Professional Documents
Culture Documents
Program Committee
Leslie A. Valley, Eastern Kentucky University Shawn P. Apostel, Eastern Kentucky University Trenia Napier, Eastern Kentucky University
With Kathleen Kiefer (Colorado State University), Selfe founded the journal Computers and Composition: An International Journal for Teachers, which she continues to edit today with Gail Hawisher (University of Illinois). Selfe and Hawisher have also edited several series on computer use in composition classrooms including: Advances in Computers and Composition Studies (Computers and Composition), New Directions in Computers and Composition (Ablex), and New Dimensions in Computers and Composition Studies (Hampton). Keynote Presentation: Friday, Keen Johnson Ballroom, 6:00-7:15
2nd edition of The Pop Culture Zone. Smith is also one of the series editors for the Fountainhead Press X Series for Professional Development. Featured Presentation: Saturday, Session H, 9:45-10:45
Eastern Kentucky Universitys original library building, designed by architect C.C. Weber in the Classical Revival style with four Ionic columns facing University Drive, was completed in 1924. The Noel Studio for Academic Creativitys spiral staircaseencompassed reception desk occupies the original Crabbe Library, named for John Grant Crabbe, EKU president from 1910-1916. The campus community realized almost immediately that the Crabbe Library, built to accommodate 200 students, was insufficient for the rapidly growing student body, and, in 1935, Crabbe Librarys first addition effectively doubled the librarys size and included the Grand Reading Room, located just outside the Noel Studio. The 1935 addition was not be the librarys last. In 1967, the library added a wraparound extension and an additional floor, nearly quadrupling library space. The reconstructed new front entrance, which had a total of six columns, successfully maintained the buildings classic appearance. In 1994, the completion of the Thomas and Hazel Little Building added a modern twist and linked the oldest building on campus, the 1874 University Building, with the Crabbe Library and expanded library space by nearly fifty percent. The unique sky-lit atrium created during this project is the site of the library caf, a popular gathering space for faculty and students. Including additions constructed in 1935 and 1967 and major renovations in 1983 and 2010, the library now encompasses a span of over one hundred thousand square feet and is home to nearly seven hundred thousand books. In 2003, changes in student need once again prompted EKU Libraries to evaluate its spaces; however, this time shifts in service paradigms and major renovations led to the development of a new service point. In seven short years, an idea was born and enhanced by a creative team dedicated to an innovative library space: an integrated service point providing assistance not only for research, but also for writing and communication, which would serve students well into the future. In 2010, the dream became reality when renovations to 10,000 square feet of space located in the heart of the 1924 and the 1935 areas of Crabbe Library were completed to integrate writing, oral communication, and research support in the Noel Studio for Academic Creativity.
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Opening Session 12:45 p.m. Classroom Session A p.m. Session B p.m. State Meetings 5:00 p.m. Meet & Greet 6:30 p.m. Noel Studio Greenhouse SIGs p.m. 2011 SWCA Executive Board Meeting p.m.
Breakfast 8:45 a.m. ernment Docs, Crabbe Library Session C a.m. Session D 10:45-11:45 a.m. Lunch with Installation and Poster Presentations 1:30 p.m. and Noel Studio Greenhouse Session E 1:45-3:15 p.m. Session F p.m. Session G p.m. Keynote p.m.
7:45Gov 9:00-10:00
12:00Government Docs
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Session A: 1:00-2:30
R&I Conference Room WK: Veiled Mirrors, Silenced Ghosts: Dispelling Language Ideologies in a DialectallyDiverse Space by Illuminating the Invisible Minority Tricia A. Saab, Eastern Kentucky University This workshop will address how American language prejudices manifest in writing classrooms. After identifying our own dialectal variants and those of our students, we will practice using the linguistically-endorsed technique, contrastive analysis, in consultations. Moreover, we will discuss ways to promote dialectal awareness and diversity in writing centers and universities. 14
Library 319 WK: Let's Make it Messy: Reimagining the Consulting Philosophy Statement Elena Garcia, Michigan State University Consulting philosophy statements are important articulations of beliefs and practices but are notoriously difficult to write. In this workshop participants will engage in an approach that looks to make the process of developing consulting philosophies messier with the goal of seeing such statements differently. WK: Considering our Audience(s): Designing an Effective Writing Center Noel Studio Discovery Classroom John Chrisman and Jennifer Mary Kranz MacDonald, Daytona State College The goal of this workshop is for participants to consider the rhetorical nature of space design. Attendees will think of ways to redesign their space as they consider the multiple audiences they serve. The facilitators will provide various manipulatives to help the participants explore the many configurations available. R&I Classroom WK: A Critical Thinking Training Model: Integrating the Intellectual Standards into Multimodal Composition Consultations Moderator: Leslie A. Valley Leslie A. Valley, Landon Berry, Pam Golden, Arie May, Dana McClain, and Stacy Wilder, Eastern Kentucky University To increase their comfort when working with multimodal composition, consultants in the Noel Studio for Academic Creativity at Eastern Kentucky University participated in training focused on the Paul and Elder Intellectual Standards of Critical Thinking. This workshop will demonstrate the training process and invite participants to evaluate their consultation methods.
