CONFERENCE PROGRAM

Welcome from the Program ChairRussell Carpenter, Eastern Kentucky University

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Welcome to Pittsburgh! Thank you for joining us for the 2015 IWCA conference.

We have assembled what we hope will provide an inspiring and innovative con-ference for you this year. In addition to a variety of panels and presentations, you’ll notice new opportunities to exchange ideas with your colleagues, including Ignite sessions and our Works in Progress. During the conference, I hope you’ll consider the theme of Writing Center (R)evolutions and the ways it connects and extends writing center work. That is, we invite you to consider ways in which we create our writing center pedagogies, practices, spaces, and programs through artistic and technological innovations. As you’re here at the Wyndam, consider ways in which (r)evolutions move writing centers forward.

You’ll see that each session features a unique hashtag as well. We hope you’ll use it to extend the conversation to social media, while connecting with colleagues and the organization.

I offer my appreciation to the over 50 reviewers from around the world who took time to read and comment on proposals this year. In addition, my sincere thanks to the IWCA Executive Board and membership throughout the globe. My sincere thanks to Emily Vinson, an undergraduate in EKU’s Noel Studio, for her outstand-ing work during the programming process. We’re fortunate to work with such great students!

We hope you have an enjoyable and productive conference!

Russell Carpenter2015 IWCA Program Chair

Schedule at a Glance

Thursday, October 8Registration & Information ..................................................................... 7:00-5:00Newcomers’ Coffee Hour & Orientation ................................................ 7:30-8:30Opening General Session & Keynote .................................................... 8:45-10:00Session 1 ............................................................................................. 10:15-11:30 Session 2 ............................................................................................... 11:45-1:00Session 3 ................................................................................................. 1:00-2:15Session 4 ................................................................................................. 2:30-3:45Session 5 ................................................................................................. 4:00-5:15Regional & Affiliate Meetings ................................................................. 5:45-7:00Two-Year College Meetup ....................................................................... 7:30-9:30

Friday, October 9Registration & Information ..................................................................... 7:00-5:00Mentor Matching Breakfast ................................................................... 7:30-9:00Session 6 ............................................................................................... 9:00-10:15Session 7 ............................................................................................. 10:30-11:45Session 8 ............................................................................................... 12:00-1:15Session 9 ................................................................................................. 1:30-2:45Session 10 ............................................................................................... 3:00-4:15Posters .................................................................................................... 4:30-5:45IWCA Reception ...................................................................................... 6:00-8:00

Saturday, October 10Registration & Information ..................................................................... 7:00-3:00IWCA Town Hall Meeting ........................................................................ 7:30-8:30Session 11 ............................................................................................. 8:45-10:00Session 12 ........................................................................................... 10:15-11:30Session 13 ............................................................................................. 11:45-1:00Session 14 ............................................................................................... 1:15-2:30Session 15 ............................................................................................... 2:45-4:00Featured Session .................................................................................... 6:30-8:45

A NOTE ON CONFERENCE TECHNOLOGY: All meeting rooms will be equipped with a projector and screen. Presenters should bring their own cords, and MAC users should bring adapters. No internet will be available in meeting rooms, except where reserved in advance.

A NOTE ON THE CONFERENCE LOGO: The IWCA thanks Eric Mason for his design of the Conference Logo.

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Faces, Factories, and Warhols: A r(Evoluntionary) Future for Writing Centers

The combination of revolution and evolution, the theme of this conference, invites us to think expansively and even radically, and today I would like to do just that. The annual meeting of the IWCA offers a fresh perspective on the par-ticulars of our lives and work -- the kind of fresh perspective you sometimes feel when you experience great art. The ex-traordinary creativity of an artist like Warhol is easy to take for granted, in part because Warhol and his followers helped

to shape the world we live in today. That is the amazing, and terrifying thing about revolu-tions and revolutionaries -- they never leave the world as they found it. And so if we want to make a difference, it pays to study those who have done so. What can we learn about writing centers from Andy Warhol?

KeynoteBen Rafoth, Indiana University of Pennsylvania

We’re Making It!: What Can Writing Centers Learn from Makerspaces?

Recent years have seen the emergence of makerspaces: com-munity gathering spaces where people can access old and new tools for making things. At makerspaces, one often en-counters the latest digital fabrication technologies, like laser cutters and 3D printers. But one also finds more traditional making tools as well, including kilns, looms, and sewing ma-chines. It’s not uncommon to encounter traditional writing technologies, like movable type and letterpresses. Even more

important than these technologies, however, is the fact that makerspaces are populated with people devoted to helping each other put these old and new tools to creative use. What can writing centers learn from these spaces? This presentation builds on some strik-ing commonalities that writing centers and makerspaces share: a commitment to peer-based learning and collaboration; a desire to create a safe space for risk-taking and experi-mentation; a healthy disregard for more formal educational structures; and, of course, the goal of nurturing processes of making themselves (variously referred to as “composing,” “designing,” “creating,” and “inventing”). Indeed, writing centers have always been a kind of makerspace. At the same time, I argue that these new spaces can teach us something. I examine practices of play, spontaneity, and technology-use found in makerspaces in order to suggest some lenses for refreshing our vision of writing center work.

Featured SessionDavid Sheridan, Michigan State University

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International Writing Centers AssociationMembership Information and Association Leadership

MEMBERSHIP STATEMENTYour membership to the IWCA can be bundled with subscriptions to the two IWCA publications--the Writing Center Journal (WCJ) and WLN: A Journal of Writ-ing Center Scholarship. Note that pricing is based on your mailing address, so please ensure that your country is listed correctly in your profile.

FULL-TIME STUDENT IWCA Membership: $15.00/year Membership & WCJ Subscription: $30/year Membership & WLN Subscription: $40/year Membership & WCJ/WLN Subscription: $55/year

PROFESSIONAL IWCA Membership: $30.00/year Membership & WCJ Subscription: $45/year Membership & WLN Subscription: $55/year Membership & WCJ/WLN Subscription: $70/year MEMBER BENEFITSIWCA Membership is open to all writing center professionals, scholars, and tu-tors, as well as to those who are interested in writing centers and the teaching and tutoring of writing. By joining the IWCA, you will become involved in a in-ternational community that is committed to strengthening the field of writing center studies. IWCA Membership benefits include, but are not limited to the following:• Vote in elections• Access to online events (open board meetings and workshops/presenta-

tions/discussions)• Opportunities for Mentor Matching• Eligibility to apply for IWCA Research and Graduate Research Grants• Reduced rates for IWCA events• Subscription to the IWCA Update, the organization’s news update• Reduced rates for the Writing Center Journal and The Writing Lab Newsletter

ASSOCIATION LEADERSHIPEXECUTIVE OFFICERS President: Kevin Dvorak, Nova Southeastern UniversityVice-President: Shareen Grogan, National UniversitySecretary: Alanna Bitzel, The University of Texas at AustinTreasurer: Kim Ballard, Western Michigan UniversityPast-President: Nathalie Singh-Corcoran, West Virginia University

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AT-LARGE REPRESENTATIVESJulia Bleakney, Stanford UniversityLauri Dietz, DePaul UniversityAndrew Jeter, The Idea LabJulie Platt, University of Arkansas at MonticelloLindsay Sabatino, The University of North Carolina at GreensboroTrixie Smith, Michigan State UniversityPatricia Stephens, Long Island University

OTHER ELECTED REPRESENTATIVESCommunity College Representative: Megan Ward, Northwestern Michigan CollegeGraduate Student Representative: Rebecca Hallman, University of HoustonSecondary School Representative: Amber Jensen, Thomas Edison High School

AFFILIATE REPRESENTATIVESCanadian WCA: Lucie Moussu, University of AlbertaEuropean WCA: Franziska Liebetanz, Schreibzentrum der Europa-Universität ViadrinaLatin American WCA: Violeta Molina-Natera, Pontificia Universidad JaverianaMiddle Eastern-North Africa WC Alliance: Kelly Wilson, Texas A&M University at QatarEast Central WCA: Sherry Wynn Perdue, Oakland UniversityMid-Atlantic WCA: Lisa Zimmerelli, Loyola University MarylandMidwest WCA: Katrina Bell, Southern Illinois UniversityNortheast WCA: Anna Sicari, St. John’s UniversityNorthern California WCA: Tereza Joy Kramer, Saint Mary’s College of CaliforniaPacific Northwest WCA: Amanda Hill, Cornish College of the ArtsRocky Mountain WCA: Chris LeCluyse, Westminster CollegeSouth Central WCA: Dagmar Scharold, University of Houston-DowntownSoutheastern WCA: Russell Carpenter, Eastern Kentucky UniversitySouthern California WCA: Kathryn Tucker, Nevada State College

EX-OFFICIO MEMBERS2015 IWCA Conference Chair: Russell Carpenter, Eastern Kentucky University2015 IWCA Collaborative Co-Chair: Jenn Wells, New College of FloridaEuropean Association for the Teaching of Academic Writing Representative: Magnus Gustafsson, Chalmers University of TechnologyNCPTW Representative: Brian Fallon, Fashion Institute of TechnologyWeb Editor: Christopher Ervin, Western Kentucky UniversityWLN: A Journal of Writing Center Scholarship Editor: Muriel HarrisWriting Center Journal Editors: Michele Eodice, Kerri Jordan, and Steve Price

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Newcomers’ WelcomeThursday, October 8 | 7:30am to 8:30am

KING’S GARDEN 3 Newcomers’ Coffee Hour

Alanna Bitzel, University of Texas at Austin First time at the IWCA Annual Conference? New to writing centers? This inter-active orientation session, hosted by members of the IWCA Outreach Com-mittee, is for you! We are pleased that you have chosen to participate in the Conference as part of your professional development and want to help you make the most of your experience in Pittsburgh. Attend this session to learn more about the IWCA, network with members of the IWCA Board and writing center community, and receive tips on navigating the Conference. You’ll leave with valuable information, insights, and resources. #IWCANewbies

Session 1Thursday, October 8 | 10:15am to 11:30am

BALLROOM 1 Workshop: Data Analytics for the Writing Center: A (R)evolutionary Collaboration

Carol Mohrbacher, Sharon Cogdill, Emily Hennes, Judy Kil-born, Carol Kuhn, David Robinson, St. Cloud State UniversityWriting-center scholars agree on the need for more substantive research. However, planning and producing nuanced quantitative research and materi-als promoting and summarizing research for multiple audiences may challenge center directors. This workshop discusses a recent cross-disciplinary collabo-ration in a writing-center research project, including planning, summarizing, and developing materials for several audiences. Presenters include a writ-ing-center director, statistics professor and university analytics director, doc-ument content and design professor, digital-humanities professor and former administrator, and two graduate students. After discussing our collaboration and suggesting approaches to analytics, presenters will facilitate small group discussions concerning planning their own project. #IWCA15B1

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KeynoteThursday, October 8 | 8:45am to 10:00am

BALLROOM Faces, Factories, and Warhols: A r(Evoluntionary) Future for Writing Centers

Ben Rafoth, Indiana University of Pennsylvania

BALLROOM 2 Workshop: Anatomy of a Tutor: Soft Skills for Effective Human Interaction

Jacob Blumner, Vicky Dawson, David Linden, University of Michigan-Flint This workshop focuses on the under-examined soft skills required for success-ful tutoring. Though a number of activities, participants will identify, define, and discuss soft skills such as empathy, active listening, and mirroring to ex-amine how these work in tandem with the technical skills more commonly addressed in writing center scholarship. Finally, we will look at how soft skills can be incorporated into tutor professional development. #IWCA15C1

BALLROOM 3 Workshop: Writing Center: Home of Creative Writing

Kay Bosgraaf, Montgomery CollegeThe Writing, Reading, and Language Center at Montgomery College offers on-going workshops in creative writing to motivate students to write, to allow them to self-explore in playful ways, to build their confidence through auton-omy in their writing, to foster growth in their writing in all disciplines, and to improve critical thinking about their own and each other’s writing. Creative writing may well be the key to improving student writing across the curric-ulum. The Writing Center is the perfect venue where students can learn to write through creative writing without being graded and in a more relaxed environment. The Writing Center can support students in this way while slowly gaining the support of the Writing in the Disciplines Program and influencing faculty to use creative writing in all of their subject areas to increase student learning. #IWCA15D1

BALLROOM 4 Roundtable: The ‘Inner Humanist’ Revolts agains the ‘Inner Accountant’: Balancing the Need to Make Our Suc-cesses Legible to University Administration and the Need to Genuinely Value the Work of Writing Center Employees

Jennifer Halpin, Charlie Jones, Jacob Kovacs, Caitlin Palo, Mihaela Giurca, University of WashingtonOur writing center’s four-year Cinderella story – 600% growth, a permanent budget, a new full-time directorship, newly-renovated and much larger space – is also a sort of cautionary tale. In roundtable discussions with participants, we will offer and explore both the reporting strategies behind our success and evolution (how we appealed to the university) and the means by which we might now alleviate the employee under-compensation on which writing cen-ter and other support program successes are too often built. #IWCA15C1

BOARDROOM Special Interest Group: Writing Center Labor Crises and (r)Evolutions: Addressing the Problems of Contingency

Dawn Fels, University of Pittsburgh | Maggie Herb, University of Tennessee, Chattanooga | Clint Gardner, Salt Lake Commu-nity College | Lila Naydan, Penn State Abington | Anna Sicari, St. John’s UniversityBy the end of Pittsburgh’s Industrial Golden Age in 1910, early writing cen-

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ters became central to Composition’s labor concerns, relieving professors of too many underprepared students (Lerner, 2009). Contingent workers staffed those centers. Today, 71% of writing center directors hold contingent positions, with 82% of centers staffed by contingent peer tutors (Isaacs & Knight, 2014). We invite attendees to join us to discuss the risks of contingent positions and develop actionable ideas to address them. #IWCA15A1

BRIGADE Graduate Orientation

Rebecca Hallman, University of HoustonPlease join us for a conversation about forming an IWCA Graduate Organiza-tion. We’ll begin our conversation by talking with WPA GO representatives about their experiences running a graduate student organization. Then, we will work in breakout, small group sessions to discuss what we might want IWCA-GO to do, including topics such as mentor matching programs, research and virtual writing group opportunities, and grants/funding. Sandwiches, snacks, and refreshments will be served. #IWCA15K1

COMMONWEALTH 1 Negotiating Revolutions Across Writing Centers

Elise Dixon, Michigan State UniversityThe (R)evolutionary Space Between: Considering the Confla-tion of Student-Centeredness and Non-DirectivityThis presentation argues that non-directivity and student-centeredness are terms unnecessarily conflated in writing center theory and practice. This con-flation in terms can lead tutors to experience inner-conflict and guilt as they respond fruitlessly to difficult sessions with the Socratic method. In order for the writing center to gain and maintain its legitimacy within the academy, WC scholars and directors need to consider creating space between the concepts of non-directivity and student-centeredness. This small but revolutionary con-sideration can allow for more fruitful sessions and less guilt-ridden tutors as they learn to embrace and develop multiple strategies for the diverse needs of the myriad students they serve. #IWCA15L1

Stacy Rice, University of North Carolina at GreensboroRepeatedly Wrestling with Revolution: Writing and Technology Anxieties of Past and Present Writing centers are seeing an increasing number of multimodal/multimedia compositions. Yet, there is relatively little scholarship on how to prepare peer consultants for such texts, leading to the potential for technology-related anxi-ety. This presentation examines the anxieties that accompany the ongoing rev-olution in writing technologies, noting historical and current trends between emerging forms of communication and the questions and concerns they bring. Participants will be asked to reconsider their definition of writing, the roles writing centers play in technological societies, and how we might fill in missing gaps of scholarship as it relates to writing technology revolutions and consul-tant training. #IWCA15M1

Molly Parsons, University of MichiganComing (in)to Conflict: Toward a Research-Informed Theory of Conflict for the Writing Center Writing center scholarship offers advice for undergraduate consultants about understanding and navigating conflict in consultations. We recognize conflict

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as inevitable, yet there is little systematic research underpinning the advice, which emerges, most commonly, out of “lore” and “anecdote” (Babcock & Thonus, 2012). Because of this, we only partially understand how consultants theorize conflict (as potentially productive? as incompatible with writing cen-ter values? as destructive? as necessary?) and if/how they engage with it. This presentation will present research which provides a window into consultants’ experience and suggests multiple ways of theorizing and responding to conflict in the center. #IWCA15N1

COMMONWEALTH 2 Evolution or Revolution? Improving the Writing Center

Andrea Efthymiou, Hofstra UniversityMethodological Middle-Space: The Evolution of a Disser-tation Research Plan Beyond DefenseAs evidenced by Driscoll and Purdue’s recent article “RAD Research as a Frame-work for Writing Center Inquiry,” the question of what constitutes replicable, aggregable, and data-driven research persists in our field. The desire to articu-late our methods and methodologies in ways that speak beyond an individual research plan also underlies Liggett et. al.s article “Mapping Knowledge-Mak-ing in Writing Center Research: A Taxonomy of Methodologies.” My presenta-tion, similarly grounded in both advocating for and questioning our methods and methodologies, looks at the research plan I outlined in my dissertation and the questions that arose about my methodologies during my defense. #IWCA15O1

Sunny Hawkins, Texas A&M University-KingsvilleNomadology: Or, the (r)Evolution of (dis)LocationThis presentation argues for a revolutionary dis-location of Writing Centers (which often wish to know our “place” within our institutions, and within the academic community more broadly, for security’s sake) according to Deleuze and Guattari’s theory of “nomadology.” Dislocation allows for a freshness of perspective, a constantly-evolving, consciously-occurring in-habiting of place that protects against stagnation, entrenchment, and rigidity in everything from tutor training to marketing to research. #IWCA15P1

Michael Pemberton, Georgia Southern UniversityWhen a Writing QEP Ignores the Writing Center: Evolu-tion or Revolution?In this presentation, I will begin by tracing the development of the new writ-ing-focused QEP developed by Georgia Southern University (“Write! Write! Write!”) and the behind the scene politics that left the writing center without additional funding or an enhanced campus presence, at least in the short term. After briefly recounting this history of the QEP, I will focus the remainder of my presentation on productive strategies for growth and evolution that can be useful not just for my own center but for other centers whose support systems may be languishing. #IWCA15Q1

FORBES Special Session: International Peer Tutor Networking

Brandon Hardy, East Carolina University With the goal of promoting a broader understanding of writing center work outside the U.S., this session will provide a hybrid physical-digital space for informal conversations with peer tutors from various writing centers across

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Europe, who will participate via Google Hangouts. Attendees will have the op-portunity to discuss various social, cultural, and institutional contexts in which writing centers operate, but many topics may be explored during the session. This moderated discussion is designed to build community among peer tutors across the globe and serve as a pilot for connecting members of IWCA affiliates at future IWCA conferences. Please sign up in advance if you wish to partici-pate, as space will be limited to 25 attendees. #IWCA15IPTN

KINGS 1 Panel: Risky Business: Confidence Building as the Key to Enhancing Student Success

Rachel Robinson, Beth Carroll, Julie Karaus, Appalachian State UniversityStudent success can be measured by student confidence. Many student pop-ulations enter college already at risk for low confidence levels (transfer stu-dents, ELL students, underperforming students, etc.), and the writing center is the ideal place for these students to build that confidence. For writing cen-ters, this means capitalizing on our already unique institutional position and encouraging student confidence in writing. Identifying and partnering with campus-wide initiatives, writing centers can target these student populations while reinforcing the legitimacy of the important work that we do. #IWCA15E1

KINGS 2 Panel: Communities, Conversations, and Collaborations: The Evolution of Graduate Writing

Nathalie Singh-Corcoran, Laura Brady, Dibyadyuti Roy, West Virginia UniversityWe examine how our center has co-evolved with a campus-wide initiative fo-cused on graduate student support. We use our local situation to illustrate the environmental features, conditions, and strategic alliances that allow local programs to address campus needs through communities, conversations, and collaborations. During our session, we will address the following four points: 1. What do faculty and students value in writing? 2. How do faculty and students learn to write in their disciplines? 3. Is there a conflict between faculty and students values and how they learn to write? 4. How does a Writing Center negotiate divergent expectations? #IWCA15F1

KINGS 3 Panel: Intersections: The Sweetland-Skyline Writing Cen-ter Collaboration in Context

Jeffrey Austin, Skyline High School | Christine Modey, Univer-sity of Michigan | Ella Horwedel, Skyline High School | Andy Peters, University of Michigan Collaborations between high school and university writing centers provide fruitful opportunities for peer tutors in different contexts to learn from each other. While university writing centers’ outreach typically involves providing services to high school writers, collaboration between high school and college writing centers for professional development is less common. Yet, truly collab-orative relationships recognize that all participants have something unique to teach and to learn. This panel presentation explains the history of the evolving collaboration between Skyline High School in Ann Arbor and the University of Michigan’s Sweetland Center for Writing and its benefits to tutors, students, teachers, and institutions. #IWCA15F1

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KINGS 4 Panel: A Revolution for Students with Learning Disabili-ties: Re-abling Students by Enacting Writing Studio Peda-gogy across the Disciplines

Matthew Kim, Michael Riendeau, Marshall Robinson, Richard Raymond, Eagle Hill School We share with conference participants a research project on which we em-barked looking at how emphasizing writing studio pedagogy across disciplines might afford secondary students opportunities to re-able themselves by devel-oping into rhetorical-savvy composers and thinkers. #IWCA15H1

KINGS 5 Panel: (r)evolving Spaces: The Mandatory Connection of the Classroom, the Writing Center, and Online Tutoring

Emily Berliner, Queensborough Community College | Melissa Bobe, Rutgers University | Blaise Bennardo, Queensborough Community College | Armando Rodriguez, Queensborough Community College Multimodal pedagogical approaches to teaching and providing feedback for student writing can work to further promote learning in the classroom, the writing center, and through online tutoring forums. This presentation will un-derscore the need for classroom teachers to mandate the use of campus writ-ing centers and e-tutoring to develop the scope and utility of these services, allowing them to play a more meaningful role in the composition and revision process. #IWCA15I1

RIVERS Panel: “Don’t Fence Me In”: Expanding the Writing Cen-ter at (R1 State University)

Alice Batt, Brianna Hyslop, Courtney Massie, Mary Heden-gren, University of Texas at Austin For the past year, our writing center has faced the best possible problem: de-

signing a new space. While working to design a learning commons with our university libraries, we have realized that expanding the writing center means expanding our thinking, not only about how we use physical space but also about our place in the university community. Our panel explores how different assumptions about space complicate the development of a learning commons, and how the creation of new literal and figurative spaces re-shapes our mis-sion and role at the university. #IWCA15J1

Session 2Thursday, October 8 | 11:45am to 1:00pm

BALLROOM 1 Workshop: Using Vernacular Language to Sail through Brainstorms for Multilingual Writers

Andy Kirkpatrick, Annie Keig, CJ Cosas, David Fujii, Shane Mc-Carthy, St. Mary’s College of California

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Sailing through brainstorming sessions can be difficult for multilingual writers; those not necessarily familiar with the language they are using can face signif-icant challenges in trying to express their ideas on paper. To this end, writing advisers can use unconventional strategies to assist writers in finding a focus for and confidence in their work. This workshop will incorporate improvised performances of sessions with the help of the audience: participants will ex-periment with vernacular language and conversation to help multilingual writ-ers navigate through brainstorms. #IWCA15B2

BALLROOM 2 Workshop: Tutor Training Manual Makeover

Rachel Dortin, Stephanie Ries, Troylin Banks, Courtney Bates, The University of FindlayTucked away on a bookshelf somewhere in the Writing Center, almost all of us have an archaic tutor-training manual. We will review recent research on Writing Center training manuals, brainstorm ideas on what should be included, illustrate revisions with our own manual, and workshop with one another to modernize our tutor-training manual. This interactive workshop will engage participants to modify their own tutor-training manual, and so we invite all participants to bring copies of their Writing Center’s current manual. Even without your manual in-hand, you’ll leave with ideas and handouts that you may want to adopt and adapt. #IWCA15C2

BALLROOM 3 Workshop: Revolutionary Design: Creating Consultant Education that Yields Energy, Innovation, Collaboration, and IdeasKatie Elliott, Amanda Hemmingsen, Aron Muci, University of KansasTo work effectively, tutors must be well trained, supported, and invested in their work. That’s a fact of life in writing centers—yet we struggle to provide consultant education as rich in collaboration and energy as our work with clients, relying instead on top-down, training-centric models. This workshop explores (r)evolutionary approaches that energize bottom-up, active collab-oration and development. Guided by facilitators’ experience, participants will reflect on and reimagine their consultant education. Together, we’ll assess current practices to better capitalize on existing sites of engaged energy and cultivate new ones, developing action plans for immediate innovations and long-term revolutions in participants’ own centers. #IWCA15D2

BALLROOM 4 Roundtable: Evolving Writing – Promoting Writing Center Scholarship

Alanna Bitzel, University of Texas at AustinIn 2013, Brian Fallon and Rusty Carpenter gave a presentation at the IWCA Summer Institute that was an overview of writing center history and schol-arship, pointing to the prominent role that various publications – WCJ, WLN, PeerCentered, Praxis – have played in shaping writing center dialogues and guiding how we in the writing center community think about our work. Their presentation points to the enduring importance of publication and scholar-ship to the field of writing centers. Publication and scholarship serve to inform and bolster writing center work, providing avenues for writing center practi-tioners to learn from each other and offering much-needed evidence of the legitimacy of writing centers as a field of study and practice. In the decades

