationships. These studies bring awareness to how we craft the relationship between writing centers, first generation students, and our institutions. The first study, presented by a research team of director and undergraduate tutors, maps the relationship between a population of typically first generation, rural college students and academic writing through institutional ethnography (Smith 2005). The second presentation presents results from research across thirteen different small institutions, using relationship-mapping as a methodology for institutional critique (Porter, et al. 2000). " #IWCANCPTW19C4

    Franklin D

    Workshop : Everyone has a story to tell, even writing centers
    Annette Cooper, University of Nevada Reno

    In this workshop, the presenter will provide an overview of her center’s events that intentionally elicit narratives, such as the Human Library, Writing the Self, and How We Write. By highlighting these events, the presenter will help participants understand how narratives function for them and for other people (such as students who use writing centers). Additionally, the presenter will provide writing center scholarship to support the importance and use of narratives in writing center work. #IWCANCPTW19C5

    Delaware A

    Outside Looking In: What Professors and Students Think about the Writing Center

    What do Professors Think about the Writing Center?
    Joel Spriegel, Isabel Johnson, Mattheus Colyn, Calvin University

    Writing centers everywhere can better serve the needs of their campuses by understanding our interactions with faculty and with student clients. Inspired by former IWCA presentations, this study is based on interviews with Calvin University faculty and students and on client surveys. In addition to revealing areas where our own Rhetoric Center can improve — from the work we do in the center to the way we communicate our mission, role, and skills to our constituency — we emphasize the importance of strong partnerships between faculty and the writing center, and we offer suggestions based on our findings. #IWCANCPTW19C6

    On Becoming an Artist Through Assessment: Responding to Student Dissatisfaction in the Writing Center
    Natalie Delemeester, Saginaw Valley State University

    This presentation will use data from student exit surveys to begin to assess students’ negative perceptions of our writing center. Specifically, the presentation will focus on factors such as students’ dissatisfaction and/or misconceptions about our tutoring pedagogy/practices, as well as their concerns about interpersonal dynamics with their tutors. Participants in this session will learn ways to assess—and potentially address—barriers which might prevent students from using the writing center, #IWCANCPTW19C6

    Delaware B

    Disciplinary Knowledge

    A Content Canvas: Reimaging Writing Centers as STEM Triage Stations
    Morgan Marilyn Douglas, Rowan University

    STEM individuals are changing the way they communicate, listen and respond to the socially diverse communication challenges surrounding their academic and professional careers to meet the needs of their audiences. In response, writing centers are imagining STEM individuals work as a canvas. Writing center tutors help them define the shapes, context, imagery, shadowing, voice and tone in their writing methods for their audiences. The presenter shares quantitative data analysis showing the effects of STEM outreach and how their writing center has become a triage station for STEM student writing, followed by a discussion on STEM writing and writing center work. #IWCANCPTW19C7

    Who Can Tutor Science Papers? An Empirical Study of Generalized and Specialized Tutoring in Biology Courses
    Jack Nielsen, Southern Utah University

    Often, writing centers are staffed by humanities majors who may feel uncomfortable with papers outside of their field, such as research or scientific papers. Our writing center tutors proposed and carried out an IRB-approved study to examine the influence of different writing interventions on students’ work. Our research suggests that tutors don't need to pertain to the sciences to tutor scientific papers. Our presentation will cover our research process as well as focus on the art of scientific writing and how it can be adequately tutored by students from all disciplines. #IWCANCPTW19C7

    The Transfer of Disciplinary Knowledge in the Tutorial Session
    Emily Hamme, Brittany Gelb, Muhlenberg College

    In “Tutoring for Transfer,” Heather N. Hill emphasizes the potential for writing centers to educate tutors on transfer theory, a strategy to help writers transfer writing-related knowledge beyond present assignments (WCJ 2016). David Bartholomae has articulated in “Inventing the University” that engaging with an unfamiliar, specialized discourse is the most fundamental writing-related skill for students to acquire (JBW 1986). We will put Hill in conversation with Bartholomae to explore the transfer of disciplinary writing-related knowledge. To what extent do both a tutor and tutee’s disciplinary knowledge manifest and affect transfer? What are “model moves” for effective disciplinary knowledge transfer? #IWCANCPTW19C7

    Delaware C

    The Art of Life and Death: The Unique Ethical Consequences of Writing Centers in Professional Military Education
    Jeffrey Turner, May Chung, National Defense University | Kristin Mulready-Stone, Naval War College | Elizabeth Woodworth, Air War College | Sandra Leavitt, Naval Postgraduate School | Alison Scharmota, Oneida ESC Group

    Writing center ethics discussions focus on the first-degree implications of student work, but writing centers within military institutions further require addressing second- and third-degree consequences to career, country, and life and death decision making. Through writing instruction, military officers come to appreciate that their written communication can have serious consequences. Writing centers also need to account for the students’ particular experiential knowledge and ethical responsibilities. The panelists, all of whom work in writing centers at Department of Defense educational institutions, will address the ethical basis of center work in terms of technology, pedagogy, and culture. #IWCANCPTW19C8

    Delaware D

    Workshop : Tutor Training as Bricolage: How Qualitative Interviewing Strategies Enhance Tutor Agency
    Denise K. Krane, Santa Clara University

    This workshop provides an overview of qualitative interviewing strategies, especially categories of questions beyond open-ended and closed. By helping participants understand what responses can be elicited by various question types and by explaining how such varied questions can best be used within a tutoring session, the workshop leader will help to clarify how writing center faculty and staff can incorporate qualitative interviewing strategies in tutor training courses or workshops so tutors feel greater agency when finding a balance between directive and non-directive strategies. #IWCANCPTW19C9

    Union B

    Workshop : A Collage of Ideas: Using art to foster diverse writing and stress regulation
    Nicole Tota, Cate Romano, Carmen Grasso, Grace Van Cleef, Rowan University

    "In this workshop, we discuss the challenges that first year writing center students face in balancing their goals and unique writing style with the requirements of their classrooms. We guide participants in using collage, blackout poetry, and other artistic elements as a metaphor to represent diverse writing styles and backgrounds and model these techniques for use in tutoring sessions as a self-regulating, stress relief tool. The goal of this session is to reframe tutoring attitudes surrounding first year writing so that common “problems” are instead viewed as contributions to an artistic whole, similar to a collage of ideas and skills. " #IWCANCPTW19C11

    Union C

    Workshop : Drawing and Erasing Lines: The Moral and Ethical Dilemmas of High-Stakes Consultations
    Sarah Larson, Jill Quandt, Olivia Larson, University of Nebraska at Omaha

    "During this 75-minute interactive workshop, participants will work through varying levels of personal and academic high-stakes consultations to explore the implications of Lisa Delpit’s fourth aspect of power. The participants’ understanding of process pedagogy will be challenged through specific scenarios, and they will leave with knowledge on how to navigate their own tutoring values with the immediate needs of their clients. " #IWCANCPTW19C12