Turn and Face the Strange: Managing Organizational Change in the Writing Center and Beyond Robert A. Russell, East Tennessee State University Merging. Restructuring. Consolidating. Whatever your university chooses to call it, combining departments can be a traumatic experience for writing center administrators, tutors, and even clients. This presentation will offer suggestions, based on leadership theory and personal experience, to writing center staff facing the threator realityof organizational changes. From Commuter to Student: The Writing Centers Role in Constructing Student Identity Joseph Cunningham, University of Cincinnati Clermont College On two-year, non-residential campuses, many students possess a commuter mentality as students perceptions of the university experience consists of merely attending courses. This presentation will discuss how writing centers serve as integral zones of identity construction where students actively construct college culture by creating dynamic environments for students to improve their writing process.
Stacy Wilder, Eastern Kentucky University Technologys role in academe is critical, impacting the writing centers ability to collaborate with students. This presentation examines the place of technology in education, how consultations must adapt to technology, and how space can be incorporated into technology use, resulting in a tailored and effective consultation for both the consultee and consultant.
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Session B: 2:45-3:45
R&I Classroom Collaboration is the New Black: Interdepartmental Approaches to New Media and Visual Rhetoric Moderator: Missy Nieveen-Phegley Missy Nieveen-Phegley, Airek Beauchamp, and Vicki Gruzynski, Southeast Missouri State U This panel presentation from SEMO will discuss how three campus departmentsthe library, English department, and writing centerare collaborating to address the needs of student learning as it relates to new media and visual rhetoric, both on a curricular level and a supplemental support level. Noel Studio Discovery Classroom Walking Out of the Center and into the Classroom: Using Writing Center Programs to Build Connections with First-year Writing and WAC Programs Moderator: Kevin Dvorak Kevin Dvorak, Shanti Bruce, Denise Pichardo, Sara Stanley, and Cristine Busser, Nova Southeastern University Writing fellows, embedded tutoring, and course-based tutoring programs provide writing centers with unique opportunities for working more closely with students and faculty than the general writing center model does. Facilitators and participants will explore how these programs can help centers integrate their work within the larger campus communities they serve. Combs 224 Until "the bridge you need be form'd": Re-envisioning Composing Space in UT Martin's Writing Center Moderator: Anna H. Clark Anna H. Clark, Beth Walker, and Tiffany Emerson, University of Tennessee at Martin Our presentation will focus on three areas that have formed a bridge between writers and tutors during the last quarter of a century: the physical space of the center, the changing technology that has moved us beyond the first decade of the 20th century, and the intellectual space that helps us create a safe and inviting environment for tutoring. Library 319 Next-Gen Writing Center Strategies for a Next-Gen Economy Moderator: Rachel H. Greil Rachel H. Greil, Mary Lou Odom, Vicki Armour-Hileman, and Milya Delahaye, Kennesaw State University In the emerging knowledge economy of the 21st century, individuals will be expected to think and write fluidly, flexibly, and in both original and collaborative ways. This roundtable will explore how writing centers can adapt existing practices in more intentional ways to prepare students to succeed in the future. Library 108 They Saw and Believed: Tutoring through Video Workshops Moderator: Jerrica Williams Jerrica Williams, Kyle Dobson, and Christina Cook, Armstrong Atlantic State University 18
Our study discusses the planning and filming of video workshops about writing. Research for this project includes evaluating writing-related videos on social network sites as well as reviewing articles on video-enhanced learning. We intend for our project to serve writing center professionals considering a similar foray into video-supported tutoring. Library 128 Composing in a Next-Generation Space: Perspectives on Technology, Praxis, and Pedagogy Moderator: Russell Carpenter Shawn P. Apostel, Leslie A. Valley, Trenia Napier, and Russell Carpenter, Eastern Kentucky University In the Noel Studio, students and consultants compose in a variety of public and private spacesbreakout spaces, presentation practice rooms, the greenhouse and invention spacedepending on the rhetorical situation of the consultation. While some spaces foreground creative invention and group collaboration, other areas facilitate traditional one-on-one feedback. Applying the work of Selfe, this session examines the pedagogy employed by the Noel Studio as we approach the two-year mark of operations. Combs 225 Staffing a (new) Writing Center Primarily with Professionals: Advantages and Disadvantages Moderator: Lauren E. Humphrey Lauren E. Humphrey, University of Central Florida and Daytona State College; Chris Gebhardt, Daytona State College; Patrick Love, Daytona State College; and Rebecca Block, Daytona State College Establishing a culture of learning is integral for a beginning writing center, and other cultures formed within writing centers inevitably have an effect on overall consulting practices and norms. In our session, we will explore the dynamics of creating a writing enter culture with a predominantly professional, full-time staff.