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since the emergence of writing centers, the writing center community has grown exponentially – IWCA nears 1,000 members at the time of this writing - and it has witnessed a similar growth in the number of writing center-focused publications. The number of regional newsletters has increased, as has the number of online forums and publications that highlight scholarship at both the undergraduate and graduate levels. This growth represents the vitality of current research and is a response to the need for adequate opportunities to showcase writing center ideas and innovations. It has afforded opportunities for connection, specialization, collaboration, controversy, and, most impor-tantly, writing. The growth in publications, while tremendously exciting, can also seem daunting. Each publication has a unique purpose, format, audience, array of standards, and review process. For authors seeking to make decisions about where and how to publish, the choices may seem confusing or intim-idating. This roundtable hopes to demystify the publication process and fa-cilitate ongoing participation in writing center scholarship. In this roundtable session, editors from a variety of writing center publications - both online and print, peer and non peer-reviewed, long-standing and new, traditional and ex-perimental - will discuss their publication (including goals, intended audience, relevant guidelines, associated technologies, nature of feedback, etc.) and re-spond to questions about what their publication looks for in submissions. At-tendees will learn about different publication possibilities and have the chance to brainstorm best avenues for the work they are doing. #IWCA15C2

BOARDROOM Special Interest Group: Developing Support for Graduate Students in the Writing Center

Linda Macri, University of Maryland | Kyung-Hee Bae, Rice University | Valerie Balester, Texas A & M University | Clare Berminghman, University of Waterloo | Peter Grav, Universi-ty of Toronto | Jane Minton, Nova Scotia College of Art and Design | Nicole Kramer Munday, Salisbury University | Eliz-abeth Curtain, Salisbury University | Jennifer Shade Wilson, Rice University As the demand for graduate student services in writing centers increases, so too does the need to develop resources, scholarship, and community to re-spond to that demand. This SIG invites participants to share and discuss ways to respond to the challenges of promoting, designing, and developing support for graduate students in the writing center. #IWCA15A2

BRIGADE Learning and Understanding Writing Center Practices

Kimberly Fahle, Virginia Wesleyan CollegeWriting Centers on Social Media: Revolution or Evolution of OurPractices?Many writing centers now have a social media presence, but little has been discussed in writing center literature about this practice. This presentation will address some of the considerations and challenges that arise with its use, bringing to light issues of engagement, authority, and labor challenges that must be contended with when writing centers use social media. Using schol-arship from both writing centers and critical internet studies, this presentation focuses specifically on topics such as humor, meme use, playbour, creepy tree house syndrome, and promoting collaborative conversations in relation to writing centers’ social media use. #IWCA15O2

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Anthony Edgington, University of Toledo Teacher/Tutor Schizophrenia: Understanding Identity in the Process of Responding to Student WritingThis session will explore the different identities teachers and tutors adopt when responding to student writing, with a focus on how new teachers/tutors navigate this process. #IWCA15Q2

COMMONWEALTH 1 Programming and Program Design

Brooke Schreiber, Pennsylvania State University | Snezana Djuric, University of Nis Alternative venue: Founding an EFL Writing Center Outside the UniversityThis presentation describes the founding of a writing center in Serbia at an Embassy-sponsored language resource center. The presenters discuss how this alternative site and its pre-existing member base have shaped the recruitment and training of tutors, the types of clients, and the center’s overall mission. The presenters consider the advantages and disadvantages of this site and de-scribe the center’s current outreach efforts, then conclude with suggestions for seeking out and making use of alternative, non-institutional spaces for writ-ing centers. #IWCA15R2

Claire McMurray, University of Kansas Writing Center Getting Groups to Coalesce: The Evolution of a Graduate Writing Group ProgramIn my presentation I describe the evolution of our Writing Center’s graduate writing groups program, explaining how we have increased the number, qual-ity, and longevity of groups by experimenting with five important factors: 1) social cohesion – members’ sense of accountability and loyalty to the group, 2) task cohesion – the group’s shared vision or goal, 3) an effective workshop-ping/feedback structure, 4) a clear, structured first meeting, and 5) a trained facilitator. In my account I elucidate each factor, drawing from group dynam-ics theory, data collected from participants, and case studies in order to offer guidance on creating strong writing groups. #IWCA15S2

COMMONWEALTH 2 Software Assistance and Other Techniques at Work in the Writing Center

Matthew Ramirez, WriteLab/UC Berkeley | Donald McQuade, WriteLab/UC Berkeley | Les Perelman, WriteLab/MIT | Rich-ard Sterling, WriteLab/NWPResearch on Software Assistance for Writing Students & TutorsWriting centers afford students opportunities to practice, experiment with, and make decisions about their prose. Yet students visiting these centers often stay for only fifteen minutes to an hour. This leaves tutors little time to ad-dress student needs, which are often complex and difficult to assess. To gather meaningful data about the revision process, we have developed WriteLab, an online tool designed to encourage students to make decisions about syntacti-cal and structural features of composition. We will report on our findings from charting and analyzing these decisions, to better understand how students be-come practiced and confident writers. #IWCA15T2

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Tennyson O’Donnell, Trinity College Using Data Visualization Software to Capture Student Learning in the Writing CenterWriting Centers often utilize online scheduling, tracking and evaluation pro-grams to improve services, and collect data. Data visualization software can turn large amounts of complex, qualitative data associated with such programs into understandable, insightful, and compelling communications for multiple stakeholders. My research examines what student-writers state they need when making an appointment, what student-writers learn during an appoint-ment, and what student-writers say they learn about writing in a survey after the appointment. Ideally, my research utilizing data visualization will show the value of a writing center by capturing student learning. #IWCA15U2

Liz Mathews, Villanova University Take One: Visual Metaphors at Work in the CenterI propose a visual rhetoric for the center that is practical and strengthens the tutor’s and writer’s notions of writing and engagement with the tutorial. Pre-senting appointment cards that use visual metaphors to explain topics such as “specificity,” “revision,” and “incorporating sources,” I will discuss how produc-tion and reception of the cards encourage interaction with figurative language, incite interpretation from writers, and prepare both tutor and writer for the tutorial. #IWCA15V2

FORBES Panel: Charting Our Evolution: From Directing the Writing Center to Leading the Campus

Julia Bleakney, Stanford University | Gina R. Evers, Mount Saint Mary College | Tereza Joy Kramer, Saint Mary’s College of California | Joseph Zeccardi, Saint Mary’s College of Cali-fornia This panel explores the role of the writing center director as a campus leader by theorizing our collaborative and innovative work; discussing how we de-velop the skills of leadership, vision-setting, and management; and exploring partnership opportunities and possibilities across campus and with students. After sharing four distinct perspectives from three distinct institutions, these Writing Center Directors encourage participants to consider their own oppor-tunities to develop as leaders and for continued leadership on their home cam-puses. #IWCA15E2

KINGS 1 Special Interest Group: Professional Writing Center Staff

Jessica F. Kem, Amherst CollegeProfessional Writing Center staff (tutors, instructors, consultants) get little attention in the literature of Writing Center work. In a field rooted in peer tutoring, many of us wonder where we fit in. This special interest group will be an opportunity for professional staff to define and discuss issues of interest to us, such as job definitions, professional development, faculty/staff status, collaboration within and beyond our institutions, and teaching responsibilities. #IWCA15SG2

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KINGS 2 Panel: Cultivating Collaboration: The Evolution of Peer Review Workshopping at Noel Studio

Sarah Ferry, Emily Hensley, Brielle White, Eastern Kentucky UniversityThis panel will examine the development and reshaping of peer review work-shops at the Noel Studio for Academic Creativity at Eastern Kentucky Univer-sity. Using original research on student perception, instructor involvement, environment, and student comprehension of writing concepts, the speakers will explore common challenges in peer review implementation. In an effort to address and improve upon these difficulties, the presenters will discuss the Studio’s evolving approach to this workshop, which now employs more effec-tive practices and ultimately aims to foster greater student collaboration for future, instructor-led peer reviews as well. #IWCA15F2

KINGS 3 Panel: Awaken Your Senses: Developing Creativity and Communication Skills Through Arts Integration in Writing Centers

Kyle Cohlmia, Oklahoma State University - Oklahoma City Students experience different emotions throughout the writing process from anxiety to happiness, and writing centers are often the sounding board for students who are processing these emotions. Neurolinguistic Programming (NLP) is used in education to help students manage emotions and maintain resourceful learning states through sensory-based activities. This presentation will discuss how utilizing NLP in writing centers by having students view, listen to, and/or create the visual arts during the pre-writing stage produces a senso-ry experience which encourages well-rounded writers, helping students man-age the emotional process of writing and develop a higher level of creativity and communication in their writing. #IWCA15F2

KINGS 4 Panel: Shantay, you stay!: Lessons from a Case Study in Partnering with an On-Campus LGBTQ Center

Tammy Conard-Salvo, Jeffrey Gerding, Stacy Nall, Harry Den-ny, Purdue University This panel addresses ways that writing centers can partner with on-campus or-ganizations and departments to support writing-for-change activities, collab-oration, and community-based literacy practices. Partnering with our LGBTQ Center has allowed us to position the writing center as a hub for social justice and the rhetorical action that accompanies such work. This case study demon-strates how we can re-envision engaged writing centers by providing increased support for student activists’ writing goals. We believe that a critical reflection on the mission of writing centers could prompt the field to more critically con-sider the possibilities for outreach and engagement. #IWCA15H2

KINGS 5 Panel: The Ethos of the Engine: Calculating the Cost to a Writing Center Powering Institutional Change

Rachel Greil, Mary Lou Odom, Milya Maxfield, Michael Ruther, Kennesaw State University Writing centers are capable of generating their own momentum for improving student writing as they respond to concerns such as those relating to degree

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completion and post-degree competency. This panel presentation examines ethical challenges resulting from the momentum created by one writing cen-ter’s involvement with high stakes assessment for a university’s prestigious business program. Panelists discuss challenges such as adhering to process-fo-cused pedagogy amid product-focused pressure, negotiating conflicting no-tions of successful writing, and serving students identified as underprepared late in their college careers. They also address using these challenges as further momentum to develop a lasting institutional culture of writing. #IWCA15I2

RIVERS Ignite Sessions

Maggie Myers, McDaniel College Writing the SignsIn this presentation, tutors with varying levels of American Sign Language pro-ficiency will focus on their experiences working with deaf students. #IWCA15J2

Elizabeth Festa, Rice UniversityMultisensorial and Corporeal Arguments: Supporting Students Making Ethnographic FilmsThis session focuses on the support our center provided to graduate students in an ethnographic research methods course as they were making their first ethnographic films. The presentation focuses on the workshop we designed, in which we limned the history of the turn to the visual in anthropology and fa-cilitated a class discussion on innovative and experimental work in the field of anthropology and in documentary photojournalism. It closes with a discussion of our future plans for scaffolding this project, to include enhanced training for our graduate and undergraduate peer consultants in supporting creative, scholarly digital and film projects. #IWCA15K2

Barbara Lyras Dubos, Youngstown State University Globalization, Technology, and High School to College Accep-tance Programs: The Revolution of University Writing CentersGlobalization, technology, and high school to college acceleration are changing university student landscapes across America. Globalization is increasing the foreign student population, which requires tutors, trained to meet the needs of ESL students. Technology enables writing centers to reach a larger student population. High school to college acceptance programs will produce a student population, which will include middle school students. This Ignite session will examine how each of these aspects will funnel in larger and diverse student populations, which will challenge the overall mission and future of university writing centers. #IWCA15M2

Mark Latta, Marian University Say, “Making Better Writers,” One More Time... Confronting the Status Quo of Deficit ThinkingAlthough North’s mantra of “making better writers” was first proclaimed over thirty years ago, it continues to proliferate across writing center websites, Twitter feeds, and marketing documents. For many, this phrase has risen to quasi-religious levels. However, at the core of “making better writers” lies the belief that writers are things in need of fixing. What if “making better writers” is deficit thinking camouflaged as empowerment? What if this deficit mode of thinking not only prevents growth in writing center theory, but also works against the ethos of collaborative learning? #IWCA15N2

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BALLROOM 1 Workshop: Students with Learning Disabilities: Tutors’ Perceptions and Evolving Practices

Sasha Yambor, Jennifer Follett, York College of Pennsylvania In what ways do tutors’ perceptions of and feelings about learning disabili-ties shape the evolution of their tutoring strategies when working with this population of students? Workshop leaders will summarize the results of a multiple-methods study that investigated how tutors in one writing center understood, felt about, and developed strategies to respond to the writing support needs of students with learning disabilities. Workshop participants’ exploration of the study results will scaffold active reflection on and discussion of their own perceptions about and practices for working with students with disabilities. We hope this workshop will help lead to the evolution of both indi-vidual tutors’ practices and writing centers’ policies concerning students with learning disabilities. #IWCA15B3

BALLROOM 2 Workshop: Creating Environments That Work: Building a Culture of Challenge and Support in the Writing Center

Kathryn Inskeep, Kean University Safe. Welcoming. Accessible. These values are at the forefront of designing writing center spaces, physical and digital, as they reflect the philosophies that undergird writing center work. While I share these values, I am concerned that a writing center can be too successful in creating an inviting environment and I fear it is becoming less of a contact zone and more of a comfort zone. Using Nevitt Sanford’s (1968) theory of student development as a framework, this workshop will explore ways to emphasize the element of challenge in propor-tion to support in writing center design and practices. #IWCA15C3

BALLROOM 3 Roundtable: Navigating Emotional/Therapeutic Roles, Responsibilities, and Limits in Writing Centers

Alison Perry, Tom Philipose, Ella Leviyeva, Miguel Vasquez, Lynnae Freeman, Aseefa Rasool, Yugi Paul, Dan Heffernan, St John’s University Writing Consultants are not therapists. Or so we hear. Consultants are often cast into the role of unofficial counselors, and consultants themselves can just as often be triggered and/or re-traumatized by sessions. We plan to explore several of these types of occurrences from our staff’s perspective and then engage the audience in discussing the boundaries and possibilities of how writing consultants can and should straddle the line of tutor/mentor/guide/emotional-resource. #IWCA15D3

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Session 3Thursday, October 8 | 1:00pm to 2:15pm

BALLROOM 4 Roundtable: (R)evolutionizing Consultant Training: Pre-paring for Multimodal Design

Lindsay Sabatino, University of North Carolina at Greensboro As writing centers embark on a (r)evolution to multiliteracy centers, directors and consultants need to determine the best ways to prepare for sessions fo-cused on multimodal composing. The goal of this roundtable is to offer direc-tors and consultants options for training in multimodal composing, opportu-nities to share resources and discuss limitations they are currently facing in terms of preparation. #IWCA15E3

BOARDROOM Special Interest Group: Turning Our Backs on the Revolu-tion: The Past and Future of Synchronous Online Tutoring in the Graduate Writing Center

Craig Medvecky, Loyola University Maryland The de-centered, specialized nature of graduate education necessitates a com-plex and flexible approach to graduate writing support. Graduate Writing Cen-ters must explore and understand the complex world of synchronous online tutoring in order to understand how best to meet graduate student needs and achieve productive results. #IWCA15A3

BRIGADE Analysis and Approaches

J. Christian Tatu, Lafayette College Evolution or Revolution: De-centering Academic Prose in the Writing CenterFor many years, writing center professionals have been advocating for the role of visual rhetoric and multimodal composition in writing center work, yet in-clusion of these competencies into writing center praxis has been slow at best. This presentation seeks to explore how we can integrate visual rhetoric, mul-timodal composition, design thinking, and other competencies into existing tutor training programs and asks whether, instead, writing center work needs to be re-imagined in more comprehensive (and, perhaps, revolutionary) ways in order to respond to, in the language of this conference’s CFP, “increasingly complex definitions of writing.” #IWCA15O3

Margaret Stahr, Catawba College | Susan Hahn, DePauw Uni-versity Tutoring for Transfer: What Focus Groups Reveal about Tutors’ Efforts to Facilitate Transfer“Transfer” and teaching for it have dominated recent composition scholarship. Theories about the best ways to “teach for transfer” abound, and many of these methods complicate the ways that instructors teach writing. As teaching writing evolves toward teaching for transfer, so might writing centers evolve to educate their consultants to “tutor for transfer.” This presentation reports on findings from focus groups with tutees at two different institutions, both of which have integrated transfer scholarship into the tutor education course. #IWCA15P3

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COMMONWEALTH 1 Working with Unique Populations

Lucy Manley, Reginald Charles, Ramon Wright, Valley Forge Military Academy & College (Re)viewing the Playbook: Academic Support for Student-Ath-letes at a Junior CollegeThis session will present data from a research project attempting to better un-derstand ways to support conditionally admitted, developmental writers at a military junior college. Presenters (a basic writing instructor, a football player, and a basketball player) will share interview and survey statistics and narra-tives from their research project at a small, junior, military college with a 40% student-athlete population. Because the athletic department does not employ academic support service personnel, we present creative ways for writing cen-ters to partner with athletic departments to advance academic success of their student-athletes. #IWCA15Q3

Jason Ueda, Columbia University Problems with ProfilingConsultants often look to writer background for inroads into a productive session and anticipate writer concerns. With NNSs, a frequent request is help with copyediting, which puts tension on a session, and may inadvertently and negatively affect the morale of the session’s dynamic. I plan to explore the ten-dency of consultants to profile NNSs and the potentially caustic assumptions based on ethnicity and propose revised practices to effect a more harmonious consultation. #IWCA15R3

David Albachten, Istanbul Sehir University Writing Center Involvement with Multilingual Graduate Students Demonstrably Improves Dissertation WritingCan it be objectively shown writing center involvement improves graduate dis-sertation writing outcomes? This paper answers this question through a two-year fifty-student study. Using a variety of objective and reproducible mea-surements (grammar/mechanics/style, plagiarism, minor/major corrections, outcomes of the defense presentation, and time-to-complete) students using the writing center and those who choose not to are compared. Writing center intervention students achieved higher scores in all areas by more than 50%. 77% of the students who completed within the allocated time used the writing center. Writing center intervention students learned how to achieve a higher quality and more-timely dissertation. #IWCA15S3

COMMONWEALTH 2 International Developments in Writing Centers

Franziska Liebetanz, Viadrina Frankfurt (Oder) Germany | Anja Poloubotko, Leibniz University Hannover, Germany (R) evolution in Germany – From Six to More Than 50 Writing Centers in 7 YearsThe goal of this presentation is to tell the story of the writing center evolution by highlighting challenges and conditions for the success stories. We will take a look at the key events in the German writing center history starting with three key figures in 1993 at the universities in Berlin, Marburg and Bielefeld (cf. Ruhman 2014). This will be followed by a presentation of the Viadrina-Writing Center, which was founded in 2007, strongly contributed to the development of the Peer Tutoring Model and transferred this idea to other German writing centers. #IWCA15T3

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Julie Williams, San Diego State University Writing Center What kind of conversation takes place between non-native English speakers and their native English-speaking tutors? The number of non-native English speakers, especially international students, who frequent university writing centers is continuing to increase. Many stud-ies (Thonus 1993, 2004, Williams and Servino 2004, Williams 2004) indicate ways in which language and culture barriers impede the peer conversation model considered valuable in writing-center culture. The practices that might encourage a peer conversation model have had less scrutiny. This report uses an analysis of tutor-written reflections to identify practices that might impede a conversation model and, also, practices that may encourage more natural conversations between tutors and NNS tutees. #IWCA15U3

John Walsh, Rebecca Dorman, Cochise College Teaching Latino Students Information Literacy Skills: An Integration of Library Instruction and the Writing Process Instructional librarians are engaging students and designing programs to teach students how to find and evaluate information. However, this instructional ap-proach has segregated these information literacy skills from the rest of the information literacy learning paradigm. This presentation introduces the con-cept of the Learning Librarian. The learning librarian works in a multiliteracy center that combines the learning environments of the writing lab and the library. The learning librarian integrates the mechanical skills of information seeking with the cognitive skills of the writing process in an attempt to more fully implement the information literacy learning paradigm. #IWCA15V3

FORBES Identity and Authority

Elise Geither, CWRUPrime, Model, Show: Supporting Students with Autism Spectrum Disorder at University Writing CentersWith the increasing number of students on the spectrum moving from high school to university, we see an increasing number of students visiting the uni-versity writing centers as they navigate their way into academic writing and meeting the expectations of faculty. This session offers background along with three practical tips and exercises for working with students on the spectrum and supporting them in academic writing. #IWCA15W3

KINGS 1 Panel: Our “Totally RAD” Writing Center: Empirical Research, Replication, and Rewards

William Macauley, Jr., Maureen Mcbride, University of Nevada, Reno RAD research (Haswell 2005), especially replication, create rich layers of com-plexity and opportunity for our work that adds to our local understandings and the field. Replication and aggregation are keys to overcoming the trope of local uniqueness and measures as barriers to deeper understanding of our work. As writing centers move out into the campus community, they will need to develop more sophisticated and recognizable ways of substantiating their work. #IWCA15F3

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KINGS 2 Panel: An Alternative Approach to Writing Center Train-ing and Professional Development

Marjorie Coffey, Dennis Bennett, Kaely Horton, Aimee Clark, Michelle Marie, Oregon State UniversityA typical writing center staff includes tutors with years of experience as well as tutors just beginning training. The traditional model of training through all-staff weekly meetings is challenging, as it does not always address the pro-fessional development needs of writing center tutors with varying levels of experience. This session will describe how a large, land-grant university’s writ-ing center has met this challenge through a training (r)evolution, developing a tiered, module-based approach to professional development. The panel will share the strengths and challenges of designing and implementing this curric-ulum to better meet the needs of a diverse writing center staff. #IWCA15G3

KINGS 3 Special Session: IWCA Graduate Student Event

Rebecca Hallman, University of Houston #IWCA15H3

KINGS 4 Panel: Centering Institutional Plagiarism Policies and Practice

Kim Ballard, Western Michigan University | Sherry Wynn Perdue, Oakland University Plagiarism policies, perhaps more than any other institutional statements, capture how an institution’s faculty and administrators define writing, which makes the plagiarism landscape apt terrain for writing center work. Drawing upon two directors’ recent experiences negotiating plagiarism policy changes at our institutions, this presentation demonstrates the central leadership role writing centers can and should play in defining plagiarism and refining institu-tional responses to it. #IWCA15I3

KINGS 5 Panel: Writing Center Labor Crises and (r)Evolutions: Ad-dressing the Problems of Contingency

Dawn Fels, University of Pittsburgh | Maggie Herb, University of Tennessee, Chatanooga | Clint Gardner, Salt Lake Commu-nity College | Lila Naydan, Penn State Abington By the end of Pittsburgh’s Industrial Golden Age in 1910, early writing cen-ters became central to Composition’s labor concerns, relieving professors of too many underprepared students (Lerner, 2009). Contingent workers staffed those centers. Today, 71% of writing center directors hold contingent posi-tions, with 82% of centers staffed by contingent peer tutors (Isaacs & Knight, 2014). This panel outlines the risks of contingent positions across diverse insti-tutional settings and calls for action to address them. #IWCA15J3

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RIVERS Ignite Sessions

Summer Bowling, McDaniel College Writing Center Building Linguistic and Interpersonal Bridges with Non-Native SpeakersThe presenters will discuss their personal experiences tutoring non-native speakers at McDaniel College in Maryland, as well as McDaniel College Europe in Budapest, Hungary. #IWCA15K3

Shannon McClellan, Emily Connell, McDaniel College Writing Center Storytelling in the Writing Center: Personal Narratives for ESL TutoringThe presenter will share personal experiences from sessions with non-native English speakers from Ethiopia, Belgium, Hungary, parts of Asia, and several South American countries to build upon these arguments of narrative intel-ligence and its role in writing center pedagogy. She has observed and experi-enced multilingual writers’ use of personal narrative storytelling, which she be-lieves necessitates a place in ESL writing center tutoring strategy. #IWCA15L3

Geoffrey Middlebrook, Univerity of Southern CaliforniaWriting Center Topographies: Art, Space, and StatureWriting centers confront many challenges, including spatial (location and look) and statural (prominence and prestige). Arising from the intersection of those two challenges, this presentation explores how the physicality and feel of a center can not only contribute to the experience of the students it serves, but may also make faculty and administrators more aware and appreciative of what it does. Specifically, the presentation discusses how one writing center capitalized on its relocation by collaborating with campus leaders to commis-sion student-produced original art for the walls of its new venue, and as a consequence expects to have its profile elevated. #IWCA15M3

Fernanda Queiros, Federal University of Bahia (Salvador- Bahia, Brazil) | Katia Sa, Bahian School of Medicine and Public Health | Abrahao Baptista, Federal University of Bahia | Gigi Taylor, University of North Carolina - Chapel Hill Creating a Writing Center in Brazil: Revolutionizing the Un-knownIn this session we will share the first steps in our international collaboration to create a writing center at the Federal University of Bahia (UFBA) in Brazil. The presenters will describe the stages of collaboration between UFBA and the UNC Chapel Hill Writing Center, which include training Brazilian colleagues in writing center pedagogy at UNC, adapting the model for the Brazilian universi-ty context, implementing tutoring programs, and evaluating outcomes. We will describe the variety of tutoring services implemented in this context, share our initial successes and challenges, and invite feedback from participants on fine-tuning and future directions. #IWCA15N3