    Union D

    Roundtable : Flash Tutoring and Questions of Access
    Tom Deans, Kyle Barron, Sophie Buckner, Kathryn Warrender-Hill, University of Connecticut

    This roundtable invites discussion of a pilot program that layers quick, unscheduled sessions into the regular tutoring schedule of a large public university writing center. Drawing on a review of similar practices at other institutions as well as surveys and interviews at our home institution, we are researching student attitudes and usage patterns, with particular attention to how flash tutoring could widen access by drawing in students who otherwise might not come to the writing center. #IWCANCPTW19C13

    Union E

    Driving Data

    Looking Inwards: Investigating Implicit Bias through Everyday Data Collection Processes
    Emma Saturday, Boya Ren, Kyle Sung, University of California - San Diego

    This presentation seeks to explore the art of everyday data collection processes and how writing center data may be used to study indicators of implicit bias. Using multiple data points, including student intake forms, post-session report forms, student visa status, linguistic identity user surveys, and tutor responses to the Harvard Implicit Association test, we investigate 1) whether implicit bias against international students exists amongst our tutors and 2) how we might assess indicators of implicit bias using our existing data. #IWCANCPTW19C14

    Interactive Organization of Embodied Action in Writing Center Tutorials
    Bruce Kovanen, University of Illinois at Urbana-Champaign

    This microanalysis aims to widen the semiotic range of studies on tutorial interactions by focusing on the interactional organization of embodied actions that take place during a tutorial. This study examines how tutors and tutees create the tutorial space, chart a course of action, forge joint attention, and organize their activity using multiple semiotics. In this presentation, I will examine the ways in which the participation framework of the tutorial serves to guide and direct talk during the session, with a particular investment in environmentally coupled gestures (e.g., pointing) that serve to direct gaze and attention. #IWCANCPTW19C14

    Grammarly vs. Face-to-face Tutoring at the Writing Center: ESL Student Writers’ Perceptions
    Havva Ozer, Jing Zhang, Indiana University of Pennsylvania

    The purpose of this session is to report English as a Second Language (ESL) writers’ perceptions of Grammarly, an online grammar checker, in relation to face-to-face tutoring at the writing center. The session presents the results rendered from the analysis of an anonymous online survey taken by 43 ESL student writers studying at colleges in the United States. #IWCANCPTW19C14

    Madison

    SIG : Two Year and Community College
    Leah Schell-Barber, Stark State College

    This special interest group meeting will be a time for two year and community college professionals to connect and discuss interests, successes, and concerns. #IWCANCPTW19C15

    Fayette

    Writing is not Natural, and other Liberating Threshold Concepts
    Karen Saupe, Megan Sloterbeek, Calvin University

    How does growing awareness of “threshold concepts” in writing (as described in Naming What We Know, ed. Adler-Kassner and Wardle) affect students’ purposes and expectations-- and our approaches to writing center sessions? As we begin a study of how student awareness of these concepts affects what happens in sessions, we hope to learn from attendees’ experiences. Ultimately we hope to identify concepts that make a significant and positive difference in how students approach the work of writing, and to reach conclusions about how best to introduce such concepts with other clients. #IWCANCPTW19C16

    Morrow

    Roundtable : Roundtable: Catching Lightning in a Bottle: Sustainability and Progress in a Peer-Based Writing Center
    Jeanne Ruscoe Smith, Kent State University | Mike Mattison, Wittenberg University

    Anyone who has ever directed a writing center relying on peer tutors knows the sisyphean task of sustaining innovations in a setting where the staff can turn over as quickly 100% every three semesters. Experienced tutors are replaced with incoming ones, and we lose the depth of conversational experience that their predecessors had built. How can we turn from lightning to electricity? How can we build solid, sustainable approaches to educating and training peer tutors, knowing how the brevity of their stay? We’ll discuss how sustainability affects our ability to change individually as centers and evolve collectively as a field. #IWCANCPTW19C17

    Marion

    Roundtable : Installation Art: Thinking About Writing Outside the Studio
    Alan Schulte, Franklin Pierce University

    "As writing center staff and administrators, we serve as artists in the creative ways we conduct our work, but we must also be curators of art installations, in that we arrange and display our craft in thoughtful spaces within the community that are of the greatest benefit. This presentation seeks to identify how writing centers currently function as thoughtfully curated installations providing a visible and accessible resource for the art of writing. Writing center staff and administrators will present and discuss ongoing research that underscores the impact of center placement and services within the campus community. " #IWCANCPTW19C18

    Knox

    Bilingualism, Multilingualism, Translingualism — We Do All
    Xuan Jiang, Jennifer Peña, Mario Avalos, Nicole Larraguibel, Florida International University

    This panel will discuss how to promote bilingualism, multilingualism and translingualism in a writing center of, by and for multilingual students. A writing center can be a hub of arts and artists, with the metaphor that one language is one color. Tutors and tutees, as artists, carry their color(s) to use, swap, exchange, interact, and mix colors and create new colors in their tutoring sessions at Florida International University Center for Excellence in Writing (CEW). Beyond tutoring, CEW creates contact zones of “colors” by offering conversation circles in English, Spanish, and Mandarin for students to utilize their colors verbally. #IWCANCPTW19C19

    Champaign

    Redeveloping Tutor Training: Supporting Tutors' Work with English as an Additional Language Writers
    Mark Lazio, Nicole Huff, Paige M. Gilberg, Hannah Thornby, DePaul University

    As universities continue to globalize, writing centers work with writers from increasingly diverse educational experiences, cultural traditions, and languages. As administrators and tutors respond to the shift in needs of the writers with whom we work, it is important that our tutors’ practices adapt to and accommodate the changing populations of writers. This panel invites participants to reimagine how their centers serve English as an Additional Language (EAL) writers, especially international writers. The presenters will discuss how their program has redeveloped its approach to tutor training and professional development to better support its center’s work with EAL writers. #IWCANCPTW19C20

  • 1:15pm - 2:30pm

    Session D

    Fairfield

    The Art of Elective Integration: Interweaving Research and Writing Tutoring Services at a Public Liberal Arts College
    Katherine Tirabassi, Elizabeth Dolinger, Tom Lupetin, Sav Nickerson, Arianna Jones, Keene State College

    Writing and research are complementary, recursive processes; integrating research and writing tutoring can highlight this connection. In this panel, a writing center director, assistant director, a librarian, and undergraduate tutors 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. #IWCANCPTW19D1

    Franklin A

    The Art of What We Do: Breaking New Ground through Assessment
    Andrea Rosso Efthymiou, Marilyn Buono, Aisha Wilson-Carter, Hofstra University

    This panel presents data gathered from a longitudinal, wholistic writing center assessment that collected data from student surveys, tutors’ client reports, and tutors’ quantitative and qualitative responses to their work outside of tutoring sessions. Through presenters’ perspectives as administrators and tutors, we hope that this robust triangulation of data provides a richer and more balanced picture of our findings, beyond simply capturing writing center usage or solely focusing on writing “skills.” #IWCANCPTW19D2