Rachel L. Olsen, Oklahoma City Community College Despite research suggesting the contrary, required tutoring is often discouraged as a way to help students succeed as writers. My presentation will examine how a required tutoring initiative can act as the underpinning of welcome changes, both physical and philosophical, to a writing centers composition.
Alabama, Sydney Davis Richardson, Library 108 Florida, Kevin Dvorak, Noel Studio Discovery Classroom Georgia, Beth Burmester, Breakout Space 3 and 4 Kentucky, Leslie A. Valley, R&I Commons Cul-de-Sac Mississippi, Brenda Robertson, Noel Studio Conference Room North Carolina, Sara Littlejohn, R&I Classroom South Carolina, Jennifer Kunka, Library 319 Tennessee, Stacia Watkins, R&I Conference Room Virginia, Patty Strong, Presentation Suite If youre not planning to attend a state meeting, please join us for a walking tour of the Crabbe Library and artwork. Meet in the Noel Studio Greenhouse (near Stargate). Guides: Betina Gardner, Interim Dean of Libraries and Trenia Napier, Research Coordinator
Meet & Greet with Cynthia L. Selfe 5:00-6:30 Noel Studio Greenhouse
Welcome by Doug Whitlock, President, Eastern Kentucky University SWCA Presidents Welcome, Kevin Dvorak Refreshments will be served
A. Noel Studio Greenhouse Faculty Volunteerism and Involvement in the Writing Center Rebecca Block, Daytona State College There are a variety of ways that faculty can be involved in writing center work, in both negative and positive ways. However, this SIG will focus on discussions of how we can facilitate effective faculty involvement: for single events or on a recurring basis, as volunteers or through course release, as consultants, liaisons, or workshop leaders. Rebecca Block, the organizer of this SIG, directs a writing center that relies heavily on faculty volunteers for 20
staffing consulting hours without the option of providing course releases; this need has forced quite a bit of invention. In the SIG, she will share some of these ideas, and then turn the majority of the time to an informal group discussion of what works for us (or doesnt), what our questions and concerns are, and how we can create effective structures to support productive faculty involvement in our writing centers. B. R&I Conference Room Consortium of Writing Centers at HBCUs in North Carolina Dwedor Ford, North Carolina Central University The purpose of this SIG is to begin a conversation among writing center staff at HBCUs in North Carolina. The organizers of this SIG are members of the writing center at Winston-Salem State University. We hope to encourage other HBCUs in North Carolina to join us in establishing a NC HBCU Writing Center Clearinghouse at Winston-Salem State University. Our goal is to facilitate the exchange of ideas and the acquisition of new knowledge concerning HBCUs writing centers in the state. We envision a clearinghouse that will serve as a resource for participating institutions and beyond. The five HBCUs in North Carolina that have selected writing, reading, or critical thinking as their Southern Association of Colleges and Schools topic will benefit greatly from such a clearinghouse. This SIG is open to all interested writing center staff. C. R&I Classroom Youll Never Write Alone Again: the Changing Dynamics of the Writing Tutors Joba Result of Meeting the Demands of Digital Communication Drucella Crutchfield, Southeastern University This SIG provides the opportunity to collaborate in small groups with each small group choosing one twenty-first century writing challenge, identifying the challenge, proposing the writing assignment it would generate, and proposing one or more tutoring methods to meet the needs of the students who receive these assignments. Each group would then present its conclusions and resultant activities to the larger group and open the topic for discussion. Participants would be asked to bring their laptops with them. D. Noel Studio Conference Room Meeting of the SIG on Antiracist Activism Travis Adams, Auburn University Join us to identify practical strategies and share stories, artifacts, position statements, and other materials connecting writing centers to anti-racist activism. During the SIG meeting well begin with introductions, work toward a picture of current anti-racist work in our region, and set new goals for the upcoming year. E. R&I Cul-de-Sac GTAs and the Writing Center Stacy Wilder and Tricia Saab, Eastern Kentucky University This SIG provides a forum for graduate students who teach and also work in the writing center. At times, it is difficult to maintain a peer relationship with students when youre also an instructor for the university. Does being called a peer consultant diminish authority as an instructor? This session invites discussion regarding the dual role of graduate students. 21
F. Library 108 Rethinking ESL Tutoring in the American Writing Center Tank Steiner, University of North Carolina at Pembroke In this SIG we will discuss the importance of ESL students in US writing centers. These students can often make for challenging sessions for the unprepared tutor. What can we do as far as training, administrative programs, or any other initiatives that will help us improve the tutoring experience for both student and tutor?
recommendations for developing librarian-faculty collaboration and describing the long-term benefits the University of Tennessee at Chattanooga has seen from such partnerships, example assignments will be provided for both creative writing and literature classes. Do the Write Thing: the Writing Center as Social Justice Advocate Jesse Rice-Evans, University of North Carolina at Asheville Ever wonder how to implement social justice with the pen in lieu of the megaphone? We did, too. So, we determined the process of affiliating your college or university writing center with local organizations seeking to benefit the community and volunteers alike. Heres how! Stirred by Offensive Papers: How Can Tutors Learn to Stay Professional? Joseph Giordano, Winthrop University Tutors in the writing center view many papers of clients, and some may be offensive to the tutor. The tutor, however, must remain professional according to guidelines. I offer three solutions to this issue: maintain total objectivity, control body language, and reinforce open-minded critical thinking. Navigating the Writing Centers Identity: Ensuring a Safe Space Kate Whitney and Chesya Burke, Agnes Scott College The writing center operates in a space where students bring work that is both academic and personal. This session will interrogate how a perceived identity of the center on a campus can color these interactions and whether this encourages or inhibits student success within their academic career.
students are with correct grammar and to think about more fruitful ways to teach it.