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BALLROOM 1 Workshop: Writing Center 2.0: Updating Writing Sessions to iSessions with New Technologies

Danielle Farrar, University of South Florida | Sandy Branham, University of Central Florida | Rachel Efstathion, Florida State University Writing centers have begun considering how digital tools can increase writ-er agency and engagement because new technologies not only re-imagine how writing consultants approach the writing session but also how writers approach the writing process. In this workshop, participants are introduced to iSessions: digitally enhanced writing sessions that implement iPads and Notability. Participants can gain hands-on experience with a walk-through of Notability’s iPad and/or laptop interface, as well as partake in mock iSessions as both writer and consultant. #IWCA15B4

BALLROOM 2 Workshop: The Mindful Tutor: Evolution of Consciousness in the Writing Center

Jared Featherstone, Maya Chandler, Rodolfo Barrett, James Madison University For the past five semesters, we have incorporated mindfulness meditation into our tutor training course. During that time, I collected pre- and post-data using the Mindful Attention Awareness Scale (MAAS) (Brown & Ryan, 2003) and conducted surveys to get a sense of whether the practices were affecting tutors’ work. This presentation, given by the writing center Director and a par-ticipating tutor, will describe the integration of mindfulness practice into tutor training, and offer qualitative and quantitative data collected in our center. Participants will also experience mindfulness meditation and a specific ap-plied-mindfulness exercise for writing tutors. #IWCA15C4

BALLROOM 3 Workshop: The Slack(er) (r)Evolution: An Innovative Approach to Team Communication

Alex Funt, Sarah Miller Esposito, University of North Carolina - Chapel Hill This workshop introduces Writing Center applications for the popular team communication app Slack. Slack combines synchronous chat, asynchronous collaboration, and multimedia file sharing to effectively supplant instant mes-saging, email, and online fora. We will share our experiences using Slack as a communication hub at the UNC Writing Center, a professional development platform for a writing program, and a home for a dissertation writing group. Participants will join a Slack team created specifically for the workshop and engage in challenges designed to orient them to Slack’s environment as well as promote conversation about technology and team communication in their centers. #IWCA15D4

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Session 4Thursday, October 8 | 2:30pm to 3:45pm

BALLROOM 4 Roundtable: An Evolution in Approach: A Discussion on Race, Culture, and Identity in Tutoring

Corey Brown, Emily Welsch, Cat Williams, Towson University Writing Center The role of identities in the writing center has become an increasingly import-ant aspect of broader writing center discourse. Co-presenters will provide a foundation for discussion on the role of race, culture, and identity in one-on-one tutoring sessions. After connecting current scholarship to the lived expe-riences of attendees, attempts will be made to conceptualize and approach differences in culture between tutors and students. Through this discussion, we hope to challenge former methods of confronting culture and contribute to an evolution in tutor pedagogy that is socially responsive. #IWCA15E4

BOARDROOM Concurrent: Unearthing Digital r(Evolutions) in the Archives of The Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal

Elisabeth Buck, Ball State UniversityThis presentation reports on an archival study of digital/multi literacy-related scholarship in The Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal. By examining how these materials work to develop a journal’s ethos, it will be possible to think about how a publication’s archives and digital representation also shape the way that readers perceive and inter-act with it. This presentation will therefore investigate r(evolutions) and inter-sections between writing center scholarship and digital literacies, and discuss how these connections impact the way that researchers participate with aca-demic texts. #IWCA15S4

BRIGADE Panel: Developing a RAD Methodology: A Discourse Analysis of Post-tutorial Writers’ Language

Kathi Griffin, Jackson State University | Tatiana Glushko, Jack-son State University | Daoying Liu, Nantong UniversityStudies providing models for RAD research have focused on tutorial conversa-tions and student satisfaction in trying to understand the effectiveness of writ-ing centers. Although informative, these areas of focus do not help us under-stand writing center effectiveness as defined by Stephen North, who asserts we must look for “changes in the writer.” To determine if our conversations with writers “change” them into better writers, we turned to language stu-dents used on post-tutorial reflection forms. We will share our methodology and findings, and explore with our audience what might constitute effective RAD research in the writing center. #IWCA15L4

COMMONWEALTH 1 Writing Centers as New Sites of Learning

Christopher Giroux, Helen Raica-Klotz, Saginaw Valley State University (re)Visiting Lower-Order Concerns: A Research-based Approach to Grammar Instruction for TutorsThis presentation will share Saginaw Valley State University’s Writing Center’s seven-week “grammar seminar” provided for our tutoring staff, a seminar

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created based on the results of Ellen Schendel’s 2007 international survey on tutors’ perceptions of the role of grammar in writing center tutorial sessions and our own work tutoring multi-lingual writers. We will discuss the efficacy of this grammar seminar based on pre- and post-seminar tutor surveys, tu-tor observations, and coded session records. We will explore our attempts to ensure this supplemental instruction does not privilege lower-order concerns over higher-order concerns in tutorial sessions. #IWCA15O9

David Medina, Lizbett Tinoco, University of Texas El Paso Better Writers, Not Better Writing: Investigating Transfer From The University Writing CenterThis presentation will discuss findings from a case study at University of Texas at El Paso that is currently investigating how transfer of knowledge from its writing center to other contexts occurs. The presentation will share prelim-inary results from semi-structured interviews, student writing samples, and tutor/tutee consultation data. We will also discuss the evolution of our writ-ing center’s consultation methodology to include meta-consultations. We also explore ways in which writing centers can promote tutor awareness of trans-fer and consultation practices that actively encourage transfer of knowledge. #IWCA15N4

COMMONWEALTH 2 Writing Center Strategies

Elizabeth Wilcoxon, New Mexico State University Have Strategy, Will Travel: Supporting Multilingual Graduate Students in Academic WritingMultilingual students from around the globe pursue graduate studies in the

United States, but may find that sufficient writing support (specifically for aca-demic writing about research) is lacking at their institutions. Therefore, a need arises for these students from all disciplines to have a space to formulate, edit, practice, and revise their writing as well as share experiences within the con-text of the university. By drawing on current scholarship regarding multilingual writers, in this presentation I give suggestions as to how an interdisciplinary writing workshop class can bridge the gap between writing centers and various graduate programs in our universities. #IWCA15P4

Craig Medvecky, Loyola University Maryland Training & Professional Development Strategies for Graduate TutorsDespite the clear need for graduate-specific tutor training, many grad tutors simply receive an oblique manual and are told to ‘have a look’ being assured that they are ‘good enough’ writers to make due. This paper will describe the efforts of Loyola Maryland University writing center to create an implement a graduate peer tutor training and professional development program that accounts for 1) a graduate writing process, 2) technological mediation in the twenty-first century writing process, 3) special needs of graduate tutees, and 4) the emerging identities of the graduate tutors themselves in the writing center. #IWCA15R4

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FORBES Special Interest Group: Refocusing the Conversation: Creating Spaces for Online Writing Center Community, Support, and Discussion

Beth Nastachowski, Walden University | Sarah Prince, Walden Univeersity | Dana Matthews, Columbia Southern University | Wendy Troup, Columbia Southern UniveresityThis SIG invites all writing center staff who work with students in an online ca-pacity to discuss the ways we can better connect with one another and form a supportive community. Possible topics for discussion include forming an online writing center organization (similar to the already-formed regional organiza-tions in IWCA), an online-specific writing center listserv, and an online-specific writing center conference. Attendees are encouraged to bring their own ideas and propose other ways we can better form a community for online writing center work. After this SIG, the facilitators of this session plan to act on ideas discussed by the group. #IWCA15A4

KINGS 1 Panel: Evolving Paradigms for Thirdspace Writing: WC Studio Class

Linda Di Desidero, Andrea Hamlen, Stase Wells, Marine Corps UniversityIntegrated presentations examine writing center’s development of non-credit, graduate-level studio writing classes at university in terms of theory, strategy, and practice. Using Grego and Thompson (2009) to characterize studio writing as “alongside-but-outside” of the regular curriculum, panelists analyze evo-lution and efficacy of thirdspace teaching and learning in the writing center’s studio classes, now entering their third year. Panelists use frameworks derived from theories of social learning to conceptualize and present research that aims to be replicable, aggregable, and data supported (Haswell, NCTE 2005; Driscoll and Perdue, WCJ 2012). #IWCA15G4

KINGS 2 Panel: Stop Bitchin’ Start a (r)Evolution: A Translingual Vision for Writing Centers

Rachel Griffo, Indiana University of Pennsylvania | Michele Ninacs, Buffalo State College | Kim Huster, Robert Morris UniversityWhile the ability to serve students from diverse linguistic backgrounds chal-lenges content area teachers, institutions continue to admit students from non-English dominant countries in order to diversify and supplement funding cuts. Taking up these issues, the writing center serves as a middle ground for multilingual students and their writing, but there are still important questions to address. Using a translingual framework, which views difference in language as a resource rather than a problem, this panel provides examples of practices that contribute to the infrastructure and evolution of writing centers and their ability to serve students and teachers across disciplines. #IWCA15H4

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KINGS 3 Panel: Revolving Revolutions: A Writing Center, a Library, and a Foundational Writing Program Meet a New Gener-al Education Requirement

Susan Dinitz, Libby Miles, Daisy Benson, University of VermontThis presentation describes how a new General Education initiative inspired a Writing Center Director, a First-Year Writing TA Supervisor, and a Librarian to collaborate in revolutionizing a Foundational Writing Program. Working closely together, each of the three units transformed elements of their own practices, which then impacted each of the others – resulting in what has now become a continual, ongoing process of r/evolution both within and among the units. Participants will explore their connections with their institution’s library and composition program, leaving with a series of possible new collaborations to consider. #IWCA15I4

KINGS 4 Panel: (R)evolutions in Online Consultations: Rethinking Consulting Space, Training, and Research Methods

Dustin Edwards, Kathleen Coffey, Ryan Vingum, Miami UniversityIn three interconnected presentations, speakers will reflect upon pilot pro-grams that developed online writing consultation best practices. Each present-er will discuss a specific angle to online consulting, including navigating con-sulting space, strategies for tutor training, and research methods for studying the processes of online consulting. #IWCA15J4

KINGS 5 Panel: Understanding the Needs and Expectations of Working-Class Students in Writing Centers

Harry Denny, Purdue University | Lori Salem, Temple Universi-ty | John Nordlof, Eastern UniversityThis panel reports initial results from an IWCA grant-supported, cross-insti-tutional research project that uses in-depth interviews to explore how work-ing-class/first-generation students experience the support that they receive in university writings. We hypothesize that students have fundamentally differ-ent visions and goals for college-level writing and career preparation, possess different concepts of how writing centers fit into that ideation, and negotiate their place in writing centers in ways that beg for a reconsideration of hege-monic notions of non-directive peer tutoring. #IWCA15K4

RIVERS Roundtable: (r)Ebranding Your Writing Center

Trisha Egbert, University of the Sciences Although it took a while for the whole notion of “branding” to leak into the higher education landscape it has now become essential to sell a university’s brand to potential students, employees, and the outside world. Branding has become a (r)Evolution of sorts but how can our writing centers, entities often plagued by stigmas, use this popular notion of branding to (r)Ebrand our iden-tities on campus? This session will focus on exploring ways, both big and small, that can help you to (r)Ebrand your campus writing center. #IWCA15F4

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BALLROOM 1 Workshop: Holistically (re)Thinking L2 Writing: Back-grounds, Concerns, and Best Practices

Brent Weaver, Dan Zhang, Shana Schmidt, Kansas State Uni-versity In this workshop, we will discuss three different aspects of working with L2 writers: (1). Understanding their educational and linguistic backgrounds, (2). Investigating the concerns of L2 students upon coming to the center, and (3). Creating new practices for working with these students. Ultimately, our goal is to give our participants ways to understand and empathize, as well as practical methods of working with international or multilingual students. #IWCA15B5

BALLROOM 2 Workshop: Tutoring STEM Writers: Approaching Visual Rhetoric

Susanne Hall, California Institute of Technology | Wendy Menefee-Libey, Harvey Mudd CollegeMany writing centers wish to support students in the creation of tables, fig-ures, and images common in STEM writing. Writing center staff members, however, often have limited personal experience both reading and compos-ing such texts. This workshop aims to give participants increased fluency in visual rhetoric and a basic understanding of the processes of creating some common visual elements and multimodal texts. Participants should expect to experiment with the creation of visual texts, take part in small and large group discussions, and collaborate to produce a list of best practices to take back to their centers for further use. #IWCA15C5

BALLROOM 3 Workshop: The Seven Panic Points of Struggling Writers, and How We Help Them

Robert Holderer, Tanya Teglo, Sharon Conklin, Charity Yarze-binski, Edinboro University of Pennsylvania Every writer, no matter how proficient, usually goes through what we term as seven panic points. These points can form insurmountable roadblocks for three of our most at-risk populations: students with physical disabilities, stu-dents with learning disabilities, and faculty members. This presentation will show how we provide supportive and concrete help to make them better writ-ers and to build a strong culture for writing on campus. #IWCA15D5

BALLROOM 4 Roundtable: Zones of Ambiguity: Institutional Ecologies, Writing Centers, and Sustaining (R)evolution

Marilee Brooks-Gillies, University of Colorado Colorado Springs | Julie Platt, University of Arkansas at Monticello | Gwendolyn Hale, University of Mary Washington

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Session 5Thursday, October 8 | 4:00pm to 5:15pm

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In this roundtable discussion, we contrast diverse institutional ecologies that can nurture or stifle writing center (r)evolutions. Together, we map the insti-tutional ecologies in which our writing centers are embedded to gain a great-er understanding of our centers’ integral roles. We explore how our common position as WCPs help us negotiate different institutional contexts as we work to evolve the discipline and achieve change within our own writing centers, departments, colleges, universities, and communities. #IWCA15E5

BOARDROOM Special Interest Group: Creative Writing in The Writing Center

Melanie Ojwang, Emily Connell, Jehan Silva, McDaniel College Writing Center At our center, we have seen significantly fewer appointments for creative writ-ing pieces. Because there is so little information about these situations, we hope to present the idea of adapting The Writing Center to creative writing appointments to colleagues and peers in order to cultivate a holistic view and create strategies and techniques for other centers. #IWCA15A5

BRIGADE Panel: Juniata College: Working from the Bottom Up

Carol Peters, Victoria Wolf, Ryan Mull, Katie Jeffress, Penny Sehat Niaki, Juniata College Through utilizing a bottom up management style, the Writing Center at Junia-ta College exemplifies its motto of “Think, Evolve, Act.” Tutors become inde-pendent thinkers and team-oriented professionals. Tutors evolve into leaders who eventually assume ownership of the day-to-day operations of the Center. Tutor-led focus groups investigating student perspectives of the Writing Center revealed that the Juniata students find the Writing Center to be a welcoming, comfortable, and convenient place to learn how to become better writers. These student perspectives are a reflection of the management style of the Director and the professionalism of Juniata College’s undergraduate tutors. #IWCA15L5

COMMONWEALTH 1 Revolutionizing the Writing Center

Susan Mendelsohn, Columbia University Roots and Offshoots: Researching Writing Center HistoriesThe Writing Centers’ Roots Project is a year-long effort to compile the largest collection of writing centers’ founding dates ever gathered. These data--pin-pointing the origins of over 1,300 writing centers--provide the widest aperture yet available through which to view our field’s complicated historical develop-ment. This presentation invites participants to delve into the data to identify major trends and discover historical outliers that complicate current notions of our disciplinary history. #IWCA15M5

Katrina Bell, Jennifer Hewerdine, Southern Illinois University(R)evolutionizing the Peer Writing Tutor Alumni Research Project: Alumni Roundtables in the Virtual WorldBrad Hughs, Paula Gillespie, and Harvey Kail’s work with the Peer Writing Tutor Alumni Research Project (PWTARP) began a rich conversation about the long-term effects of relatively short-term work in writing centers. Our paper builds on that research by specifically extending the survey to our graduate tutor

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alumni, and by opening a dialogue among alumni respondents and current graduate and undergraduate tutors through a hybrid face-to-face and virtual roundtable discussion conducted through a ZoomMeeting platform. This pa-per explores our methods, findings, and works to foster similar research in other institutions that rely on graduate peer tutors in their writing centers. #IWCA15N5

Heidi McKee, Miami University Writing Centers as Agents for Change: Using Incremental, Interconnected Research for Large-Scale TransformationsIn this presentation, I discuss how writing centers can weave together small-er, more manageable research projects into large-scale arguments for major program and institutional changes. Using multilayer, mixed-methodologies over a period of years, I explain the direct connections of research to changes we made in center staffing, expansion of center focus, and revision of writing course curricula. I offer flexible strategies that others may deploy in their local contexts to effect change at their institutions. #IWCA15O5

COMMONWEALTH 2 Experiences from Writing Centers Around the World

Violeta Molina-Natera, Pontificia Universidad Javeriana The Revolution of the Writing Centers in Latin AmericaIn the last five years, specially, writing centers has begun to emerge in several Latin American countries. The reasons for this occurrence are as varied as the modalities of implementation of these programs. This individual presentation aims to show the results of a survey with writing centers from different Latin American countries in order to share an overview of the current situation in our region. The results are presented in three analytical categories: theories, practices and administration, which are the cornerstones on which the re-search involving this survey is based. #IWCA15P5

Andrea Scott, Pitzer College A Call for Translingual Writing Center Research: Or, What Scholars in the U.S. Can Learn from Our Colleagues in Germany, Austria, and SwitzerlandWriting center practice may be multilingual, but writing center scholarship in North America is not. This presentation builds on recent calls for translin-gual research (Horner, NeCamp & Donahue 2011; Donahue 2009) by inves-tigating the disciplinary stories told by writing center professionals (WCPs) in German-speaking countries. My study—conducted in German—reproduces a survey created by Jackie Grutsch McKinney (2013) in order to test the univer-sality of the “writing center grand narrative.” I discovered that WCPs in Ger-man-speaking countries are telling different stories—ones that highlight the field’s translingual identity and history. #IWCA15Q5

Robin Sutherland, Chris Thompson, Mark Currie, University of Prince Edward Island ELLE of an Opportunity: Writing Centre Staff Volunteer their Time & Expertise for the Canadian Heart & Stroke FoundationChallenged by limited resources, rising plagiarism cases, and an unclear sense of the relevance and craft of academic papers, what is a Writing Centre Coordinator to do? At UPEI, she turned to the university’s Strategic Plan, which mandated that faculty and staff provide an enriched learning experience for

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students, and find ways to connect with the wider Island community. A unique writing partnership with the Canadian Heart & Stroke Foundation has helped fulfill this commitment, while also providing additional gains in terms of writ-ing centre management, and the evolution of a more positive writing culture on – and off – campus. #IWCA15R5

KINGS 1 Roundtable: Do Evolving Demographics Demand an Outreach Revolution?

Meg Mikovits, Moravian College | Eileen Brumitt, Northamp-ton Community College | Rachel Liberatore, Albright College This roundtable explores how writing centers can revise outreach efforts to respond to campus changes—including the diverse needs of growing popula-tions of lower-income, adult, underprepared, and international students; and subsequent pressure from some parts of higher education to shift towards an “intrusive” advising model. From class visits to social media, from faculty brown bags to student workshops, writing centers often strive to do more—and more innovative—forms of outreach. Presenters from three institutions will give examples of campus outreach efforts and raise the question of how to evolve in response to these trends while remaining true to our missions. #IWCA15F5

KINGS 2 Panel: Representing the Work: Appointment Summaries as a Site for Understanding Peer Writing Tutor Threshold Concepts

Lauri Dietz, DePaul University | Matthew Pearson, DePaul University | Matthew Fledderjohann, University of WisconsinEver wonder the extent to which peer writing tutors understand their work with writers within the disciplinary communities of writing center and writing studies? Which disciplinary threshold concepts do they find most transforma-tive and most troublesome? To explore these questions, we decided to inves-tigate the extent to which our peer writing tutors represent four threshold concepts in their post appointment summaries. At this panel presentation, we share the methodology we employed to code 500 writing center appointment summaries and what we learned about how our peer writing tutors represent their work in terms of certain writing center threshold concepts. #IWCA15G5

KINGS 3 Panel: Liberté, Egalité, Fraternité: The (R)evolution of Expanded Mission in Secondary Schools’ Writing and Literacy Centers

Amy Hale, Rustburg High School | Hannah Baran, Albemarle High School | Beth Blankenship, Oakton High School | Andrew Jeter, Niles West High School As the definition of literacy evolves, writing centers serve a vital role in pro-viding academic and social support and leadership in secondary schools. By expanding tutoring services to include all subjects, four high school tutoring centers are more comprehensively addressing the needs of their diverse stu-dent populations. These centers focus on the fundamentals of quality tutoring and problem-solving to adapt to client needs. Furthermore, the centers pro-mote leadership and serve as a hub for innovative teaching in their schools. #IWCA15H5

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KINGS 4 Panel: The Writing Center as Tempered Steel: Developing Malleable Teaching Methods for Multilingual and Special Needs Writers

Jennifer McGovern, David Perez, Helyn Wohlwend, Grinnell CollegeWhen steel is tempered, it gains flexibility as well as strength, allowing steel beams to bend without breaking. Similarly, Writing Centers function as a sup-port structure for multilingual and special needs students, yet the beams with which they construct that support become stronger because they are mallea-ble. These student populations benefit from innovative classroom and extra-curricular teaching methods even as Writing Centers maintain their founda-tion in one-on-one tutoring. Three professional Writing Center lecturers from Grinnell College will speak about services for multilingual and special needs writers, as they discover new methods of tempering the steely strength of one-on-one tutoring practices. #IWCA15I5

KINGS 5 Panel: From Nub to Nexus: Turning a Writing Center into a Connection Point for a College Writing Initiative

Paula Harrington, Jen McGeoch, Carli Jaff, Colby College This panel will use the evolution of our writing center from a stand-alone enti-ty to a connection point for all stakeholders in a new college-wide writing pro-gram as a model for how writing centers can respond to institutional change. It will examine four key aspects of our (r)evolution: an expanded writing fel-lows program, increased inclusion of international students, participation in a college-wide symposium, and our new location on a technologically updated collaborative library floor. #IWCA15J5

RIVERS Panel: HS Writing Center Redux: Lessons Learned from r(E)volutions, 1985-2015

Charles Youngs, Nicola Hipkins, Christopher Jack, Bethel Park High SchoolHow does North’s “Idea of a Writing Center” serve a lab amid next generation initiatives at the secondary school level? Three teachers share tales of “r(E)volution” from their high school’s 30-year program, particularly a redesign of curriculum and service as technologies change, standardized testing and STE(A)M programs proliferate, and students begin 1:1 computing. This dynam-ic trio provides context, models, and suggestions to inspire dialogue and future practice. #IWCA15K5

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Regional & Affiliate MeetingsThursday, October 8 | 5:45pm to 7:00pm

FORBES European Writing Centers AssociationBALLROOM 1 Canadian Writing Centers AssociationBALLROOM 2 Latin America Writing Centers AssociationBALLROOM 3 East Central Writing Centers AssociationBALLROOM 4 Mid-Atlantic Writing Centers AssociationBOARDROOM Middle East/North Africa Writing Centers AllianceBRIGADE Midwest Writing Centers AssociationCOMMONWEALTH 1 Northeast Writing Centers AssocationCOMMONWEALTH 2 Northern California Writing Centers AssocationKINGS 1 Pacific Northwest Writing Centers AssocationKINGS 2 Rocky Mountain Writing Centers AssocationKINGS 3 South Central Writing Centers AssocationKINGS 4 Southeastern Writing Centers AssocationKINGS 5 Southern California Writing Centers AssocationRIVERS National Conference on Peer Tutoring in Writing

UPPER SCENES Megan Ward, Northwestern Michigan CollegeLOUNGE #IWCA15TYC

KINGS GARDEN 3 Are you a writing center director who wants to be paired with an experienced writing center director? Are you interested in becoming a mentor and sharing your writing center expertise? Then the IWCA Mentor Matching program is for you.

For those who are curious about Mentor Matching, the Mentor Matching Breakfast is an opportunity to learn more about the program and possibly be matched. During the breakfast, we’ll hear from successful partnerships and then have time for partnerships to plan their next steps.

Seating is limited for those who are curious about the IWCA Mentor Matching program. We’ll reserve places for the first 10 directors who wish to be mentors and the first 10 directors who wish to be mentored.