    Franklin B

    Being (In)Direct

    The DIY Staff Meeting: A RAD Approach to Ongoing Consultant Education
    Megan J. Kelly, Juli Parrish, University of Denver

    To address the logistical challenge of getting our whole staff together regularly to engage in the ongoing education, collaborative problem solving, and community building we value, we developed a do-it-yourself (DIY) structure for staff meetings. In our talk, we present the design and rationale of our DIY structure, show how we use the notes that come out of meetings to assess our practices and identify needs for consultant education, share consultant perspectives on the DIY’s, and discuss how our approach to consultant education has changed as a result of integrating RAD thinking in our writing center. #IWCANCPTW19D3

    The Agony and the Ecstasy: A Director's Role in Training New Writing Center Staff
    Matthew Balk, University of Colorado Colorado Springs

    Writing Center Directors are a passionate group of educators who want students and staff to succeed in both writing and consulting. We train staff to value student agency in the tutoring process, but what happens during the staff training process, especially when the Director’s natural impulses are too perfectionist? How can the director maintain consultant agency and allow student consultants to grow? The presenter will use interviews with experienced and newly hired staff at the university Writing Center to examine the efficiency of these practices. #IWCANCPTW19D3

    Franklin C

    An International Canvas

    Providing Support for Writing Instructors of Multilingual Writers Through Writing Center Programming
    Zhaozhe Wang, Purdue University

    The purpose of this presentation is to provide a thorough understanding of writing instructors’ challenges, which will help writing centers provide meaningful and ethical support for writing instructors as well as their multilingual students. Toward this goal, we surveyed first-year writing instructors at Purdue University about the challenges they experience when working with multilingual students. Based on our findings, we will discuss research-informed support programs that writing centers could offer to address writing instructors’ needs. The audience may benefit from reflecting on their own institutional contexts and practices in terms of addressing instructors’ challenges through writing center programming. #IWCANCPTW19D4

    ACE-ing Multilingual Student Retention by Moving Away from Arbitrary Efforts
    Kylie Park, Southern Utah University

    Writing center tutors from Southern Utah University have traveled to China to aid incoming transfer students for the past four summers. However, these multilingual learners seldom visit the writing center after transferring. The progress gained during the few weeks in China has been halted because retention efforts have been arbitrary. This is concerning because the writing center is perfectly equipped to help these students. As one of the few places on any college campus where multilingual students have academic conversations with their peers in English, the writing center needs to more actively join the multilingual transfer student retention team. #IWCANCPTW19D4

    Perceptions of Non-Native English Speaking Tutors in American Writing Centers
    Eleanor Lenoe, Jingxuan Wang, University of Rochester

    "As international students attend American colleges at ever-increasing rates, writing centers are hiring more multilingual writing tutors. Though the phenomenon of non-native speaking English writing tutors is becoming more common, there is little research relating to the tutors, let alone how they are perceived by their tutees and undergraduate students. Our research aims to change that. Through an extensive survey and interview process, we have investigated undergraduate student perceptions of non-native english speaking tutors to find out their unique benefits and the ways in which writing centers can better train all their tutors, native and non-native speakers alike. " #IWCANCPTW19D4

    Frankiln D

    Workshop : The Art of Embracing Discomfort: A Heuristic-based Approach to Reflexive Antiracist Tutoring Praxis
    Tammy Conard-Salvo, Isaac Wang, Gentry Lee, Steven Dawson, Purdue University

    Writing centers have been and persist as spaces where whiteness creates a suffocating reality for people of color, and issues of diversity and inclusion often remain unaddressed in practice. This workshop enables participants to engage with our heuristics-based diversity training curriculum, which has empowered our tutors to serve as “decolonial agents” (García, 2017) and encouraged them to assess how language, power, and discomfort function in a tutoring session. Participants will use the heuristic to analyze sessions as a step toward decolonizing their centers. #IWCANCPTW19D5

    Delaware A

    Re-framing Anxiety in the Writing Center
    B (Bethany) Van Aken, Bailey Cowden, New College of Florida

    Rebecca Day Babcock (2015) reported that the most common disability in college is anxiety and depression, but much of the current writing center research mainly observes physical disabilities. Prospective research has found that writing center appointments were associated with a significant reduction in general anxiety. Writing centers research should focus on writing anxieties, learning disabilities, and self efficacy to improve services to students. The first presenter will explain different tactics for tackling writing anxiety. The second presenter will introduce research on the effects of writing center appointments on anxiety. This experience will conclude with an audience discussion on this content. #IWCANCPTW19D6

    Delaware B

    Workshop : The Art of Admitting “I Don’t Know”: Confronting Uncertainty in Writing Center Consultations
    R. Mark Hall, University of Central Florida | David Stock, Brigham Young University | Rebecca Nowacek, Marquette University

    With data drawn from three different writing centers, this workshop will engage participants in examining moments of uncertainty in tutoring, for both writers and tutors. Together, we will explore the consequences of “I don’t know” and steps we might take to guide tutors to notice and to make productive use of instances of uncertainty. #IWCANCPTW19D7

    Delaware C

    The Art of Feedback: Reactions within the Writing Center
    Ayoko Djisseglo, Ariana Antonelli, Kiera Gnatz, University of Illinois at Chicago

    This research aims to evaluate the difference in constructive feedback between online feedback versus paper feedback forms. In addition to evaluating these, we will assess how both tutors and writers respond to such feedback. Exploring this art of feedback in the Writing Center can reveal valuable information on different reactions. This research can also better our understanding of the individuals that make up the Writing Center environment and their voices. #IWCANCPTW19D8

    Delaware D

    Knowing Better than to 'Know Better': Listening, Improvisation, and Collaboration as Artists and Artisans
    Jessica Newman, University of Louisville and Jefferson Community and Technical College | Christopher Stuck, Edward English, University of Louisville | Cassandra Book, University of Louisville and Old Dominion University

    The panel is interested in the ways that writing center consultations and research involve reacting through informed, principled improvisation. The processes of this improvisation can be broken down into 1) making informed decisions about artisanal versus artistic approaches according to the writer’s needs, and 2) making ethical decisions and being aware of the ethics involved in working with writers and participants within particular contexts. The panel demonstrates the importance of both artistic and artisanal approaches in writing center work through highlighting the decision-making of consultants, mentors, and researchers. #IWCANCPTW19D9

    Union A

    Roundtable : Sculpting Rapport: Using Humor to Instruct and Ease in the Writing Center
    Miracle M. Gant, Sabrina Locke, Frances Duncan, The University of Mary Hardin-Baylor

    Just as sculptors have their tools and marble slabs, so tutors have their words and tutees. One of the most widely used session-sculpting materials is humor. In this session, participants will exchange ideas about humor’s place in the writing appointment. The presenters will be sharing the data they have collected in their own sessions about their use of humor and tutees’ reactions. The line between artistry and artisanal skill in tutoring with humor is blurred as it can both reinforce traditional instruction methods and be tailored to fit each tutor and tutee’s personality and rapport. #IWCANCPTW19D10

