MAWCA 2018 Conference Schedule
Friday, March 23rd
3:00-5:00 Business Hall
5:00-6:30 Business Hall Hub
MAWCA Board Meeting
6:30-7:30 Business Hall, Room TBD
Tutor Open-Mic Night: Rowan Writing Center, Campbell Library, room 131
Saturday, March 24th
Breakfast and Registration: 7:30-8:30 Eynon Ballroom, Chamberlain Student Center
Keynote: 8:30-9:30 Eynon Ballroom, Chamberlain Student Center
Registration: 9:30-11:00 Business Hall Hub
At a Glance:
Conference Wrap up: 3:00-3:30 Business Hall
Session A: 10:00-10:50 Business Hall
“Changing Culture, Changing Narratives: New Directors and Resistance to Change”
Karen-Elizabeth Moroski, Jane Nesmith, Elaine MacDougall, Kerri Rinaldi, and Lucy Manley
Penn State University, University Park
Featuring several writing center administrators, this panel discusses challenges and opportunities new administrators face when navigating changes within their Writing Centers. Panelists will discuss their own experiences as new Writing Center administrators, and share specific, replicable strategies for professionalizing or seeking community.
“Narrating Past Privilege Through Social Identity”
Tanya Ramsey and Dómenique Brown
University of Maryland, Baltimore County
This roundtable offers interpersonal reflections of identity and privilege to better tutor-client relations via social conflict theory, evaluating and co-creating best practices to strengthen the author’s voice within narrative compositions.
“Comin' In From the Cold": Using Tutor Identity to Create Individualized Writing Center Plans for Activism and Social Change
Shenandoah Sowash, Caron Martinez, Neisha-Anne Green
Many who work in writing centers have experienced injustice because of our (perceived) identities. What role do those identities have in our activism? In this session, participants will discuss how identity impacts activism, leaving with a framework to begin building a plan of activism for their writing centers.
“Framing Linguistic Diversity as an Asset”
Donna Mehalchick-Opal and Michael Fotos
We hope to complicate conversations of Linguistic Diversity by reacting to narratives that challenge traditional tutoring practices and call forth a subversive practice that employs nuance to the tutorial.
“Writing Centers and Faculty Writing Retreats: Fostering Community, Productive Writing, and Increased Faculty Support”
Emily Carson and Mary Beth Simmons
The faculty writing retreats hosted at our Writing Center have garnered tremendous enthusiasm. This success reflects a much-needed, much-appreciated means of community building across disciplines and ranks.
“The Creolization of the Writing Center” Kimberly Clarke
George Washington University
This paper explores the creolization of writing centers as a means of heeding Jackie Grutsch McKinney’s call for “re-envisioning the boundaries of writing center work.”
“Mapping Translingual Literacy: Possibilities for Tutor Preparation” James Wright
University of Maryland, Baltimore
This presentation describes a tutor training activity that draws on reflective practice and literacy mapping to foreground social justice implications of a translingual orientation to contemporary writing center work.
“Navigating Translingual Tutorials: A Journal, An Apology and a Chance to Get it Right”
Banan Althowaini, Penn State University, University Park
This panel presentation by a graduate student in TESOL will frame the challenges faced by tutors who work with translingual writers, and will provide reasonable, replicable actions tutors can take to create welcoming and productive environments for international students who might otherwise be unfamiliar with westernized tutorial cultures.
“Power, Experience, and the Individual Tutoring Creative and Personal Writing”
In this round robin, we discuss how we can tutor creative/personal writing in a way that is observant of power dynamics, intersectional identities, and our role as facilitators, not fixers.
"’I Knew You'd Understand What I Was Trying to Say’: Self-Reflection and Shared Identity in the Writing Center”
Nicole Finocchio, Aisha Wilson-Carter, and Jamel Hudson
This roundtable explores the ways in which tutors and tutees can share identities. These commonalities shape sessions to be both productive and empowering, but at times uncomfortable, for the tutor.
“Hear me Out: Creating Safe Spaces for Students of Color”
Jouvanna Brame and Alicia Espinal-Mesa
Loyola University, Maryland
Attendees should be ready to actively listen and actively engage in discussion on how the writing center space can become a safe and welcoming space for students of color.
“Writing Administrator as Activist: Transforming Expectations and Pedagogical Strategies for Multilingual Student Writers”
Rachel E.H. Edwards and Carla Mannix
Our presentation provides a pragmatic and research-based approach to transforming faculty expectations and pedagogical strategies for multilingual student writers, thereby disrupting the privileged narrative of higher education.
“The Spectrum of ESL Writers: A Heuristic Approach to Providing Practical, Differentiated Support for ESL Students in Post-ESL Programs and Higher Level Undergraduate Courses”
Penn State University, Berks Campus
This presentation gives writing tutors a framework to understand the needs of ESL writers and how to continue to support their writing/learning as they advance past their ESL programs or preliminary courses.
