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Schedule

SATURDAY, OCTOBER 19
  • 8:00am - 9:15am

    Session L

    Fairfield

    Featured : Looking Up, Looking Out: The Past, Present, and Future of Secondary School Writing Center Scholarship
    Jeffrey Austin, Skyline High School | Renee Brown, Peters Township Middle School | Stacey Waldrup, Meridian High School

    Last year, in addition to its national conference, the Secondary School Writing Centers Association (SSWCA) releasedAdvocating, Building, Collaborating, a resource toolkit with contributions from practitioners across the country that builds on a robust legacy of secondary school scholarship. Edited by Renee Brown and Stacey Waldrup, the toolkit signals the ever-growing ability of SSWC tutors and directors to participate in and shape conversations about writing centers writ large. In this panel conversation, Brown and Waldrup will highlight trends in SSWC scholarship, frame the role SSWCs play in the writing center community, and discuss future opportunities for cross-level collaboration. #IWCANCPTW19L1

    Franklin A

    Programming Success

    "Yes, And"--Developing Your Writing Center Like an Artist and Artisan
    Helen Raica-Klotz, Chris Giroux, Saginaw Valley State University

    Our presentation outlines the ways two writing center administrators from a regional university in the Midwest have supported established programs as artisans and have created new programs as artists. Specifically, we will explore how many of these programs developed—and some failed—due to the kairos of the situation: the amalgam of university politics, staff personalities, funding opportunities, and ever-changing partners and collaborators. We will argue that to maintain and develop programs—to be both artisans and artists—writing center directors need to be able to understand key elements of kairos to be able to identify possible opportunities for growth. #IWCANCPTW19L2

    Articulation + Illustration in Local Writing Center Theory
    Randall W. Monty, University of Texas Rio Grande Valley

    Through collaborations with artists and artisans, writing center stakeholders can develop epistemological frameworks for representing writing center theory and practice that (a) extend beyond traditional academic modes and (b) respond to institutional conditions stemming from structural inequality and the market logics of neoliberalism. This presentation will share a proof-of-concept for a collaborative project illustrating writing center theory, and will invite audience members to invent illustrations and collaborations for their local centers. #IWCANCPTW19L2

    Franklin B

    I Think I Can, I Know I Can: Tutors' Development of Self-Efficacy
    Kelli Custer, Molly Clark, Joseph Oliveri, William Silvia, Anna Simoes, Western Connecticut State University

    Writing center training materials focus extensively on how tutors can help writers strengthen their confidence as writers. However, we are curious about the developing level of a tutor’s perceived confidence, or self-efficacy. What factors influence a developing sense of self-efficacy for tutors? How does self-efficacy change over time? How can this information be used to improve tutor education? Four tutors present the results of their research through a traditional quantitative report, a spoken-word representation of qualitative data, an auto-ethnographic photo-essay, and a live interview of our director. #IWCANCPTW19L3

    Franklin C

    Building Bridges Between Tutors and Students

    Individuality: An Art Not Accessible to All
    Keith Wasserstein-Monsanto, Nevada State College

    In writing centers, we often adjust our style of tutoring to fit the individual needs of students; however, when working with students with disabilities, we find ourselves generalizing our practices based on the student's disability. If “respecting writers as individuals” is such an important part of our practice, why do we fall short in providing this respect when disability is factored into the situation? This presentation will discuss many of the shortcomings of commonly used writing center literature that fail to appropriately address students with disability. #IWCANCPTW19L4

    Tutoring While Disabled; Disclosure, Stigma, and Connections
    Jessica Roder, Madison Area Technical College

    Most writing center disability studies center around the students, but it’s time to shine a light on those who tutor while disabled. This research aims to consider the social construction of disability, especially within higher education, and to understand some of the key differences between those writing center tutors who have the choice to disclose their disability and those who do not have the choice to “pass” as able-bodied. The writing center’s unique position has the potential to challenge stigma attached to disability and mental illness, but further research is necessary to create a more inclusive environment for all. #IWCANCPTW19L4

    Mind Blindness, Autistic Spectrum Disorders, And The Need To Reevaluate Communicative Practices In The Writing Center
    Colleen McCluskey, University Of Wisconsin Eau Claire

    When students with Autistic Spectrum Disorder (ASD) make the transition from high school to the higher education environment, the supports upon which they have depended on in the past may no longer be available. However, writing centers offer an opportunity to bridge this gap through the unique tutoring models and inclusive philosophy employed therein. This presentation will focus on the means by which professionals in the multidisciplinary writing centers of institutions of higher education to assist students with ASD through the use of peer mentoring and dialogue based tutoring in order to maximize academic success and communication skills. #IWCANCPTW19L4

    Franklin D

    Around the Globe

    Could English Writing Centers Work in Japanese High Schools?
    Chris Harwood, Sophia University - Japan

    The coming changes to the Japanese University Entrance Exam and English curriculum will shift the focus of the teaching and learning of English in Japanese high schools towards writing. This paper considers the feasibility of introducing writing centers into Japanese high schools to: (1) provide support for high school teachers tasked with teaching L2 writing and (2) provide a resource for Japanese students of English to receive feedback on their writing. The challenges Japanese high school writing center managers will likely face in relation to high school teacher and writing center tutor English writing proficiency, and training will be considered. #IWCANCPTW19L5

    Everybody could become an artist, as a tutor or as a writer
    Valeria Parra Gregory, Universidad de los Andes

    One of the principles of the Writing Center at Universidad de los Andes is that anybody could learn how to communicate their ideas in order to achieve academic excellence. Therefore, a team of 67 graduate teaching assistants helps the University’s students to reach this goal through different strategies. Nevertheless, contrary to popular belief, this team does not come from disciplines usually related to promoting writing skills. In fact, during the selection process, the Center not only looks for candidates who have these abilities, but also seeks empathy and an open attitude for learning. Considering this, the Center has designed and implemented an ongoing training process, which allows the candidates to become tutors who can support the students’ writing process. #IWCANCPTW19L5

    “Tupi, or not tupi,” that is the question of Writing Centers in Brazil
    Daniel Persia, Helena Stürmer, Osíris Veríssimo Rodrigues, Camila Ribeiro de Almeida Rezende, Thais Rodrigues Cons, Janice I. Nodari, Federal University of Paraná

    “Tupi, or not tupi”—the question of, not Shakespeare, but Oswald de Andrade, as he articulated the fundamental dilemma of Brazilian culture during the Week of Modern Art in 1922. The phrase aptly illustrates the position of the Brazilian writer, always between two languages—one native, one “foreign.” The increasing need to publish in English has reframed the conversation about writing in Brazil. In this session, CAPA, Brazil’s first writing center, will discuss how it has recreated the writing center model to serve its local context—sometimes maintaining, sometimes resisting, “universally” accepted writing center practices, even with the added task of translation. #IWCANCPTW19L5

    Delaware A

    Writing Center, The Musical
    Jollina Simpson, Hugo Virrueta, Nevada State College

    Writing Center, The Musical is a fun, and poignant look at how a writing center can support student writers from marginalized communities. Our tale follows two student writers who enter the center with high hopes of achieving academic success! In the setting of the WACU writing center, each tutor will help the students through the ups and downs of writing in an academic setting. This may be the most entertaining conversation in the discourse around the value of the writing center work you have at this conference! (Please join the writers following the performance, to share your experience). #IWCANCPTW19L6

    Delaware B

    Imagination Station: Tutor Training

    Showing What We Do: Mock Tutorials for Tutor Training Orientation
    Juhi Kim, Miami University

    This study presents how the university writing center trains the novice tutor by showing and demonstrating their work through mock tutorials. #IWCANCPTW19L7

    TV Painters Bob Ross and Robert Warren: Creating Happier Painters/Writers
    Amanda Rachelle Warren, University of South Carolina Aiken

    This individual presentation/discussion focuses on the distinct differences in pedagogy of two televised instructional artists, Bob Ross and Robert Warren. These differences serve as a useful metaphor for best practices in writing centers. While Ross focuses primarily on the finished product (creating better paintings), Warren's approach concentrates on practice and technique rather than finished product (creating better painters). Warren also adjusts his instructional approach in response to student skill level, balancing between a strictly imitative/prescriptive and strictly minimalist approach according to student progress and need. Writing centers should adopt a similar flexible stance with students to create happier writers. #IWCANCPTW19L7

    Delaware C

    Two Writing Fellows Walk into a Bar

    When in Rome: The Adaptability of Writing Fellows Programs Beyond the West
    Elliot Hirshon, Juniata College

    Writing Fellows and Writing Associate Programs have become features in North American Universities. More recently, Writing Fellows programs are developing in Eastern contexts challenging the adaptability of Western models. How do values and expectations differ and drive institutional, collegial and peer interactions? The presenter will discuss his experience designing, implementing and assessing a culturally adaptive Writing Fellows program for first-year students in Dalian, China at a joint Sino-British University Program. #IWCANCPTW19L8

    Engineers or Artisans: What a Writing Fellows Program Can Learn from an Engineering Design Class, and Vice Versa
    Eliana Schonberg, Merrill O’Shaughnessy, Duke University

    This presentation, delivered by an engineering faculty member, a writing center director, and an engineering student who is also a writing fellow, reports on an interdisciplinary partnership between a required engineering first-year design class and a writing fellows program. Drawing on Paretti et al’s (2009) understanding of interdisciplinary partnerships as robust intellectual exchanges at the level of epistemology, research, and pedagogy, we discuss the challenges and successes of building such a partnership, and of creating assessment measures that effectively capture student outcomes and outcomes for the writing fellows themselves. #IWCANCPTW19L8

    Facilitating Graduate Writing through the Back Door: Finding Gleaned from a Case Study of a Writing Center Sponsored Dissertation Supervision Fellowship Cohort
    Sherry Wynn Perdue, Oakland University

    In a recent publication, I introduced a fellowship to support graduate writers by providing faculty with support focused on their supervisory roles, particularly on revision-facilitating and feedforward comments (Carter & Kumar, 2007). This sponsored program leveraged the writing center’s outside expertise (Nowacek & Hughes, 2018) and extended its faculty triangulation (Powers, 1993; Thonus, 2001) beyond programming for graduate writers. Today, I share a case study of the cohort, who committed both to studying its supervision and to be studied. Findings suggest that contextualizing faculty feedback with factors that may influence it could position writing centers better to anticipate the rhetorical situation of graduate faculty, leading to better supported graduate writers. #IWCANCPTW19L8