Composing Community and Professionalization for the Next-Gen Tutor Moderator: Jennifer Forsthoefel Jennifer Forsthoefel, Owen Cantrell, Lelania Ottoboni, Marcia Bost, and Kelly Elmore, Georgia State University This roundtable will offer an explanation of how Georgia State University has envisioned its Virtual Studio, a forum for the next-gen tutors to share their current experiences, access the experiences of the tutors that have come before them, and professionalize themselves in the writing center scholarly community. All Things to All People? Composing New Spaces, Redressing Old Notions in NextGen Writing Centers Moderator: Wesley Houp Wesley Houp, Jenny Rowan, Shayna Wood, Drew Siler, and Sarah GrayPanesi, Middle Tennessee State University In this panel, presenters will discuss their work as graduate writing assistants, peer mentors, and writing center administrators within these cross-currents of reinvention and retrenchment, offering celebratory glimpses of our expanded services on and off campus as well as cautionary tales that call us back to our core beliefs during periods of accelerated growth.
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Box Lunch, Posters, and Installations: 12:00 1:30pm Government Docs, Crabbe Library
Pick up your lunch in Government Docs before browsing installation and poster sessions in the Noel Studio. Poster
Greenhouse Critical Consultants: Engaging Paul and Elder in the Noel Studio for Academic Creativity Leslie Valley, Eastern Kentucky University This poster will illustrate experimental consultant training focused on Paul and Elders Intellectual Standards of Critical Thinking as they relate to traditional written texts and multimodal composition. The presentation will include training and assessment materials as well as project results.
Installations
Noel Studio Discovery Classroom Shawn P. Apostel, Eastern Kentucky University A) Collaborative Composition in a Digital Space: Exploring and Playing with the Conference Threads. Share your thoughts and ideas regarding the SWCA conference threads using Prezi Meeting. Users will be represented as colorful avatars on a large screen as they type in their ideas and share photos/videos that explore and play with conference topics. Help with joining/using Prezi will be available if needed. B) Nightmare on High-Order Street: An xtranormal on Writing Center Misconceptions. This xtranormal video tells the story of a typical consultation that goes horribly awry as a student who wants feedback on a paper cannot seem to grasp the high-order concerns being brought up during a session at a writing center.
Noel Studio Conference Room How to Stop Bulls**t from Taking Over Academic Writing Jonathan Hafferkamp, Duke University 28
This multimedia presentation analyzes the bulls**t in the academic writing of many incoming college students, exploring why they often use lofty academic language and write verbose essays with no substance or actual evidence. This presentation then offers practical advice to college students on how to avoid BS in their academic writing.
Breakout Space 1 Exploring Historic Places in Next-Gen Spaces: Tracing Creative Path and Process in the Archives Trenia Napier, Eastern Kentucky University Eastern Kentucky Universitys Noel Studio for Academic Creativity and Special Collections and Archives partnered to assist Madison Middle School students in breaking out of the classroom in order to conduct research about historical Madison County sites and develop creative representations of these sites rich history for the Madison County Historical Society.
Breakout Space 2 Engaging Immersion: What Technology Teaches us About Space Design Russell Carpenter, Eastern Kentucky University Writing centers have much to gain from exploring virtual worlds like Second Life. Concepts such as immersion, augmentation, and persona come to life in virtual spaces. This installation encourages participants to ask questions about what writing centers can learn about space design from virtual worlds such as Second Life.
Breakout Space 3 and 4 Getting From There to Here: The Transition from High School to College Writing Zachary Pearlstein, Duke University This multimedia presentation will examine how the expectations of first year college students compare to the reality of learning academic writing in first year writing courses. Topics will include: the concept of college level academic writing, lingering habits from secondary school, the transition to academic thinking, and tips for students/teachers/tutors.
Practice Room 1 Chronicling the Way We Learn: A Visual Journey through Time & Tech Stacy Wilder, Eastern Kentucky University 29
Technology's development over the past 100 years has directly and profoundly shaped education and the way scholars approach the learning process. This Prezi instillation chronicles how technology and education are interwoven, using visuals to highlight the shifting nature of the two as a result of their interdependence.