Two-Year College Meetup Thursday, October 8 | 7:30pm to 9:30pm

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Mentor Matching Program RebootFriday, October 9 | 7:30am to 9:00am

BALLROOM 1 Workshop: From Research Question to {R}evolutionary Results: The Publication Pipeline

Michele Eodice, University of Oklahoma | Kerri Jordan, Mississippi College | Steve Price, Mississippi College | Karen Keaton Jackson, North Carolina Central University | David Stock, Brigham Young University | Stacy Nall, Purdue Universi-ty | Roberta Kjesrud, Western Washington University | Romeo Garcia, Syracuse University This workshop will engage writers in understanding the publication pipeline through mentoring and guidance. Participants will interact with invited re-searchers while developing a research agenda/research questions and prac-tice peer review strategies as a giver and receiver. The editors of The Writing Center Journal offer this opportunity to emerging scholars in order to make the process more transparent and navigable. #IWCA15B6

BALLROOM 2 Workshop: Hallmarks of Effective Writing Centers: Creating Dynamic “Best Practices” Statements

Sandee McGlaun, Rachel Barton, Stephanie Spector, Roanoke CollegeThis workshop will introduce participants to the multiple, responsive “hall-marks” lists articulating best practices in creative writing programs developed by the Association for Writers & Writing Programs. Informed by this model, the work of Muriel Harris, and their own institutional contexts, workshop par-ticipants will brainstorm sets of dynamic “hallmarks” statements for writing center work, launching a larger discussion about the possibility of developing “hallmarks” lists at the organization level. #IWCA15C6

BALLROOM 3 Workshop: Writing Centers: The Affective Dimension

Kathy Evertz, Renata Fitzpatrick, Nora Katz, Zara Pylvainen, Carleton CollegeThis interactive workshop--inspired by an upcoming special issue of WLN on affect and the writing center--reveals how a writer’s process and text may be sources of anxiety, frustration, or other difficult feelings for him/her and the consultant who provides feedback. Through activities and discussion, we will explore ways for consultants to recognize when and how the affective can overwhelm the cognitive, and what strategies produce effective outcomes. Facilitators and participants will work together to develop consultant educa-tion materials that address the affective dimension of writing center work. #IWCA15D6

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Session 6Friday, October 9 | 9:00am to 10:15am

BALLROOM 4 Roundtable: Multiliterate Identities and Translingual Moments in Online Writing Center Consultations

Christine Modey, University of Michigan | Liliana Naydan, Penn State-AbingdonThis roundtable discussion examines moments in online consultations when writing consultants self-identify as multilingual or translingual and/or make translingual code-switching or code-meshing moves of the sort that Bruce Horner et al. theorize in “Language Difference: Toward a Translingual Ap-proach.” After presenting their research findings, presenters will invite attend-ees to engage in freewrites and conversations to explore when, how, and why they reveal their respective multiliteracies or engage in translingual moments themselves in their writing center administration and practice. #IWCA15E6

BOARDROOM Special Interest Group: Creative Writing in Writing Centers

Julie Platt, Travis Nicholson, University of Arkansas at MonticelloIn this Special Interest Group (SIG) we will begin a conversation about how writing centers and creative writers can best work together. We wish to con-nect with other writing center professionals and share ideas on pedagogical, administrative, and scholarly issues surrounding creative writing in writing centers. #IWCA15A6

BRIGADE Concurrent: The Fine Art of Curriculum Transformation, One WAC Course at a Time

Michael Kaler, Tyler Evans-Tokaryk, University of Toronto MississaugaWe present the five-year process by which a WAC project evolved into a set of weekly discipline-specific writing tutorials embedded into a large (200+ student) first-year Art History course. These tutorials provide an additional hour of class time per week and work intensively with course content to teach writing. We share the strategies we use to teach these tutorials as well as the trajectory this project took to Departmental self-sufficiency. #IWCA15L6

COMMONWEALTH 1 Research and Method

Claire Gearen, Hawaii Department of Education Adding One to One-to-One: An Idea for a Writing Center MethodEven in such comprehensive and forward-thinking histories as Lerner’s The Idea of a Writing Laboratory, the one-to-one conference as the foundation of writing center practice is mostly unexamined. I propose a writing center method composed of three peers rather than two, one that recasts the tutor as an intellectual equal who best understands the protocol and rationale of the method. My claim is that this method “emancipates” the tutee (in Jacques Rancière’s terms), cultivating independence in the writer. Are new spaces and institutional practices around writing possible if we reexamine our penchant for one-to-one tutoring? #IWCA15M6

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Lucy Bryan Malenke, James Madison University Gaining a Deeper Understanding of Disciplinary Writing through Empirical ResearchMore research is needed into the varied and complex relationships that writ-ing centers have with WAC/WID initiatives. In this presentation, the writing center liaison to James Madison University’s largest college will discuss the results of her empirical, mixed-methods study, “The State of Writing in the Health Sciences Major at JMU.” Additionally, she will share her instrument and discuss ways that it might be adapted and used by writing centers to better serve students engaging in disciplinary writing, to establish a baseline for as-sessing writing center outreach efforts, and to enlist faculty and departmental buy-in across the disciplines. #IWCA15N6

Elizabeth Kleinfeld, Metropolitan State University of Denver The Writing Center as Research HubThis presentation will describe how a Writing Center serving mostly non-tra-ditional and first-generation college students has evolved from a place of ad hoc research to a research hub. I will describe our research programs and how they have reshaped our relationships with faculty and several offices on cam-pus and driven our annual report. The presentation will address how writing centers can be sites of research for writing center staff as well as other uni-versity constituents, how writing centers can publicize on campus the results of research, and how writing centers can mentor undergraduates engaged in original research. #IWCA15O6

COMMONWEALTH 2 Writing Center Evolutions: Students and Student Engagement

Emily Cosgrove, Wallace Community College Created to Retain, Evolving to Truly Engage: How Writing Centers Can Spearhead Student Engagement Initiatives that Align with Institutional GoalsThis session encourages creating foundations for sustainable and relevant ini-tiative building within writing center structures that support institutional goals. By highlighting ways in which the retention and faculty development-specific goals of a DOE grant move our institution forward in better meeting the needs of current and incoming students, the session facilitator will also discuss the interdisciplinary theories and practices that were combined with writing cen-ter scholarship to form a basis for building campus-wide initiatives that would both collaborate with existing offerings and spur the creation of new programs to increase student engagement, and ultimately, persistence and retention. #IWCA15P6

Jennifer Marciniak, Berea College The Dignity of Work: Writing Tutors as Student Laborers at Berea CollegeThis presentation looks at the perceptions of Berea College’s writing center as a place of labor and tutors as laborers. Part of the mission of Berea College, a small work college in Central Kentucky, claims that labor, in all its forms, has “dignity as well as utility.” While I entertain faculty and staff perceptions of labor, I focus specifically on how our tutors define the term “labor” in terms of their identity, their work, and what “dignity” and “utility” mean to them as student, tutor, and laborer. #IWCA15R6

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FORBES Revolutionizing Diversity and Inclusion in the Writing Center

Nancy Alvarez, St. Johns University Tutoring While Latina: Creating Space for Nuestras VocesThe presenter will share the results of an IRB approved study on the writing center experiences of Latina tutors working in 2-year and 4-year colleges across New York City. How do these Latinas negotiate their identities and language within the writing center - with clients, coworkers, administrators? Where do we find the tutoring experiences of Latinas, and the experiences of other multicultural tutors, within writing center studies? As Latinas continue to enroll and graduate from college at an increased pace, Latinas have lots to contribute to how writing centers can better serve multicultural and multilin-gual tutors/tutees. #IWCA15S6

Alexandria Lockett, Spelman College Off Center: Reflections of a Black Feminist Writing TutorThis presentation seeks to contribute to Laura Greenfield and Karen Rowan’s call for “sustained and productive” dialogue about race and racism in the writing center. Drawing on the detailed notes from over fifty sessions that occurred at the Pennsylvania State University’s undergraduate and graduate writing centers, I will discuss how black feminist theory informed my tutoring practice (Collins; hooks; Richardson; Royster). By discussing theoretical conti-nuity between black feminism and student-centered tutoring approaches, the presenter evaluates the potential of writing centers as liberatory intellectual spaces. #IWCA15T6

Joseph Janangelo, Loyola University Chicago “I Hot Andy Warhol: Reflections on Repeat Clients and Gay Epitexts”My title is drawn from the film, I Shot Andy Warhol. I hope it will “move writ-ing center conversations forward” by discussing the “layered ways that writing centers get their work done” (Call). In Paratexts: Thresholds of Interpretation, narrative theorist Gerard Genette coins the term “epitext” to describe “things that draw readers outside the text proper.” He calls them “obviously marginal and somewhat deviant” because they “lie outside the declared responsibility of the author” [read here as student writer] and “involve the participation of one or several third parties” [read here as tutor] (17). Ideas of professional deviance will come into play as I reflect on my work as a gay student tutor. The story involves weekly sessions with a college senior who came to work on her papers. Each session, she would discuss her engagement to a soldier who “confided” he was having sex with men and was leery of marrying her. She would discuss her progress and setbacks as an intended bride, often asking for advice. I will argue that these tutorials complicate notions of focus and ram-bling (since the student was also writing about her experience) and challenge ideas about what it means to make “better” essays and writers (North). For example, what does it mean to deviate in a given tutorial--to go beyond the project an author is working when they are seek something more than writing instruction in a session? #IWCA15U6

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KINGS 1 Panel: From Isolation to Alliances: Collaborations Beyond our Institutions in a Regional Consortium of Writing Cen-ter Leaders

Rachel Liberatore, Albright College | Rachael Zeleny, Alvernia University | Megan King, Alvernia UniversityAs WC and WAC professionals, we value collaboration with others as we nego-tiate complicated roles. Yet, leaders at one institution are often isolated from similar leaders at nearby institutions. This panel will discuss a consortium for formal networking and collaboration created by writing center leaders across Berks County, Pennsylvania, including the process of goal-setting and group definition, and challenges faced in budgeting, communication and garnishing administrative support. Panelists will also reflect upon how membership in the consortium has helped them redefine their positions as WPA or writing/learn-ing center directors, argue for/obtain resources, create materials, and evolve as writing instructors. #IWCA15F6

KINGS 2 Panel: Evolving into Specialists: How One Writing Center Met the Needs of a Rigorous English Program

Julie Moore, Isaac Mayeux, Adam Wagner, Austin Cordle, Cedarville University Our presentation will trace the ten-year evolution of the unique mentoring program for English majors at the Cedarville University Writing Center (CUWC). Two present tutors, the CUWC assistant director (also a CUWC alumnus), and the CUWC director will share how our English majors’ ever-increasing needs caused us to gravitate toward specialist tutoring. We will also share students’ evaluations of their mentors, discuss advantages and disadvantages of our program, and ask audience members to participate. #IWCA15G6

KINGS 3 Panel: Writing Center Evolution: From a Center to the Center

Millie Jones, Claire Edwards, Chandra Howard, Ashford Uni-versityLearn take-away strategies for making your writing center a vital part of the university and the university’s writing instruction. We will explore ways to add authority and credibility to the writing center, develop working relationships with faculty and departments, and better reach the online student population as well as reaching students when they are simply away from campus. We argue that in order for a writing center to be seen as a vital and critical compo-nent of the university, it must evolve beyond just a tutoring center to become the CENTER for writing expertise at the university or college. #IWCA15H6

KINGS 5 Panel: (r)Evolutionizing Narratives of Writing Center Work with Undergraduate Research

Michelle Miley, Montana State University | Rebecca Hallman, University of Houston | Kelsey Weyerbacher, Montana State University | Jack Bouchard, Montana State University In her 2012 IWCA Keynote Address, edited and reprinted in the 2014 WCJ, Lau-

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ren Fitzgerald argues that tutor research, among other positive outcomes, can lead to “more funding and support for our programs” (29). Our panel extends Fitzgerald’s argument by considering how, given current institutional environ-ments prioritizing undergraduate research, formalizing tutor research revolu-tionizes narratives of writing center work. Through the voices of undergrad-uate, graduate, and professional writing center scholars, panelists describe how undergraduate research can internationally and locally revolutionize the narrative of writing centers as sites of inquiry. #IWCA15J6

RIVERS Panel: From Safe to Brave Worlds: Developing a Heuristic for Discussing Social Justice in Writing Centers

Erin Herrmann, Kerri Bright Flinchbaugh, Rex Rose, East Carolina UniversityMany writing centers have worked to be safe spaces for all, but situations exist where safety can become dangerous. In order to better support consultants as they engage with people from diverse backgrounds and perspectives, writing centers need to shift mindsets from safety to bravery. Consultants and admin-istrators can collaboratively develop a social justice heuristic as an alternate approach to diversity training that embraces risk, difficulty, and controversy. This presentation invites participants to examine common assumptions of safe spaces, consider key components of brave spaces, and explore strategies and activities to engage social justice issues in consultant professional develop-ment. #IWCA15K6

Session 7Friday, October 9 | 10:30am to 11:45am

BALLROOM 1 Workshop: Integrating Creative Thinking into Writing Center Pedagogy: Approaches and Strategies

Sohui Lee, California State University Channel Islands | Russell Carpenter, Eastern Kentucky University This interactive workshop situates creativity as critical writing center work. We argue that writing centers would benefit from examining specific creative thinking strategies. Participants will be introduced to and experiment with five creativity principles and generate at least one creative thinking application in their own centers. Participants will explore how creative thinking principles can be applied in a range of writing center work. #IWCA15B7

BALLROOM 2 Workshop: Taking into Consideration Institutional Strate-gic Planning: Writing Centers and Our Steps to Success

Nicole Evans, University of St. Thomas | Neisha Green, Wash-ington CollegeThis session will present the means by which writing centers can positively affect change within their institutions and the importance of considering the support provided by writing centers in the development of institutional strate-gic plans. Evans and Green will consider their respective university’s strategic plans and determine - through networking, gathering data, and reviewing liter-ature - the best ways to negotiate their centers into their university’s success. #IWCA15C7

BALLROOM 3 Roundtable: A Union of Voices: Using Peer Programs to Advance Community for Multilingual Writers

Mary Gallagher, Adam Binkley, The Universities at Shady GroveFor many multilingual students, anxieties about their language skills cause them to withdraw when faced with challenges and setbacks related to their performance as writers. Community building, which underscores the fact that multilingual students are not alone in their experiences, encourages confidence and thus persistence. This roundtable discussion will present the evolution of one peer led writing program, Writing Fellows, into another, the Bilingual Writing Mentors which creates a community for multilingual students while also advancing their writing in targeted disciplines. Participants will be encouraged to share ideas about serving multilingual writers and ways their institutions might offer similar programs. #IWCA15D7

BALLROOM 4 Roundtable: Turf wars, culture clashes, and genuine collaboration: rEvolutionizing writing center/library partnerships

Maggie Herb, University of Tennessee, Chatanooga | Lindsay Sabatino, University of North Carolina at GreensboroIncreasing numbers of libraries are becoming home to writing centers; howev-er, little scholarship examines the day-to-day realities of these collaborations. Thus, this roundtable will begin with a brief presentation of key results from our survey of over 100 directors of centers located in libraries. We will then invite participants to discuss the benefits and challenges of center/library part-nerships and share concrete strategies for effective, collaborative relationships between the two. #IWCA15E7

BOARDROOM Special Interest Group: Curriculum and Classroom-Based Peer Tutoring, Program Development Strategies

Ben Ristow, Hannah Dickinson, Alex Janney, Hobart and William Smith CollegesThis SIG gathering provides participants with the opportunity to collaborate and share experiences and information on their current or future curriculum based peer tutoring program. As directors and the coordinator for the Writing Colleagues Program (est. 1992), the SIG leaders will provide a brief overview of their program and facilitate a discussion for those participants interested in creating or revising a curriculum-based peer tutoring program at their institu-tion. #IWCA15A7

BRIGADE Concurrent: (r)evolutions in our Midst: Re-thinking Writing Center Practices with NCLB Writers

Lisha Daniels Storey, Robin Garabedian, University of Massa-chusetts Amherst In this paper, we discuss our research on students’ experiences of the impact of testing discourses and instruction under No Child Left Behind. We will pres-ent findings from a qualitative study and consider their implications for evolv-ing writing center practices to better engage with writers educated in the wake of these significant changes in U.S. public education. #IWCA15L7

COMMONWEALTH 1 Classroom Connections: Required Writing Center Visits and Instructor Translation

Allison Keene, Duquesne University The Absent Instructor: Translating Instructor Language in the Writing Center SessionConsultants occupy what scholars such as Suffrendini, Auten, and Pasterk-iewicz call the “third space,” an intermediary space between the student and the instructor. In this space, the consultant collaborates with the student to translate the instructor’s language in comments and assignment sheets. To-gether, they develop a shared understanding of the instructor’s language. In this paper, I will converse with scholarship on instructor language and conduct primary research on consultations in the Duquense University Writing Center. I will prove that the “third space” facilitates a translation that preserves instruc-tor intent while producing new, collaborative meaning between the consultant and the student. #IWCA15M7

Rachel Azima, University of Nebraska-Lincoln Stereotypes or Validation?: Investigating Required Writing Center Visits for Students in a Multicultural Bridge ProgramWhile writing center lore has traditionally cautioned against required visits, a number of studies have demonstrated their benefits. When considering whether to require students in a multicultural bridge program to come to the writing center, the question become even more pointed, as such practices risk engaging stereotype threat. This presentation investigates the relationship be-tween a summer bridge program for multicultural students and the writing center at a large Midwestern university, to explore whether required visits can not only sidestep stereotype threat, but also help students feel more connect-ed to the university, following Rendón’s 1994 validation theory. #IWCA15N7

Holly Ryan, Penn State Berks Creating Effective Classroom Visits: Results of a Large-Scale Research StudyMany writing center professionals use classroom promotional visits to inform students about their services and to encourage students to schedule visits with tutors. However, there is virtually no scholarship on the effectiveness of these visits. This presentation shares the results of a large-scale research proj-ect that interrogates our assumptions about these visits. The researchers ex-amined three different approaches to the classroom visit and examined chang-es in student knowledge, their attitudes toward the writing center, and their likelihood of visiting the writing center. This session will also offer suggestions for how to create more effective classroom visits. #IWCA15O7

COMMONWEALTH 2 Experiences from Writing Centers Around the World Continued

David Rogers, Kingston University, London A Paradoxical Evolution: Simplifying the Process of Writing at Kingston University, London The curriculum in UK Higher Education requires centers to adopt a different strategy for support than their US counterparts. Explaining the evolution of the writing center at Kingston University to a multi-faceted center providing

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a University-wide initiatives for students at all levels, my presentation aims to generate discussion about differences by focusing on the centres’ attempt to simplify the process of writing for students. #IWCA15M7

Nicole Bailey, Indiana State University The Experiences of Tutors and Students in a South African Multilingual Writing Center This session will discuss the results of an ethnography conducted in the writing center of Stellenbosch University, in South Africa. This study aimed to under-stand the experiences of students, directors, and tutors in a multilingual center through interviews, artifacts, and field notes. The presenter will discuss find-ings, as well as implications for the ways in which US writing centers work with multilingual students, including those who speak multiple dialects of English. #IWCA15N7

Anthony Schiera, Indiana University of Pennsylvania Responding to Students When Worlds CollideThe Writing Centre at Sultan Qaboos University (SQU) in Muscat, Oman pro-vides tutoring services with non-directive and open-ended questioning. How-ever, the majority of students seeking help with their writing have received an education that is based on direct instruction techniques in teacher-centered classrooms featuring rote-memorization. When these two constructs meet, opportunities for collaboration can be missed. This paper will describe the ed-ucational context of Oman and the expectation of students entering the Writ-ing Centre at SQU. Implications for writing center practice in contexts outside of Oman will also be explored. #IWCA15O7

FORBES Educational Tools and Tips

Lucie Moussu, University of Alberta Long Night Against Procrastination: The Do’s and Don’tsThe presenters will talk about the do’s and don’ts of planning a Long Night Against Procrastination event, finding sponsors, securing financial support, managing a budget, designing posters and banners, scheduling tutoring and workshops and other activities, recruiting and training volunteers, advertising the event, managing risks and safety procedures, providing food and snacks, using technology and social media, communicating with the media, collecting feedback from participants to evaluate the event, and writing a final report of the event. #IWCA15M7

Kathy Block, Matthew Sanscartier, Enrique Paz, Miami University Mobilizing an American Idea: Taking the Cite Right Program into a Canadian ContextThis presentation describes how staff of the Academic Learning Centre (ALC) at the University of Manitoba, Canada, implemented a plagiarism remedia-tion program originally designed in an American post-secondary context. The program, Cite Right, offered the ALC’s peer writing tutors an opportunity to work with and support undergraduate students who had gone through the university’s discipline process. Our discussion will provide an overview of how an idea, originally presented at the NCPTW, was adapted to the institutional and student needs in a new context and how the ALC built momentum for a student-oriented program on its campus through Cite Right. #IWCA15O7

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KINGS 1 Panel: Tutor-Researchers in the Writing Center

Melissa Ianetta, University of Delaware | Alexis Hart, Allegheny CollegeIn “Scholarship Reconsidered,” Jeanne Rose and Laurie Grobman “encour-age peer tutoring programs to promote undergraduate research as a means of cultivating engaged tutor-scholars.” Responding to this call, writing center directors from a research-extensive university, a regional university and a lib-eral arts college explain how the integration of tutor-research into the writing center can enrich practice across a range of institutional contexts. #IWCA15F7

KINGS 2 Panel: Evolving with Multilingual Writers: Results from a Cross-institutional Research Study

Rebecca Lorimer Leonard, University of Massachusetts Am-herst | Shanti Bruce, Nova Southeastern University | Deirdre Vinyard, Emily Carr University of Art and DesignAs universities “internationalize” campuses, writing centers are experiencing a revolution in the number and backgrounds of multilingual students seek-ing support. This panel’s three speakers present results from an ongoing, grant-funded, cross-institutional research study about the language reper-toires multilingual writers bring to college campuses, and consider, in three turns, the implications of this research for writing center practices, training, and research methodology. #IWCA15G7

KINGS 3 Panel: Evolving Relationships in the Writing Center

Lynn Shelly, Kathleen Hynes, Lara Hauer, Indiana University of PennsylvaniaDrawing on existing scholarship, as well as their own experiences and initial re-search findings, this panel will explore how writing center relationships evolve over time. The panelists will discuss the benefits and drawbacks of long-term writing center relationships and the implications for tutor training and writing center administration. #IWCA15H7

KINGS 4 Panel: (R)Evolving The Narrative: Revisiting Key Terms through Consultation with Underrepresented Writers

Heather Lang, Aimee Jones, Bruce Bowles, Jr., Florida State University Popular, and powerful, narratives in the field of writing center studies position nondirective and collaborative methods, higher order concerns, and peer-to-peer tutoring as key terms in the field. Though an accomplishment for writing center scholars and administrators, this narrative has neglected the experienc-es of some writers. This session explores the (r)evolution of the writing center and its narratives by bringing three underrepresented client populations to the fore: students with disabilities, international students, and graduate students. These populations represent consultations where key terms, such as higher order concerns or peer-to-peer, might not hold the same weight as they do in more traditionally theorized consultations. #IWCA15I7

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KINGS 5 Panel: OMG! SLA with ESL in the WC!

Kathy Radosta, Michael Nichols, Rita Shelley, University of Nebraska OmahaConsultant preparation for working with ESL academic writers often consists of flyover treatments of linguistic and composition theory. From this limited exposure, consultants acquire an underdeveloped meta-writing vocabulary to draw on while, borrowing from Bartholomae (1985) “inventing the con-sultation.” But to what extent at what point does flyover mean flying blind? What are the implications for ESL writers who look to us for both language and cultural guidance, when consultants work from decontextualized theory and research? This presentation challenges “Theory LITE,” proposing practical alternatives to accepting “good enough” as good enough. #IWCA15J7

RIVERS Panel: Crossing Campus, Writing Centered: How Institu-tional Partnerships Promote Writer Self-Efficacy

Danielle Farrar, University of South Florida | Sandy Branham, University of Central Florida | Megan McIntyre, University of South FloridaDeveloping partnerships to better support academically underprepared stu-dents has long been part of writing center work. This panel seeks to explore the development of several strategic, cross-campus partnerships and initia-tives between a writing center and various university units, such as Athlet-ics, First-Year Composition, and the Offices of Undergraduate and Graduate Studies. These campus-wide initiatives have sought to not only increase re-tention rates of underprepared students but also concurrently increase writer self-efficacy and agency through the development of productive writing spac-es. #IWCA15K7

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Session 8Friday, October 9 | 12:00pm to 1:15pm

BALLROOM 1 Workshop: Meme and Monument: Writing Center (R)Evolution Through Effective Social Media Strategies

Julie Platt, University of Arkansas at Monticello | Ben Erwin, Syracuse University | Patti Poblete, Iowa State University In this workshop, participants will imagine, formulate, and critically question the ways writing centers create identity and promote themselves through various social media platforms. Workshop facilitators will help writing center directors define and deploy an effective social media presence, or reconsider and revise a center’s pre-existing online brand; more specifically, this session will explore how social media complements a center’s ability to connect with students, faculty, scholars, and writers on campus and beyond. #IWCA15B8

BALLROOM 2 Workshop: Re-Invention: A Closer Look at Student Invention and WC Conferences as a Site of Collaborative Invention

Michael Reich, Patricia Medved, St. Johns UniversityResearch on writerly invention focuses on accomplished writers and their gen-erative processes; recent studies have mapped their creation at the pre-cog-nitive level. But what about students - what are their generative processes? In this workshop, we will share insights from an IRB approved pilot study with student writers in Writing Center conferences. By looking more closely at the recognized and unrecognized influences on student writers’ processes, we will see how the three aspects of writerly invention--the automatic, emotional and social--identified by Jason Wirtz in his research with experienced writers, are realized in the student writing experience (Wirtz, 65). #IWCA15C8

BALLROOM 3 Roundtable: Visuals in Writing Center Consultation What can we do, What could we do, What should we do?