“Cultivating Slowtime, or What I Learned on Summer ‘Vacation’”
James Berkey and Liz Mathews
Penn State, Brandywine
Summer months afford opportunities for writing center transformation: learn how we cultivated “slow time” to implement recursiveness and develop autonomy for our Writing Studio throughout the year.
Session B: 11:00-11:50 Business Hall
“Bridging the Gap: Establishing Collaborative Relationships with Developmental Writers through In-Class Tutoring”
Timothy Smith, Jay Barnica, Nicole Bollinger, John Zukowski, and Marissa Kopp
HACC, Central Pennsylvania's Community College
Explore the impact of an embedded tutoring program as tutors and administrators share strategies for engaging students, partnering with faculty, and developing activities to empower developmental student writers.
“Minoritized Writing Associates: Our Contributions and Relations to Writing Discourse”
Fayola Fair, Jovanté Anderson, and Kamini Masood
Writing Associates of marginalized identities must balance existing as minoritized members within writing discourse, as well as authorities of writing. This panel includes three Writing Associates who will explore the tension between these two positions through a moderated discussion.
“A Higher Order Concern: Service Work Through the Writing Center”
Daniel DeLuise, Julia Taormina, Rowan University, and Mary Aruffo, Glassboro Public Schools
Writing tutors are a valuable resource, especially in the K-12 learning community. Our presentation will show the benefit of service work in the Writing Center and how tutors can make a difference in their local schools.
“Centering Narratives: How Tutors Can Foster Empathy and Reflection in Composition Classrooms” Eileen Brumitt, Meg MIkovits, Cara McClintock-Walsh
Northampton Community College
This panel discusses a cross-institutional tutoring partnership designed to foster empathy among students in a summer writing class through tutor-facilitated workshops on oral storytelling and structured exchange of personal narratives.
“Writing Center Tutoring and its Place in the Writing Process”
Michael Heiss, Hofstra University
This Data Dash is a study proposal that examines who uses writing centers and what part of the tutoring experience motivates students to more proactively use writing center tutoring.
“Empowering Nontraditional Students” Susan Edele, Jazmine Lampley, Lindenwood University
One Writing Center’s mission to support graduate students and empower them to do their best writing by validating their voices and supporting their writing needs.
“We're Here, We're…Queer? Challenging Language to Define Sexuality and Gender in Writing Centers” Caitlin McLaughlin, Drexel University
My research examines language like “queer” and “LGBT” to define students in writing centers. I will identify gaps in the literature through qualitative methods and seek to fill those gaps.
“By A Name, I Know Not What To Call Thee: Preferred Pronouns in Writing Center Report” Justin Hopkins, Franklin and Marshall College
Expanding on my MAWCA 2017 presentation, I add new data and analysis to my examination of responses to my Writing Center’s policy to ask tutees for their preferred pronouns.
“Is the Writing Center a Tool of Empowerment or an Instrument of Oppression: Investigating Writing Centers and Identity in Graduate Tutor Training?”
Kerri Rinaldi, Immaculata University
This presentation examines how tutor training that investigates the intersection of identity and writing center work can contribute to challenging systemic oppression in academia.
“Playing the Game: Interrogating Privilege, Power and Possibility”
Danielle Fruehan, Veronica Garis, Amanda Snook, Penn State University
As an alternative to the Privilege Walk, come play our Privilege Board Game! Players will roll the dice and experience the ways intersectionality, precarity, and privilege shape our opportunities and learning skills.
“Call to Action: Taking Activism Beyond the Center”
Andrea Efthymiou, Tyler Thier, Nicholas Rizzuti
Our panel understands engagement as activism within the center and beyond, looking at writing center interactions within our spaces but also across international borders and in increasingly high-stakes writing situations.
“Mini-Regional Think Tank (Anyone can do it)”
Margaret Ervin and Julianna Balmer
West Chester University
The purpose of this presentation, in roundtable format, is to encourage MAWCA members, especially newer members, to take the leap to become a mini-regional host. Attendees will leave the roundtable with resources and a plan for next steps toward a mini-regional.
“Human Rights Praxis in the Writing Center: Access and Activism through Social Work Scholarship”
Benjamin Morgan, Marquetta Bond, and Virginia Carr
West Chester University
This presentation describes recent social work and writing center initiatives at WCU in Philadelphia, where practice has been challenged and informed by Human Rights principles.
“Racism in the Authority Complex” Daniel Israelsson, George Washington University
Through analysis of how race entered into a session’s the balance of authority, I analyze how consultants should consider how aspects of identity can factor into their session’s authority complex.
“Motivation and Mentorship Extending the Reach of Tutoring Among Black Women in the Writing Center” Candace Chambers, independent scholar
This session will explore the impact of the laboring between Black women tutors and clients in writing centers in the areas of identity, language discourse, and mentorship.
“Student Stories: The Effectiveness of Writing Center Practices” Tanique Philogene and Christian Lopez-Ashby, Loyola University, Maryland