Practice Room 2 From China to America: Writing Across Cultures Allison Rose, Duke University How does the cultural background of Chinese international students contribute to their distinct writing style? How can writing tutors help these writers adjust to Western academic conventions? In this podcast presentation, Chinese students will share their personal experiences in trying to adapt to writing across cultures.
Greenhouse, Media Wall Cluster 1 Collaborative Poetry Andrew Gribble, Independent Scholar Collaborative Poetry (CP) is an Android and iOS application which enables individuals to collaborate in the creation of poems. CP transforms normally passive event attendees into event participants through an immersive, interactive computer program which runs on a variety of mobile devices (Android phones/tablets, iPhone, iPod, iPad).
Greenhouse, Media Wall Cluster 2 NextGen Handouts: Animated Writing How-tos on the Web Kimberly Abels, University of North Carolina See writing center handouts come to life on the web! Stop by and watch a few quick web-based animations on topics like brainstorming, organizing drafts, and citing sources. Discover a new resource you can use to supplement traditional written handouts in your center.
Greenhouse, Media Wall Cluster 3 Mobile Tutoring and the Future James Garner, Emily Calkins, John-Michael W. Garner, and Noel Yucuis, Augusta State University
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As mobile technology continues to advance, it may be harnessed as an effective tutoring tool by using the increasingly popular applications of iPhone and Android devices. Our app would allow students to experience face-to-face tutoring via their mobile device.
Consultants trace the development of their final projects for their tutortraining practicum, from the first grains of curiosity through the final drawings of conclusions and recommendations.
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Pamela Andrews, University of Central Florida This paper aims to uncover how the translation of face-to-face nonverbal methods to a virtual space, through use of the cursor as well as audio and textual interaction, allows tutors and students to reconstruct their bodies through online personas. Filling in the Blanks: Eliciting Meaningful Interaction from Students in Asynchronous Online Consultations Ashley Oles and Philip Adams, East Carolina University The OWL at ECU has always received occasional blank submissions drafts of student writing attached to empty emails that contain no context for the writing were expected to respond to. We will explore revisions to our submission and response processes that encourage more meaningful engagement from students. iConsult: iPad and App Use in the Writing Center Stacia Watkins, Lipscomb University In the Writing Studio at Lipscomb University and in campus and community workshops, consultants have begun to use an iPad. We have found that having access to this technology both on- and off-campus allows consultants to more effectively assist our clients. In this presentation, examples of such tools will be discussed, and this presentation offers a discussion of the potential uses, and the implications of these uses, for iPads in the writing center.
Learning from Library Spaces Dana C. Gierdowski, North Carolina State University This presenter will discuss the results of a study of students perceptions and use patterns in a variety of informal learning spaces in a large university library. Students were interviewed about their use and preference for a particular space in relationship to specific tasks such as writing a paper and working collaboratively.
Library 128 Revising the Writing Center Space Moderator: James Garner James Garner, John-Michael W. Garner, Emily Calkins, and Noel Yucuis, Augusta State University A young writing center takes stock of its problematic space and rethinks it to promote collaborative tutoring and more effectively integrate technology. Combs 438 Forming Our Way to a Student/Writing Tutor/Instructor Collaboration Moderator: Jennifer J. Zimmerman Jennifer J. Zimmerman, Melanie R. Pavich, Cheyenne Warnock, and Jamie Brown, Mercer University We will share our experience implementing a Tutor Review form to document student visits and recount how the forms use provides ongoing and consistent guidance to both tutors and students. The form, timely attendance reporting, and joint training sessions have helped tutors support instructional objectives in a more intentional fashion. Library 319 How Do I Write This?: Exploring Computer Literacy versus Composition Instruction Patrick Love and Chris Gebhardt, Daytona State College Computer literacy is increasingly becoming an essential skill in the American education system. Since writing centers are often the front-lines for emergency literacy instruction, writing consultants inevitably engage in this instruction on a daily basis. This panel examines the role this instruction plays in day-to-day function of writing centers. Noel Studio Discovery Classroom Pitch your Project Scott Whiddon, Transylvania University Are you doing research in your writing center? Do you have an idea that could use development? Did you attend a great panel at the conference and just want to gather more information? Come share your project with writing center scholars. Test out that elevator speech! Do you have a research topic, dissertation or thesis concept, consulting strategy, theory that needs testing, or any other idea that youd like feedback on? Consider pitching your project. Well have a panel of friendly respondents at this session to give you feedback and help you build momentum. The pitch should be shortone to three minutesso that most of the time is spent on conversation and idea generation. These sessions are intended to be informal, so just bring your project idea if youd like to participate. Noel Studio Conference Room The Next-Gen SWCA Web Presence: Updates and Future Directions Shanti Bruce, Nova Southeastern University Virtual spaces play a major role in connecting people with information. Come share your next-gen concepts for the SWCA web presence in an interactive session.