Daniel Emery, University of Minnesota | RM Wolff, University of Minnesota | Holly Bittner, Moore College of Art and DesignWhile writing scholars have considered the role of visual communication as both visual rhetoric and multimodal process, writing centers continue to em-phasize attention to conventionally textual genres. Nevertheless, as WC’s serve increasingly diverse disciplines and as technologies simplify visualizations as artifacts of instruction, how can and how should writing centers respond? The discussion leaders, a Writing in Disciplines specialist, an Art Historian working in a WC, and the Director of Writing at a College of Art and Design will facilitate discussion and collaboration on this under-investigated topic. #IWCA15D8

BALLROOM 4 Roundtable: Can Faculty Development Be at The Center?: (Re)envisioning SOTL and POD networks in the Writing Center

Jennifer Follett, Cynthia Crimmins, Leslie Allison, York College of PennsylvaniaThis roundtable discussion invites participants to explore the possibilities and challenges of writing centers’ support of SOTL, the scholarship of teaching and learning. When we (re)envision writing centers as sites where faculty’s teach-ing and writing lives intersect, we can (re)cast writing center administrators’ work with faculty as collaborative scholarship in the SOTL field. In this session, two writing center administrators and one CTL director with a writing center background lead a discussion of what it might mean to recast writing center work with faculty as SOTL projects, how we collaborate with CTL and POD net-works, and how to overcome challenges as we venture into the emerging field of SOTL. #IWCA15E8

BOARDROOM Workshop: Credibility and Sustainability of Writing Cen-ters in European Contexts

Dilek Tokay, European Writing Centers AssociationWhy Writing Centers are a must in some European countries and how insti-tutionalization and internationalization foster growth beyond administrators’

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~Rector/ Provost/ Dean/ Department Head~ individualistic decision to close a center when commercialization of higher education accelerates and corporate philosophy dominates norms of academia. #IWCA15A8

BRIGADE Concurrent: Let’s Get Embedded Together: Examining Roles and Expectations in Community College Embedded Tutoring Services

Janice Privott, Matt Groner, Ian Bodkin, John Tyler Community College This qualitative study examines the roles and expectations of students, instruc-tors, and embedded student tutors in community college embedded tutoring sessions. Through an open-ended, two-part survey, the researchers sought to discover distinguishable differences in embedded tutoring sessions at a com-munity college, versus embedded tutoring sessions at four-year institutions. #IWCA15L8

COMMONWEALTH 1 Experiences from Writing Centers Around the World Continued

Michelle Kaczmarek, Penn State University Rights and Responsibilities: Reimagining Student Power in the International Writing CenterStudying a writing center in Bangladesh, I map what John Trimbur calls the “terrain of power” within the “mangle of practice” of the international writing center. Understanding the complex construction of the tutor/tutee and the variable of multilingualism, I investigate how multilingual writers assert power with/against tutors. Specifically, I explore the gap between theory and local practice by comparing the work of two tutors who had contrasting approaches to student agency and tutor authority with common ESL pedagogy, therein demonstrating the complex ways in which these writers develop power struc-tures alongside their tutors. #IWCA15N8

Maimoonah Al Khalil, King Saud University Navigating the Consultation Session: Uncharted Linguistic Waters for Consultants and Second Language WritersThe study investigates the language patterns of consulting sessions at a center for writing in English at an Arabic-medium university in Saudi Arabia. The stu-dent population is 100 percent Arabic first language learners of English. The writing center team includes English-speaking consultants who do not under-stand Arabic, heritage consultants who speak English but understand some Ar-abic, and bilingual consultants who speak both Arabic and English. Consulting sessions on work written in English will be recorded, transcribed, and analyzed for instances of breakdowns in communication, negotiations for meaning, code-switching, and code-mixing. Consultants will be interviewed for beliefs underpinning their code decisions/behavior. Writers will also be interviewed for perceptions regarding variations in code used during consultations regard-ing English-written work. #IWCA15O8

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COMMONWEALTH 2 Identity in the Writing Center

Eliana Schonberg, University of Denver | Pam Bromley, Pomona College | Kara Northway, Kansas State UniversityWhat Do We Mean by “Identity” in the Writing Center?: Student Voices Reveal Wide-Ranging Definitions and Unfore-seen ImpactsScholars from educational psychology and writing center studies define “iden-tity” in somewhat related, if differing, ways. These definitions range from Frank Pajares’s “writing self-concept,” namely “judgments of self-worth asso-ciated with one’s self-perception as a writer,” to Lori Salem’s and Harry Den-ny’s identity politics in the writing center. However, these definitions remain too limited. By using a quantitative survey and qualitative focus groups, our cross-institutional, empirical study shows students reporting richer influenc-es of writing center visits on their identity than thus far noted by the field. #IWCA15M8

Patrick Anderson, Texas A&M University Producing the Zone of Non-Being: An Anti-Colonial Analysis of the Writing CenterDrawing on anti-colonial theory, I will offer an analysis of the writing center not as a space of contested identities and discourses, but as an institution com-plicit in the colonial practice of assimilating colonized subjects into imperial ideologies, theories, and discourses. Because writing centers are not merely historically white-dominated but presently white-dominated, I will critically examine writing centers sites of colonial oppression and writing consultants as colonial functionaries. I will also offer suggestions on how to exploit writing centers for anti-colonial practice. #IWCA15N8

Susannah Clark, Oklahoma State University Land Grants and Ivory Silos: Writing Centers in the People’s Colleges This session highlights writing centers in land-grant universities, arguing that writing center pedagogy embodies the social contract charged to land-grant institutions since the passage of the Morrill Act in 1862. Along with a historical overview of land-grant institutions and their general approach to composition, the presentation showcases survey data from writing center administrators employed by the nation’s 122 land-grant institutions. Responses reflect on how a writing center’s mission does or not does refer to the overall mission of its institution. #IWCA15O8

FORBES Chinese Second Language Writers & The Native Speaker Fallacy

Jessica Nowacki, Carlow UniversityLost in Transition: The effects of L1 writing pedagogy in China on L2 interactions in the Writing CenterThis paper presents the findings of an IRB-approved study of Chinese inter-national students and interactions with their writing tutors at a small liberal arts college (SLAC) writing center. This study hypothesized that Chinese sec-ond-language (L2) speakers of English visited the writing center for different reasons than those of American students, and come from a different concep-

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tual framework for describing the act of writing. Literature focusing on ESL students in writing centers informed the approach. The findings revealed that extra-lingual issues, such as client motivation and expectations, complicated typical dialogue-based, non-directive exchanges. #IWCA15M8

Yelin Zhao, Oklahoma State UniversityThe “Native Speaker Fallacy” in the University Writing Center: Analysis of a Nonnative Speaker (NNS) Tutor-Nonnative Speak-er (NNS) Student TutorialStudies in the TESOL literature have shown the prevalence of the “native speaker fallacy” (Phillipson, 1992), which refers to the belief that by virtue of their native speaker status, native speakers are superior to nonnative speaker teachers in English language teaching. Has the “native speaker fallacy” influ-enced the writing center tutorial? If so, how? This presentation features the results of a qualitative study on one NNS–NNS tutorial. The participants will be invited to discuss some possible implications for tutor training. #IWCA15N8

Dan Zhang, Kansas State University Pulling a Spectrum out of a Rainbow: How are Chinese Multilin-gual Writers Special, and Why? This session focuses on Chinese multilingual writers in the center. I will sum-marize and analyze the characteristics Chinese multilingual writers have to see how that affect the writing process. Suggestions will be given so that tutors can adjust their tutorial method. Specific questions I will cover include: 1) How does Chinese education (especially their view on cooperative learning) influence Chinese multilingual writers? 2) How does English teaching under Chinese education system influence these students’ view on learning English? 3) How does Chinese article structure, sentence structure, and oral Chinese influence multilingual writers’ English writing? #IWCA15O8

KINGS 1 Panel: Forward Momentum: Negotiating Partnership be-tween a Writing Center and a School of Education

Jennifer Mitchell, Eudora Watson, Deborah Conrad, SUNY PotsdamHow can Schools of Education and writing centers work together to pro-vide teacher candidates with writing support that addresses key aspects of these students’ development as professionals? This session will describe a decade-long collaboration in which a writing center and school of education worked as full partners to create, to sustain, and to evolve a writing improve-ment program for teacher candidates. #IWCA15F8

KINGS 2 Panel: (r)Evolutionary Tutoring: A RAD Study of F2F and Digital Practices at a Traditional Liberal Arts College

Jennifer Jackson, Hannah Bevis, Emily Johnson, Robert Tomaszewski, North Central College Undergraduate tutors housed in a cement-block, windowless Writing Center are conducting a term-long research project this spring with faculty teach-ing first-year seminars, their director, and 100+ student writers at our tradi-tion-bound liberal arts college. Gathering both quantitative and qualitative data, we want to hybridize f2f tutoring practices, incorporating on-line ses-

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sions and designing new methods of tutoring multi-modal projects. Tutors seek to learn whether and in what ways blending analog and digital tutoring can be most effective. As definitions of writing evolve at our institution, we want to be at the center of meaningful changes. #IWCA15G8

KINGS 3 Panel: Digitalpoetics: A Map for Writing Centers Encoun-tering a Virtual Frontier

Robby Nadler, Lindsey Harding, Joshua King, University of GeorgiaAs writing centers recognize the digital world as an essential component of their clients’ lives, they must consider online consultations as an option to work with students. However, there is great danger in thinking of online con-sultations as merely in-person appointments conducted via computers. Using ecopoetics as a lens to recognize how place mediates encounters in any land-scape, this panel explores the unique challenges and opportunities that arise for the digital writing center. Focus will be devoted to virtual geography and collaborative consultations, digital interfaces and interaction design, and inter-personal relations in the absence of the body. #IWCA15H8

KINGS 4 Panel: The (Re)Evolution of Stanford’s Online High School Writing Center

Rebecca Shields, Stanford University OHS | Anthony Bennette, Stanford UniversityLast summer, we were tasked with the creation of an online writing and re-source center for the Stanford University Online High School (OHS).Using our backgrounds in face to face writing centers on university campuses, we tried to envision how a fully functional writing center would exist within the nether sphere of the Internet and how we might adapt the university writing center model to meet the needs of a high school student body located throughout the United States and across the globe. A year later, we reflect back upon our experiences and assess the data. #IWCA15I8

RIVERS Panel: Emotional Labor in the Writing Center

Daniel Perlino, Yoonha Shin, Rhonda Reid, University at BuffaloThe writing center has an increasingly complex and layered relationship to the university’s distribution of intellectual and emotional labor. The consultants of the writing center reflect wider university trends in racial/ethnic repre-sentation, gender, age, socioeconomic status, and more. As a result of these changing demographics, there is a widening gap between student need and professorial attention. The writing center has become the front line of emo-tional and intellectual support for students. Our panel will examine the way the emotional labor of the writing center supplements and mitigates uneven relationships between students and faculty. #IWCA15K8

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BALLROOM 1 Workshop: Optimizing Difference: Collaborating Across Personality Types in Writing Center Administration

Laura Tabor, Miami University of Ohio | Jenelle Dembsey, Miami UniversityAdministrators can be introverted or extroverted, organized or spontaneous. Our workshop will discuss the strengths and weaknesses of these personality types and the benefits of their collaboration in writing centers. The presenters have used their opposite personality types to develop workshops, prepare ac-tivities, and develop an archive system. This workshop will involve diagnostics for finding personality types, personalized activities for administrators to build best practices, and small-group discussions of past challenges with personality types and their resolutions. #IWCA15B9

BALLROOM 2 Workshop: Why and How Writing Centers Need (R)evolu-tion for Tutoring ELLs

Lan Wang, West Virginia State University This workshop will discuss why and how university writing centers (WCs) need (r)evolution to enhance working with English language learners (ELLs). By an-alyzing the inadequacy of commonly acknowledged WC theories and widely used pedagogical tutoring practices in ten aspects, I will not only reveal some mismatches between WC theories and English as a second language (L2) tu-toring practice, but also present ELLs’ perceptions in terms of tutoring them. From a critical perspective, this workshop, which is on the cutting edge of WC scholarly research, may offer a full-length treatment of tutoring ELLs in univer-sity WCs. #IWCA15C9

BALLROOM 3 Roundtable: How May I Help You? The Evolving Center Experience before and after the Introduction of Front Desk Staff

Jessica Hermesch, Cheryl Rauh, Kansas State UniversityThree years ago, our center introduced a new front desk position, tutor co-ordinator (TC), to help manage administrative needs and coordinate patrons with tutors and other resources. This part-time student role is continuously evolving and expanding as the TCs take on more tasks. By gathering current and former staff perspectives on the change in atmosphere with the addition of TCs, we hope to recognize the ways in which this evolving role enhances the quality of student and tutor experiences in our center. #IWCA15D9

BALLROOM 4 Roundtable: The (r)Evolution Must Be Televised: Perspec-tives of Men of Color in Writing Center Work

Richard Sévère, Centennary College | Kevin Agyakwa, SUNY-Potsdam | Ameer Cooper, Centenary College | Marcus

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Session 9Friday, October 9 | 1:30pm to 2:45pm

Garcia, Centenary College | Roberto Romero, Centenary Col-legeWhile there is a resounding roar in writing center work to address issues of anti-racism, there has been an overwhelming silent population—a popula-tion of individuals who are not only victims of oppressive practices but have found themselves absent from the conversations addressing such practices. Our roundtable discussion will feature perspectives from those who are con-fronted by bias and the ways they address issues of racism and inclusion in the writing center. #IWCA15E9

BOARDROOM Special Interest Group: Non-traditional Student Learners and Writing Centers

Maurice Wilson, Rebeccah Hallman, University of HoustonThe purpose of this SIG is to create a space in which WC scholars and graduate students can converse about the theories, challenges, and practices of working with (and addressing the specific needs of) non-traditional students and adult learners in university writing centers. #IWCA15A9

COMMONWEALTH 1 Revolutionizing the Writing Center Beyond the University

Jessica Weber, Federal Reserve Bank of Philadelphia The Next Frontier: Writing Centers in the WorkplaceThe Federal Reserve Bank of Philadelphia’s writing center opened two years ago as the first of its kind. Data now shows that writing center visitors have markedly improved writing and increased rhetorical awareness. As our writing is high-stakes and central to our work, the Reserve Bank has been tremendous-ly supportive of the center’s growth. This presentation explores corporate and professional agencies as a viable next step of expansion for the writing center world; this may help to further legitimize our field, to show universities the value in what we do, and to provide potential job opportunities for writing center professionals. #IWCA15M9

Dickie Selfe, Ohio State UniversityVoluntary, Sustained, Interdisciplinary Writing Groups Spon-sored by Writing CentersThis presentation explores the value of voluntary, sustained, interdisciplin-ary writing groups sponsored by a writing center. The groups meet weekly, involve 4-8 writers and a facilitator. The writers are either working on similar genres—dissertations, theses, personal statements, similar class assignments, creative projects, proposals, grants—or involve writers from specific levels of the university—from undergraduate students to advanced academic writers, including graduate students, post-docs and faculty. Descriptions of the theory, logistics, and research around these groups will inform our discussion of how these experiences differ from one-on-one consultations. #IWCA15N9

Alexander Wulff, Saint Louis University Appreciative Consulting: Partnering with Academic Advising to Better Serve “At-Risk” Students In this presentation I will argue that, as writing centers have increasingly be asked to demonstrate the ability to work with specific populations like at-risk students, there has not been enough emphasis upon using campus partners

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as a technology for developing pedagogy for these specific populations. The most important resources for working with at-risk students will not be found in The Writing Center Journal or a training manual, but in other offices spe-cializing in working with these students. I will report on the successful adapta-tion of an advising model for at-risk students to writing center consultations. #IWCA15O9

COMMONWEALTH 2 The Writing Center and Graduate Students

Elena Kallestinova, Yale University Hybrid Writing Consultations for Graduate StudentsIn response to graduate students’ unique writing needs, universities expand individual consultations to graduate students (Phillips 2008; Badenhorst et al. 2015). Yet the length and disciplinary language of graduate writing challenge traditional face-to-face consultations. In this presentation, we discuss a hybrid model of a writing consultation. Similar to the hybrid model for tutoring ESL students (Breuch and Clemens 2004), our model allows consultants to receive students’ written work in advance to effectively discuss their writing during a follow-up face-to-face consultation. We show how hybrid consultations can help writing centers address graduate students’ long papers and writing across the disciplines. #IWCA15M9

Janel McCloskey, Kerri Rinaldi, Drexel UniversityEvolving the Graduate Writing Center: Connecting Globally to Build LocallyAs writing centers evolve, the need for graduate writing centers (GWCs) grows while model programs remain scarce. Taking up the call of others (Gillespie 2007, Sniveley, Freeman and Prentice 2006, Summers 2012), I’ll share complex and layered ways I met the challenges of starting a GWC in my local context, specifically: location, services, staff, administration and funding. Collaboration with university administration and faculty led to a new GWC community and a new writing center space. This session will seek to create a SIG to connect the GWC community and build on each other’s work. #IWCA15N9

Jill Sunday, Michelle Steimer, Mary Hoffman, Addie Pazzyns-ki, Bonnie Strang, Waynesburg University The (R)evolution from Within: How a Small Writing Center Changed a Graduate School’s CultureWhen the graduate nursing program at a small private university threatened to become a diploma mill, the faculty and university administrators turned to the writing center for a solution. Since its founding ten years earlier, the writing center had successfully served the undergraduate program (although operat-ing under the radar of the administration’s focus), but the facilities, funding, and personnel were insufficient to serve this new influx of graduate student writers. Or were they? This case history tells the story of how a small depart-ment on campus caused (is causing) (r)evolution within a university system. #IWCA15O9

FORBES Tutor Training

Kathryn Tucker, Nevada State College Mutually Beneficial Coevolution in FYC and Tutor TrainingOur four-year public college opened its first writing center in Fall 2014, the

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same semester the English department piloted a writing-about-writing cur-riculum in first-year composition courses, hoping to improve their high DFWI rates. Tutor training and course content now have a lot in common, and com-position assignments facilitate real scholarly conversation about writing be-tween peer writing specialists and FYC students. This collaboration provides valuable training for tutors and student writers and empowers both groups to pursue questions as scholars. This presentation will share strategies and out-comes from the first year of writing program and writing center coevolution. #IWCA15M11

Matt Dowell, Le Moyne College Paratexts in Tutoring Training and PracticeIn this presentation, I respond to the privileging of conversation in both tutor training materials and writing center lore by illustrating how paratexts—re-flective memos, post-draft outlines, comments to comments, revision plans, etc. – offer tutors a supplementary strategy. Specifically, I examine how I incor-porate such paratexts into tutor training as a means to introduce these texts to students and to illustrate the role they can play in the tutoring session as an accessory to conversation. #IWCA15M9

Margaret Ervin, West Chester University Time for a Revolution: The Role of Tolerance for Ambiguity in Tutor Training “Am I being non-directive?” This question preoccupies tutors in most writing centers, and has for decades now. Maybe it’s time for a revolution. Instead tutor training can place focus on the moment at hand, by replacing “non-di-rectiveness” with the concept of “tolerance for ambiguity.” Methods and out-comes will be reported, along with suggestions for future inquiry. #IWCA15N9

KINGS 1 Panel: Building and Sustaining Community Outreach through the WC

Trixie Smith, Dianna Baldwin, Michigan State UniversityWhen building a writing center outreach program that is designed to last over the years, it is imperative that you take the time to first build a strong infra-structure. In our experience, this foundation should include a mission/vision, an intentional logo, and a media plan. You also have to consider the types of relationships you want to build, can build, and need to build, as well as what you can sustain over time. Most of this labor is invisible, as foundations often are, but the time and energy spent will materialize in your future outreach programming. We will use our two-year Community Composing Project as a case study to show our theory in practice. #IWCA15F9

KINGS 2 Panel: “I’m Not Dead Yet”: Reviving and (R)evolutionizing Asynchronous Tutoring

Dagmar Scharold, Zahmar Rounds, Yvette Powell, Sean Curcio, University of Houston-Downtown In this panel, presenters will share the results from a study designed to ex-amine how peer consultants appropriate screencasting technology into their asynchronous tutoring practices by focusing on their experiences, perceptions, and attitudes towards giving mediated feedback. Presenters will share training materials, followed by an interactive screencasting tutorial for the session par-ticipants. #IWCA15G9

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KINGS 3 Panel: Program Evolution, Practicum Revolution: Assess-ing Troublesome Learning and Rethinking Tutor Educa-tion in a Course-Embedded Peer Tutoring Program

William Morgan, Tara Parmiter, Noelle Molé Liston, New York UniveristyWhat should a practicum do? And how should a practicum prepare new tutors to enter into an embedded peer-tutoring program? This panel takes up these questions, discussing our reinvention of our practicum for new tutors in light of A) the evolution of our program and of scholarship about embedded peer tutoring; B) the refinement of our assessment mechanisms and understanding of how our tutors struggle; C) the shift in our conception of tutor education caused by threshold learning and troublesome knowledge. This panel explores tutor evolution and the learning that occurs across various liminal spaces be-tween theory and practice. #IWCA15H9

KINGS 4 Panel: Considering The Rise of Writing in Writing Centers

Rebecca Nowacek, Marquette University | Bradley Hughes, University of Wisconsin-Madison | Julie Nelson Christoph, University of Puget SoundThis panel considers the implications of literacy scholar Deborah Brandt’s The Rise of Writing (2015) for writing centers, considering ways that the rise of writing in our culture more broadly might affect how writing centers conceive of and promote themselves. #IWCA15I9

KINGS 5 Concurrent: Integrating Language Learning in Art and Design Education through a University-wide WAC Initia-tive

Emilie Brancato, Susan Ferguson, OCAD UniversityThis session describes the first stage of implementation of a Writing Across the Curriculum Initiative at a post-secondary art and design institution. It explores some of the unique challenges of a visual-arts-specific context (e.g. the per-ceived encroachment of “academic subjects” on studio education; the variety of writing tasks that might be expected in a studio context) and highlights strat-egies that both support inclusive teaching for multilingual students and that foster campus-wide change towards an inclusive writing culture. #IWCA15J9

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BALLROOM 1 Workshop: Exploring the Universe of Writerly Support: A Workshop on Interpreting Quantitative Survey Data

Lori Salem, Leslie Allison, Temple UniversityThis workshop offers participants an opportunity to explore the creative pro-cesses of interpreting quantitative data. The data we will use come from a survey of 917 students at a public university. That survey revealed that most students seek support for their writing, but most do not seek it in the writing center. Rather, they turn to instructors, roommates, friends, and family mem-bers. What explains these choices? Our statistical analyses of the data form the basis for exploring that question. In the workshop, we will demonstrate creative games and activities that are designed to help researchers synthesize and make sense of quantitative data. #IWCA15B10

BALLROOM 2 Workshop: From “Dealing With” to “Learning With” Mul-tilingual Writers – Helping Peer Tutors Develop Flexibility of Practice

Jennifer Staben, College of Lake CountyIn this interactive workshop, participants will learn ways to develop “flexibility of practice” when working with multilingual writers—from seeing the diversity and complexity behind the label of ESL to concrete strategies for negotiating with and learning from the mix of rhetorical and language needs that mul-tilingual writers bring to sessions. This workshop is designed both for tutors who want to work with multilingual writers more effectively and for writing center staff looking to enhance their current tutor development program. #IWCA15C10

BALLROOM 3 Roundtable: Beyond the Tutorial: (R)evolutions in Multi-lingual Student Support

Thomas McNamara, University of Illinois at Urbana-Champaign | Yu-Kyung Kang, University of Illinois at Urbana-Champaign | Mark Lazio, DePaul University This roundtable invites participants to reimagine how their centers serve do-mestic and international multilingual writers. The presenters will discuss how they have expanded their centers’ work beyond the space of the tutorial to better support students’ language-learning goals. Doing so, they argue, ac-knowledges the social nature of language use and acquisition and enables centers to more deliberately shape attitudes toward writing and language across campus. Participants will imagine new center initiatives and examine how their current campus partnerships can foster linguistic difference and lan-guage learning at their institutions. #IWCA15D10

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Session 10Friday, October 9 | 3:00pm to 4:15pm

BALLROOM 4 Roundtable: Evolution and Process: Adventures in Devel-oping a Writing Center Administration Certificate Pro-gram

Carol Mohrbacher, Tim Fountaine, St. Cloud State UniversityThis roundtable presentation focuses on the recent experiences of a writing center director and her predecessor in developing a writing center administra-tion certificate program. The program has been approved at the administrative level and will be implemented in about a year. During this session, we describe our process of researching, writing, meeting institutional requirements, and gaining approval from stakeholders. Then we will turn the topic over to the attendees for a discussion of the feasibility and possible challenges of imple-menting a similar program on their campuses. #IWCA15E10