    Union B

    Workshop : Crossing Boundaries and Putting Up Walls: A Workshop on Heightening Awareness of Consultant and Client Boundaries to Develop a Flexible and Open Practice
    Kirsten Jamsen, Leah Moreno, Kim Strain, University of Minnesota – Twin Cities

    Drawing from the fields of counseling and writing center pedagogy, this workshop explores moments of boundary crossing and setting in writing center consultations and how these moments have important potential to elevate our individual consultation practices. Using freewriting and drawing, along with writing center case studies and scenarios, we’ll explore together how heightened awareness of our own boundaries and those of our students can help us “bring to each moment an awareness of and investment in what is actually happening” (Sherwood, 2007, pg. 105). #IWCANCPTW19D11

    Union C

    Workshop : Survivor Allies in the Writing Center
    Grace Pregent, Michigan State University | John Hawkins, Loyola University Chicago

    Informed by a partnership with Loyola’s Senior Health Educator and Advocacy Coordinator, this cross-institutional workshop will focus on fostering an orientation of allyship in the writing center, especially in terms of working with survivors of gender-based violence. We will practice methods of offering survivors emotional aid, particularly critical listening and empathizing, as well as tangible support in the form of both campus and community resources. We will also discuss the complexities of reporting and representation at our different centers and how best to care for consultants themselves within their workplace. #IWCANCPTW19D12

    Union D

    Workshop : From Image to Argument: Supporting Clients Writing About Visual Texts
    Megan Minarich, Vanderbilt University

    "While some disciplines have traditionally relied upon writing about visual texts (art history, film and media studies), others are incorporating such writing into their classrooms and assignments (English, history, communication studies, women’s and gender studies, and more). Thus, generalist peer writing consultants can increasingly be called upon to work with clients writing visual arts essays for diverse courses. Workshop participants will learn about common student essay genres in art history and film studies, hear faculty and student writing advice, and examine sample assignments and student essays in order to recognize strategies for better assisting these clients. " #IWCANCPTW19D13

    Union E

    Ch-Ch-Ch-Changes

    Tutoring Creative Writers: Addressing Tutors’ Concerns
    Havva Zorluel Ozer, Indiana University of Pennsylvania

    The current study examines writing center tutors’ concerns with tutoring creative writers. Twenty-eight (N=28) tutors participated in an anonymous online survey. Tutors responded to an open-ended question regarding their concerns with tutoring creative writers and reported demographic data. The data were analyzed through thematic coding. The majority of the tutors reported that they had experience in tutoring a variety of creative writing genres in the writing centers. The analysis of the tutors’ responses revealed that tutors’ concerns with tutoring creative writers emerged from discipline specific and tutoring-related issues. Implications were drawn for addressing tutors’ concerns. #IWCANCPTW19D12

    Peer (tutor) in with Caution: What happens when a writing center becomes something new?
    Jenny Goransson, West Springfield High School & George Mason University

    When a writing center expands into a peer tutoring center, what is lost and what is gained? This presentation will explore these questions from the perspective of a high school director who experienced this firsthand in 2017. She will share the results of qualitative research she conducted to see how her tutors perceived the expansion from WC to PT, which includes artistic responses. Participants will be encouraged to share their own experiences with changes like these, including expansion into a research center, or collaborating with an existing STEM, math, or communications center. #IWCANCPTW19D12

    Madison

    Workshop : What Do You Mean? The Art of Plain Language in Writing Centers and Academia.
    Madison Martinez, Boise State University

    "The move towards plain language shows a need for easily understandable communication (Harper & Zimmerman, 2009). The National Center for Education Statistics (2012) showed that 18% of adults in the U.S perform at/below the lowest level of the PIAAC literacy scale. Students are no exception. This session will aim to dissect the ways we speak by constructing a mural composed of words and pictures which tackles and breaks down language that has been used within our centers that is confusing, complicated, or problematic. " #IWCANCPTW19D13

    Fayette

    Workshop : Co-constructing Theory and Practice in Writing Centers Around the Globe: Challenges and Opportunities
    Thais Rodrigues Cons, Janice I. Nodari, Camila Ribeiro de Almeida Rezende, Helena Stürmer, Osíris Veríssimo Rodrigues, Daniel Persia, Federal University of Paraná

    Brazil’s first writing center, CAPA, is very much shaped by its local context. Sometimes that context requires us to push back against commonly held writing center practices. This hands-on workshop employs the framework of decolonization to take a more in-depth look at power dynamics and local construction of knowledge within our centers. Participants will engage in a problem-based learning exercise, analyzing several real scenarios and sharing some of their own. Our ultimate goal is to create a stronger resistance network, particularly among international centers, so that we can further question hegemonic views of writing and work more collaboratively across borders. #IWCANCPTW19D14

    Morrow

    Roundtable : Classed Artists, First-Gen Aristans: Writing Center Professionals and the Middle-Class Academy
    Lisha Daniels Storey, Austin College | Anna Rita Napoleone, Robin Garabedian, University of Massachusetts - Amherst

    In this roundtable, three writing center professionals seek to facilitate a conversation about how classed identities impact the ways writing center directors can/are able to enact artist and artisan roles. Our objective is for attendees to leave our session prepared to continue the process of interrogating how classed identities and institutional systems impact our choices and performances as writing center professionals. #IWCANCPTW19D15

    Marion

    IWCA Town Hall : IWCA Meet the Officers
    John Nordlof, Eastern University | Jackie Grutsch McKinney, Ball State University | Michelle Miley, Montana State University

    This session is an opportunity to meet the IWCA officers and ask the questions, learn about upcoming events and initiatives, and find out ways you can get involved in the organization! #IWCANCPTW19D16

    Knox

    Rurality and Religion

    Paving the Way for Diversity in the Writing Center: Empowering Rural Writers and Recognizing Differences
    Joseph Brili, Pennsylvania State University

    How can Writing Centers better accommodate first/second-generation and rural students’ expectations of the Writing Center? This can be done by having tutors learn how to work with students from different family, ethnic, and racial backgrounds to ensure that each tutee’s needs meet their personal goals. Tutors can help writers reach these milestones by being considerate of their diverse background, allowing their tutee to actively participate in a discussion concerning their writing, and to provide aid that will ensure them that they incorporate their identity into their writing. #IWCANCPTW19D17

    They Don’t Need Fixing: Empowering the Home Dialects of Tutees from Rural Backgrounds
    Sarah Losco, Pennsylvania State University

    We want our tutees to be successful, but what about when the consequences of prioritizing success over creativity of expression threaten to devalue or erase a tutee’s cultural identity? A flurry of attention has recently surrounded “students’ right to their own language,” but how exactly is this resolution enacted in tutorials and who is being considered? Students who speak in rural dialects are not often represented in these discourses. How can we widen our concept of what a student’s “own language” entails as well as balance our desire for tutee success with the validation of tutees’ identities and dialects? #IWCANCPTW19D17