    Delaware D

    Workshop : Tutor Education in a World of Change: Aligning Artistic and Institutional Visions
    Kathy Radosta, Travis Adams, Amy Sather, University of Nebraska - Omaha

    This workshop invites participants to revise tutor education so tutors may creatively practice their craft, while at the same time aligning that education with institutional priorities such as mission statements, strategic plans, student learning outcomes, etc. Workshop facilitators will share a recent tutor education revitalization project motivated by staff growth, increased diversity, expansion of physical locations, addition of online consulting, and five institutionally identified values. Participants are encouraged to bring tutor training materials (syllabi, reading lists, prompts, etc.) and institutional documents (SLOs, strategic plans, Grant Applications, etc.), which will be used for small group discussion and activities. #IWCANCPTW19L9

    Union A

    Roundtable : Peer Tutoring and the Everyday Arts of (De)Schooling
    Russell Mayo, University of Illinois at Chicago | Brenna Swift, University of Wisconsin-Madison

    This roundtable session brings together tutors and scholars for an exciting, interactive dialogue around writing centers and "deschooling," a critique of institutionalized education proposed by philosopher Ivan Illich. Our session will begin with a brief overview of Illich’s critique of schooling and his proposed alternatives in and to traditional education. Co-leaders will offer connections between Illich and writing centers related to student agency, learning theory, and institutionalized exclusion. A particular focus will involve how the everyday arts of writing center tutoring might resonate with theories of deschooling. Participants will be encouraged to discuss connections with their own writing center work. #IWCANCPTW19L10

    Union B

    Improving Conversations

    The Art of Informed Conversation: Expanding Knowledge of Writing Expectations in Social Work and History to Enhance Tutorials
    Jackie Kauza, Ohio State University

    Dinitz and Harrington (2014) suggest that disciplinary writing expertise enhances session conversation, enabling tutors to increase focus on global issues and to ask more pertinent questions. To better understand writing conventions in social work and history and to ideally use that understanding to improve session conversation, I conducted my current research: semester-long observations in undergraduate courses in these disciplines, analysis of instructor feedback, and interviews with seventeen instructors between the two disciplines. I will share the trends and tensions I observed in the hope of providing tutors with a greater sense of context and expectations for writing in these disciplines. #IWCANCPTW19L11

    Where Theory and Reality Collide: True Stories from the Writing Center
    Kenneth Butterfield, Brigham Young University 

    As writing tutors, we often study theory, developed by those whose experience is broad and deep. On occasion, however, we will be confronted with situations to which no theory may readily apply. We may be presented with students whose writing we are uncomfortable or unfamiliar with, or we may be placed in situations—such as one involving emotional or mental illness—that require us to shed the cloak of the tutor, heeding our higher call to be human. In such cases, such as the three discussed in this presentation, we must learn to embrace the art of tutoring. #IWCANCPTW19L11

    The Craft of Questions
    Jason T. Ueda, Columbia University

    "In the improvisational nature of consultations, productive questions can seem like a special magic. But what exactly makes a question ‘good’? Writing consultations are driven by questions. Crucial to this is how and when we ask questions to invite writers toward greater complexity. Indeed, the ‘magic’ of a consultation often hinges on a question that destabilizes a writer’s initial understanding of her project. But how can we replicate this? What is the craft of question-making that excites a writer’s own learning? How can we as consultants teach writers make this craft of question-making transparent and reproducible to our writers? " #IWCANCPTW19L11

    Union C

    Workshop : Freedom to Debate: Encouraging Dissent to Maximize Writers' Creative Thinking
    Krista Speicher Sarraf, Indiana University of Pennsylvania

    "Creativity has been a topic of interest to writing centers for some time (Dvorak & Bruce, 2008; Lerner, 2009; Lunsford & Ede, 2011; Rafoth, 2016). Yet, within the contexts of brainstorming and generating ideas, dissent -- expressions of disagreement, debate, or criticism -- is an area sometimes overlooked. However, recent group creativity research points to the advantages of dissent and freedom to debate, and holds key implications for tutors and writers (Feinberg & Nemeth, 2008; Nemeth, 2017). But what does it feel like to experience dissent when generating ideas? This interactive workshop engages participants in this question through group brainstorming activities. Participants will challenge assumptions about brainstorming, practice novel approaches to idea generation, and map out practical applications for their writing centers. " #IWCANCPTW19L12

    Union D

    Workshop : Culturally Responsive Instruction Strategies: Creating Authentic Consultations with Multilingual Students
    Stephanie Liu-Rojas, Pomona College

    Often, tutors default to comfortable tutoring styles, missing opportunities to invite multilingual students to express themselves in authentic and original ways. Based on my ethnographic study, this workshop addresses how culturally responsive instruction (CRI) can be applied within consultations to draw on writers’ unique funds of knowledge and cross-cultural perspectives. We will explore how CRI can be used in consultations and how our actions, facial expressions, body language, and tone of voice can show empathy and respect for multilingual students. Working with multilingual and translingual writing samples, we will apply CRI principles to promote more meaningful sessions with multilingual students. #IWCANCPTW19L13

    Union E

    Through a Screen Clearly

    Exploring the Collaborative Partnerships Between an Online Writing Center and an Online Undergraduate Completion Degree Course
    Christine Zabala, University of Colorado - Boulder

    This session will chronicle the pilot stage of an emerging partnership between a fully online writing center and a newly developed online undergraduate completion degree course. The session will focus on the planning, scaffolding, and tutor training stage of this collaboration, with a brief discussion of preliminary findings from the first few months of the partnership. This session is unique in that it discusses the creation of a new collaboration for the online writing center, as well as its focus on a writing center located within a school of education. #IWCANCPTW19L14

    Promoting Student Engagement and Consultant Artistry Through Facilitative Feedback
    Laura Hardin Marshall, Saint Louis University

    Asynchronous consultations come with challenges: building rapport, avoiding authoritative remarks, and reducing the time required to type recommendations, among others. This session will share strategies to mitigate such challenges, namely through appreciative and facilitative feedback, with an accompanying consultant handbook of time-saving, pre-written positive comments and open-ended, option-giving questions that put students in control of their projects. This handbook is designed to maximize student participation in conversation, especially when the writers are not present; it has become a living collection of templates consultants can use in order to engage students in online consultations and the subsequent revision process. #IWCANCPTW19L14

    Online Composition Fellows: Building a Program through Synchronous Engagement
    Ricky Finch, Nova Southeastern University

    Writing Fellows embedded in Composition class is not a new concept. Furthering that, Writing Centers embrace opportunities to embedded tutors in a variety of classroom spaces and disciplines. Writing Fellows who occupy online spaces often find difficulties navigating class discussion boards, communicating with the class, and engaging in a meaningful way. As student continue to flock to online classes, writing fellows work in online spaces can be a resource for student success. Engaging students synchronously through weekly class workshops creates an additional tool for Writing Centers to use when assisting online students. #IWCANCPTW19L14

    Madison

    Roundtable : Assets, Detriments, Or a Complicated Combination: Examining Agenda Heuristics
    Maureen McBride, University of Nevada - Reno

    This roundtable will focus on how agenda setting guidelines and practices en/dis-courage artisans or artists in our centers. After a brief presentation of data from eight years of agenda research, attendees will participate in discussions and activities to examine how lack of structure and guidance hinders what is possible and encourages the unexpected. Contrastingly, participants will also examine how guiding structures like forms or heuristics may create foundations from which to build and how they may also limit artistic pathways. #IWCANCPTW19L15

    Fayette

    Transferring Skills in Different Languages

    Writing in Foreign Languages: Tools for an Artisan
    Leslie Machabee, University of Puget Sound

    Writing in foreign languages is difficult because university foreign language curricula often jump straight from grammar instruction to literature analysis. This leaves students attempting to translate their English-language writing skills to a foreign language paper but struggling, as those skills aren’t always easily transferable. Because of this, this presentation proposes that an artisanal approach–in which the tutor models commonly used foreign language sentence structures and academic moves for the tutee to practice and replicate– could give students, including those for whom English is a second language, the necessary tools to more confidently express original ideas in their foreign language writing. #IWCANCPTW19L16

    The Art of Tutoring in a Multilingual Community: Assessing ESL Services in the Writing Center at Manhattanville College
    Eymi Orellana, Auraria Putri, Patricia Capellan, Manhattanville College

    To effectively serve the multilingual community, peer tutors act as both artisans and artists. As artisans, we are bound by the standards of academic writing, which necessitates directive instruction in grammar. As artists, we incorporate strategies to meet the needs of each writer. By conducting multilingual sessions that transcend traditional writing center philosophies, we empower writers to create art without losing their voice. In this session, we share qualitative data, including transcripts of multilingual sessions and interviews with students and professionals. Analysis of this data reveals that changes must be implemented in order to meet the needs of multilingual writers. #IWCANCPTW19L16

    Morrow

    SIG : Writing Fellows: Collaboration as an Art
    E. Mairin Barney, Towson University

    This SIG will focus on training participants in Writing Fellows programs for meaningful collaboration. Participants should come prepared to discuss their definitions of "meaningful collaboration," expectations for collaborative work among writing fellows and faculty partners, and any approaches for or questions about training participants to meet these expectations. #IWCANCPTW19L17

    Marion

    Roundtable : The Art of Online Conversations
    Elizabeth Bowen, Texas Tech University

    As technology allows conversation to extend into the online realm, the virtual anonymity of the computer screen can be a double-edged sword. On one hand, it allows people to engage in global conversations from anywhere, yet this same anonymity can sometimes hinder avenues of communication. This Roundtable will explore ways to facilitate effective online discussions in different contexts, for example online discussion groups, asynchronous online tutorials, and social media discussions to name a few. #IWCANCPTW19L18

    Knox

    Supporting Graduate Writers: Perceptions, Sessions, and Solidarity
    Allison Kranek, María Carvajal Regidor, University of Illinois at Urbana-Champaign | Yvonne Lee, Kent State University

    Writing Center scholars have been increasingly engaging in Writing Center-focused empirical research (Lee & Golde, 2013). At this time, however, graduate writers are underrepresented in this scholarship. In this panel, current graduate students and writing consultants at two Midwestern universities address this gap, sharing results from three empirical research studies. Using survey data, writing session recordings, and interviews, the panelists investigate multiple facets of the work of graduate writers and graduate consultants, focusing on how their writing centers support graduate writers through a variety of services and paying particular attention to relationships that influence graduate students’ writing. #IWCANCPTW19L19

    Champaign

    Tutor-Researchers as Artisans: Crafting a Tradition of Local Knowledge
    Jennifer Follett, Brynn Chieffo, Natalie Walton, University of Delaware