BOARDROOM Special Interest Group: Nonnative Speaker Tutors in the Writing Center

Yelin Zhao, Oklahoma State UniversityDespite a growing body of literature on nonnative speaker students in the writ-ing center literature, nonnative speaker tutors have been largely ignored. My person tutoring experiences and the literature have indicated some unique challenges that non-native speaker tutors encounter. The participants, both native and non-native speakers will be invited to share their tutoring experi-ences and discuss effective ways to empower nonnative speaker tutors in the writing center. #IWCA15A10

BRIGADE Concurrent: From Writing Center to WRIT: Adding Read-ing & Technology Services to Our Writing Center

Jennifer Niester-Mika, Angela Trabalka, Delta College In the fall of 2011, Delta College expanded its Writing Center Café to include new services. In addition to its long-standing success in writing consultation, our center now provides reading and information technology consultations. Peer consultants are trained in three areas—writing, reading, and multime-dia composition—to assist a wider student base and address multiple literacy needs. Our expansion areas provide further service to developmental students in need of reading, writing, and/or technology support. In this presentation, we will highlight our new reading and multimedia services and training, as well as outline plans and ideas for further expansion. #IWCA15L10

COMMONWEALTH 1 Faculty Development and the Writing Center

Dawn Dowell, Texas A&M University - Corpus Christi Building Momentum for Writing: A Writing Center’s Role in Faculty DevelopmentThe need for faculty support in developing Writing-Intensive courses has in-creased with the implementation of High Impact Practices (HIPs) at our insti-tution. To respond to this need, the CASA Writing Center is collaborating with the Center for Faculty Excellence to develop a series of faculty development workshops. This session will focus on the practical elements involved in this collaboration: its impetus, the challenges of practical application, and its fu-ture possibilities. The information explored in this session is applicable to oth-

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er Writing Centers or programs working to support Writing-Intensive courses at their institution. #IWCA15M10

D. Alexis Hart, Jon Wiebel, Allegheny College“Thinking Communicatively”: Integrating Writing and Speak-ing in Faculty Development The learning outcomes for the first- and second-year seminars at our small lib-eral arts college include writing, reading, speaking, and listening. Since faculty in all disciplines teach these classes, the Director of Writing and the Director of Speaking at the college have collaborated to create faculty development op-portunities that focus on rhetorical strategies that subtend effective oral and written communication in ways that afford faculty across disciplines a shared vocabulary when constructing syllabi, designing assignments, and offering feedback to students. #IWCA15N10

Deryn Verity, Pennsylvania State University The Proleptic Minute: Reflecting on the FutureProfessional development is not linear. Novices develop through reiterative and recursive activity. This talk analyzes, from a Vygotskyan perspective, “pro-leptic minutes”—flash-forward glimpses of future expertise—in data collected from novice MA TESL writing tutors working with first-year college ESL writers over one semester. #IWCA15O10

COMMONWEALTH 2 Peer Assessment and Understanding

Christian Vasquez, Universidad de los Andes Peer Assessment: A Way to Understand Writing as a Social ProcessThis presentation aims to demonstrate how peer assessment is an activity that allows us to educate an autonomous and reflective writer who is aware of the social process involved in writing an academic text. The presentation analyzes three stages of this activity in the academic writing courses of the Writing Pro-gram at the Universidad de los Andes in Bogotá, Colombia: design, implemen-tation and some students’ and teachers’ reflections about the benefits of peer assessment in the academic writing learning process. #IWCA15M10

Kathryn Denton, University of New Mexico The Peer-Interactive Model as Writing Center (r)EvolutionThis presentation makes a case for the peer-interactive writing center as an innovative model that can be adapted to meet the needs of diverse student writers. Drawing on qualitative data gathered through the implementation of the peer-interactive model at [institution], I highlight the ways that this prac-tice challenges the predominance of one-on-one writing tutoring, and how tutors and students have benefited from these innovations. This presentation will then focus on how other writing centers can begin to employ the peer-in-teractive model, with an emphasis on tutor training and strategies for working with students through the transition. #IWCA15N10

Louis Herman, University of Texas at El Paso De-centering Writing Centers: Giving Students Compositional Authority in the Classroom Through Peer-Review Peer-reviews are a powerful tool in the writing center arsenal. They provide

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students with a “two-way street” of learning: seeing models of what other students write and providing critical feedback for that writing. This presenta-tion provides theories and methods used at the University of Texas at El Pa-so’s (UTEP) University Writing Center (UWC) in providing in-class disciplinary peer-reviews for a variety of classes from small graduate level writing classes to large (150+ students) core curriculum classes. Here we share our methods, successes, and failures of in-class peer review sessions by giving back the com-positional authority to students through peer-review, de-centering the writing center, putting writing back into the classroom, and how to manage the whole process. #IWCA15O10

FORBES Revolutionizing Writing Center Space

Alexandra Maass, New College of Florida Downtown or Neighborhood?: Using the Metaphor of “City” to Examine Evolution in Writing Center SpacesLooking to urban studies as a method for rethinking our understanding of space offers a new perspective on issues of student ownership and access. This presentation considers what the metaphor of “city” has to offer to our understanding of the organization and ownership of space in a writing center and the necessity for change. Change in organization, practice, and resources that best reflect the student tutors’ interests and expertise guarantees that the writing center is challenged to evolve just as it challenges its writers to do the same. #IWCA15N10

Adam Gray, Fashion Institute of Technology - SUNY Measuring New Tutors’ Engagement in Writing Center WorkDrawing on video-taped “entrance interviews,” my study of nine new tutors’ experiences during their first semester in our writing center investigates what “engagement” means as new writing center community members negotiate their expectations of writing center work. This longitudinal project will also explore what the concept of “engagement” means over time in order to better understand how tutors perceive their work starting from their first days in the writing center on through graduation and beyond. #IWCA15O10

KINGS 1 Panel: Who Do We Think We Are? Institutional, Student, and Disciplinary Perceptions of the Writing Center

Jennifer Lawrence, Matthew Johnson, Prabin Lama, Becky Morrison, Diana George, Virginia Tech In a 1990 Writing Center Journal piece, Muriel Harris paused over the term “writing center,” wondering if we even know what a writing center actually is given that centers have evolved in very different institutions to serve different needs at different time periods in our history. Twenty-five years later, this pan-el asks much the same question: Who Do We Think We Are? That is, what is a writing center to those students and faculty who use it, to administrations that hire personnel and create job descriptions, and even to Writing Studies as that discipline has changed over time. Currently, for example, Writing Studies encompasses fields as varied as Writing in the Disciplines and translingual or global language theories. In addition, though many writing centers continue to be housed in English departments, the field is witnessing a growing trend to place one-on-one writing instruction in academic support centers, disci-pline-specific centers, and learning commons. The question, then, of who we think we are is wrapped up in its corollary question: Who do others think we

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are? Or, to recall what is a perennial writing center question: What do they (our students, our faculty, our institutions) think we do? In an effort to address those questions, this panel reports on four different but related studies. Speak-er 1 reports on a case study of first-year international clients and their writing coaches in an effort to gauge this population’s response. Speaker 2 reports on a similar study examining graduate student writing center use. Speaker 3 reports on her examination of the role of writing centers in the disciplines. Finally, in an attempt to provide a portrait of the writing center market today, Speaker 4 offers an overview of current job ads for writing center positions. #IWCA15F10

KINGS 2 Panel: Theorizing Heirarchy and Collaboration in Writer-Consultant Relationships

Zeeshan Reshamwala, Abigayil Wernsman, Hannah Ingram, University of DenverOur panel theorizes how external expectations of the writing center and defi-nitions of collaboration as expressed through our analysis of writing-consul-tant self-reflections generate different hierarchical dynamics between the consultant and the writer during the consultation. We use this analysis to reevaluate those current writing center practices that establish and support counterproductive power dynamics through illusions of collaboration and in-terfere with the goals of the writing center. We propose that consultants must acknowledge the reality of hierarchical power differences in order to renegoti-ate collaboration that enhances the learning community, and our presentation will suggest strategies for attending to this delicate tension. #IWCA15G10

KINGS 3 Panel: Patterns of Response in Asynchronous Online Writ-ing Center Sessions

Daniel Lawson, Tracy Davis, Josh Weirick, Central Michigan UniversityThis session presents findings from a qualitative study of asynchronous online feedback at a midsized midwestern university writing center. We will include descriptions of our research design, coding and data collection methods, and findings. Specifically, we will focus on findings that help us understand feed-back our consultants are giving to NS and NNS writers, as well as the issues they are frequently providing feedback on. We will also discuss the implica-tions of our findings for our online writing center. #IWCA15H10

KINGS 4 Panel: (R)Evolutionizing Faculty/Writing Center Relation-ships: Innovative Models of Collaboration

Kelly Webster, University of Montana | Brooklyn Walter, Washington State University | Michelle Miley, Montana State UniversityPartnerships between writing centers and faculty across the curriculum can provide, as Mullins (2001) argues, rich, innovative spaces for faculty develop-ment. Despite the possibilities, scholars like Pemberton (1995) and Mahala (2007) acknowledge the tensions inherent in these programmatic relation-ships. Focused on funding and production, faculty/center relationships can devolve to an outsourcing to the writing center, a one-way relationship that sidesteps the messy, productive space of collaboration and threatens to render

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invisible student writing processes. In this session, panelists describe strate-gies for creating alternative spaces in which faculty partner with the writing center rather than outsource to the writing center. #IWCA15I10

KINGS 5 Panel: Writing Center Studies and the Evolving Search for Disciplinarity

Neal Lerner, Northeastern University | Beth Burmester, Geor-gia State University | Jennifer Forsthoefel, Georgia State Uni-versity | Kyle Oddis, Northeastern University This panel considers the labor of writing center studies in three areas—schol-arly publishing, job advertisements, and pedagogy/curriculum/activism—to raise the visibility and professionalization of our field. Specifically, we examine identity, intellectual contribution, and social practices with research studies of: 1) citation practices of Writing Center Journal authors published this past decade, 2) the rhetoric of posted job ads for writing center administrators from the 1980s through 2013, and 3) efforts for creating specialization in writing centers inspired by Women’s Studies certificate programs started in the 1970s. Overall, we take up the (r)evolutions of disciplinarity for writing center studies. #IWCA15J10

RIVERS Panel: Evolving Methods and Delivery: Analyzing Diverse Tutoring Options and Expectations

Tamara Girardi, Harrisburg Area Community College | Shelah Simpson, Liberty UniversityPresenters will share research and reflective practice regarding varying meth-ods and delivery options for tutoring services available to online students. The first speaker presents research illustrating variations in services through face-to-face campus centers at a community college, while the third speaker shares experience diversifying a face-to-face writing studio to include online services. The second speaker connects the two with a discussion of students’ percep-tions of quality in online writing center options. #IWCA15K10

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Poster SessionFriday, October 9 | 4:30pm to 5:45pm

BALLROOM Ann Blakeslee, Beth Sabo, Kim Pavlock, Bryan Alfaro, Eastern Michigan University Supporting Literacy Within, Across, and Beyond the University

Emilie Brancato, OCAD University (r)Evolutionizing Perceptions of Writing and Research in the First-Year Graphic Design Studio Classroom

Susan Callaway, University of St. Thomas Evolving Peer Consultant Education: Inclusivity and Intercultural Competency

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Nicholas Delgrego, J. F. Oberlin University Just How Good Is the Writing Center?

Jessica Gorman, Amherst College Poster Design Workshops: Teaching Visual Rhetoric to Undergraduate Science Researchers

Rebecca Hallman, Mark Sursavage, Adrienne DeLeon, University of HoustonDigital Revolutions and Writing Center Evolutions: A Comparative Analysis of Text-Based and Audio-Visual Online Consulting Platforms

Brenda Horetsky, Taylor Ruszczyk, Amy Halfinger, Kiersten Toye, Jonathen Muñoz, Centenary College The Personal is Political: Exploring Personal Experiences of Gender in the Writing Center

Dawnelle Jager, SUNY ESF Synergy in Student Support Centers: The Public Speaking and Writing Skills Center

N. Jean Hodges, Neihan Yaqoob, Virginia Commonwealth University in Qatar Connecting the Dots: How Multilingual Design Students Reflectively Think and Write to Innovate

Angela Messenger, Jason Newman, David Nickell, Youngstown State UniversityCreative Writing Revolution: Completing an Assessment Cycle

Rachel Nyhart, Kansas State UniversityUsing our Inside Voices: Negotiations in the Writing Center When Students Use an Individual Voice When Writing Academic Texts.

Katherine Schmidt, Rosario Peralta Cortez, Xinjie Luo, Western Oregon UniversityLEAPing Forward: Writing Center as Facilitator for the Integration of the LEAP Written Communication Value Rubric in General Education

Jenny Scudder, Rider UniversityAhoy, Pirates! Change Ahead!

Katie Sealy, Megan Peters, Lipscomb UniversityMind the Gap: The Writing Studio at Lipscomb University Establishes an Engineering Satellite Studio

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Kim Sharp, Laura Burgher, University of Washington Bothell(re)Structuring our Work: Using Project Management Processes in the Writing Center

Jamie Teixeira, Kansas State UniversityInvestigation of Collaboration in Writing Center Tutorials

Bailie Roskow, Texas A&M University Evaluating the Efficiencies of Career Center Referrals: A Qualitative and Quantitate Analysis

Scott Whiddon, Transylvania University | Russell Carpenter, Eastern Kentucky University A Cross-Institutional Look at Designing and Assessing Course-Embedded Peer-to-Peer Writing Consultation Programs

Melissa Yang, University of PittsburghMapping Centers in the City: Bridging Pittsburgh’s Writing Commons

Margaret McGuirk, Dickinson College Making Science Human: Tutoring Science Writing as a Humanities Major

Ashley Malafronte, Muhlenberg College Writing CenterAgenda Setting in Tutorial Sessions: When It Happens, What It Looks Like, and What It Does

Jason Hoppe, United States Military AcademyProfessional Imaginations and Intellects, or Performance-Based Curricula in the Writing Center

Anna Rollins, Marshall University Metaphors of Inclusion in Writing Center Promotion

Lina Lara-Negrette, Universidad de los AndesObservation and Feedback to Learn How to Be Tutor

Brenda Abbott, Bay Path University The (Writing) Center Cannot Hold (Us): The Experience of Embedded Tutors, Faculty and Students in the First Year Writing Classroom

Eric Mason, Julia Mason, Nova Southeastern UniversityUsability in the Writing Center

BALLROOM 2 Workshop: Working Without a Script: Using Improv to Foster Reflective Practice and Team Building in the Writ-ing Center

Jody Cardinal, Christopher Petty, Laura Angyal, Marym Khan, Minna Scholl, SUNY College at Old WestburyHave our tutoring practices become routine? Are we tempted to impose pre-conceived narratives onto sessions instead of remaining open to the unfolding possibilities of the present moment? This workshop explores the role theatri-cal improvisation can play in revolutionizing tutoring practice, examining how three central principles of improv – “be present,” “say yes,” and “trust that everything is a gift” – can enable tutors to avoid a mechanistic approach and instead embrace the unexpected in sessions. Participants will perform and discuss improv exercises valuable for fostering creativity and mindfulness and learn activities potentially useful for training and professional development in their own centers. #IWCA15C11

BALLROOM 3 Roundtable: Transgressing the Legislative (D)Evolution through Writing Center and Classroom Collaborations

Aaron Leff, Michelle Medeiros, Front Range Community CollegeHow do we continue to empower ourselves and transform our practice in a time of forced legislative mandates? Two grant-funded, research projects ex-amine how to improve student agency in the peer review process and use writing center pedagogy to provide non-composition instructors with valuable tools to support student writers. Moreover, these projects show the impor-tance of writing center and classroom collaboration. #IWCA15D11

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Session 11Saturday, October 10 | 8:45am to 10:00am

IWCA Reception #IWCA15Recep

Friday, October 9 | 6:00pm to 8:00pm | Ballroom 1

IWCA Town Hall #IWCA15Town

Saturday, October 10 | 7:30am to 8:30am | Ballroom 1

BALLROOM 4 Roundtable: Consultant Training and Supporting Gradu-ate Student Writers: New Challenges

Linda Macri, University of Maryland | Peter Grav, University of Toronto | Nabila Hijazi, University of MarylandThe challenges faced by graduate writing centers are both similar and distinct from those of undergraduate writing centers, but perhaps no challenge is quite as distinct as that of training consultants to respond to the expansive demands of graduate student writing. Speaking from our somewhat unique circum-stances of working in centers dedicated exclusively to graduate students, we will focus the roundtable discussion on what writing consultants need to know and do to effectively support graduate student writers and the challenges of preparing our consultants to meet the specific needs of graduate writers. #IWCA15E11

BOARDROOM Special Interest Group: Anti-Racism

Katie Levin, University of Minnesota - Twin Cities | Neil Simpkins, University of Wisconsin-MadisonAt this year’s meeting of the IWCA Anti-Racism SIG, SIG members and new-comers will focus on goals: we will discuss and plan both practical and struc-tural ways that the Anti-Racism SIG and IWCA more broadly can evolve to become a more equitable, racially just space. Currently, we plan to include a collaborative writing circle in which participants help create a proposal to be circulated to IWCA Board Members and an action plan for the Anti-Racism SIG. We recognize, though, that if the group has a more urgent concern or goal in October, the agenda of the SIG meeting may shift. #IWCA15A11

BRIGADE Concurrent: Writing Centers in Iran: Teacher and Learner Views and Potentials

Fahimeh Marefat, Mojtaba Heydari, Mohammad Nasser Vaezi, Mohsen Mahdavi, Javad Mohammadi, Elahe Mo-ladoust, Vahid Panahzade, Mahmoud Qaracholloo, Allameh Tabataba’i UniversityWe aimed at investigating the needs, expectations, potentials, and challeng-es of funding an academic writing center. Iranian academic EFL context has become more competitive in recent years. Graduate students are urged to publish articles in inche journals. One hundred and twenty graduate and un-dergraduate students from 3 majors and 25 professors from 3 different de-partments participated in this study. The instruments were interviews with different focus groups, and a survey questionnaire developed based on the coding and analysis of data from the interviews. Qualitative and quantitative analyses of the results revealed the common themes and implications are dis-cussed. #IWCA15L11

COMMONWEALTH 1 Evolving Tutor Training

Michael Mattison, Wittenberg University (Steeling) Voices: Helping Tutors Evolve as Critically Reflective Practitioners This presentation will consider how a shared cycle of listening and reflecting-to audio sessions has pushed our staff beyond a reliance upon stereotypical

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sessions or writers. Rather than pre-set scripts, we hear the messy exchanges that mark our work. We have found that utilizing the audios in this manner pays off for our advisors in two ways: they can steal ideas and approaches from one another, but they also steel themselves for their upcoming sessions. #IWCA15M11

Gabrielle McCullough, Kate O’Donoghue, Muhlenberg CollegeMOVING FROM CONCEPT TO TERM: Refurbishing the Tutor’s Understanding of Cognitive ScaffoldingIsabelle Thompson’s essay “Scaffolding in the Writing Center: A Microanalysis of an Experienced Tutor’s Verbal and Nonverbal Strategies” suggests the im-portance of “cognitive scaffolding” in writing tutoring. By looking at instanc-es where the tutor influences (actively or passively) the writing process or product, we seek to expand the current understanding of the term “cognitive scaffolding” and come to a set of more precise and applicable terms for the complex and elusive concept behind it. #IWCA15N11

Carolyn MeganThe Photographic Frame: Teaching Tutors the Art of Asking Questions A tutor’s questions can deepen a writer’s development by enlarging the field of exploration and by honing critical skills. How do we teach tutors to ask en-gaging, heuristic, and/or directive questions? The presentation will argue that the curiosity inherent in studying and making photographs is the same driving force in generating strong questions in the tutor-writer discourse. This presen-tation will model the inclusion of photography into the tutor training curric-ulum as a teaching tool for developing the skill of asking sound and directed questions. #IWCA15O11

COMMONWEALTH 2 Embedded Tutors

Melissa Bugdal, University of Connecticut Course-Embedded Tutors Facilitatating Transfer: Initial Find-ings from a Longitudinal Study of Writing Knowledge TransferThis presentation examines the role of a course-embedded tutoring model in facilitating transfer of writing knowledge from a Basic Writing course to First-Year Composition Courses and into WAC/WID contexts. #IWCA15M4

Sophia Gourgiotis, University of South Florida Expanding Beyond the Dichotomy: How Writing Center Tutors and Embedded Fellows Can Learn from Each OtherEmbedded fellows and traditional writing tutors are similar in many ways, in-cluding their education/training programs and tutoring strategies when work-ing with various styles of writing. Typically, WC scholars view community tutor-ing and embedded programs as fundamentally different; however, this study examines similarities and differences between these styles to explore how the structure of tutoring can shape the goals and outcomes of the writing center. This presentation considers the ways we can learn from the experiences of tutors in these different contexts to (r)evolutionize writing center research and practice. #IWCA15N11

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Cynthia Johnson, Miami University The Writing Fellows (r)Evolution: A Snapshot of Program Fea-tures and PracticesThrough a detailed review of program websites, this presentation provides a snapshot of common features and practices of writing fellows programs. I then outline the process my own university is undergoing to develop a writing fel-lows program within its school of business. I use this focus to avoid a general, oversimplified compilation of best practices, and rather, through example, ad-dress the diverse and complex contexts in which these writing programs exist. This presentation is meant to generate conversation about writing fellows pro-grams’ features and best practices—a compilation largely missing and much needed. #IWCA15O11

FORBES Works in Progress (WIP-Pitt)

Trixie Smith, Michigan State University In this interactive session, presenters will share their in-progress research proj-ects in small groups in order to get feedback from leaders in the field as well as other researchers and attendees. Projects cover a wide variety of writing center topics and interests and represent various stages of the research and writing process. #IWCA15WIP

KINGS 1 Panel: The Center Will Hold: Creating Tutoring Spaces for Unconventional Pedagogies

Lynn Reid, Indiana University of Pennsylvania/Fairleigh Dick-inson University | Jack Morales, Indiana University of Penn-sylvania/Community College of Allegneny County | Christine Bailey, Union UniversityAlthough Composition Studies and Writing Center Studies have long embraced multigenre (Trabochia, 2006; Bowen and Whithaus, 2013), multimodal (Nay-dan, 2013; Sheridan and Inman, 2010; Carpenter, 2008) and critical pedagogies (Belanger and Heaney, 2012 ), curricula and tutor training designed around a restrictive definition of academic writing continue to present challenges for faculty who contest those models and for tutors who work to support stu-dents. This panel focuses on how attempts to “change the story” about writers and writing (Adler-Kassner, 2008) in three distinct institutional contexts have created opportunities to reimagine relationships between faculty and tutoring staff and expectations for a successful tutoring session. #IWCA15F11

KINGS 2 Panel: Evolving Strategies for Cross-Campus Collabora-tions, Tutor Education, and Tutoring in a Climate of Vig-orous Campus Internationalization

Susan Lawrence, Karyn Mallett, Alisa Russell, Psyche Ready, Paul Michiels, George Mason University This panel explores the opportunities and challenges of responding to vigorous campus internationalization and making writing centers sites of convergence of TESOL and composition pedagogies (Phillips, Stewart, & Stewart 2006). Col-lectively, the speakers show how this trend elicits strategic responses across multiple functions of a writing center: directors charged with forming part-nerships and securing resources, directors and graduate students who shape

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tutor education, and tutors who themselves develop and pilot new strategies for tutoring multilingual writers. #IWCA15G11

KINGS 3 Panel: Taking to the Digital Frontier: A Writing Center Journey

Stephanie Ries, Rachel Dortin, Troylin Banks, Courtney Bates, University of Findlay As higher education gradually takes to the online platform, Writing Centers likewise offer options for online Writing Center services. Whether these are synchronous or asynchronous appointments, Writing Centers can better meet the needs of a growing student body through online sessions. All too often we use these technological services without properly creating a training scheme for tutors. The University of Findlay’s Writing Center team will share the results of the research behind their training program. Online Writing Instruction (OWI) can be the bridge that creates a sustainable future for the Writing Center when Writing Center administrators sufficiently train their tutors. #IWCA15H11

CHARTIERS Panel: Deliberate Collaboration: How Writing Centers, In-terns, and Writing Faculty Can Change the World (Or At Least the University)

Kim Pennesi, Sara Tantlinger, Seton Hill UniversityTo support initiatives in writing across the curriculum and in multimodal com-position at our small, liberal arts university, our writing center has deliberately collaborated with various campus constituencies. This panel will discuss some of these cooperative efforts, from the varied perspectives of a writing pro-gram administrator, a student intern in the writing center, and a writing cen-ter director. The panelists will cover how our university’s WAC program has evolved through formal and informal partnerships with the writing center. Also addressed will be how campus connections provide a foundation to develop resources, workshops and training materials. #IWCA15I11

TRADERS Panel: Can Everyone Say Community?: Teachers/Stu-dents/Administrators/Mentors Collaborate to Establish an Inner-City Baltimore High School Writing Center

Leigh Ryan, University of Maryland | Lena Stypeck, Vivien T. Thomas Medical Arts Academy | Abby Shantzis, University of Maryland, College ParkAs a first year teacher and former university writing tutor starts an inner-city high school writing center, her partners/supporters/mentors include, among others, a university writing center director and the school’s outreach coordina-tor. This group discusses the goals, challenges, and successes of the program, and their roles as the Center came into being. #IWCA15J11