    Religion in the Writing Center: What Role Does it Play?
    SaraGrace Kimball, Pennsylvania State University

    "Religion has held a place in the arts since the beginning of civilization. Religion, or lack thereof, is an integral part of our identities as members of Writing Centers. Tutors, tutees, and directors all come from differing religious backgrounds. Where do these religious undertones appear in tutorials? How do these differences or similarities shape the direction of the tutorial? How can we, as tutors, use our own religious beliefs in accepting ways that will not overlook or overpower the tutee’s beliefs? " #IWCANCPTW19D17

    Champaign

    Recanvassing Writing Center Spaces for Non-Traditional Students
    Amanda Micheletty, Miranda Kuehmichel, Gretchen Garner, Boise State University

    Our panel will address inclusive practices for underserved non-traditional students. We will explore and complicate writing center approaches impacting the ever-expanding presence of non-traditional students in our universities. Our research forwards questions about how we might manage being a part of dominant academic institutions (Denny, 2010; Grimm, 1996) while advocating for change within our spaces. We will demonstrate possibilities for the advocation of non-traditional students, initiating further conversations with regard to how writing centers are uniquely positioned to serve this population. #IWCANCPTW19D18

  • 3:15pm - 4:30pm

    Session E

    Fairfield

    Researching the “Heart” of Writing Center Work: Emotional Labor, Job Satisfaction, Burnout, and Turnover Intention among Writing Center Administrators
    Rebecca L Jackson, Texas State University | Jackie Grutsch McKinney, Ball State University | Nicole Caswell, East Carolina University

    "In _The Working Lives of New Writing Center Directors_, we documented the degree to which our participants' jobs required the emotional labor of forming, maintaining, and managing relationships; mentoring; and handling difficult professional situations. Emotional labor emerged as the “heart” of writing center work—necessary, difficult, rewarding. To build on these insights, we launched a five-year survey study in 2016 examining writing center administrators’ emotional labor more broadly and its effects on their personal and professional lives. This panel forwards insights from various angles of the study: data and tentative interpretations, methodological decisions and issues, and implications for future research. " #IWCANCPTW19E1

    Franklin A

    Gender and Compliments

    "My, What a Lovely Presentation": The Art of Complimenting
    Rinn Ramcke, Wittenberg University

    This presentation will study the art of the compliment, considering particularly how praise and compliments in a writing center relate to unconditional positive regard, from humanistic psychologist Carl Rogers. The session will draw from a study that examined several dozen writing center sessions over a ten-year period, noting how often praise was used in each, and how that use related to the type of session (face-to-face or email), the sex of the tutor, and the experience of the tutor. #IWCANCPTW19E2

    A Gender Setting
    Aly Rutherford, Kyra Hickey, Lucie Hopkins, Muhlenberg College

    In his book Facing the Center, Harry Denny writes that “collaboration [is] rife with gendered interaction, and writing processes and attitudes certainly reflect similar codes and social roles” (103). In other words, gender dynamics inform the collaborative venture that is tutoring, which includes both agenda-setting and when the original agenda is revised: agenda-switching. Previous Muhlenberg College IWCA presentations have explored both gender and agenda setting; these concepts have not yet, however, been explored in conversation with each other. Through recontextualizing Denny’s observations, this session will examine the question: to what extent are agenda-setting and -switching moves affected by gender performance? #IWCANCPTW19E2

    Franklin B

    Echos in the Mirror: Tutor Training

    It’s Not Paint-By-Number: Echoing the Style of Campus-Wide Academic Integrity Training at the Writing Center
    Leandra Hess, Courtney Bates, Findlay University

    After this private, comprehensive university in the Midwest implemented campus-wide academic integrity training, the Writing Center realigned its own style to match the artistry of that training. By adopting its rhetoric as a common touchstone of campus culture, tutors replace the cops-and-robbers approach. Learn more about the results in this shift in style. Such changes take practice, and this presentation shares a faculty-led exercise that helped tutors detect and address potential violations. After that exercise, an undergraduate tutor surveyed her peers to capture their feelings about implementing these strategies in face-to-face and asynchronous email appointments. #IWCANCPTW19E3

    Franklin C

    Across the Disciplines

    Learning to WAC: The Professor Interview as a Tool for Tutoring Across the Curriculum
    Marion Wolfe, Alexia Ainsworth, Emily Barton, Ayla McBreen, Kenyon College

    This presentation will describe a professor interview assignment as one solution to the challenge of teaching undergraduate Writing Center tutors to work with writers from a variety of academic disciplines. This assignment increases tutors’ knowledge of disciplinary writing conventions, allows tutors to share their newfound knowledge with each other through a presentation, and expands their ideas about what Writing Across the Curriculum might mean. In addition, it is a form of “stealth promotion” of the Writing Center to interviewed professors. The presenter will describe this assignment and elicit feedback from participants on how it might be spread and improved. #IWCANCPTW19E4

    A Roomful of Genre Artisans
    Thadeus Bowerman, Texas A&M University

    Writing center consultants can occupy a distinct (and sometimes wholly unique) position within a university: they interact with writers using many genres of academic writing and see manifold differences within particular genres. From this position, tutors can help ‘socialize’ writers to the communication standards of academic communities by working as artisans of genre. Training in genre analysis may help tutors make the most of their unique vantage point. With this in mind, we will discuss how we can (and whether we should) incorporate the work of genre analysis scholars in standard tutor training. #IWCANCPTW19E4

    Franklin D

    Ecologies of Absence: Responding to Death in the Writing Center with Empathy and Care
    Daymon Kiliman, Josh Green, Sarah Beth Kiliman, Northwest Mississippi Community College | Lauren McPherson, University of Illinois at Springfield | Jeanine Rauch, University of Mississippi

    This panel explores the arts of listening, empathy, and care as impacted by grief and loss. Our purpose is to critically examine periods following the death of our writing center director when, in the face of his absence, the art of our practices seems insufficient. We consider how interdisciplinary approaches drawn from writing center studies, public humanities, classroom pedagogies, and other enterprises help us understand how to care for others and ourselves while performing the emotional and intellectual labor required for our students, our institutions, and ourselves. #IWCANCPTW19E5

    Delaware A

    The Art of Perception, Emotional Intelligence, and Silence in Online Tutoring Sessions
    Bethany Meadows, Kat Greene, Kyle Pratt, Ball State University

    Many writing centers have synchronous online tutoring sessions. In this panel of three tutor-scholars, we seek to examine how we can break new ground to construct valuable interactions with our clients. In this innovation of artistry, we will specifically look at how tutors can paint their online tutoring canvases. We examine how online tutoring affects how clients perceive gender, how tutors can navigate online sessions with emotional intelligence, and how silence can be used as a “paintbrush” in their rhetorical toolbox. Our panel strives to understand tutors as robust online artists in their centers. #IWCANCPTW19E6

    Delaware B

    Constructing Tutorial Spaces: The Art of Writing Fellows
    Emily Hall, Margaret Johnson, Samantha Carter, University of Wisconsin-Madison