    To build local scholarship about peer writing tutoring, why not invite tutor-researchers to act as artisans, working under the mentorship of an experienced researcher to craft their own projects that continue and enhance a tradition of empirical research developed by tutors before them? The Writing Center Administrator and Undergraduate Peer Tutors on this panel will discuss how research is mentored in our center and will share findings from a series of tutor-conducted studies on student emotions and tutors’ strategies. #IWCANCPTW19L20

  • 9:25am - 10:40am

    Session M

    Fairfield

    Call to Action: Helping Secondary Schools Establish Writing Centers
    Betsy Woods, Milford High School | Sandra Dunstan-Hoover, Turpin High School | Liz Reilly, Eric Weiss, Mariemont High School

    You are here because you believe in writing centers. You want to share your knowledge and gain new ideas. This session asks to go a step further—consider how you might leverage your knowledge, resources, and love of writing centers to help local secondary schools develop their own writing centers. This panel of Ohio Writing Project teachers includes directors of both established and new secondary school writing centers. We’ll discuss the start-up challenges secondary schools face and our subsequent successes and obstacles. We will also share ideas about connecting universities, writing projects, and secondary schools around the mission of writing centers. #IWCANCPTW19M1

    Franklin A

    Strike a Prose

    Quantifying composition: Leveraging student-generated data with AI in writing centers
    Eliot Oreskovic, Cleveland State University

    Writing centers are commonly viewed as little more than editing factories, and if writing centers shirk responsibility to this perception, students utilize third-party software such as EasyBib, Grammarly, and peer resources to the students’ detriment. This benefits neither writing centers nor students. It is then in writing centers’ interests to collectively leverage student writing data to train machine learning (ML) models for use in lower-order grammar, style, and meta-characteristics remediation to retain control over the quality of students’ preferred resources. ML is additionally of interest because it can facilitate objective diagnostics, progress evaluations, and impact analyses and encourage RAD research. #IWCANCPTW19M2

    Science and Creative Writing: A Tale of Two Prose
    Jack Nielsen, Kylie Park, Southern Utah University

    Scientific writing is known for its complexity, emotionless prose, and hard-to-read language. This has caused many science students to develop a distaste for writing, a key skill for their future careers. From a Writing Center standpoint, the observable chasm between creative and academic writing is wide, and many tutors outside of scientific disciplines feel helpless in tutoring these students effectively. By employing creative writing techniques, such as literary devices and dramatic structure, academic writing is more interesting, communicative, and memorable. This presentation will focus on the creative aspects of scientific writing and help participants identify these aspects in scientific prose. #IWCANCPTW19M2

    Killing the Author: Non-Traditional Rhetorical Strategies for Students and Teachers
    Garrett Strpko, Calvin University

    This presentation draws on the examples of great literary and philosophical writers such as Dostoyevsky, Kierkegaard, and Nietszche to explore how removing the traditional authority of author and secondary sources can produce effective academic work using indirect discourse. Such an approach allows for creative and fruitful academic work. Instructors and tutors might encourage such an exercise in re-matching form to content by asking students to argue for a position they disagree with, or write in a less traditional genre such as letter-writing or social media. Such work helps sensitize students to issues of voice, communication, and rhetoric generally. #IWCANCPTW19M2

    Franklin B

    The Ethics of Position

    Womanist Curate, Cultural Rhetorics Curation, and the Art of Tutor Training
    Zandra L Jordan, Stanford University

    This presentation explores the curation that goes into both the art on the Center walls and the tutor training curriculum. As a womanist curate with moral responsibilities, I take inspiration from womanist ethicists who challenge the denigration of Black women’s epistemologies and advocate the eradication of all oppression. As a curator, I am mindful of creating a holistic experience through the selection of student artwork and the tutor curriculum that together constitute the values that we hope to display both visually and pedagogically. #IWCANCPTW19M3

    Fashioning Citizens: Making HBCU Writing Center History Legible
    Sue Mendelsohn, Columbia University

    Histories of writing centers typically struggle to account for historically black colleges and universities (HBCUs). Based on archival research, this presentation recounts the evolution of writing center pedagogies at HBCUs, from the early days of Jim Crow through the Black Power Movement of the 1970s. It traces an evolution that responds to the changing landscape of race, racism, and citizenship in America. #IWCANCPTW19M3

    Tutor Positioning in Middle East North African Writing Centers’ Training Material
    Tony Schiera, Indiana University of Pennsylvania

    This presentation explores results of a study examining in-house produced tutor training documents from Middle East North Africa writing centers (WC) to glean how those documents position tutors to be WC tutors and/or English language tutors. Results of this study can provide a better understanding of WCs in local and global contexts and offer suggestions for best practices to align tutors with their training through positioning (Harré, 2012; James, 2014) ultimately helping WC directors and tutor trainers in the art of training tutors. #IWCANCPTW19M3

    Franklin C

    Diving into Diversity

    The Art of Tutoring: Dealing with Stress and Trauma in the Writing Center.
    Lucie Moussu, University of Alberta

    Writing does not happen in a vacuum, and student writers often bring more than just their papers to the writing center: life events, mental illnesses, disabilities, linguistic discrimination, and other non-writing-related issues can strongly impact the students’ ability to write and their behaviour during tutorials, which, in turn, can have a potentially traumatic effect on the tutors’ mental health. This presentation discusses the analysis of more than 200 tutorial recordings used to investigate 1) what kinds of non-writing-related issues come up during tutorials, and 2) how tutors respond and deal with these issues during and after the tutorials. #IWCANCPTW19M4

    Strategically Queer: The LGBTQ Tutor in the Writing Center
    Jay Sloan, Kent State University at Stark

    Nancy Grimm suggests that “a playful, curious ‘what if' writing center practice” is the best method of tutor engagement. But queer tutors find embodying their queerness in the Center anything but “playful.” Often hesitant, queer tutors engage in the same avoidance tactics they use elsewhere in life (what Yoshino identifies as "covering" mechanisms). To borrow Sondra Perl’s term, just as writer’s develop a “felt sense” as they generate text, LGBTQ+ tutors develop a felt sense about the “text” they articulate in their words, actions, and bodies. This presentation utilizes survey data to explore tutors' “strategic queerness” in the writing center. #IWCANCPTW19M4

    Writing Queerly: How Trans Perspectives Can Benefit Writing Center Sessions
    Samuel Garcia, Texas State University

    "Our current administration uses harmful rhetoric to make the public fear transgender people. We are reportedly “on the rise” and “predators in bathrooms,” and many fail to realize how transgender perspectives, influenced by socially transitioning and, consequently, transcending binaries, are beneficial. Writing center scholarship, however, calls for tutors to challenge harmful perceptions and model how students can stay true to their identities in composition. By creating an atmosphere that is open-minded and genial, respectful and motivating, we will help students write thoughtfully and clearly; we will actively subvert traditional conceptions of composition by promoting the art of writing authentic works. " #IWCANCPTW19M4

    Franklin D

    The Made Thing: Balancing Critical and Creative Practices for (Re)imagining Writing Center Administrative Structures
    Karen Head, Georgia Institute of Technology | Russell Carpenter, Eastern Kentucky University

    Two founding directors how they have reorganized and reinvented writing center staffing and leadership structures to ensure productive growth and forward momentum. Founding a center is an exciting opportunity, albeit an exhausting and emotional experience. The investment, professional and personally, looms large long after center work settles into a productive pace. However, center life, and the life of center directors, is ever-changing. As a center evolves, and the work within it expands, there is often an inevitable need to reorganize administrative structures. Founding (or long serving) directors must guard against letting their epistemological preferences create barriers to change and growth. #IWCANCPTW19M5

    Delaware A

    The Art of Queerness: Reimagining Writing Center Tutoring and Administration
    Travis Webster, Pace University | Jonathan Rylander, University of Wisconsin-Eau Claire | Tyler Martinez, University of Louisiana-Lafayette

    Speaker 1 evokes queer frameworks, such as subverting shame and repurposing the term “promiscuity,” for encouraging further interrogation into our field’s tutoring methods, while Speakers 2 and 3 discuss “queer assemblage” orientations (Puar 2007; Palmeri & Rylander, 2015) to faculty fellows initiatives housed in writing centers and writing across the curriculum programs. #IWCANCPTW19M6

    Delaware B

    Emotional Rescue

    “Hi, No Worries at All!”: Rhetorical Listening as Expression of Emotional Knowledge in Online Synchronous Writing Conferences
    Neal Lerner, Kyle Oddis, Northeastern University

    Emotions play a strong role in tutoring writing for both students and consultants. To better understand this role, we analyzed writing conferences conducted in synchronous, online format, drawing on the concept of “rhetorical listening” (Ratcliffe 1999) in which tutors and students engage in a mutual learning process by “listening for the (un)conscious presences, absences, unknowns” (Ratcliffe 1999, p. 206). In this session, we will describe our study--its questions, methods, results, and analysis. Ultimately, we hope to build a model of “rhetorical listening” in online synchronous writing center sessions, focusing on the key role of emotional knowledge. #IWCANCPTW19M7

    You’re Like My Teacher-Best Friend-Therapist": Reflections on 2 Years, 4,000 Appointments, 960 Hours, and All the Immaterial Labor We Can’t Quantify
    Elizabeth Cramarosso, Lane Tech College Prep

    In this individual presentation, a high school writing center director meditates on emotional labor’s “particular contours” (Caswell et al.) in the context of a 7th-12th grade writing center in which the labor of emotion can be characterized as a production and performance of affect. The presenter draws on Hardt and Negri’s definition of “immaterial labor” to better understand our invisible labor and to consider the paradox of exploitative realities and liberatory potentials for the immaterial labor we do. #IWCANCPTW19M7

    Delaware C

    Portrait of the Tutor as a Flexible Artist
    Sam Turner, Carnegie Mellon University | Genie Giaimo, Middlebury College | Mike Mattison, Katie Zebell, Wittenberg

    This panel seeks to explore the ever-encouraged yet rarely-defined concept of tutor flexibility in the Writing Center. Positioning ourselves as both the creative artist and the functional artisan, we can imagine the idealized session that tutor flexibility allows for. However, what’s harder to imagine are the ways we measure flexibility; after tutor training, how is flexibility actually enacted in the writing center? Panelists will share results from studies conducted at the Ohio State University and Wittenberg College writing centers in addressing these questions. #IWCANCPTW19M8