RIVERS Panel: The More Capable Peer: Revising Vygotsky for Graduate Writing Support

Carrie Aldrich, Bonnie Sunstein, Amanda Gallogly, Claudia Pozzobon, University of Iowa

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Vygotsky’s Zone of Proximal Development is a concept central to writing cen-ter pedagogy, traditionally understood as a psychological state where learners are able to perform above their current level of development with the assis-tance of “more capable peers.” Our panel challenges the centrality of this dia-lectic in the peer writing relationship by complicating the more-to-less capable dichotomy. #IWCA15K11

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BALLROOM 1 Workshop: Using Social Media to Align Campus Percep-tion with Reality of the Writing Center

Kimberly Smith, Emily Recchia, Daniel Neff, Nicki Clark, Western Michigan UniversityCampus-wide misperceptions of writing centers may lead to clients expecting consultations to function as passive proofreading sessions where consultants correct and alter a text. When clients’ perception of the writing center differs from our mission, difficult consultations can occur that leave both the client and consultant feeling frustrated. Based on research and practices conducted by our writing center, this presentation explores ways a writing center can pro-actively use social media to educate and engage with its writing community about the mission of the center. #IWCA15B12

BALLROOM 2 Workshop: Working with Science Technology Engineering and Math (STEM) Genres in the Writing Center

Joanna Wolfe, Nisha Shanmugaraj, Juliann Reineke, Carnegie Mellon UniversityWriting center directors and tutors often have backgrounds in English stud-ies and can be unprepared to work with students from STEM disciplines. This workshop presents three highly effective strategies for working with technical papers. Participants will practice applying these strategies to highly technical content, thereby demonstrating how tutors can provide discipline-appropriate advice to writers, even without understanding the subject matter of their pa-pers. #IWCA15C12

BALLROOM 3 Roundtable: (R)evolutionizing how Tutors Navigate the Self-Doubt, Stress, and Anxiety of Student Writers

Megan Schoettler, York College of Pennsylvania | Samantha Stowers, University of Wisconsin–Madison | Chelsea Fesik, University of Wisconsin–MadisonWhat strategies can Writing Tutors and Writing Fellows use to effectively antic-ipate and respond to negative student emotions? This session will begin with brief descriptions of three studies conducted by writing tutor researchers that investigated practices for (r)evolutionizing approaches to self-doubt, stress, and anxiety of college writers. The session will continue with roundtable dis-cussions of how writing center professionals and tutors: 1) Respond to nega-

Session 12Saturday, October 10 | 10:15am to 11:30am

tive affective elements of tutoring sessions; 2) Train our tutors and teachers to respond to them; 3) Consider the roles of our own doubts and stresses in relation to our writing. #IWCA15D12

BALLROOM 4 Roundtable: (r)Evolution Prospect: Writing Center to Rhetoric Commons

Neill Johnson, Jon Olson, Pennsylvania State University What happens when complementary disciplines combine resources to trans-form a writing center into a rhetoric commons by co-locating writing tutors, ESL tutors, and public speaking tutors in a space conducive to participatory observation? Which dichotomies hold and which break down: professional vs. personal styles of communication, second language vs. translingual writing, studies of writing or speaking vs. studies of language learning? How would stu-dents and those tutoring and studying the tutoring benefit? Bring your ideas and experiences to this roundtable discussion. #IWCA15E12

BOARDROOM Special Interest Group: Secondary School Writing Centers

Amber Jensen, Edison High School | Andrew Jeter, Niles West High SchoolBuilding off the momentum of the 2015 IWCA Position Statement on Second-ary School Writing Centers, this SIG invites secondary school writing center di-rectors, peer tutors, and other interested parties to connect with each other in celebrating successes, discussing current realities and challenges, exchanging best practices, and imagining new possibilities in this ever-growing community of IWCA directors and tutors. #IWCA15A12

BRIGADE Concurrent: Inspiring Academic Excellence with Innova-tive and Integrated Writing Support

Siri Sorensen, Amy Buechler-Steubing, Capella University In the book Change by Design, innovation is defined as, “a good idea executed well.” In this session, participants will discuss and identify ways to design and develop innovative resources. In this presentation, we will share our process and what we learned on our journey to develop an innovative and integrat-ed writing support model at our institution. Presenters will share examples of writing resource innovations at their institution – instructional media, website design, and an online community. #IWCA15L12

COMMONWEALTH 1 Tools used in Tutorials

R. Mark Hall, University of Central Florida What Work Do Tutor Reports Do?: An Analysis of the Rhetorical Moves of Session NotesAnswering recent calls for more RAD research in writing centers, this presen-tation examines a corpus of 700 session notes, asking, “What work do tutor reports do? What are the commonplace rhetorical moves of session notes?” Findings indicate that tutors engage a narrow set of predictable rhetorical pat-terns, which construct not only the work of consultations, but also the roles or identities of tutors and the ethos of the local writing center context. Im-plications suggest that with more thorough knowledge of the work session notes do, then we may turn our attention to teaching tutors to compose more effective tutor reports. #IWCA15M12

Mikala Grubaugh, Ohio State University Tutor as Rhetor: Persuasive Communication in Writing TutorialsTutors fill many roles. Peer. Coach. Guidance counselor. Rhetor? The interper-sonal nature of one-on-one tutorials in the writing center provides an oppor-tunity for persuasive communication. By focusing the rhetorical lens on writing tutorials, writing center directors and tutors alike can create an experience that is more conducive to impactful learning. Because rhetoric, the art form of persuasion, is vast and multifaceted, this presentation will focus on two funda-mental rhetorical devices – ethos (appeals to character) and kairos (a sense of timeliness). #IWCA15N12

Laura Feibush, University of Pittsburgh Of Hearing and Hands: Gestures of Listening in Writing Center TutorialsThis presentation investigates gestures of listening in Writing Center tutorials through an analysis of video footage taken at the University of Pittsburgh Writ-ing Center. I identify the embodied dimensions of listening found in Writing Center tutorials: the gestures, postures, and other forms of non-verbal com-munication that reflect understanding, responsiveness, and reciprocity. Ulti-mately, I suggest ways of incorporating the gestures of listening into Writing Center tutorials and trainings. #IWCA15O12

COMMONWEALTH 2 Tools Used in Tutorials Continued

Shoshana Marin, Muhlenberg College Writing Center Examining Tutees’ Questions for a More Receptive Tutoring ApproachA tutee-centered session relies heavily on tutees’ questions, which are a rich example of what I call “tutee talk.” Tutees might perceive the tutoring relation-ship through any number of assumptions, and tutors can offer more profitable input if they can sense such things as how tutees feel about their papers, about getting tutored by a peer, and about their own writing process. To accomplish this, tutors must notice and attend to implicit elements within tutees’ ques-tions. The conclusions I hope to draw from this research can equip tutors with a more receptive ear and a more flexible tutoring approach. #IWCA15N12

Tracy Santa, Colorado College Examining Listening Behaviors in Writing Center TutorialsOur felt sense of writing center work situates listening at the heart of practice --it is listening that makes the collaboration inherent to a successful tutorial possible. But how do we communicate to others that we are not only hearing them, but paying attention? This presentation proposes to examine identifi-able listening behavior in tutorials through study of audio and visual record-ings, and to the extent possible in a pilot study, determine the bearing of this behavior on the success of a given tutorial. #IWCA15O12

FORBES Second Language Tutoring at Work in the Writing CenterPisarn Chamcharatsri, University of New Mexico The (R)Evolution of Second Language Writing in Writing Cen-ters: Meta-Analysis ApproachThis meta-analysis study has traced back 10 years of publications relating to second language (L2) writing and writers in the Writing Center Journal. The

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study aims to provide historical aspects of what has been accomplished in the field and suggestions of what how we can go forward to help our L2 writers in our institutions. #IWCA15N12

Gita DasBender, Seton Hall University | Catherine Siemann, New Jersey Institute of Technology Effective Pedagogies: Developing Strategies for Tutor Educa-tion in Second Language Acquisition Approaches to TutoringAcknowledging the critical role of writing center directors in tutor develop-ment and education, this session will focus on concrete strategies that allow directors to conceive, plan, and conduct tutor training sessions to put into practice some of the suggestions Ben Rafoth makes in his new book *Multilin-gual Writers and Writing Centers.* Practical methods of training tutors to ap-ply concepts such as “reformulation,” “exemplification,” and “noticing” to stu-dent writing will be discussed along with a model of metacognitive activity that promotes heightened awareness of effective tutoring strategies. #IWCA15O12

KINGS 2 Panel: Writing Tutors, Research Coaches: How Do We Negotiate Our Roles?

Mary Tripp, Emily Proulx, Garrett Arban, Somaily Nieves, University of Central Florida Synthesizing various tutoring experiences across the university, this presen-tation offers perspectives of one professor and three writing tutors as they tried to navigate their roles as disciplinary research coaches, writing coaches, classroom tutors, and writing center tutors. Presenting survey and interview data from a pilot study conducted during Spring 2015, this presentation offers insights into the variety of roles demanded of writing tutors as they attempt to create partnerships with disciplines across campus. #IWCA15G12

KINGS 3 Panel: (R)evolution through Collaborations: Interdisci-plinary Connections of Writing Centers to Increase Stu-dent Engagement

Susan Pagnac, Central College | Abhijit Rao, Iowa State Uni-versity | Elizabeth McMahon, Central CollegeThis panel focuses on two small writing centers and their collaborations with other academic institutions on campus to develop student interactions. The first presentation describes the collaborative research and writing program created by the director of the writing center and director of the library. The second presentation describes the business writing center’s collaboration with their university’s graduate college to develop discipline-relevant tutoring for its graduate students. #IWCA15H12

CHARTIERS Panel: Building New Identities through Curriculum-Based Peer Tutoring Placements

Ben Ristow, Stephanie Nieves, Katherine Drinkwater, Corne-lia Smith, Hobart and William Smith Colleges This panel presentation focuses on undergraduate research completed while curriculum-based tutors were placed in the Higher Education Opportunity Summer Program at Hobart and William Smith Colleges (Geneva, NY) and

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within Five Points Correctional Facilities in Romulus, New York. The first two presenters discuss how they negotiated their identities and authority as fe-male curriculum-based tutors in an all-male prison. The third presenters dis-cusses how under-represented college students solidify their identities as writ-ers in the academy through personal narrative writing. #IWCA15I12

TRADERS Panel: Effective Environments: Changing Locations, Changing Dynamics, Co-authoring Spaces

Mark Latta, K.C. Chan, Alyee Willets, Gabrielle Fales, Marian University Participants trace the development of peer-tutoring sessions held in nontra-ditional spaces and the disruption of tutoring perceptions. Learning oppor-tunities are heightened when tutorials are held in responsive environments. Additionally, utilizing new and innovative spaces provides the opportunity for collaborators to think and talk about writing in new ways. Students and fac-ulty combine their perspectives on spatial analysis and critical reflection to detail effective tutorial strategies and professional growth within this panel presentation, charting the Marian University Writing Center’s movement into creative campus and community spaces. #IWCA15J12

RIVERS Ignite: Growing Writing Center Communities Online: New Avenues for Research, Collaboration, and Support

Muriel Harris, Purdue University | Josh Ambrose, McDaniel College | Kim Ballard, Western Michigan University | Russell Carpenter, Eastern Kentucky University | Harry Denny, Purdue University | Clint Gardner, Salt Lake City Community College | Jill Gladstein, Swarthmore College | Lee Ann Glowenski, Duquesne University | Steffen Guenzel, University of Central Florida | Allison Holand, University of Arkansas Little Rock | Amber Slater, DePaul University | Rachel Pomeroy, DePaul University | Bradley Hughes, University of Wisconsin-MadisonAs writing centers expand from individual physical spaces that once defined them, a welter of new and useful virtual spaces are evolving online. But that very profusion means that writing center professionals can profit from learn-ing about and seeing some new digital spaces at work. This ignite session will introduce, demonstrate, and discuss how to use eight new online spaces for research and/or information gathering. Each online space listed here will be limited to 5-minute presentations, thus allowing 25 minutes for audience members to ask questions and discuss how to use these spaces. #IWCA15K12

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BALLROOM 1 Workshop: Beyond Institutional Walls: (r)Evolutions of a High School Tutor Training Curriculum

Melody Denny, Cottey College | Ashley Johnson-Wood, Oklahoma State UniversityThis session will emerge participants in the work that the OSU Writing Center has done through partnering with its local high school, Stillwater High School (SHS). After introducing participants to how our work began, we will share les-sons used to train incoming high school consultants. In sharing these lessons, participants will take the role of student consultant trainer or incoming student consultant trainee and actually participate in a few hands-on activities. The purpose of this session, in addition to sharing our work and process for mov-ing beyond institutional walls, will be to demonstrate the ways in which such partnerships push us to develop our own innovative research. #IWCA15B13

BALLROOM 2 Workshop: Enacting Writing Studio Pedagogy in Forum Theater to Reimagine Social Justice at School

Matthew Kim, Eagle Hill School/Central Massachusetts Writing CollaborativeThe workshop we wish to offer to IWCA participants is a series of hands-on activities where through theater we examine, understand, and begin to solve the problem of people being bullied because of their disabilities. The goal of our theater troupe is to use elements of writing studio pedagogy—conversa-tion, creativity, problems-solving, spatial design, and play—to produce Forum theater productions. Forum Theater was developed in Latin America, by Au-gusto Boal, as a means of working popularly in theater to tackle the overriding problems of the lives of ordinary people. #IWCA15C13

BALLROOM 3 Roundtable: Rapid Revolutions, Stunted Evolutions: The Revolving Door of Writing Center Staffing and its Effect on Writing Center Studies

Heidi Stevenson, Amy Hansen, Molly Fox, Michael Jacoby, Northern Michigan University This roundtable seeks to explore the relationship between working conditions of writing center staff and scholarship in the field of writing center studies. First, it looks to examine how the challenging and unsustainable working con-ditions increasingly common in higher education negatively impact the ability of those working in writing centers to contribute scholarship to the field, and how the scholarship of the field suffers as a result. Second, it hopes to facilitate a place where participants can share and develop ideas on how writing center faculty and staff might address this challenge. #IWCA15D13

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Session 13Saturday, October 10 | 11:45am to 1:00pm

BALLROOM 4 Roundtable: Using Policy Statements in Writing Tutor-Training

Beth Towle, Patrick Love, Purdue UniversityPolicy statements that emphasize the need for socially just classrooms and the pedagogical framework for fostering diversity, such as “CCCC Statement on Secondary Language Writing and Writers” and “Students’ Right to Their Own Language,” have an important role in writing instruction, but these documents are not common in writing center tutor training. This roundtable discussion will provide a space and time to discuss the possibility of using policy state-ments in tutor training as a way to help foster social justice through writing centers. #IWCA15E13

BOARDROOM Special Interest Group: Religious-Affiliated Writing Centers

Lisa Zimmerelli, Loyola University Maryland | David Stock, Brigham Young University The Religious Affiliated Writing Centers (RAWC) SIG examines writing centers as sites where religious belief, broadly defined, can incite productive, transfor-mative social action. Topics for discussion may include writers’ and tutors’ reli-gious identities; institutional religious affiliations; the intersection of doctrinal and educational values; and tensions between religious belief and secularism. #IWCA15A13

BRIGADE Special Session: Introducing IWCA’s TPR: A Peer Review, Open-Access, Multi-Modal Vehicle for Sponsorship, Collaboration, and Publication

Sherry Wynn Perdue, Oakland University | Rebecca Hallman, University of HoustonThis conference launched IWCA’s The Peer Review, a vehicle to sponsor and publish the writing center research and scholarship of graduate, undergrad-uate, and high school practitioners as well as their early career professional collaborators. In this session, we: 1. Share TPR’s vision and mission; 2.Intro-duce the sponsorship scaffolding the editorial team has developed to support contributors; 3. Elaborate our first call for submissions; and 4. Invite attend-ees to work with members of the editorial team to reconceive their posters, conference presentations, or other works-in-progress for submission to TPR. #IWCA15L13

COMMONWEALTH 1 Developing and Evolving a Writing Center

Travis DuBose, Rutgers-Camden If You Build It... Then What?: Developing a Writing Center From Scratch in This Day and AgeNeed and opportunity result in an experimental Writing and Design Lab, an initiative of our English department in the absence of a robust campus writing center to meet the communication needs of our first year students and majors. We describe the goals and features of this new center, document the factors that led to its creation, and discuss the challenges that lie ahead in moving the WDL beyond a pilot project phase. #IWCA15M13

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Jennifer Dempsey, Heidelberg University From 0 to Open: The Revisions and Realities of Building a Writ-ing CenterWhen a 160-year-old university opens a writing center for the first time in its history, the process –on paper– may seem fairly straightforward: Find a space. Hire consultants. Train consultants. Make a schedule and an APA format hand-out. The actualities of this situation, however, are significantly more compli-cated. This session will discuss both the hurdles and triumphs of launching a writing center, and delve into creative problem-solving strategies which may help veteran directors expand their services or re-see their centers’ possibili-ties. #IWCA15N13

Judi Jewinski, Clare Bermingham, University of WaterlooHelping “Old Dogs” Explore “New Tricks”: Evolving in a New Writing Centre Culture This paper shares strategies for engaging staff and peers in any kind of train-ing or renewal project. It presents what happened at one university’s writing centre when radical changes in purpose and delivery called for significant re-orientation for permanent staff. The eventual structure and process for pro-fessional development are modelled on a typical tutoring session emphasizing collaboration, models of good practice, and plenty of peer review. Encouraging staff to become leaders and catalysts of change rather than simply imposing change upon them has improved morale, performance, and commitment. #IWCA15O13

COMMONWEALTH 2 Assessment of the Writing Center

Roger Powell, Indiana University of Pennsylvania Re-imagining Writing Center Assessment Practices: Writing Centers and Transfer TheoryThis presentation will explore the following question: How could transfer the-ory help improve assessment practices in writing centers? The presentation will begin by examining common writing center assessment practices. It will then re-imagine these practices through a transfer theoretical lens and sug-gest ways that these practices could be improved. The final portion of this presentation will conceptualize how transfer theory could lead to innovative longitudinal research possibilities with transfer and writing center assessment and pose questions for the audience to discuss and consider as time allows. #IWCA15M13

Matthew Moberly, California State University, Stanislaus A National Survey of Writing Center Assessment PracticesThis presentation will report on mixed methods survey data I’ve gathered from writing center directors at public, 4-year universities across the country about their assessment practices. Presentation participants will have the opportunity to see what methods their colleagues are using to answer the call to assess and to discuss their own practices. #IWCA15N13

Kelsie Walker, Ball State University Assessment (R)evolutions: Developing Student Learning Out-comes-based AssessmentFew studies have assessed student learning outcomes (SLOs) in the context

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of a writing center; yet, some researchers have suggested that SLO-based assessment is one way to measure the effectiveness of the tutorial, as well as one way to align with institutional values (Neaves, 2010; Pantoja, 2010; Deal, 2012). After briefly summarizing current SLO assessment research, this 20-minute presentation discusses an assessment framework that uses digital portfolio technologies and student reflection in order to gauge student learn-ing in a writing center. This presentation aims overall to foster a conversation among attendees about the value of assessing student learning, and if valu-able, the best practices for assessing student learning. #IWCA15O13

FORBES The Writing Center and the University

Paula Abboud El Habr, Lebanese American University Sustaining Relationships Between the Writing Center and Other Departments: A Key to SurvivalThe question of sustaining relationships between the writing center and oth-er departments in the university has been perceived as crucial to a writing center’s survival. However, research on collaboration has been restricted to administrative communication and has not addressed the short and long-term benefits such a relationship could have on faculty and students.In this presentation, I reflect on the Lebanese American University Writing Center’s collaboration with academic departments and the Student Affairs Office. My findings are supported by statistics revealing the impact of this collaboration. #IWCA15M13

Katherine Bridgman, Texas A&M University, San Antonio The (r)Evolution of a Writing Center Mission StatementThis presentation examines writing center mission statements. It provides in-sight into this key location where our visions for what we do are put in conver-sation with the expectations of our stakeholders across the university. #IWCA15N13

KINGS 1 Panel: African American Vernacular English: Roots, Rules, and Reclaiming Legitimacy

Savannah Thorpe, Indiana University of PennsylvaniaThe interaction among language, culture, and thought has intrigued many re-searchers for decades. Today, our understanding of psycholinguistics has in-creased dramatically with technology. Some of this analysis has been extended to African-American Vernacular English (AAVE). Careful parsing of the dialect has led to an understanding that it is legitimate, follows set rules, and may influence a writer’s perceptions and thoughts. By understanding a scientific analysis of AAVE’s roots, rules, influence, and cultural significance, tutors may better empathize with their students and consider how to preserve the stu-dents’ right to their own language in the classroom. #IWCA15F13

KINGS 2 Panel: Collaboration: A Community Writing Center and Senior Center Using Writing and Digital Technology to Develop and Connect

Nkenna Onwuzuruoha, Westminster CollegeIn the spring of 2015, Write Here, a community-based writing center in South

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Salt Lake, UT partnered with a nearby community center to “reintroduce” writ-ing into the lives of many of their senior citizens. The main worry was that both centers are in a working class area with people of various writing abilities and a limited skill set using digital technology. In this brief presentation, I will discuss how Write Here helped seniors put their fears aside about writing by using art as a tool to create multimodal personal histories. #IWCA15G13

KINGS 3 Panel: Creating and Theorizing “Write it Like Disaster:” A Compilation of Music by Writing Center Staffers, Profes-sionals, and Allies

Stacia Watkins, Lipscomb University | Scott Whiddon, Transyl-vania University | Brad Walker, Lipscomb UniversityThis presentation describes and reflects upon a collaborative project devel-oped as part of the recent 2015 Southeast Writing Center Association Con-ference. “’Write it Like Disaster’ – A Compilation of Music Made by Writing Center Staffers, Professionals, and Allies” showcases the work of 33 musicians who – in a range of ways – serve the larger writing center community. After describing our process of curation and design, we locate this work in discus-sions of sonic/ambient rhetorics via interviews with selected contributors. Our session will conclude with an audience-driven reflection of how creative projects might strengthen and illuminate the work done in their own spaces. #IWCA15H13

TRADERS Panel: Competing Notions of Work: Perspectives on Writing Center Labor and Leadership

G. Travis Adams, University of Nebraska Omaha | Angela Glover, Midland University | Jenna DeWilde, University of Ne-braska Omaha | Whitney Schutt, Midland University With significant populations of student workers and facing a multitude of work to get done, writing centers are positioned at the nexus of conversations about leadership and labor. The administrators and peer tutor speakers in this ses-sion utilize scholarship and experiences in composition, writing centers, ad-ministration, labor, and leadership to push writing centers to consider student labor and leadership practices that are ethical, sustainable, and productive for all stakeholders. #IWCA15J13

RIVERS Panel: Contextualizing Graduate Writing and Research in the University

Bethany Mannon, Pennsylvania State University | Shakil Rabbi, Pennsylvania State University | Kristin Messuri, Texas Tech UniversityWriting center scholarship increasingly focuses on layered and complex un-derstandings of the ways a center can work with the communities it serves. In addition to addressing issues of language and communication, writing centers can be sites of innovative research, new ways of understanding the demo-graphic shifts the recent influx of international students represent, and more situated understandings of the knowledge practices in various disciplines. This panel attempts to present a multifaceted illustration of empirical methods, moving between the perspectives and practices of administrators and the pop-ulations of disciplines that make use of the center. #IWCA15K13

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BALLROOM 1 Workshop: Bean-counting Evolved: Understanding and Using the National Census on Writing and IWCA WCRP Survey to Foster Research Inquiry

Jill Gladstein, Swarthmore College | Harry Denny, Purdue UniversityThis panel briefs participants on the possibilities and limitations on the Nation-al Census on Writing (formerly the WPA Census) and the IWCA Writing Centers Research Project Survey. Participants will then turn to collaborative planning and problem-posing of campus-based and cross-institutional research ques-tions. Concluding plenary discussion will spur on-going projects and challenge/pose future revisions of these projects. #IWCA15B14

BALLROOM 2 Workshop: How Writing Center Pedagogy Transforms Developmental Writing and First-Year Writing Classrooms

Priscilla Van Aulen, Ramon Reyes, Ramapo College of New JerseyInstructors will demonstrate how their work in the writing center informs their classroom pedagogy in developmental and first-year writing courses. Strate-gies for individualizing instruction in a computer-writing classroom and fos-tering active collaboration between the writing center and first-year writing program will be discussed. #IWCA15C14

BALLROOM 3 Roundtable: Both Here and There: Creative Writing and Metalinguistic Learning in the Writing Center

Michael Turner, Alex Shapiro, Joanne Afornalli, Kyle Oddis, Northeastern University Our creative writing group for English Language Learners allowed us to have conversations around language that helped students develop metalinguistic awareness. Roundtable participants will discuss a prompt designed specifically to help ELL students use creative writing to re-imagine their academic writ-ing and engage with concepts of genre, argument, conventions, and language usage. We will discuss the most effective spaces to have these conversations with students and consider how top-down approaches to language acquisition can work with bottom-up grammar approaches that are often used in writing tutorials. #IWCA15D14