    "In this panel presentation, two undergraduate Writing Fellows and the Writing Fellows program director explore the ways in which Fellows design, build, and produce tutoring spaces—physical and discursive—in their work with students. Together with the audience, we will approach this issue from a variety of perspectives, examining both the transformative possibilities of such tutoring work as well as the pitfalls and limitations. Ultimately, our presentations highlight a shift in our understanding of Fellows instruction, away from notions of “fellowing”-as-artistry and toward a conception of fellowing as the application of necessary institutional conventions and theoretical principles. " #IWCANCPTW19E7

    Delaware C

    Being (Un)Conventional

    Balancing Convention and Creativity: Preparing Undergraduate Consultants to Support ELL Graduate Student Clients
    Alexis Smith, Texas A&M University

    At the University Writing Center, ELL graduate students form a significant portion of our repeat client base. In working with this population, consultants must balance the roles of artisan and artist. They fulfill the role of artisan as they assist clients in navigating the conventions of academic English and graduate-level writing while simultaneously performing as artists by creatively adapting their tutoring strategies to meet individual clients’ needs. This presentation will explore the theory, training, and resources we use to prepare our undergraduate consultants to provide English language support to graduate students completing advanced coursework in a second language. #IWCANCPTW19E8

    Cheating or Instructing? Proofreading in the Writing Center
    Juhi Kim, Miami University

    This study examines the talk and interactions during the writing tutorials and aims to develop an understanding of L2 writers’ writing practice in a face-to-face tutorial in the university writing center. #IWCANCPTW19E8

    Artisans assisting Artists: Tutor-mediated Peer Review Sessions in the ESOL Program
    Anastasiia Kryzhanivska, Kaitlyn “Shay” Hawkins, Emma Lee Guthrie, Bowling Green State University

    This presentation will focus on the collaborative effort of the ESOL Program and the Learning Commons writing consultants – in-class tutor-mediated peer review where tutors facilitate peer review in graduate and undergraduate credit-bearing ESOL writing classes. This partnership allowed our tutors to practice their craft as the artisans and ESOL students to embrace their inner artist. We will discuss how the need for this service arose, the set-up of these sessions, the challenges they present, the benefits, and the implications of a classroom/writing center partnership. The session will end with recommendations for future development of tutor-mediated peer review sessions. #IWCANCPTW19E8

    Delaware D

    SIG : Providing Holistic Support to Graduate Writers
    Kristin Messuri, Texas Tech University | Kyung-Hee Bae, Rice University | Erica Bender, University of California, San Diego | Katherine Kirkpatrick, Clarkson College | Molly Rentscher, University of the Pacific

    This special interest group (SIG) is designed to foster a community of writing center professionals who provide support to graduate student writers. Graduate education presents writers with intellectual, professional, and emotional challenges that necessitate a holistic approach to writing support. Therefore, this SIG provides a forum for investigating the theoretical frameworks that inform our practices and sharing innovative strategies and initiatives that address graduate writers’ multifaceted needs. This SIG is co-sponsored by the Consortium on Graduate Communication and welcomes all writing center professionals who are interested in graduate writing support. #IWCANCPTW19E9

    Union B

    Workshop : "My Glory Never Dies": Casting the Student Writer/Actor as Critical Thinker through Arts Facilitation
    Cheryldee Huddleston, Alison Scharmota, Naval Postgraduate School

    In this workshop session, participants will experience and engage with the reverberating power of ancient myths and current narratives reflecting “military in the arts.” Sample with Dr. Cheryldee Huddleston, playwright, performer, instructor, and writing coach, the unique short course graduate students—U.S. and foreign national armed forces officers—experience at the Naval Postgraduate School in Monterey, California. Respond hands-on through imagery triggered by “stories of war” in prose, film, theatre, and poetry to access the essential determinant for writing—“What do we think about something?” #IWCANCPTW19E10

    Union C

    Workshop : Conservatory to Conversation: Using Voice Training to Prepare tutors for Conversation Partner Appointments with English as Additional Language (EAL) writers
    Bridget Harris, DePaul University

    As an artist, I believe that the artistic training I receive at my acting conservatory at the University where I am also a peer writing tutor has an undeniable influence upon my work in the writing center. I believe that tutoring, like acting, is an art, and that what we bring from outside the writing center can enhance our tutoring styles and interactions. Using Arthur Lessac’s text- The Use and Training of the Human Voice- A biodynamic approach to vocal life, we will explore how Lessac’s method can be used as a tutoring tool when teaching phonetics to English as an Additional Language (EAL) writers. #IWCANCPTW19E11

    Union D

    Workshop : Marie Kondo and the Writing Center: Affective Frameworks for Joyful Writing
    Chessie Alberti, Linn-Benton Community College | Addison Koneval, Ohio State University

    Marie Kondo’s concept of “sparking joy” has revolutionized many people’s relationships with their homes and their cleaning methods. But what implications does the KonMari Method have for writing processes? There is a clear precedent for transfering Kondo’s approach to writing work (Rice, Hertzberg), so applying her methodology of joy to the writing center may be equally fruitful. Taking Sarah Ahmed’s approach to affect, we examine ways joy can be a useful tool for helping writers develop more intentional, invested relationships with their writing and how writing centers can aid that relationship by crafting a more inclusive, authentic culture. #IWCANCPTW19E12

    Union E

    More than One Way to Say It: Multilingual Tutoring

    Expanding Multilingual Tutoring: Approaches for Supporting Students Writing in Foreign Languages
    Michael J. Clark, University of North Carolina at Chapel Hill

    Writing centers already provide significant multilingual support by helping non-native English learners with writing in English. However, as foreign language pedagogy continues to develop greater emphasis on communicative writing rather than on grammatical and lexical accuracy, writing centers can expand the scope of multilingual support by helping students who are writing in foreign languages. In this presentation, I examine the approaches of several multilingual writing centers in order to propose best practices for supporting students who are writing in foreign languages. This information will be especially beneficial to writing center administrators and tutors at institutions with strong foreign language requirements. #IWCANCPTW19E13

    Understanding Trained Multilingual Consultants' Strategy Use and Motives in One-on-One Writing Conferences in an EFL Writing Center: A Case Study from an Activity Theory Perspective
    Yan Li, Miami University

    "Guided by the constructs of activity and motive in activity theory, this session investigates trained multilingual consultants’ strategy use and motives for conducting one-on-one writing conferences in a Chinese EFL writing center. It contributes knowledge to the field by relating multilingual consultants’ strategy use to the success of one-on-one writing conferences and their motives to key elements in peer conferencing sessions such as peer stances, peer interaction and power relationship in writing conferences. The study yields a deepened understanding of trained multilingual consultants’ participation in and engagement with peer collaboration, as both artists and artisans, in EFL writing centers. " #IWCANCPTW19E13

    "Can You Check My Paper?": 6 Ways to Support Students’ Language Concerns in the Writing Center
    Maria Conti Maravillas, The University of Southern Mississippi