    Delaware D

    Workshop : Visualizing Art-Based Reflection and Responses in Tutor Development Practices
    Kristina Reardon, College of the Holy Cross | Jennifer Marciniak, Southwestern University

    Workshop leaders provide models for using visual art to respond to challenges in writing center training or ongoing staff development, such as creating concrete, visual memories of learning experiences and responding to campus crises through collaboratively produced art. Participants will engage in discussion, a visual mapping activity, and a short art project as they design their own visual arts project for their writing centers. Opportunities to find cross-campus collaborators will also be provided. #IWCANCPTW19M9

    Union A

    SIG : Working with International Students
    Dawn Marie Hershberger, Richard Marshall, University of Indianapolis

    Participants will learn from each other by sharing stories of successes and challenges of working with international students. We will discuss some programs we have implemented such as Conversation Circles where small groups of international students are paired with English-speaking facilitators for a weekly hour-long conversation, and training techniques we have employed such as including an ESL component in our training workshop every year and having an ESL specialist visit every other year for more intense training. Participants will share information about what they are doing in their centers to help international students see the value of writing center collaboration. #IWCANCPTW19M10

    Union B

    Workshop : The Art of Transfer: Adapting Skills, Tactics, and Knowledges Across Writing Center Contexts
    Georganne Nordstrom, Avree Ito-Fujita, University of Hawai’i at Mānoa | Isaac Wang, Purdue University

    Building upon scholarship and projects that examine how writing center practitioners adapt and utilize skills (Kail, Gillespie, & Hughes, 2019) this workshop explores the transfer of skills, tactics, and knowledges across writing center contexts. Speakers will first share how they experienced transfer across writing centers and then engage with participants through a palette activity. Using venn diagrams, we will identify points of overlap and divergence in our writing center sites through colors representing skills/practices/approaches. The workshop will culminate with a discussion concerning moments of adaptation and innovation within the various roles we embody and sites we inhabit. #IWCANCPTW19M11

    Union C

    Workshop : Small Literacies: Incremental Steps toward Multiliteracy Centers
    Travis DuBose, Brigida Costantino, Victoria Wroblewski, Ruby Murrani, Rutgers University

    In his essay “All Things to All People,” David Sheridan discusses the challenges of training tutors to work in multiple literacies while maintaining their competence at tutoring writing: how can we add skills to tutors’ core competencies and expect them to perform equally well in all tasks? This workshop answers that question by taking direction from James M. Lang’s Small Teaching: small but deliberate steps can create instructional change. We embrace the conference’s animating question by considering tutors as artisans honing their craft by degrees. #IWCANCPTW19M12

    Union D

    Writing Together: Research on Graduate Student Motivation and Accountability Writing Groups
    Alyssa Chrisman, The Ohio State University

    This presentation focuses on the results of a study completed in various graduate student motivation and accountability writing groups. Ultimately, I argue that students in these groups use languaging during weekly check-ins to learn the genre of the dissertation. Dissertation writing is a notoriously isolating process, and the relationships that are built in this community of practice facilitate student learning, motivation, and accountability. Overall, I hope for participants to gain an understanding of the potential of graduate student writing groups focused on motivation and accountability, as well as some resources for how to enact such groups in their own writing centers. #IWCANCPTW19M13

    Union E

    Roundtable : “Just Don’t Call It Boot Camp”: Implementing Intensive Dissertation Writing Experiences
    Vicki R. Kennell, Mitch Hobza, Purdue University | Michelle Campbell, Duke University

    This roundtable explores intensive writing programs for dissertation writers conducted at two R1 institutions. Evaluations indicated the programs encouraged dissertation progress, provided relational support, and taught skills. We’ll share contextual and curricular information and examine aspects like group dynamics and timing that can affect program success. We invite cross-institutional dialogue about the art of running dissertation camps, including methods, materials, administrative aspects, and strategies learned through personal experience. Those new to dissertation writing support will gain an understanding of methods and possibilities; those more experienced will have a venue for sharing their expertise while refining their own programs. #IWCANCPTW19M14

    Madison

    SIG : Meet Your Special Mentor/Mentee With Our Speed-Matching Services
    Frances Crawford, Denise Stephenson, University of Mary Hardin-Baylor

    Been wondering what to do and when to do it? Do you feel like you’re the only ship in a giant ocean of academic bureaucracy? Got tons of experience and no one to share it with? WAIT! Let’s make a connection. Join us for a speed-matching service where you’ll get to meet fun loving writing center people looking for someone just like you to share your loves and frustrations with. Denise and Frances will take you through a mentor/mentee matching process and to find the right match for you! #IWCANCPTW19M15

    Fayette

    Crafting Our Conferences: The Racial Climate Survey for Writing Center Professional Gatherings
    Rachel Azima, University of Nebraska-Lincoln | Kelsey Hixson-Bowles, Utah Valley University | Neil Simpkins, University of Washington-Bothell

    This presentation and talkback will explore the results of our racial climate survey for writing center professional gatherings. Participants will preview the results and key findings of the climate survey, including survey rationale and design. Then, in a talkback session, participants and the team will discuss and brainstorm practices for an executive summary to be shared with writing center conference planners. #IWCANCPTW19M16

    Morrow

    Roundtable : Molding #MeToo Conversations in the Writing Center
    Katherine Villarreal, Landy Garcia, Ale Moz, Marshall Walston, Steven J. Corbett, Texas A&M University-Kingsville

    This roundtable presentation invites participants to voice and explore their experiences as a tutor in the heart of their sessions that made them feel uncomfortable, concerned, threatened, or disrespected. Is your writing center well equipped to discuss students who act inappropriately during session, while still honoring traditional writing center foundations of freedom of speech and expression? How can writing centers stick to their original mold and effectively combat sexual harassment and discrimination? #IWCANCPTW19M17

    Knox

    Visiting, Not Visiting, and Visiting Often

    “The Art of Seeing the Un-seen:” Who Doesn’t Visit the Writing Center, and Why?
    Imari Tetu, Elizabeth Kennedy, Hannah Mose, Saginaw Valley State University

    " This presentation will share our preliminary research focused students who have not visited the writing center at our mid-western university. Specifically, we will provide an overview of survey data from students who do not visit the writing center, and their reasons for not visiting our center. This presentation will share this qualitative and quantitative results of this survey to begin identify possible trends in writing center non-visitors, helping our audience—and ourselves—better learn the art of seeing the un-seen. " #IWCANCPTW19M18

    Anarchism, Hospitality, and Classroom Visits
    Matthew R. Candelaria, Metropolitan State University of Denver

    Students come into the writing center with a large range of expectations. Since classroom visits are many students first experience with the writing center, it is crucial for our messaging to reflect the peer-peer nature of our space. In my research, I attempt to situate classroom visits in the philosophy of horizontalism, mutualism and hospitality. Specifically, I suggest that we should use classroom visits to open a dialogue with students. #IWCANCPTW19M18

    There and Back Again: How Repeat Clients Influence a Session
    Emmah Evangelista, George Washington University

    In this presentation, I will present findings from a survey given to consultants at a large, private, urban university writing center that focuses on working with repeat clients, asking questions about the first few minutes of sessions with repeat clients, the pacing of such sessions, and whether consultants feel they are more or less directive in these sessions. Through this data and analysis, an understanding of how repeat clients influence a session will be reached, which will allow me to make recommendations about how consultants can adjust their practices to improve sessions involving such clients. #IWCANCPTW19M18

    Champaign

    Tutoring outside the Lines: Crafting a Community Writing Center
    Charlotte Smith, Sarah Z. Johnson, Kassandra Gossens, Madison College

    This presentation is about extending a writing center’s mission beyond the college in the form of a community writing center at a newly built branch campus at an urban, two-year college. Three speakers will describe partnering with local organizations and the nearby university to create workshops, courses, and other ways to assist writers in the community. They will discuss space, budget, working with non-enrolled students, and mission. #IWCANCPTW19M19

  • 10:50am - 12:05pm

    Session N

    Fairfield

    Workshop : The (HE)ART of It All: What Departing Writing Center Directors Carry with Them
    Leigh Ryan, University of Maryland | Pamela Childers, McCallie School | Kathleen Shine Cain, Merrimack College

    "Following Wendy Bishop’s lead, we began exploring the influences of our writing center careers on our identities and activities after retirement. Now we are expanding our research to include others who retired or, like Wendy, moved to other positions. After introducing the project, this workshop will tap into the collective wisdom of the writing center hive mind to refine plans. We seek feedback about the kinds of information we should seek and why, how we should gather and evaluate it (so far, surveys and interviews), and the most effective and interesting ways to present and make use of it. " #IWCANCPTW19N1

    Franklin A

    Adding PAR to our Palette: Bringing Participatory Action Research to Embedded Peer Tutoring
    Christopher E Manion, Jacqueline Kauza, Cynthia Lin, Christian Rivers, Nick Wagner, Melissa Wilson, The Ohio State University

    This panel, consisting of course-embedded tutoring program coordinators, two recent embedded tutors, and a participating faculty member, will examine how the collaborative and reflective methodologies of Participatory Action Research (PAR) might bring new insights to some of the core challenges addressed in the embedded tutor literature: how tutors navigate classroom hierarchies, and how they position themselves in relation to specialized knowledge. The coordinators will share qualitative data collected from our program through a PAR lens, and the tutors and instructor will reflect on their practice relating to these challenges. #IWCANCPTW19N2

    Franklin B

    Centering Partnerships: Envisioning Writing Centers as Sites of Community Engagement
    Bronwyn Williams, University of Louisville | Amy McCleese Nichols, Berea College | Layne Porta Gordon, Rollins College

    "In this panel we discuss how a writing center can offer often unexplored opportunities as a locus for community engagement within the larger college or university. As part of a developing body of knowledge on community-engaged writing centers, we propose that the distinctive institutional and pedagogical positioning of writing centers make them powerful sites through which universities can work with community partners. We discuss strategies such as collaborative goal-setting, dialogic interaction, and network mapping, that illustrate ways for writing center practitioners at a variety of institutions to explore community partnerships. " #IWCANCPTW19N3

    Franklin C

    From Motivation to Resistance

    "Ummm, Yeah, Maybe:" A Tutor’s Role (or Lack Thereof) with Passively Resistant Clients
    Maryam Gilanshah, The George Washington University

    This presentation analyzes a writing center session—recorded and transcribed—where differences in consultant and client expectations created conflicts, including passive resistance from the client whenever the consultant made suggestions. By analyzing the transcript, we can see that passive resistance may come from a lack of confidence in the student’s work or the consultant’s abilities. After we identify these causes, possible solutions that increase communication and decrease hierarchical uneasiness can be offered; with this, a more aware and active writing center can be made available to all students, encouraging them to be open with their work and their expectations. #IWCANCPTW19N4