Library 128 Boot Camp or Writing Session Encounter? Writing for the Nursing Profession Moderator: Jennie Ariail Shannon Richards-Slaughter; Jennie Ariail; and Tom Smith, Medical University of South Carolina This panel discusses eight online, prep writing modules specifically designed for entering nursing graduate (PhD, DNP, MSN) students. This course, a collaboration between College of Nursing and writing center faculty at the Medical University of South Carolina, offers opportunities for audience critique and comment. Participants will view one module. Library 108 Developing Expertise: An Ongoing WID Tutor Training Program Moderator: Teagan E. Decker Teagan E. Decker, Brittany Glenn, Casey Locklear, Victoria Newkirk, Lonnie Cox, Patricia Taylor, Tank Steiner, and Cheron McMullen, University of North Carolina at Pembroke In response to a suggestion that writing center tutors lack the necessary skills to deal with discipline-specific writing, our staff is developing a tutor-led, WID-based tutor training program. In this roundtable we will share our experiences developing this program. We look forward to audience feedback. Combs 437 Before and After the Tutorial: Writing Centers and Institutional Relationships Moderator: KL Latchaw KL Latchaw, Nicholas Mauriello, and Robert T. Koch, Jr., University of North Alabama In these difficult economic times, many writing centers face serious restrictions on their institutional support, leading to questions of program viability. This panel explores the question of how writing center directors must craft institutional relationships with various campus constituencies in order to maintain center sustainability and foster future growth. R&I Conference Room Writing Centers Transcending Space: New Theories of the Next-Gen Writing Center Moderator: Sara Littlejohn Sara Littlejohn, Jennifer Whitaker, and Alan Benson, University of North Carolina at Greensboro; Jordan Daniels, Grimsley High School When exploring spaces, including Facebook, OWLs, or satellites, its clear that whats most important isnt where but how we meet writers. Instead of the online vs. f2f binary, a better framing is reflective or non-reflective engagement with space. Next-gen means focusing not on location but on transcending spaces. Noel Studio Conference Room The Next-Gen Writing Center: An Invaluable Resource for ESOL Students Moderator: Christine B. Ghattas Christine B. Ghattas, Michael Ruther, and Robert Rockett, Kennesaw State University As colleges and universities seek out and enroll students from around the world, writing center tutors and administrators are working with ever-increasing numbers of international students. Next-gen writing centers must strive to develop the tools to talk about writing in English with ESOL students in a simple yet meaningful way. 37
Library 319 Collaborative Spaces, Collaborative Learning: Giving Student Consultants an Intellectual Framework for Collaborations in the Library Moderator: Patrick Johnson Patrick Johnson, Pete Coco, Hazel McClure, and Julie Garrison, Grand Valley State University In anticipation of a new library space that will allow GVSU students to research, compose, and revise in one location, a collaboration has been forged between the library and writing center to equip peer consultants with a critical information literacy that supports their personal and professional collaborations. Noel Studio Discovery Classroom Next-Gen Topics: Preparing your Manuscript for Southern Discourse Christine Cozzens, Agnes Scott College Did you pitch your project and are you interested in taking the next step? Do you have a concept for a journal article? Are you interested in developing your presentation for publication in Southern Discourse? Attend this session for inside information about developing an article for publication. R&I Classroom Writing Center and Library Collaboration: A Spectrum of Opportunities Carrie Cooper, College of William & Mary; Trenia Napier, Eastern Kentucky University; and Sharon Zuber, College of William & Mary Writing centers and libraries make perfect partnersboth are committed to the intellectual development of students and faculty. In our panel, presenters will explore the spectrum of models for writing center-library collaboration and the opportunities each provides and facilitate a discussion about ways to re-think such shared spaces. University Building 232 Aspiring Mississippi Accents Brenda Robertson, University of Mississippi , and Anna Britt-Begnaud, Itawamba Community College Writing center directors and tutors from the University of Mississippi and Itawamba Community College will present examples from a video tutorial project developed for high school students. The tutorials feature familiar Mississippi student accents explaining up to 50 common writing issues. The goal is to better prepare high school writers who pursue higher education.