BALLROOM 4 Roundtable: Collaboration as (R)evolution: Repositioning the Writing Center

Brittney Tyler-Milholland, University of Kansas | Shana Schmidt, Kansas State University Collaboration is at the center of the writing center and distinguishes it from

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Session 14Saturday, October 10 | 1:15pm to 2:30pm

other institutions. While writing centers utilize collaboration, tutors and ad-ministrators still desire more collaboration both within and outside of the writ-ing center. We will create a roundtable discussion to reflect with fellow tutors and administrators how writing centers currently use collaboration, how it might be re-envisioned, how it could alter the perception of the writing center, and how it could more accurately reflect writing as a social act. Group reflec-tion enables an understanding of how writing centers can evolve and how to use collaboration with more intentionality. #IWCA15E14

BOARDROOM Special Interest Group: Student-Athlete Writing: A Revolution in the Making

Alanna Bitzel, University of Texas at AustinParticipate in the second annual IWCA Student-Athlete Writing SIG (SAW). SAW aims to: (1) establish a community of writing center practitioners com-mitted to ongoing work in the student-athlete arena; (2) develop best practices and models for supporting student-athlete writing; and (3) promote research and scholarship. SAW participants will brainstorm ways to promote the appli-cation of writing center principles in working with student-athletes and take action to foster scholarship and innovation in the area of student-athlete writ-ing. #IWCA15A14

BRIGADE The Writing Center and High School Collaboration

Kerri Mulqueen, St. John’s University One High School Writing Center Bridges the Opportunity GapThis presentation discusses how a student-staffed writing center has thrived at one inner city high school and examines some of the ways in which writing center praxis can help to bridge the opportunity gap that plagues American K-12 education. Data drawn from interviews with high school peer tutors ar-gues for the inclusion of writing center pedagogy in schools seeking to bridge the opportunity gap by providing meaningful, organic learning experiences for their students. #IWCA15N14

Michael Shirzadian, Ohio State University “Pedagogies of Belonging”: The Writing Center and University Acculturation in the Underprivileged High School SpaceThis paper examines the many partnerships between university writing cen-ters and underprivileged high schools, situating these partnerships in the field’s scholarship of university belonging (Julie Bosker), acculturation (Andrea Lunsford) and the dangers of regulation (Nancy Grimm). The paper analyzes three partnerships in particular, and includes interview material from the founders/directors of all three: Stanford University’s “Project W.R.I.T.E.” in East Palo Alto (Lunsford), Washington University’s partnerships with high schools in St. Louis (Dawn Fels), and Bread Loaf’s partnership with Santa Fe Indian School (Susan Miera). The paper argues that these partnerships carefully expose un-derprivileged high school students to university discourse, preparing them to succeeds in that space once they arrive. #IWCA15O14

Jessyka Scoppetta, Amanda Greenwell, University of Saint Joesph Revision Isn’t Just For Papers: The Evolution of an Outreach Program

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This presentation will detail the evolution of an outreach program pairing col-lege writing tutors and high school juniors, over its three distinct iterations. Central to that evolution were changes to our writing center’s mission, oppor-tunities and challenges of funding and logistics (timing, transportation, loca-tions, etc.), level of writing tutor participation and leadership, shifting writing cultures at both institutions, and programming adjustments to account for stu-dent need. We will share insights for writing center directors who are interest-ed in forging community partnerships, including the importance of flexibility, persistence, collaboration, and revision. #IWCA15P14

COMMONWEALTH 1 The Writing Center and the Community

Lisa Zimmerelli, Loyola University Maryland Writing Center Service-Learning Tutor Training as High-Impact Practice for Social JusticeThis presentation blends emerging adult and identity formation theory with Harvey Kail’s anthropological framework for tutor training (2004) in order to elucidate service-learning tutor training as a journey and a process for social justice. According to Kail, in tutor-training, students empathetically identify with other students, create dependency, engage in self-discovery, and, finally, are able to transfer learned skills to other areas of their studies. When applied to service-learning tutor training—in which students are on this journey with an other, an often misunderstood, feared, and disadvantaged other—and read through the lens of emerging adult theory, Kail’s anthropological metaphor has increased weight and symbolic power. In short, service-learning tutor train-ing helps tutors begin to see, understand, and negotiate the myriad of dif-ferences—age, gender, race, sexuality, class—they encounter on campus and beyond, and to see these differences as generative and dynamic. #IWCA15Q14

Andrés Forero Gómez, Universidad de los Andes The Writing Center Goes Beyond Campus: Aiding Access to Col-lege in Underprivileged BackgroundsThis presentation aims to demonstrate how writing centers can use their re-sources to help underprivileged communities gain access to university pro-grams, through the description of a project carried out with six hundred stu-dents in Bogotá, Colombia. The presentation focuses on three aspects related to the project: the development of a blended course centered on Academic Reading and Writing, the design and implementation of one-on-one tutoring sessions to assist students’ individual learning needs, and an analysis of the impact of the project on the students’ language skills. #IWCA15R14

Subrinia Bogan, University of Arkansas at Little Rock A Helping Hand: Writing Centers and Community Outreach ProgramsWriting Centers have become known as the “best kept” secret on college cam-puses across the country. The same can be said for the University Writing Cen-ter at the University of Arkansas at Little Rock, but with a twist. The UWC is not only a place where students can get help for their writing, but it is also a place that is reaching out and helping the local community. Giving back has become a part of what the University Writing Center does. This simple act of giving back is something that all writing centers can participate in. #IWCA15S14

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COMMONWEALTH 2 Multiliteracy at Play in the Writing Center

Cassandra Book, University of Louisville (W)Centering Multiliteracy: An Unexpected JourneyThis presentation explores implications of multimodality for a small liber-al arts university writing center. It will describe collaborations for place and space with a department of communication. In addition to opening a satel-lite location, the writing center partnered with a communication course to develop the center’s capabilities with multimodal projects. The presentation shows that moving from a text-based center to a multiliteracy center is not a straightforward or linear process. Yet, evidence is emerging that demonstrates changes in undergraduate peer consultants’ conceptions of “writing” and their actual consulting practices. Interviews and taped sessions will be analyzed. #IWCA15T14

James Purdy, Duquesne University Design Thinking in the Writing CenterBy considering ways in which consulting sessions might enact design think-ing, this presentation argues that employing design thinking approaches in the writing center can help writing center (r)evolve and respond to calls to be mul-tiliteracy centers. #IWCA15U14

Matthew Rossi, Columbia University Use Your Doodle: Grammars of Design, Making, and Motion in the Writing CenterWhile dialogues around inclusion in writing centers tend to focus on helping writers maintain ownership of their own speech, there is room to expand this to focus toward understanding individual modes of thought. This presentation will focus on incorporating doodles into consultations as tools for bridging mo-dalities with visual thinkers. Participants will be presented with techniques for using in-session doodling. We will also engage with a text visually and discuss the different approaches we discover. #IWCA15O4

FORBES Whose Paper Is It Anyway?: How a “Yes-And” Mindset Connects the Writers with Their Writing

Dawn Hershberger, University of Indianapolis For clients to be active in their own creative process, and connect with their work so they improve as writers rather than just improving their drafts, we must alter slightly how we conduct tutoring sessions. Borrowing the “yes-and” idea from the world of improv, tutors should abstain from making declarations and instead strive to understand the meaning behind a client’s perceived er-ror. The rationale behind and techniques of this approach will segue into a discussion of how participants could use this strategy in their writing centers in the face of obstacles including the time constraints of sessions. #IWCA15V14

KINGS 1 Panel: Tutor Professionalization 2.0: New Issues In Tutor Research and Teaching

Jennifer Wells, New College of Florida | Melissa Ianetta, University of Delaware | Brian Fallon, Fashion Institute of Technolgy

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In 1987, John Trimbur argued that “we need to resist the temptation to pro-fessionalize peer tutors by treating them as apprentices.” Almost thirty years later, writing centers find themselves in another debate about peer tutor pro-fessionalization, this time involving scholarship and research. This panel ex-plores the how the current focus on undergraduate research in the writing center influences the peer tutor experience and asks if this push is yet another form of apprenticeship that loses sight of other key features of peer tutoring? #IWCA15F14

KINGS 2 Panel: Constraints and Collaboration: Tutoring in and for the STEM Disciplines

Karen Head, Peter Fontaine, Brandy Blake, Georgia Institute of TechnologyCollaborating with STEM programs can mean negotiating curricular approach-es and evaluation mechanisms that are in opposition to the best practices in the writing and communication fields. However, to help the students who seek our assistance, we need build trust and offer to compromise with our STEM colleagues so that, over time, we become more fully acknowledged partners who can answer the evaluation demands for students and contribute to bet-ter overall approaches for training and evaluating students for communication within their disciplines. To elaborate this, we will discuss the tutoring partner-ship between our center and our Industrial and Systems Engineering program. #IWCA15G14

KINGS 3 Panel: Room to Grow: Crossing Disciplinary and Language Boundaries to Meet Students’ Needs

Lisa Wolff, Noreen Lape, Asir Saeed, John Kneisley, Dickinson College The Writing Center at Dickinson College serves approximately half of the stu-dent body every year and offers writing tutoring in eleven languages. This fall, we are also piloting quantitative reasoning tutoring from our Writing Center. As our center expands, we are addressing student needs that do not fall under the parameters of the “typical” session. Our panel will share new practices that we are developing across language and disciplinary boundaries. By ad-dressing the overlooked needs of these students, we can revolutionize our ideas about what writing is and what the writing center does. #IWCA15H14

CHARTIERS Panel: Centering Institutional Status and Scholarly Identi-ty: An Analysis of Writing Center Administration Position Advertisements, 2004- 2014

Sherry Wynn Perdue, Oakland University | Dana Driscoll, Indiana University of Pennsylvania | Andrew Petrykowski, Oakland University | Samuel Boyhtari, Oakland University Labor issues long have presented critical challenges for many WCAs, who in-terrogate their “marginal” status with questions about how position type, re-sources, and support impact individual WCAs and WCs as well as our research practices and production. WCAs’ professional status and institutional identity, therefore, are central to our field’s future. If some positions afford little time and few resources to conduct research or to engage in scholarly exchange, WCAs will be unequally empowered to serve writers and to sustain our field.

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We address these issues with results from a study of over 500 job ads posted during the last decade. #IWCA15I14

TRADERS Panel: Safe(r) Space: Reconfiguring Relationships in a Writing Center

Jennifer Mitchell, SUNY Potsdam | Stephanie Hedge, SUNY Potsdam | Sheryl Scales, SUNY Potsdam | Frankie Condon, University of Waterloo How can the writing center become a safer space for clients and tutors? This session will describe professional development for tutors as they consider their boundaries as tutors. The session also describes a cross-institutional col-laboration to mentor first-year, multilingual, immigrant writing center clients through a “cultural inquiry partnership.” #IWCA15J14

RIVERS The Writing Center and Remedial Writing

Crystal Mueller, University of Wisconsin-Oshkosh (r)Evolutions: The Role of the Writing Center in “Remedial” WritingLoop back with the writing center at the University of Wisconsin Oshkosh, a public comprehensive university deliberately working to reconstruct “reme-dial” tutoring. The UW Oshkosh Writing Center has renamed and refocused the role of writing tutor as Writing Mentor. Qualitative analysis of Writing Mentors’ and writers’ reflections reveal that the new role is grounded in the holistic advising model, perspective-taking strategies, and co-mentoring in the performance of “college student.” #IWCA15K14

Julie Story, Lock Haven University of Pennsylvania Co-requisite (r)Emediation through the Writing Center: A Pilot (r)EvolutionIn response to the mandate to improve college students’ writing skills AND reduce their time and expense in a developmental elective college composi-tion course, writing center personnel collaborated with writing and education-al technology faculty on a pilot co-requisite remediation composition course. This presentation will describe the origins, goals, design, implementation, outcomes, and implications of the pilot as it evolved into a revolutionary ex-perience in teaching, tutoring, and learning. A central focus will be the roles of the peer and professional writing tutors at the heart of a hybrid pedagogy: classroom writing instruction, peer and professional tutoring, and educational technology. #IWCA15L14

Adam Pellegrini, Columbia School of Social Work Motivational Interviewing and (Re)structuring Discovery in Social Work Writing CentersStructure and discovery form a constant tension in writing center sessions, with the need to steer towards concrete learning outcomes, and the convic-tion that students should steer. This paper draws from the therapeutic meth-od of motivational interviewing to explore how a writing center situated in a social work school might utilize its academic environment—the curriculum, students, and center staff—for pedagogical guidance. The complex position-ing of practitioner guidelines within motivational interviewing is posed as

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a useful parallel for a writing consultant’s role in scaffolding a student-led session. Finally, the paper promotes an ecological approach to developing discipline-specific centers. #IWCA15M14

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Session 15Saturday, October 10 | 2:45pm to 4:00pm

BALLROOM 1 Workshop: Plagiarism, the Important Conversation: Un-derstanding the Conversation Around Academic Integrity

Deryn Verity, Pennsylvania State UniversityInternational first-year students at American universities are often surprised by the intensity and extent of the conversations that writing instructors and tutors engage them in regarding the importance of academic integrity. This workshop will introduce and practice three ways of structuring that conver-sation so that it makes sense to this target population. The presenter works with writing tutors who themselves are international students, so the strate-gies presented in this workshop are designed to increase understanding and participation by both tutor and tutee. #IWCA15B15

BALLROOM 2 Workshop: A (r)Evolution for Writing Center Theory

Graham Stowe, University of South Carolina | Brandy Grabow, North Carolina State UniversityThe intensely local identity of writing centers often presents a challenge to the theorizing of writing center work. To create a generalized theory of writing center work that will not get mired down by local institutional practices, we propose a Levinasian framework. Levinas’s ethics provides the freedom to de-velop administrative perspectives and pedagogical practices that allow for the infinite variations of local situations. This workshop will consist of a directed writing to demonstrate a Levinasian administrative practice and an interactive activity exploring new approaches to the tutorial session. #IWCA15C15

BALLROOM 3 Roundtable: Be Careful What You Wish For... You Just Might Get It: Supporting Growth and Encouraging Com-munity in the Writing Center

Leslie Valley, Old Dominion University/Eastern Kentucky University | Trenia Napier, Eastern Kentucky UniversityWhile most writing centers acknowledge the need and advocate for increased funding for larger staffs, increased staff sizes simultaneously accommodate a variety of services while providing challenges for training, supervision, and community building. In this roundtable, presenters will first discuss the ad-vantages and challenges of overseeing a large student staff in their own insti-tutional context and the ways they have tried to encourage and offer sugges-tions for developing a strong sense of community. Presenters will then open up the discussion, posing questions of sustainability, training, and community and encouraging presenters to offer insights and suggestions of their own. #IWCA15D15

BALLROOM 4 Roundtable: The Evolution and Future of Technology in Writing Centers

Adam Wagner, Kat Meakem, Sam Franklin, Cedarville UniversityOver the past 30 years, technology usage in writing centers has evolved reach-ing new levels of innovation and progress. Online resources and methods like informational videos, online scheduling, interactive tutorials, digital assess-ment surveys, and blogs have all adapted to a changing technological environ-ment. Discussing the evolution of technology will benefit the writing center community, by noting current progress and exploring the uncharted potential of new technological horizons. #IWCA15E15

BOARDROOM Special Interest Group: LGBTQ

Jay Sloan, Kent State University at Stark | Andrew Rihn, Stark State College | Trixie Smith, Michigan State University | Harry Denny, Purdue UniversityIntended to help writing centers foster an academic culture inclusive of LGBTQ communities, the LGBTQ SIG hopes to be a venue for developing and pursu-ing “activist” agendas in writing center scholarship and pedagogy. We plan to discuss events affecting the SIG on a national level, as well as engage in round-table discussion of relevant local topics. The LGBTQ SIG invites all interested parties to attend. #IWCA15A15

BRIGADE Online and Digital Revolutions in Writing Center Spaces

Jacqueline Kauza, Jessica Miller, Eastern Michigan UniversityA Question of Context: When to Use Different Online Consulta-tion Models? The technological revolution has spurred the evolution of online writing center practice. Debate exists as to whether asynchronous or synchronous online consultation best supports student writers and the writing center mission. To begin creating a more nuanced understanding of online consultation, re-search conducted amongst consultants at two institutions examined different contexts in which different online consultation models might be more or less effective. Areas of inquiry included how well different models facilitated writ-ing center goals; how well different models worked both technologically and in different composition scenarios; and which student populations seemed best supported by different online consultation models. #IWCA15N15

Kate Warrington, Western Governors University Reinventing an Online Writing Center: Intersections Between the Mission Statement, Space, and Measurable DataThis paper examines the importance, when building a writing center, of a clear-ly articulated mission statement that considers the affordances of the space as well as the measurable data available to assess the efficacy of the mission. The linkage between mission, space, and data will be explored in the context of the reinvention of an online writing center at a large, public non-profit university. Supported by research in business and higher education, this paper will show that connecting mission, space, and data creates a well-defined organizational culture and increases the probability of effectively embodying the mission in practice. #IWCA15O15

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Landon Berry, Brandy Dieterle, University of Central Florida(r)Evolutionizing Space: The Effects of Physical and Digital Space on Group Consultation DynamicsThis presentation discusses the results of a study that observed how space can foster collaborative and multimodal practices within a specially designed Digital Workspace. Through video analysis and stimulated recall interviews, we identified multiple ways that tutors and tutees were appropriating and (r)evolutionizing both the physical space and tools within the Digital Workspace. The results highlight the importance of analyzing physical space as a technol-ogy, and suggest new avenues for tutor training in writing centers that seek to implement multiliteracy center initiatives. #IWCA15P15

COMMONWEALTH 1 The Writing Center & the Arts

Steven Corbett, George Mason University Perform, Tutor, Revolutionize: Writing Centers and the Per-forming and Visual ArtsThe speaker will draw on his substantial experiences founding and directing performing arts writing centers and tutorial programs, and editing collections on writing in the performing and visual arts (PVA) to offer some of the chal-lenges and opportunities involved in the tutoring of writing in the PVA. The PVA have much to offer writing center studies in terms of process, creativity, design, delivery, and habits of mind (and body). Come join an interactive per-formance designed to enact some of the ways tutoring in the PVA can revolu-tionize the ways we tutor all students of writing. #IWCA15Q15

Bruce Kovanen, University of Illinois at Urbana-Champaign | Carly Taylor, Knox CollegeThe Writer’s Workshop: Evolving Relationships between Writing Centers and Creative Writing DepartmentsThrough a new connection with a creative writing department, the writing center at a liberal arts college reimagined the services that they offered. The newfound Writer’s Workshop seeks to connect writing consultants with cre-ative writers, in addition to the other academic writers that consultants see. Of course, the partnership is not without its own challenges, but, as the speak-ers will attest, there is enormous possibility for connection and growth. The speakers will provide an outline for how other centers can incorporate creative writing departments into their work, and how writing centers can seek collab-oration and connection through writing consultant knowledge. #IWCA15R15

Helen Raica-Klotz, Chris Giroux, Saginaw Valley State University“Often Courageous, Sometimes Ridiculous, Always Strange”: One Writing Center’s Story of Collaboration with the Visual and Creative ArtsThis presentation will discuss Saginaw Valley State University Writing Center’s various art and creative writing projects developed over the past few years. We will explore how these collaborations address the needs of targeted groups, allowing the Writing Center to engage in writing with populations who are often underserved by our Center. In addition, rather than merely becom-ing a sponsor of the arts, we are able to use the arts as a way to promote writing and strengthen our presence on campus and in the community. Finally,

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all of these projects provide rich professional development opportunities for our tutors. #IWCA15S15

COMMONWEALTH 2 Exploring Revolutions Between the Writing Center and the Classroom

Dana Driscoll, Paige Brockway, Oakland UniversityExpectations and Transitions: Embedded Writing Specialists as Bridges to the University for Basic Writing StudentsAt our university, writing center tutors are embedded in first-year basic writing courses in order to help prepare developmental writers for college-level writ-ing and act as liaisons between the center and the classroom. Through tutor reflection and survey data, we have found that these embedded tutors also play multiple roles in helping students adjust to college life as a whole. Our presentation explores the dual roles embedded tutors facilitate by examining the relationships between faculty, tutors’, and students’ expectations and per-ceptions about embedded writing tutors. Our presentation specifically focus-es on the role that EWSs play in helping students make the transition to col-lege-level literacy and transfer literacy skills to college settings. #IWCA15U15

Elizabeth Powers, University of Maine at Augusta Embeddedness, Mobility, and the Writing Tutor in Digital & Multi-Platform ClassroomsThis presentation examines embedded writing tutor (or, writing fellow) pro-grams within the changing spaces of twenty-first century education. Course instruction and learning communities tend to occupy multiple spaces, both online and in person. In this climate, embedded tutors must (r)Evolve and re-evaluate the spaces and roles they occupy. The presenter will share pre-liminary findings from a qualitative study of one embedded writing program, where the shifts between spaces is prominent because of the variety of in-structional modes used in the participating courses. #IWCA15V15

KINGS 2 Panel: Visual Communication in the Writing Center: Research and Application

Joanna Wolfe, Nisha Shanmugaraj, Juliann Reineke, Carnegie Mellon UniversityVisual literacy is becoming increasingly important to professional success, yet communication centers often ignore or under-theorize visual communication. This panel will discuss how our communication center has evolved to support visual communication in three contexts: creating effective PowerPoint presen-tations, designing scientific posters, and supporting basic data visualizations. Each speaker will present research and design principles relevant to their top-ic. We will also discuss how tutors can adapt these principles in a tutorial to support student learning. #IWCA15G15

KINGS 3 Panel: Local and Global (r)Evolutions: Writing Center Part-nerships on Campus, in our City, and in Central America

Tara Friedman, Jayne Thompson, Patricia Dyer, Widener UniversityThe 1999 report of the Kellogg Commission, Returning to Our Roots: The En-

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gaged Institution, helped refocus our mission of engagement in Higher Edu-cation as “a commitment to sharing and reciprocity . . . [with] envisions [of] partnerships, two-way streets defined by mutual respect” (9). Keeping this ideal in mind, we as Writing Center faculty wondered: In what ways are we expanding our philosophy outward to campus, our city, and through interna-tional partnerships? Presenter 1 will begin with a discussion of campus part-nerships. Presenter 2 will provide examples of recent community initiatives. Presenter 3 will expand the evolution of engagement to the international spec-trum. #IWCA15H15

TRADERS Panel: Talkin’ ‘Bout a (r)Evolution: Dismantling Silos on Campus

Misty Knight, Felicia Shearer, Deah Atherton, Crystal Conzo, Heather Hockenberry, Shippensburg UniversityThe battle of ever-increasing demands and ever-decreasing funds has forced departments to emerge from their silos and forge alliances with other depart-ments to provide much needed services to students. This panel will explore the way in which a writing center can serve as a model for cross-disciplinary assistance to Communication Studies. Panelists will discuss the motivation for collaboration, standards that cross disciplines, tutor training techniques, the impact that cross-disciplinary tutoring has on the tutors, and strategies for de-veloping collaborative programs with other departments. #IWCA15J15

RIVERS Race & The Writing Center

Wonderful Faison, Sarah O’Brien, Michigan State UniversityWhat Makes a Space Raced?: Exploring Whiteness in the Writing CenterThis presentation discusses the results of a case study conducted at the Writ-ing Center@Michigan State which shows (1) how a writing center becomes a raced space; (2) how this racialization of the Michigan State University (MSU) Writing Center space, which is meant to serve different people from varying cultural and linguistic backgrounds can, in fact, exclude the very people the center is meant to serve, and (3) how centers can begin to disrupt the visual and cultural representations of the writing center as a historically White space. #IWCA15K15

Sherita Roundtree, Ohio State UniversityNoise Activism: African American Students’ Social Positions and Access in the Writing Center For the purposes of this presentation, I will use a Black feminist critique to redefine Elizabeth Boquet’s (2002) concept of “noise” in order to account for degrees of disciplined resistance by African American students in spaces that have worked to accommodate, not facilitate and support their needs. As I de-fine it, noise is a way of speaking back to and, at times, disrupting the narrative that works to oppress and alienate their situated knowledges. This presenta-tion will examine the ways in which writing center administrators and tutors can acknowledge the needs of African American students by utilizing noise activism. #IWCA15M15

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Featured SessionSaturday, October 10 | 6:30pm to 8:45pm

BRICOLAGE THEATER The Theater is located at 937 Liberty Avenue. Transpor-tation is on your own. A walking group will meet in the Wyndham lobby and depart at 6:00pm.

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(n): a fully online, open-access, multimodal and multilingual webtext for the promotion of scholarship by graduate, undergraduate, and high school practitioners and their collaborators (v): to extend the sponsorship continuum via collaboration, mentorship, and multi-tiered leadership, thereby sustaining writing center researchers as they move throughout their professional lives

THE PEER REVIEW A JOURNAL FOR WRITING CENTER

PRACTITIONERS

An International Writing Centers Association Publication

Issue One: (R)evolutions and Revisions: From Presentation to Publication

 Submission deadline: January 15, 2016 thepeerreview-iwca.org

WCJ

writingcenterjournal.org

Notes

Notes