    Put Me in Coach, I'm Ready to Write! : Intrinsic Motivation in the Writing Center
    Jake Riley, Wabash College

    This presentation will take an in-depth look at how intrinsic motivation plays out within the Writing Center and how to cultivate it for better results. I will also use some of my presentation to take a specific look at intrinsic motivation in my Writing Center - we occupy a unique space as one of 3 remaining all-male colleges in the country. #IWCANCPTW19N4

    Social Identity Differences and Tutor Communication Behaviors in the Writing Center
    Sophie Barlow, University of Michigan

    Social and cultural differences between tutors and writers shape the way they interact with each other – yet studies relating identity differences with interactant behaviors seems limited. Examining the tutors’ use of supportive and assertive speech behaviors, outlined in the Gibbs Communication Model, could provide new insights into how tutors can learn to provide more encouraging and useful verbal feedback during tutoring sessions. In this session, I will present the results of my empirical study analyzing tutors’ perceptions of social identity differences between the students and themselves, and the related frequency of supportive and assertive behaviors during writing consultations. #IWCANCPTW19N4

    Franklin D

    Discussions, Discomfort, Disruptions

    What Not to Wear: analyzing racism and sexism through various dress code policies
    Breanna Tavernini, Nevada State College

    Disrupting power dynamics is an essential component for allowing writing center tutors as well as student workers to have an optimal work environment. The expectations from professional etiquette in work environments such as dress code policies creates barriers for social progress, where conversations about what one wears are rarely discussed because of underlying discomforts. In this presentation, I will share my results on the impact the varying dress code policies have on student workers in different work environments, and I will promote awareness of the racism and sexism present in current dress codes. #IWCANCPTW19N5

    Faculty "Buy In": Designing a RAD Research Project to Better Understand Faculty Perception of Writing Centers
    Amanda Rachelle Warren, University of South Carolina Aiken

    This presentation outlines the need for and development of a faculty survey and series of interviews designed to collect RAD data on faculty's perceptions of writing centers, and presents a method for collecting, presenting, analyzing, and using the data to inform WC practice. The presentation/discussion of purpose, methodology, and limitations of the study with other writing center directors, staff, and faculty, will provide feedback, refine research methods, and identify those interested in reproducing the study for their own centers and/or compiling findings to produce a more in-depth data set across institutions of higher education. #IWCANCPTW19N5

    When Discomfort is Too Comfortable: How My Trans Identity Re-framed my Narrative of Discomfort
    Nathan Marquam, Indiana University-Purdue University Indianapolis

    Discussions of growth and progress in the writing center often hold comfort and discomfort in contention with one another as if their complexities cannot coexist. Using a transgender person's lived experience as a framework, this presentation will explore how discomfort is a preexisting condition for many writers who walk through the door, and how explicitly valuing the comfort of both the writer and the consultant can foster a stronger, more inclusive environment for all. #IWCANCPTW19N5

    Delaware A

    Cats, Coffee, and Contests

    A Pause of Paws: Cats, Complaints, & Our Creation of Space
    Kayleigh Few, Mississippi State University

    Born out of a conflict with a neighboring faculty member over stray cats on the MSU campus, this presentation will focus on definitions of professionalism and representations of Writing Centers. Conventional notions of professionalism inherently exclude many members of marginalized communities, particularly within academics. In this talk, I explore the idea of who gets to define Writing Centers’ spaces—both physically and rhetorically—and what implications these varying definitions can have on our ethos as academic entities. #IWCANCPTW19N6

    From Walls to Webpages to Tutoring: The Kutztown University Writing Center as an Artistic, Student- Centered Campus Hub
    Patricia Pytleski, Kutztown University

    In our UWC, we consider writing to be an art, yet we also foster and support other forms of art besides writing. We train our writing artisans to help student writers on their journey while also acknowledging the best parts of these students’ work. There is an art to successful tutoring sessions, a balance of student/ tutor interaction, and the desired invested hope for a well-received creation. Writing instruction in a writing center is taught more like the other arts than the writing taught in the classroom.Yet, we also value other forms of art; the walls of our UWC are adorned with KU student art, gallery style; we hold poetry contests and share the winner’s work on our website and in the school literary collection; we created an art contest, asking students to submit their best artistic recreation of a favorite book. This merging of art forms on our walls, website, and in our sessions helps to make the UWC space warm and inviting, while also instilling pride and confidence In our artists. #IWCANCPTW19N6

    Coffee and the Art of Writing Center Maintenance
    Lynette Mattson, Gillian Lee, The College of Wooster

    Using The College of Wooster Writing Center as a case study, this presentation seeks to draw attention to the importance of maintenance in an space of innovation. Specifically, we address caretaking and maintenance work of professional writing center staff, the care required to maintain the staff, and the ways these endeavors are complicated by intersections of identities. We join the scholarly conversations around the politics of care and maintenance to examine the unique position of Writing Center work as both art and maintenance. #IWCANCPTW19N6

    Delaware B

    Building Parent-Accessible Writing Centers
    Candis Bond, Augusta University | Rachel Herzl-Betz, Jollina Simpson, Nevada State College

    Many college students and writing center tutors are parents, yet little is known about how to support parents within writing centers. This panel discusses ways that parenthood can impact the writing process, with the goal of making writing centers more accessible, parent-supportive spaces. The panelists combine personal experiences of parenthood, professional experiences of tutoring parent writers, scholarship on parenthood, and their own research studies to propose parent-centered tutoring philosophies and practices. They argue that working with parent writers often requires an artful convergence of personal and professional labor that makes room for the emotional dimensions of writing as a parent. #IWCANCPTW19N7

    Delaware C

    Understanding Backgrounds and Breaking Barriers
    Eunice Kang, Jenny Goransson, West Springfield High School Peer Tutoring Center

    Our centers can be spaces where connections are made between learners, despite different backgrounds of tutees. Eunice Kang and Hanan Stiff, two current tutors from West Springfield High School’s peer tutoring center, will share two recent ways in which their center has approached this goal focusing on the center’s attempts in increasing connections with students that otherwise might not interact, specifically with the ELL and primary education population. In investigating two different aspects of “peer helping”, they will discuss areas in which they overlap in finding the “middle ground", learning to break social and academic barriers through common social skills. #IWCANCPTW19N8

    Delaware D

    Workshop : Responding to Artistically-Inspired Projects: Recommendations, Strategies, and Resources
    Lindsay Sabatino, Wagner College | Brian Fallon, Sarah Blazer, Fashion Institute of Technology, SUNY | Russell Carpenter, Eastern Kentucky University | Clint Gardner, Salt Lake Community College | Karen Head, Georgia Institute of Technology

    We invite directors and tutors to come together to discuss possibilities for tutor education in regards to artistically-focused texts. Drawing from work by contributors of the collection Multimodal Composing: Strategies for Twenty-First-Century Writing Consultations, the leaders of this resource-building working group will ask participants to engage in small-group conversations and discuss their experiences working with multimodal and artist-inspired projects. Groups will be tasked with developing recommendations, strategies, and resources for tutoring these kinds of projects. #IWCANCPTW19N9

    Union A

    Roundtable : Of Mice and Men: Age Hierarchy in the Writing Center
    Dalya Lessem Elnecave, Lane Tech College Prep

    When the Lane Tech Writing Center was created, the idea of underclassmen being tutors was met with some skepticism by the administration. The center’s philosophy is that tutoring should not be based on age but on commitment to helping peers and putting in the time to receive proper training. Presenter Dalya Lessem Elnecave has become the youngest tutor (13) in a predominantly high school writing center. In this session, she will discuss the experience of younger tutors attempting to be taken seriously and will explore if age contributes to one’s worth or ability as an artist or artisan. #IWCANCPTW19N10

    Union B

    Workshop : “Artivism” in Communication Centers: Facilitating Social Justice Activism through Artistic Intervention
    Laura Greenfield, Iyanu Bishop, Eleanor Crawford, Maria Molina, Naia Tenerowicz, Hampshire College

    How can art be used as a tool of social change? How do activists use community-based art to question, disrupt, resist, call to action, solve problems, or imagine new possibilities? How can peer mentors in writing and speaking centers engage “artivism” in their mentoring pedagogy and support their student writers and speakers to do the same? With a particular emphasis on critical pedagogy, community engagement, and artists as problem solvers, our workshop will consist of information sharing, group reflection and theorizing, collective art-making, and visioning together about possibilities on our home campuses and in our unique centers. #IWCANCPTW19N11

    Union C

    Workshop : 6th Graders in the University Hallways: What will it mean to value the artistry of the community member over the artisanal habitus of the university?
    Everardo J. Cuevas, Michigan State University

    This workshop aims to build more equitable partnerships when we practice outreach and community engagement as writing centers by considering where communities challenge border lines, the everyday of the university, and the habitus of its denizens. Through centering reciprocity in community-writing center relationships, this workshop aims to interrogate participants’ writing center mission statements, outreach/community-engagement design, and research methodology and models. Through a series of activities infused with theory, participants will be invited to draft, revise, and brainstorm current and new materials to support thoughtful and reciprocal community-engagement in their localized spaces and communities. #IWCANCPTW19N12

    Union D

    Workshop : Reading Strategies in Writing Centers
    Kylie Cordell, Ainara Hidalgo, Esther Afrane, Emmanuella Afrane, Michelle Padron, Ana Risano, Jimena Novaro, Warren Wilson College

    "For many students, reading is a struggle that takes focus and self-discipline, while most students turn towards condensed versions of texts, like Sparknotes or abstracts. While it is assumed that students already have reading comprehension skills, many students have not developed these skills, resulting in poor academic performance in both retaining information and drawing from the text in their own writing. Understanding this, how can college writing centers help students with reading comprehension? We will share reading strategies for writing centers, including how peer tutors can help students think critically about writing by analyzing the author’s craft. " #IWCANCPTW19N13

    Union E

    Training and Research--Tutor Habits and Practices

    Researcher as Artist: Using a Formative Experiment to Create a New Image for Writing Center Training Practices
    Jessica Slentz Reynolds, Texas State University

    This session presents preliminary findings from a formative experiment in which tutors were trained and monitored to improve their skills when working with first-year students at a four-year, emerging research institution. Training for tutors who work with first-year students, especially basic writers and developmental readers, is particularly problematic in settings like four-year universities where tutors are less likely to relate to students struggling with basic, college-level literacies. This presentation showcases the data collection and analyses processes used for this formative experiment, including tutors’ self-reported progress throughout the study, materials used for trainings, and emergent themes developed from the data. #IWCANCPTW19N14