Keynote Speaker: 6:00 7:15 Keen Johnson Ballroom [drinks but not food]
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SATURDAY, FEB. 18, 2012 Awards Breakfast and Introduction of 2012 SWCA President: 8:00 9:30am (with mics and tables)
Keen Johnson Ballroom
Session H: 9:45-10:45
Noel Studio Discovery Classroom Featured Session Diversity Isnt Just a Black and White Issue: Pluralizing the Work of the (Multiliteracies) Center Trixie Smith, Michigan State University I have two passions that govern my work in the writing center. I strive to create an open, usable space, so that all of the writers in my community feel 39
comfortable using the center. But making a center truly inviting for all is about more than traditional, cultural studies notions of diversity. Its also about discipline, genre, mode, medium. Its about being a multi-literacy, multi-modal center that is prepared to help composers, no matter what project they choose to work on. University Building 232 Dont Go With the Flow: Improving your Session by Pinpointing Client Needs Moderator: Gregory Travis Adams Karissa N. Womack, Eric E. Austin, and Gabrielle R. Bates, Auburn University This roundtable will discuss the common problems associated with students inability to articulate their needs to tutoring consultants, as well as provide potential solutions to this issue based on methods undertaken and observed by tutors in the Auburn University Miller Writing Center. Library 319 Centralized, Marginalized, Fragmented, But Not Broken: Managing Spaces, Expectations, and Success in Writing Centers at Non-Traditional Institutions Moderator: Karen Keaton Jackson Karen Keaton Jackson, North Carolina Central University; LaKela C. Atkinson, North Carolina Central University; Cecilia Shelton, St. Augustine's College; Amanda M. Chambers, St. Augustine's College; Hugh Fisher, Livingstone College; and Elizabeth Klaimon, University of North Carolina School of the Arts At non-traditional schools, such as HBCUs and performing arts institutions, writing center professionals often are centralized in theory yet marginalized in reality by occupying multiple roles with access to limited resources. In this presentation, we offer strategies to help with managing campus expectations and re-envisioning notions of writing center space. Library 128 And you should admit me to your program because...: Reflections on Student Writing Consultations and the personal statement Moderator: Scott H. Whiddon Scott H. Whiddon, Lisa L. Nichols, Thomas E. Hatton, and Erin L. Brock, Transylvania University Our panel details a site-specific project-in-process: a collaborative learning series developed by our campus writing center for a group of undergraduate students enrolled in pre-health career-focused programs within biology and chemistry majors. Library 108 Third Space and the Writing Center: Who Are We as Administration, Consultant, and Instructor? Moderator: Jennifer Marciniak Jennifer Marciniak, Barrie Meadows, and Laura Detmering, University of Louisville Writing centers require a multifaceted level of commitment from all involved. This panel examines the graduate students administrative role in writing center theory and practice, as well as how writing center consultants also work as college and university writing instructors, further complicating the contact zone of writing production. R&I Classroom 40
Integrating Libraries with Writing Center Work Moderator: Trenia Napier Trenia Napier and Clay Howard, Eastern Kentucky University; Susan MacDonell, Joseph Pruett, and David Jenkins, University of Kentucky Strategically located at the heart of EKUs Crabbe Library, the Noel Studio is simultaneously writing center, communication center, and research hub. The Noel Studio integrates librarians and library and information science graduate students into its staff, alongside traditional consultants. Panelists explore the dual role of librarian/research consultant in the writing center. R&I Conference Room Roundtable: Exploring the Ideologies of Tutor-Training Requirements Moderator: Glenda Conway Glenda Conway, University of Montavello; Alice J. Myatt, University of Mississippi; Paula Miller, University of Mississippi; and Logan Wheeler, Augusta State University Four writing center administrators model methods for examining the ways that the assigned readings, writings, and other activities of tutor-training programs serve to validate particular beliefs about agency and power relations in the academic setting.
Next-Gen OWLs
University Building 232 Moderator: Sarah E. Prince Intimate Distance: The Efficacy of Embedded Tutoring in Online Courses Sarah E. Prince and Hillary Wentworth, Walden University As OWLs grow in number, the next generation of writing tutors is tasked with creating an approachable and engaging persona in a text-based virtual space. Using a process of embedded tutoring, we explore ways to mitigate gaps between the familiarity of face-to-face interactions and the disembodiment of electronic feedback. It's not what you say, but how you form it: Investigating Commenting Formats and Content in Virtual Writing Center Responses Rebecca Hallman, University of Louisville In response to rapid changes in new media and digital technologies, online writing centers have developed as a necessary extension of the traditional writing center. This session will consider possible formats for virtual writing center responses and the ways in which different formats affect the content of tutor feedback. Can You Hear Me Now? The Technical, Pedagogical, and Administrative Challenges of Developing a Synchronous OWL Elizabeth Carroll, Appalachian State University At our institution, we recently developed synchronous OWL services to meet the needs of students and take advantage of new technologies that allow for free synchronous tutoring. This presentation will review the technical, pedagogical, and administrative challenges we faced in developing and sustaining our new synchronous OWL. 41
Session I: 11:00-12:30
Noel Studio Discovery Classroom WK: The Space of a Sticky Note: Thirteen Ways of Looking at a Post-it Moderator: Sandee K. McGlaun Sandee K. McGlaun, Marissa Barker, Emily Cranwell, Colleen Morrison, and Elisabeth Parke, Roanoke College Inspired by the generative nature of shifting perspectives, evidenced in Stevens Thirteen Ways of Looking at a Blackbird, we look thirteen ways not at the blackbird but at the equally ordinary Post-It note. Workshop participants will engage in multiple creative strategies using post-its of various sizes, shapes, and colors to facilitate invention, organization, revision, and research. Library 319 WK: Playing Around With User Interface Design Moderator: Jenn Wells Jenn Wells, Stephen McElroy, Bret Zawilski, Rory Lee, and Jason Custer, Florida State University When web designers create sites without understanding their users needs, they not only violate the basic rule of rhetoric but also a main principle of User Interface Design (UID). In this workshop, participants will explore the principles of UID and apply that knowledge to their web sites (re)design. Free tools will be shared. R&I Conference Room WK: "Welcome to the Intercultural Conversation Group": Expanding Writing Center Collaboration Shayna Wood and Rachel Dunaway, Middle Tennessee State University This workshop will present a vision of the next generation writing center that pushes the boundaries of the conceptualization of the writing center to include an Intercultural Conversation Group, a means for addressing the needs of the wider community. Particularly, this presentation will focus on possibilities, challenges, and practical applications associated with the group setting and implementing writing to learn methodology. Noel Studio Conference Room WK: Ouch, That Comment Stings: Taking Criticism--How Do Tutors Set the Stage? Kirsten E. Walther and Margaret Swezey, Duke University This workshop explores the different ways tutors can best assess a writers openness to receiving criticism in both face-to-face appointments and online sessions. It includes interactive exercises that aim to uncover and apply the differing strategies tutors can use in framing their criticism based on the signs writers initially demonstrate.