    While writing center scholarship and lore has favored redirecting students away from grammar, expression, and mechanics, recent scholarship suggests that this practice may not best serve all students (Salem, 2016; Thompson et al., 2009). Diverse student populations such as students who speak English as an Additional Language (EAL) and students who use non-dominant varieties of English often desire explicit attention to language (Ferris, 2014). In addressing this need, this presentation provides 6 strategies for helping students to identify and revise their own errors. Attendees will leave with a rationale and practical suggestions for each strategy. #IWCANCPTW19E13

    Madison

    Roundtable : The (Deep Reading) Struggle is Real: The Art of Weaving Reading Strategies into Writing Center Tutoring Practices
    Wendy Rider, Antelope Valley College | Nicole Blean, Mt. San Antonio College

    "College instructors across the curriculum often feel frustrated because students “don’t do the reading.” Many students who do attempt the reading struggle to understand their textbooks and writing prompts fully and integrate the information into their essay assignments. Writing Centers have a unique opportunity to weave reading strategies into the writing tutorial in meaningful ways. Join us for an active discussion about how to promote deep reading in the Writing Center! " #IWCANCPTW19E14

    Fayette

    (He)Art and Science: Multidisciplinary Staffing in a Graduate Writing Center
    Nancy Welch, Diana Hackenburg, Arnelle Sambile, University of Vermont

    While most graduate writing centers rely on English departments for their staffing, this panel brings together the coordinator and two consultants from a graduate writing center that draws 75 percent of its staff from the sciences and social sciences. By sketching our institutional context, we want to answer Sarah Summers’ call in Re/Writing the Center for “a more focused sharing of practices across GWCs.” At the same time, our presentations will cut against the expectation that what graduate students seek and what graduate writing consultants offer is discipline-specific expertise that also reproduces academic disciplines and identities as usual. #IWCANCPTW19E15

    Morrow

    Roundtable : Connecting Art and the Artisan: Training and Consulting with Creative Framing
    K.D. King, MiraCosta Colleg | Lindsey Allgood, University of California - Irvine

    The leaders of this session share a belief that creativity is an innate human characteristic and that writing is a craft every artisan can master. We also believe that the close relationship between creative and academic writing processes provides opportunities for art-full practices which enhance writerly and consultant-ly confidence and (self-)efficacy and facilitate meaning-making. Our presentation will describe training pieces and a tutoring approach which use creative projects to achieve these results. We look forward to discussing these practices with participants as well as learning how they connect art and artisans in their centers. #IWCANCPTW19E16

    Knox

    Portraits from the Profession: The (He)art of Writing Center Work
    Ann Blakeslee, Beth Sabo, Eastern Michigan University | Rebecca Crews, Miami University of Ohio | Sarah Primeau, Wayne State University | Chelsea Lonsdale, Henry Ford College | Jackie Kauza, The Ohio State University | Jessica Winck, University of Maine at Augusta-Bangor

    This panel brings together six writing center and composition specialists who share the same mentor, the director of a writing center at which all of them worked as graduate students. This director has been a strong influence on many careers, shaping the writing center “art” these professionals have created as they have moved on to other institutions and roles. In this session, the presenters share how their experiences working in this writing center with this director shaped their professional paths, along with their practices as teachers, tutors, doctoral students, researchers, and administrators. #IWCANCPTW19E18

    Champaign

    Researcher as Artist & Artisan: Research as a Discovery and Meaning Making Process in the Writing Center
    Megan Boeshart, Old Dominion University

    In response to various calls for RAD research in Writing Centers, this panel seeks to discuss the ways in which undergraduate and graduate students might engage in research within the writing center. We see the role of researcher in writing centers as both artist (engaging in creating new knowledge) and artisan (making informed decisions and building on the knowledge other researchers have already shared). Our panel hopes to provide takeaways for how undergraduate and graduate students navigate the use of the writing center as a research site in a way that is both useful to their own professional development and to the field as a whole. #IWCANCPTW19E19

  • 4:40pm - 5:55pm

    Session F

    Franklin A

    The Art of Engagement: Improving Accountability, Morale, and Assessment through Creative (Data) Management
    Alice Batt, Kristin Gilger, Vicente Lozano, Rachel Forsyth, University of Texas at Austin

    "When our UWC moved to a larger space and hired more consultants, we discovered that less direct supervision correlated to decreased accountability and increased desire for feedback among consultants. At the same time, launching a new program, graduate services, stretched our thinking about the kind of information we need to collect to demonstrate success. In this session, our data team will share its conclusions about: 1) how data visualizations can be deployed to foster accountability and morale among 100 part-time employees, and 2) best practices for collecting data needed to suggest correlation between writing center use and successful graduate work. " #IWCANCPTW19F1

    Franklin B

    Tutors in Bloom

    Artistry, Surprise, and Improvisation: Embracing Bloom’s Affective Domain in the Writing Center
    Erin Flewelling, Julie Williams, Joe Bush, Lily Holmes, San Diego State University

    Artistry in tutoring requires tutors to “embrace surprise, . . . meet unexpected circumstances, . . . improvise appropriate and effective help for writers” (Sherwood). This is difficult when tutors view themselves as editors or their clients as “papers.” Review of Bloom’s taxonomy allows attention to the affective and cognitive domains. Although the cognitive domain is widely used in higher education, the affective is less recognized. Research indicates it is equally important to effective teaching and learning. Integrating the affective domain in tutor training allows consideration of the whole person--values, motivations, experiences, emotions--not just their paper (Beard, Clegg, and Smith), allowing artistry in the writing center. #IWCANCPTW19F2

    Portrait of the Artist: How Tutoring Affects Tutors' Writing Processes
    Courtney Massie, George Mason University

    Writing center scholarship generally accepts that tutoring benefits the tutor’s own writing (Hughes et al., 2010; Boquet, 1999; Adams et al., 1987; Bruffee, 1984), yet few sources detail the specific changes that arise in tutors’ writing processes as a result of their tutoring experience. Building on work that addresses tutors’ perceptions of their own development as writers (DeFeo & Caparas, 2014; Hughes et al., 2010), this presentation will explore in greater depth how tutors see their writing processes changing during the course of their writing center employment and examine the implications of these changes for tutor training and professional development. #IWCANCPTW19F2

    The Art of Mentoring: Translating a Writing Center Director's Ethos
    Devon Ralston, Winthrop University

    "This presentation examines the art of mentoring as an administrative practice and raises questions about the ways a writing center director’s ethos work to establish a culture that gets taken up by tutors as they articulate and practice their own philosophies of tutoring and of writing instruction. " #IWCANCPTW19F2

    Franklin D

    Exhibition: art(work)
    Camila Ribeiro de Almeida Rezende, Helena Stürmer, Osíris Veríssimo Rodrigues, Thais Rodrigues Cons, Janice I. Nodari, Daniel Persia, Federal University of Paraná