    Putting Subconscious Decision-making to Work: Making Visible New Opportunities in the Construction and Communication of Feedback in Writing Centers
    Alicia Clark-Barnes, University of New Hampshire

    In 1996 The New London Group proposed "a metalanguage…based on the concept of design" that includes a definition of "the Redesigned" as "founded on…received patterns of meaning. At the same time... a transformed meaning [that] ...becomes a new Available Design, a new meaning-making resource." This presentation shares results of an IRB-approved study examining writing centers as sites of Redesign, specifically focusing on which feedback tools are consciously employed/redesigned for use during sessions. Reflections on this conscious and subconscious decisionmaking were incorporated into a series of activities that can be used to increase reflective practices and create more authentic outreach strategies. #IWCANCPTW19N14

    Ecology and the Writing Center
    Kerry Smith, James Madison University

    There’s an ecological nature to one-on-one writing consultations and I have experienced the value of an ecological perspective in writing center work. The ecological perspective is to recognize the whole, all its parts, and how they all complexly interact with each other. This is at the heart of writing center work—to help the writer as a whole and not the text in isolation. Writing centers are often this liminal space where you work within many complex systems but don’t always acknowledge it. There is immense value in consulting ecologically but being aware it is ecological—naming it— provides awareness and intentionality. #IWCANCPTW19N14

    Fayette

    Workshop : Meaning Making and Stance Taking: Exploring Identity Through Art
    Jennifer Miller, University of Iowa

    "This hands-on, interactive workshop is designed to immerse participants in an artistic process of inquiry and discovery. Our work hinges on building authentic connections with others across sociocultural differences, so it is essential that we learn and cultivate different mindsets. Through arts-based activities, we will learn and practice taking different stances -- 'noticing' and 'connecting' -- and then we will share our experiences with others. Collectively, we will begin to demystify the daunting task of cultivating authenticity across sociocultural differences. [Presenter's Note: Workshop ideas have been adapted from Marit Dewhurst's 2018 book titled, ""Teachers Bridging Difference: Exploring identity through art.""] " #IWCANCPTW19N15

    Marion

    Roundtable : Writing Center Scholarship in the Absence of . . . .
    Catherine Siemann, New Jersey Institute of Technology

    While exciting developments in undergraduate and graduate student research have been prominent in Writing Center Studies of late, there are numerous writing centers that rely primarily or exclusively on professional tutoring staff. What does writing center research look like when peer tutors and graduate students aren’t central to the equation, either as subjects or as researchers? This roundtable seeks to bring together directors, administrators, and scholars working in STEM and other specialized universities, community colleges, and any other institutions who are shaping projects in this different context, to share our ideas and experiences. #IWCANCPTW19N16

    Knox

    Symetrical Chairs and Scintillating Websites

    Art as a source of human existence: How shenanigans revived our humanity
    Tho Van, Jessica Pujols, Georgia Institute of Technology

    At a highly technology focused institute, it is hard for students to find creative outlets and even harder to find comforting spaces we can call home. This talk discusses how tutors and center assistants utilize a combination of anarchist pedagogies and the unexpected to turn the communication center where they work into an environment that is welcoming and friendly for all who enter with fun art, humor, and shenanigans. Specifically, we will discuss how one tutor’s efforts to create symmetrical furniture arrangements sparked a war between different shifts in the center. #IWCANCPTW19N17

    An Alternative Approach to Writing Center Websites
    Joshua Nicholas Polanski, Calvin University

    Many writing center websites 1) only tackle writing, or minimally tackle other forms of rhetoric, 2) present mainly original sources rather than pointing to the best, and 3) fail to engage the user… they are boring. Our center’s new site seeks to 1) address multiple forms of rhetoric with an emphasis on transfer, 2) provide users with the best available resources (including original materials and links to excellent outside materials) with strategies for using those resources, and 3) entertain users with the goals of invoking curiosity and maintaining attention. #IWCANCPTW19N17

    “Insta”-ntly relevant: An Artisan’s and Artist’s Approach to Writing Center Social Media Strategy
    Caroline Sawatzki, Saginaw Valley State University

    This presentation will discuss the role of creative social media content development and branding in promoting the image of the Writing Center. The discussion will include an exploration of social media marketing as a means of advancing Writing Center initiatives, including community engagement, student outreach, and branding. Specifically, this presentation will focus on the three most prevalent social media platforms in the United States: Facebook, Twitter and Instagram, offering a brief overview of practical methodology for creative content generation based on the functionality of each platform. #IWCANCPTW19N17

  • 12:15pm - 1:30pm

    Session O

    Fairfield

    Foundations and Improvisations in Writing Center Work: What we can Learn from Workplace Ethnographies
    Nathalie Singh-Corcoran, Lexi Persad, Abbey Stephan, Anna Davis Ables, West Virginia University

    This panel explores what can be learned about writing centers and institutions through ethnography. Four researchers -- two peer tutors, a graduate coordinator, and a writing center director--all examine the workplace literacies of a writing center. We explore what workplace literacies look like in the writing center context, and we answer questions such as: how does an institution shape writing center, literacy practices? What are a tutor’s literacies? How to they vary? How do they transfer from different contexts inside the writing center and outside? How many literacies are foundational, how many shared? How many are improvised? How are students impacted by these various literacies? #IWCANCPTW19O1

    Franklin A

    Out of Reach or Outreach?

    The Art of Outreach on a Shoestring
    Dawn Marie Hershberger, Richard Marshall, University of Indianapolis

    Limited time and resources present a challenge to providing outreach services. One way to meet this challenge of providing outreach on a shoestring is by using existing programs on campus as the roots for outreach efforts. The UIndy Writing Lab will share some of the ways we have used this strategy to increase our outreach efforts. Our story will segue into discussion among participants of the utilization (and potential utilization) of similar networks on their campuses so that they will leave the session with tangible ideas of how to bolster their own outreach programs. #IWCANCPTW19O2

    Mapping the Blues: Linking the Communities of Mississippi’s Writing Centers
    Liz Egan, Millsaps College

    Inspired by the markers of the Mississippi Blues Trail that connect to tell the story of the music that was born in the Delta and spread like floodwaters around the world, our writing center created an interactive map to mark opportunities for community between and among all the writing centers in our state. Writing and art-making might have a reputation as activities of loners, but we who write and paint and sing the blues know art and artmakers thrive in community. We mapped Mississippi’s writing centers seeking to strike chords of community within an ensemble of neighboring writing centers. #IWCANCPTW19O2

    Franklin B

    Tutors as Makers: Lessons We Can Only Learn Together
    Sarah Blazer, Jewelle Trotman, Elizabeth Scheuerman, India Adolfsson, Fashion Institute of Technology - SUNY

    There are many lessons that no one person can teach but that can be learned when people experiment, reflect, and create together within environments that deeply value learning. Drawing on Sherwood’s “Portrait of the Tutor as an Artist” and Geller et al.’s The Everyday Writing Center, panelists will present a semester-long project that exemplifies the power of collaborative, experiential learning. Utilizing interviews with peers as well as personal accounts, panelists will critically reflect on how the project allowed staff to focus on “becoming” knowledgeable together and how the making process, as well as materials created, have impacted their tutoring practice. #IWCANCPTW19O3

    Frankln C

    A New Kind of Palette: The Art of Technology for Drafting Creative Writing Projects
    Karen Head, Gerorgia Institute of Technology | Russell Carpenter, Eastern Kentucky University

    This panel explores conversations tutors between creative writers to help them better understand the ways technologies influence drafts and drafting within, around, and among writing center spaces. Some of the most interesting conversations about drafting happen when tutors work with creative writers—many of whom do not recognize the potential benefits for incorporating technologies into the process. In this presentation, the authors of a new book chapter offer approaches to drafting creative writing using new technologies, including those that are digital and cloud-based, that are readily applicable, offering practices and considerations for evaluating, selecting, and using technologies for creative writing. #IWCANCPTW19O4

    Franklin D

    The Art of Writng Center Intervention at the Cellular and Molecular Level
    Chloe Guillaume, Grace Tews, Carthage College

    "Writing Fellows developed and implemented workshops for BIO2300, a writing intensive course for Biology. Optional weekly workshops were offered. Writing Fellows provided feedback on lab report drafts as well. Pre- and post-surveys were administered to students measuring confidence in writing lab reports. Reports were graded to evaluate writing proficiency. Surveys and lab report scores were analyzed to determine the effectiveness of writing center intervention. Scores and confidence significantly increased for students who attended workshops or received writing center feedback. This indicates the intervention was successful and can be implemented in other courses in the life sciences. " #IWCANCPTW19O5

    Delaware A

    Language, Learning, and the Law

    The Art and Artisanship of Language Repertoires: A Cross-Institutional Study of Bi-dialectical and Multilingual Writers at Fayetteville State University (An HBCU) and National Defense University (a PME)
    Trela N. Anderson, National Defense University | Ji Young Kim, Fayetteville State University

    "This session explores the language backgrounds of bi-dialectal and multilingual students at two distinctive institutions --- a Historically Black University (HBCU) in Fayetteville North Carolina and a Predominantly Military Education (PME) school in Washington DC --- in an effort to enhance writing program administrators' (and others’) abilities to provide informed educational options for students from across linguistic experiences. " #IWCANCPTW19O6

    The Myth of Plagiarism: What Do L2 Writers, L2 Tutors, and L2 Writing Scholars Say?
    Lan Wang-Hiles, West Virginia State University

    Plagiarism is an intellectual sin and considered as academic violence. However, it is a complex issue in the context of L2 writing. The recognition of plagiarism as a scholarly issue varies according to different cultures, which requires L2 writing instructors/tutors to realize that different cultures view the possession or ownership of ideas differently. Thus, it is critical for L2 writing instructors/tutors to guide L2 writers understanding of the meaning of plagiarism and to avoid plagiarizing by offering citation and paraphrase strategies. This presentation, from L2 writers’, L2 tutors, and L2 scholars’ perspectives, discusses the myth of plagiarism. #IWCANCPTW19O6

    Delaware B

    Taking a Brush to an Easel: Stakeholder Perceptions of the Creative Craft of Writing Center Pedagogy
    Erin Andersen, Marissa Conroy, Rebecca Thompson, Amanda Baker, Morgan Pierson, Centenary University