I explore ways to develop satellite studios, hire interns or provide a practicum opportunity for Business and Marketing majors to more effectively market the studio, and hire a diverse staff of consultants, including more creative and technical writers, to better meet the needs of the community. Uncovering the Connection between Peer Tutoring and Students Sense of Belonging in the College Community Kate Whitney, Christine Cozzens, Danielle Adamsom, Lauren Albin, Chesya Burke, Anna Cabe, Jennifer Champagne, Kelsey Clodfelter, Lydia Dickerson, Elizabeth Gustoson-Berkstresser, Elli Anne Karras, May May Kaufman, Leah Kuenzi, Sijia Li, Nadi Nuhu, Molly Saunders, Sarah Spann, Su Myat Thu, and Caitlin White, Agnes Scott College In peer tutoring sessions, students engage in a collaborative learning process that bridges the gap between their academic and social collegiate lives. This session will interrogate the role of the writing center in enhancing a sense of belonging on campus for both the writer and the tutor. That Darn Wall: Overcoming Barriers in a New Writing Center Lauren DiPaula and Alison McCarter, Georgia Southwestern State University We address the contested space in which we worka space separated by a physical and figurative partition from the traditional classroomand the cultures with which we work. We will discuss how this space then composes our identities as new tutors and director. Old Meets New, East Meets West: Shaping 21st Century Writing Center Spaces with the Ancient Art of Feng Shui Matt Groner, Glenville State College Because of the complicated nature of designing the spaces of our centers, my twenty minute presentation will address the complex and changing spatial needs of the 21st-century center, and it will address how we can use Feng Shui to the advantage of our students and our staff. Moreover, I will demonstrate, through the use of room arrangement, presenter placement, etc., the psychological impacts of how we use our spaces. Attendees will come away with some basic ideas about how they can arrange their center to better serve the needs of their students and their staff.
This session focuses on the methodology and results of a grant-funded writing center assessment study. In the study, pre-intervention drafts of student papers and subsequent drafts completed after intervention by the writing center are holistically blind-graded by an objective team of readers. Reading Pedagogy for Next-Gen Writing Centers Gregory Travis Adams, Auburn University This presentation offers an analysis of writing center tutor handbooks in order to understand how representations of and strategies for teaching reading prepare writing center consultants to teach reading alongside writing. Emphasis will be on working toward building substantive reading pedagogy for writing centers with particular emphasis on supporting tutors. "So, Maybe I'm Not a Procrastinator?": Writing Apprehension, Procrastination, and Tutor Training--Part II Jane Smith, Winthrop University This presentation furthers work presented last year. Wendy Bishop suggests tutor training courses focus on writing apprehension. Thus, I added three strategies: readings and discussion; voluntary completion of a survey followed by freewriting; and a paper on the students attitude toward academic writing. Interns gained greater understanding as a result. From Questioning to Writing: Tutoring with Heuristics Deborah H. Reese, Armstrong Atlantic State University This project examines the argument that heuristics, presented as open-ended problem-solving questions, help writers improve their work. In discussing this assertion with my colleagues, examples will be presented and a survey circulated. Skits will also be staged as illustrations of tutoring with heuristics.
With the addition of writing components in most classes, writing centers need to add new, diverse consultants to accommodate the needs of the clients. This presentation will discuss how a necessary addition to the writing center is consultants with a science background as the sciences can be difficult and complex for someone unfamiliar with the unique language of science. New Frameworks for Diversity in Writing Center Work Melanie McKie, Spelman University In this study, I will examine how diversity can be defined in writing centers at HBCUs and whether Nancy Grimms model of a global literacy center is a viable option for such writing centers. The Knowledge Gap: Addressing Science Students Concerns About Generalist Writing Tutors Brandon A. Levy, Duke University This Prezi presentation addresses the misguided belief that writing centers cannot help science students by outlining how generalist tutors can help students with scientific writing. It will outline what science students can accomplish by working with such tutors and what strategies those tutors use to assist science students with writing.
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