    If a writing center is a place of art, and if tutors can be conceived of as artists, then wouldn’t that mean that the actions of the center are themselves works of art? This is the guiding question of our exhibition, which introduces the audience to CAPA (Academic Publishing Advisory Center), Brazil’s first writing center, founded in 2016. Our exhibition will employ various media—painting, photography, digital art, installation and performance—to foster dialogue and illustrate how art is integral to the main practices of our center, including tutoring, revision, translation, capacity-building and research. Join us for an interactive art experience! #IWCANCPTW19F3

    Delaware A

    Creative on Creative: Peer Tutoring in Creative Writing
    Paula Harrington, Ghada Gherwash, Moira Mullaney, Adrian Pachuca, Colby College

    "Our small, liberal arts offers a successful, popular program in Creative Writing. Yet, despite the program’s success, it has only been in the last year that our writing center began offering peer tutoring in creative writing. This panel will address how we arrived at this decision, how we’ve structured our program to be “creative-on-creative,” and how two of our CW tutors experience their sessions. We will consider such questions as whether CW tutors consider themselves “artists” or “artisans,” what skills they bring to the process as creative writers, and what they are learning about their own writing from CW tutoring." #IWCANCPTW19F4

    Delaware B

    Combating Elitism: How Tutors Can Make Collegiate Writing More Inclusive
    Sahi Padmanabhan, Alexis Skordilis, Patricia Haney, Isabel Cueto, DePaul University

    "The standards of collegiate writing have been influenced by social stratifiers that impact our perceptions of both writing and writers. This implicit bias can impact our practices as tutors. Due to a long history of academic elitism, our perceptions of college writing are inherently biased and often exclude marginalized voices. Through our research on our university’s first-year writing program, we will form larger conclusions about the first-year college writers’ perception of academic writing. Using these conclusions, we will form tutoring strategies and provide tangible methods to apply in any university writing center to make college writing more inclusive. " #IWCANCPTW19F5

    Delaware D

    Consultants and Dragons: Using Fun to Build Camaraderie Among Writing Center Staff
    Craig Truitt Olsen, University of Arkansas at Monticello

    Much of our writing center scholarship depends on teaching consultants on how to work with others, but what about working with each other? For the purposes of this session, we will be exploring the concept of using fun to create a cohesive bond with each other, thus will create a more harmonious environment through playing cooperative games, especially pencil and paper role playing games. We will be exploring the use of Dungeons and Dragons and Dungeon World and how the use of a collaborative creative narrative can strengthen bonds between consultants, thus making a stronger writing center environment. #IWCANCPTW19F6

    Union B

    Roundtable : Where Does the Art Happen? Writing Center Work in Classroom Spaces
    Glynis Benbow-Niemier, College of DuPage

    In order to reach both students and faculty where they are, we created in-class workshops. These workshops educate both students and faculty about what happens in Writing, Reading, Speech Assistance (WRSA) and provide instructional support to faculty in many areas—especially areas that may fall outside an instructor’s expertise or that are newly developing like multimodal projects and academic poster creation in the liberal arts. We wish to share the story of this project and to hear from other writing centers that may have similar or different kinds of workshop programs in place or in the planning stages. #IWCANCPTW19F7

    Union C

    Workshop : Jargon and the Generalist: Practicing the Art of Uncertainty
    Colin Payton, Iowa State University

    A familiar refrain: “My professor will know what it means.” The professor might, but will an Institutional Review Board or a cover letter reader know the jargon? Deferrals to professorial power have inhibited my conversations with writers, but recently I’ve crafted “I don’t know” moments into a playful “art of ignorance,” turning closure into collaboration. In this interactive workshop, learn and practice alongside a liberal arts generalist-turned-STEM graduate consultant about how metaphors, mind maps, and modeling can invigorate collaborations between specialist writers and generalist consultants. #IWCANCPTW19F8

    Union D

    Workshop : Artistic Pluralism: Breaking the Mold and Doing Non-Standard WC Work
    Justin Bain, University of Colorado Denver

    In this workshop, the facilitators will present a range of non-standard, avant-garde writing center practices. Attendees will complete a series of small activities designed to help them paint an accurate picture of what their centers do and what they could be doing—the practices and principles that could push their center away from cubism and into what has been termed “artistic pluralism,” a contemporary movement characterized by the acceptance of a variety of intentions and styles adapted to and for individual needs and perspectives. Based on the portraits of their centers and the plural possibilities presented by the facilitators, attendees will work together to create a single proposal for an avant-garde practice at their current center. Attendees will leave with a plan for implementation and innovation at their home center. #IWCANCPTW19F9

    Union E

    Move. Listen. Feel. Write.: Cultivating Space for Creativity through Deep Listening
    Lorelei Wagner, Rensselaer Polytechnic Institute

    As a graduate student tutor at my institute’s communication center, I’ve felt the need and urgency of re-injecting my tutoring and my scholarly adventures with natural, in-born curiosity and creativity. I have found this possible through a Deep Listening practice. Deep Listening as a modern, transferable contemplative practice has the potential to acknowledge the embodied, sensory-dense experience of being a tutor, and re-introduce other ways of knowing and learning into our every day practices. Come share a Deep Listening practice with me and each other – let’s move, listen, feel, and write together! #IWCANCPTW19F10

    Morrow

    SIG : All About Ben!: A Celebration of Ben Rafoth's Writing Center Legacy on his Retirement
    Friends of Ben

    This special interest group will celebrate Ben Rafoth and his contributions to the writing center field and to the National Conference on Peer Tutoring in Writing. Prof. Rafoth will be retiring at the end of Academic Year 2019-2020, ending a several decades long career in writing center studies. This SIG will be an opportunity to recognize Prof. Rafoth’s scholarly work and the impact his mentorship and leadership has had on the field. #IWCANCPTW19F11

    Marion

    Digital media and writing centres: Where are we now? Where are we going? A Stone Soup Collaborative
    Brian Hotson, Saint Mary’s University | Stephanie Bell, York University | Jackie Grutsch McKinney, Ball State University

    "A “Stone Soup” session. We now live in digital media, where digital media is a writing space, language, and discourse. For writing centres, our work is derived from digital media more deeply and continuously. Writing centre digital media literature is expanding and becoming nuanced and refined. We see where we have been; the question is where are we going? By looking at what is happening now, we may be able to peer into writing centres’ digital future. The idea of stone soup: everyone brings something they can add to the “session pot,” and everyone takes home a bowl of the results. " #IWCANCPTW19F12

    Knox

    Practitioner research as tutor training: Designing (and revising) a peer tutor training course
    Maggie Herb, John Chadderdon, Jillian D. Custodi, SUNY Buffalo State College

    "This panel will investigate the challenges of successfully integrating practitioner research into a peer tutor training course. Using our own writing center’s training course as a case study, we--a writing center director and three peer tutors who completed the training course--will draw from our missteps, successes, and challenges to ultimately identify how to make practitioner inquiry within tutor education courses more genuinely meaningful, to the individual tutors themselves and to the pedagogy of the center as a whole. " #IWCANCPTW19F13