    Running a WC requires different creative skill sets applied by directors and tutors alike. Like artists, how does a WC adapt its practices to suit its audience while staying true to its core values? Using data from focus group interviews and surveys collaboratively designed by peer tutors and their WC director, this panel examines the cross-campus perceptions of a small WC and the big ways in which it constantly adapts its artistry to be the most beneficial resource to student clients. #IWCANCPTW19O7

    Delaware C

    The Art of Adaptation in Tutoring within Diversity
    Nardose Hailu, Emma Marushak, Rebecca Benderliy, Najma Sirad, Molly Mountry, Shon Meckfessel, Highline College

    There has been an increase in the number of students coming to the United States to live and to pursue higher education. Therefore, it is important for tutors to be able to understand and adapt to their different needs. As a richly diverse center, our research could be beneficial to other centers that are beginning to experience similar diversity. We will show data that we gained from interviewing experienced consultants and observing adaptation strategies in sessions. We want to highlight that there is a need for a better comprehension of adaptation. #IWCANCPTW19O8

    Delaware D

    Workshop : Writing Fellows, Institutional Authority, and the Power of Peerness
    Noreen Lape, Dickinson College

    In this roundtable presentation, I will discuss the Writing Associates (Fellows) Program at Dickinson College in which writing fellows perform multiple duties, including delivering mini-lessons, facilitating group peer review, and collaborating in multiple ways with instructors. I will then argue that even as writing fellows are more effective when instructors endow them with some authority, they need not operate “a power station or two above their peers” but can intentionally exploit the power of their peerness. #IWCANCPTW19O9

    Union A

    SIG : Online Writing Centers
    Sarah Prince, Beth Nastachowski, Walden University | Jenelle Dembsey, Northcentral University | Megan Boeshart, Old Dominion University

    This SIG is for writing centers working with or thinking about working with students online as either a partial or fully online writing center (OWC). During its second year at IWCA, this SIG will be structured in two parts: First, we will report back on current and upcoming initiatives, including the OWC Community website, our on-going virtual conversation hours, a special issue of ROLE on OWCs, and our efforts make this SIG an IWCA standing group. Second, attendees will participate in small-group discussions on the benefits and challenges specific to OWCs, including ways OWC tutors and professionals can better connect. #IWCANCPTW19O10

    Union B

    Workshop : Perceptions of Peerness: A Workshop on the Arts of Teaching and Tutoring
    Michaela Baca, Tiffany Tigges, Texas A&M University

    Are you interested in dissolving the construct of high power distance in favor of peerness and collaboration? Do you want to unpack what the term peerness even means? We invite you to engage in an interactive workshop about teaching, tutoring, and the artistry that unites the disciplines. Together, we will interrogate the artistry involved in techniques of knowledge transfer, the ways in which ‘experts’ and ‘novices’ interact, and the problem of establishing binaries such as this one. Tutoring. Teaching. They’re synonyms… or are they? #IWCANCPTW19O11

    Union C

    Workshop : Inspiring Dialogue: Using Art the Develop New Writing Center Pedagogies
    Graham Stowe, Taylor Baker, Jesse Brodka, Clare Smokowski, Ron Ward, Joe Wood, Canisius College

    This workshop will encourage new approaches to tutoring by drawing on participants' artistic talents. Inspired by the work of artist, writer, and creativity researcher Lynda Barry, we encourage those who believe that they lack creativity to attend. Staff members will use their own experiences with their various creative pursuits to teach participants ways to access their artistic creativity and, in turn, apply that to their work in writing centers. We will then spend some of the time outlining exactly how these kinds of approaches fit our center’s guiding philosophy, which is based in Freire’s concepts of critical thinking and dialogue. #IWCANCPTW19O12

    Union D

    Workshop : Using an artisan mindset to scaffold responses to online submissions.
    Jen Denzin, Liz Colson, Marz Riggs, Paige Haddas, Jolie Kretzschmar, Saline High School

    In this workshop session, student consultants from Saline High School will share email templates and flyers they’ve created to help scaffold valuable online feedback. We’ll also host smaller discussions to help work through our remaining questions: What types of feedback did students hope to receive? What did we provide? Can our feedback foster asynchronous conversation? We’re hoping to learn and share with others. How do other centers respond to online submissions? What scaffolds do you use? #IWCANCPTW19O13

    Union E

    Research, Requirements, and Writing Center Responsibilities

    Foregrounding Independence: An Avant-Garde approach to Grammar in the Writing Center
    Lakmini Grant Siriwardana, Wright State University

    "The mission of our University Writing Center (UWC) is “to help Wright State students to “become more skilled, confident, and independent writers and students”. However, with more students seeking for grammar help has made the writing consultants question their role of making students independent writers. While it is not favorable to completely dismiss students’ requests for grammar help, the writing consultants’ approach for this should be creative and innovative, with an “avant-garde approach”. In that way, the writing consultants will be able to meet the requirements of the students and to foster students’ growth as independent writers. " #IWCANCPTW19O14

    Art for the Artist or Art for the Writer?
    Zachery Koppelmann, Wabash College

    Most writing center books and articles still favor an oddly prescriptive approach to writing sessions. This outdated approach reinforces academic privilege and fails to address what writers want from sessions. Our writing center follows a different, heuristically-based method. This presentation discusses how our writing center at a small, liberal arts, all-male college, bases our approach on Baker’s inception of contact zones and statement that writing centers “need to demystify the expectations of academic writing.” We discuss what the writer wants to say, examine the magic of the writing process, explore the rhetorical options available, and experience kairotic moments. #IWCANCPTW19O14

    Madison

    Roundtable : I'm not a robot; remember me 2: Further response to the neoliberalization of writing centers
    Randall W. Monty, University of Texas Rio Grande Valley | Eric Camarillo, University of Houston - Victoria | Lisha Storey, Austin College | Anna Rita Napoleone, University of Massachusetts - Amherst

    By definition, the neoliberal academy stands in contradiction to the praxes of writing center work. In order to situate writing centers as responses to the political, social, and epistemological constraints of higher education, this panel will critique the assumed neoliberal logics of higher education, first by reexamining the concept of collaboration, for how it participates in and resists neoliberal rhetorics, then by examining how understandings of collaboration can be viewed as interpretations and performances of neoliberal and historical patriarchal values, then by discussing the historical ways in which writing centers have enacted hegemonic and colonizing functions, and finally by examining how writing centers discursively construct a neoliberal identity through narratives of success. #IWCANCPTW19O15

    Fayette

    Genre Knowledge as Artisanship: The Craft of Discipline-Specific Writing Tutorials
    Laura Schubert, Lucy Malenke, Caroline Shawver, Nick Dunard, James Madison University

    Writing center practitioners have long debated whether students writing in their disciplines are better served by generalist or specialist tutors. Recent research has highlighted the benefits of specialization, but training tutors in disciplinary content or specific assignments often proves impractical. One potential compromise is genre training. This session will share the results of a RAD research study that explored how tutor training in the genre of literature reviews affected students’ written products and impressions of their writing center consultations. Participants will also hear from tutors with genre training and explore possibilities for genre training in their own writing centers. #IWCANCPTW19O16

    Marion

    Roundtable : Listen Up!: Rhetorical Listening & The Emergence of Student Identity
    Logan Frodl, Maria Lynch, University of Wisconsin-Eau Claire

    The heart of Writing Center work is creating an environment of acceptance for all writer identities. Writing Center work is an interpersonal field built from a natural level of human understanding. This panel aims to illustrate the art of conversation and the often-underrated importance of rhetorical listening within a Writing Center session. Using the theoretical framework, the panelists create a canvas to combat oppressing societal factors when applying a framework of understanding in which a writer’s identity can emerge into their own work. With each student, a writing tutor intentionally navigates conversation within an artistic conversation they create. #IWCANCPTW19O17

    Knox

    Roundtable : Feminine Tint: Gendered Spaces and Experiences in the Writing Center
    Lauren Marut, Olivia Urganus, Lane Tech College Prep

    This presentation examines the role writing centers play in creating and preserving the conditions and relations that give rise to oppressive patriarchal stereotypes. Through a historical and experiential lense, this presentation analyzes the origins and effects of feminization as it pertains to the perception of people, social spaces, and interactions in educational institutions to beg the question (best posed by Margaret O. Tipper): “If the writing center reflects the qualities of a distinctly feminine tribe, then what does that say to the young men who belong and those who do not?” #IWCANCPTW19O18

    Champaign

    Tutors, Teachers, Administrators: Classroom-Based Tutoring Dynamics
    Carolyn Skinner, Brenna Truax, Maisee Fried, Ohio State University

    Classroom-based tutoring (CBT) takes place in a complex and dynamic environment, and it can require inspired artistry to navigate matters like authority, motivation, and time management. Based on our varied perspectives with CBT (as WPA, WC coordinator, and an undergraduate WC tutor) in the context of First-Year Writing, the panelists discuss some of the challenges and opportunities presented by tutoring in, teaching, and supporting a CBT curriculum. In so doing, we also tell the story of our program’s move toward a more “artisanal” model, one that offers a more consistent experience for writers and tutors. #IWCANCPTW19O19

  • 2:00pm - 3:15pm

    Session P

    Franklin B

    Location, Location, Location: Creating Artistic Space for Tutors

    The Affordances of Location: Imaginative Possibilities for Writing Center Partnerships
    Kara Poe Alexander, Baylor University

    This presentation considers the question of location. Specifically, I explore how the location of a writing center both affords and constricts certain possibilities in terms of tutoring, tutor training, accessibility, and visibility. To highlight this concept of affordances (Gibson), I describe the recent move of the writing center at Baylor University from the English Department building to the main library on campus. I outline the limitations of the space we held for thirty years and highlight how my staff and I utilized this opportunity to build effective partnerships with the Library staff. This move afforded us new possibilities not available to us in our former space, primarily because of the partnership and collaboration built through the process. In short, we are now able to deploy the library’s resources to further our own agendas. #IWCANCPTW19P1

    The Art of Making Space
    Heather Fitzgerald, Emily Carr University of Art + Design

    At our small art and design university, writing is only one of many possible modes of communication--one that is often secondary to other material practices. The written word, while acknowledged as valuable and necessary in some contexts, is often subordinate to the image and the object. In our community, the space the Writing Centre designs and occupies is key to the perception of our value—and by extension, the value of writing more generally. In this presentation, I will articulate the process by which we designed our new space to visually signal our values to this largely visual community. #IWCANCPTW19P1

    “Letting Their Artistry Shine: Supporting Tutors’ Creative Contributions to Center Development”
    Rachel Liberatore, Albright College

    How can a center director/leader invite and support tutor “artistry” so that tutor talents can contribute to the texture and vibrancy of a writing center? In this presentation, a center director will share examples of ways undergraduate tutors at a small, liberal arts college creatively contribute to the center in ways beyond tutoring. Some examples explored will include tutor-led professional development, special projects, event planning, social media management, workshops, and playful endeavors. The director’s role in guiding tutors in these endeavors will also be explored. #IWCANCPTW19P1

    Franklin C

    A Little Something Extra: Studying Tutors

    The Lagniappe Concept: How the “Art of Something Extra” Can Aid Writing Center Assessment
    Dawn Marie Hershberger, University of Indianapolis

    Our institutions often view us as artisans; they expect us to have successful tutoring sessions, so even if we increase the number of clients we tutor, we are in many ways still merely meeting their expectations. Distinguishing our institutional worth takes a bit of art. To combat challenges with the traditional academic assessment model, the UIndy Writing Lab practiced the concept of lagniappe, providing “something extra” beyond our expected in-lab services. This session will discuss the lagniappe approach to assessment and help participants develop ideas of how to use this “art of something extra” to aid in their own assessment challenges. #IWCANCPTW19P2

    The Art of Consultation Reading Practices: When Reading Ahead Benefits Tutors and Writers
    Diana L. Awad Scrocco, Youngstown State University

    This presentation considers the role of reading methods in writing center consultations. I first examine obstacles tutors face when they encounter students’ advanced drafts from unfamiliar disciplines during consultations. I then use my experience in a center that requires tutors to read writers’ drafts before consultations to argue that the “read-ahead method” may enable tutors to meet unique needs of some writers. Next, I share preliminary findings of a study from a center that exclusively uses the read-ahead method. I conclude by suggesting directors critically consider the art of consultation reading practices within the context of their own centers. #IWCANCPTW19P2

    The Art of Navigating the Directive/Non-Directive Continuum: Demonstrating What Flexible Tutoring Looks Like in Actual Practice
    Prabin Lama, Bemidji State University

    Although many writing center scholars and practitioners recommend using a flexible approach to alternate between directive and non-directive methods, tutors often find it challenging to do so in actual practice. This presentation examines how tutors negotiate the directive/non-directive continuum by analyzing conference transcripts together with pre-and post-intervention drafts. It will demonstrate what flexible tutoring looks like in actual practice. It will also demonstrate how tutors can avoid moving too far along the directive continuum. #IWCANCPTW19P2

    Franklin D

    The Art of Likes: Writing Centers' Navigation of Social Media's Tensions
    Paula Rawlins, University of Georgia | Rebecca Agosta, Meaghan Rand, Hannah Fitch, UNC Charlotte | Amanda M. May, Florida State University | Emma Catherine Perry, University of Georgia

    This panel considers how writing centers might best use social media. Three presentations explore the potential benefits and inherent tensions created when WCs join online communities to share their artistry. First, presenters share their marketing materials created with special attention to social media design features. The next presenter asks what assemblage theory teaches us about social media usage. Finally, two presenters share how their university’s writing center supports instructors’ development of anti-racist curricula through social media content. Attendees and panelists will discuss most valuable practices for social media usage and leave with new ideas to implement in their own centers. #IWCANCPTW19P3

    Delaware B

    The Art of Action Research
    Rachel Johnson, Brad Campbell, Jeanine Rauch, University of Mississippi

    Research, like art, serves many purposes from enjoyment and fulfillment to bold commentary challenging the status quo. Action research presents opportunities for engaging, questioning, and creating scholarship alongside praxis. Studying writing centers in local context facilitates understanding of factors influencing widely held theories and practices. This panel showcases the “art” of action research by scholar-practitioners using multiple methods of inquiry and data collection. Each presentation will describe the problem of practice which inspired the research, preliminary/major findings, and strategies for applications for local practice and future research. Each project draws from a shared emphasis on equity, ethics, and social justice. #IWCANCPTW19P5

    Delaware C

    Writing With and For Others

    Developing Expertise in the Writing Center: Writing Tutors as Writing Group Facilitators
    Sara Wilder, University of Maryland

    This presentation offers findings from a qualitative study of multidisciplinary writing groups. Drawing on observations and interviews with tutor-facilitators and group members, I show how tutor-facilitators take up, struggle with, and sometimes transform knowledge from their tutor training courses and one-to-one tutoring experiences in order to facilitate collaboration among members of a writing group. #IWCANCPTW19P6

    Shock of the New: Social Work Writing Centers and the Rhetoric of Disruption
    Adam J. Pellegrini, Columbia School of Social Work

    This presentation promotes the powerful resonance between rhetorical and social justice curricula, and the extent to which writing centers in social work settings may use these two in tandem to support students. Applying critical scholarship to successful rhetorical lessons, the presenter considers how social work writing centers can help justice-focused writers grow as critically-aware change agents with greater capacity for impact through writing. #IWCANCPTW19P6

    Concurrent Jam: Preserving a University Writing Center’s Role in Dual-Enrollment Programming
    Elizabeth Powers, University of Maine at Augusta

    This presentation examines the role of a university writing center in a concurrent-enrollment program. Drawing from an in-progress study that includes interviews, surveys, and textual analysis, this presentation highlights contention, confusion, and collaboration in writing curriculum supports. The study finds considerations of access, equity, and identification are key for building community for dual-enrolled writers, undergraduate tutors, and instructors across level and location. #IWCANCPTW19P6

    Delaware D

    Workshop : Creative Workshops in the Writing Center: Screenwriters, Novelists, and Poets
    Charles Donate, Sabrina Fernandez, Gabrielle Alexis, Mario Avalos, Florida International University

    This workshop will explore how a writing center can be a space for creativity. Participants will engage in short activities: a poem, a one-page play, and a dialogue activity. Creative writing workshops can help writing centers celebrate different kinds of writing and create an artistic space that challenges assumptions about writing centers. #IWCANCPTW19P7

    Union A

    Roundtable : Attempts at an Artistic Flare: Decoloniality in Global Writing Center Partnerships
    Rachel Robinson, Trixie Smith, Michigan State University | Katie Bryant, Carleton University

    This roundtable begins with speakers from two universities discussing plans before, during, and after an initial global North/global South writing support partnership meeting in the summer of 2018. Speakers will discuss the decolonial, collaborative approaches to capacity building they sought within the partnership and the questions that still linger as they determine how to move forward. We invite others to help us think about how to continually practice decolonial methods with our global partners and to think about what these methods have to teach us about how we work with global partners (and students) in our individual centers. #IWCANCPTW19P8

    Union B

    Workshop : HeART of Social Media: Making and Communicating Writing Center’s Brand
    Daiki Yoshioka, SUNY-Binghamton

    Although social media are prevalent among college students, many writing centers lack a presence on them. In self-conducted research, about half of 64 State University of New York (SUNY) campuses do not have websites and social media accounts. In this workshop, I argue social media is an untapped space in which writing centers can increase their presence and engagement with clients. Following an overview of social media and branding strategies, attendants will have a chance to discuss and develop their branding proposal. #IWCANCPTW19P9

    Union C

    Workshop : The Art of Active Learning: An Interactive Tool Kit for Tutor Professional Development
    Ashley Cerku, Oakland University

    Active learning is an approach that uses interactive and creative techniques to sponsor motivation, professionalism, and growth, as well as expand one’s understanding of a topic. The concept of active learning has been employed within classrooms and businesses, but what about in writing centers? As the Operations Coordinator of her center, this presenter will conduct a workshop that provides participants with a Tool Kit of active learning research, considerations, and examples that she has interwoven into their center’s trainings. Participants will explore these techniques and will have the opportunity to reflect upon how such strategies can be implemented in their center. #IWCANCPTW19P10

    Union D

    Workshop : Creative Writing/ Creative Writing Centers
    Kevin Rulo, Joseph Rose, The Catholic University of America | Brian Chappell, Georgetown Prep

    The place of creative writing in writing centers is contested. Some writing centers shy away from working with creative writers, while those that do often don't feel that staff are adequately trained for the task. This workshop will introduce research from narrative studies to theorize how writing centers might consider the role of creative writing in their work. It will also provide participants with the opportunity to discuss hands-on strategies for working with creative writers. #IWCANCPTW19P11

    Madison

    SIG : Advocating, Building, Collaborating: Scholarship in Secondary School Writing Centers
    Jeffrey Austin, Skyline High School | Renee Brown, Peters Township Middle School | Stacey Waldrup, Meridian High School

    The release of Secondary School Writing Centers Association (SSWCA) toolkit in 2018 was a significant milestone for middle and high school writing center scholarship. Building on the Toolkit’s momentum, secondary directors, peer tutors, and other interested parties are invited to celebrate successes and consider challenges for discussion in future scholarship. #IWCANCPTW19P12

    Fayette

    Gendered Perceptions of Writing Center Work at a Small Liberal Arts College
    Katrina Bell, Chris Schacht, Chris Maurice, Colorado College

    Writing center work has been historically feminized and dominated by female-presenting staff, which may have adverse impacts on the perceptions of the work itself. Literature shows that some descriptors are associated with masculine/male-presenting consultants, while others are associated with feminine/female-presenting consultants. Still other descriptors are associated with particular fields, rather than genders. This session reviews the purpose, methodology, and initial findings of a small empirical study of gendered perceptions of writing center work at a small liberal arts college. #IWCANCPTW19P13

    Marion

    Roundtable : Navigating A Blank Canvas: Building a Writing, Multiliteracy, and Communication Center
    Elisabeth Buck, Josh Botvin, Amanda Grosvenor, University of Massachusetts Dartmouth

    This roundtable will discuss how three administrative team members (the director, assistant director, and graduate assistant) proposed, planned, structured, and marketed a brand new on-campus writing center that is inclusive of multiliteracy and multimodal tutoring practices. The roundtable seeks to foster a productive, resource-generating conversation with other tutors/administrators looking to incorporate additional multimodal/multiliterate practices into their own centers. #IWCANCPTW19P14

    Knox

    Revisionary Reading in the Writing Center: Stance, Identity, and Knowledge
    Elizabeth Hutton, Lauren Miles, Megan Schoettler, Miami University

    This panel reports on current research into how university writing center consultants connect their reading stances during writing center consultations to varied aspects of their identities (whether academic or personal). Presenters will include the writing center director and primary investigator, as well as undergraduate and graduate consultants participating in the study. #IWCANCPTW19P15