MAWCAThe Mid-Atlantic Writing Centers Association |
MAWCA 2022 PROGRAM |
Tawes Lobby
Room 1310
Note: This session is accessible in person and as a live stream via Zoom. A link will be provided.
We will look briefly at the history of writing centers, then examine where we are now, and finally consider where we are or might be headed. How will we function within our tutors’ academic lives, as part of an academic community, and as part of an increasingly professional field of national and international writing centers?
Room 1221, Room 1123
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Julie Short, James Madison University
Gina Mingoia, Long Island University Post
Ysa Fernandez, Pennsylvania State University
MacKenzie Guthrie
Room 1310
Room 1100
Room 1100
Room 3132
Workshop
Beth Towle and Stephanie Davis, Salisbury University
This workshop will help participants develop assessment plans in collaboration with institutional research offices. Participants will share their data collection and reporting practices, and work together to build stronger assessments.
Room 1107
Panel
Lisa DiMaio, Drexel University
In sharing the results of her qualitative study that explored how peer tutors and multilingual tutees negotiated difference, the speaker will discuss how the interactions revealed inequalities in power and authority.
Idée Edalatishams, Janalyn Miklas, and Kendall Bryant, George Mason University
Multilingual graduate writers constantly negotiate their identity as writers, scholars, and individuals. This study examines writers’ perceived identities as they develop their writing skills in a Writing Center ESOL program.
Marina Ellis, University of Maryland, College Park
This presentation will discuss initial findings of a narrative-inquiry based study into tutors' and Spanish-speaking tutees' dispositions toward literacy and their effect on the experiences they have in the writing center.
Room 1106
Panel
Ozioma Ikejiani, George Washington University
Fear. Anxiety. Apprehension. Writers feel such emotions when working on their papers. This project acknowledges and evaluates ways consultants navigate writers’ apprehension, and how consultants promote self-confidence throughout their sessions.
Jurnee Louder, The George Washington University
With an interest in impostor phenomenon (IP), I will present findings from my study of the prevalence of IP in tutors within my writing center and discuss a possible intervention.
Room 1105
Panel
Seeda Henderson Williams, Towson University
Trauma-informed pedagogy is a theoretical framework that creates equitable education by giving students access to individualized instruction that considers their social context and emotional well-being. This theory maintains that the emotional, mental, and social well-being of students should be addressed as part of their learning to ensure successful development. The presenter will share their experience of researching and creating practical trauma-informed training to equip tutors to be trauma-sensitive.
Tyler Bassett, University of Maryland, College Park
Writing centers are primarily focused on addressing student’s needs and offering help. However, perhaps the help that writing centers offer should be expanded, given the ongoing mental health crisis that is largely prevalent amongst college students and has only been worsened during the COVID-19 pandemic. One such solution can be the adoption and advocation for writing based therapeutic practices by writing centers. These are accessible, low-cost, and can serve to help student’s writing, as well as their mental well-being and reduce the mental health crisis being experienced by students on their academic work.
Online Panel Presentation
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Kerri Rinaldi and Kelly George, Immaculata University
How can a writing center at a small, liberal arts college best equip students and peer tutors for multimodal composition? This presentation examines the benefits and challenges of a course-based collaboration with media studies faculty.
Elise Romero, University of Pittsburgh
How do we honor linguistic justice without jeopardizing a tutees ability to succeed in a world that expects White Mainstream English? Lasting solutions lie in uncomfortable conversations and honesty between tutors and tutees.
Tyler Thier, Hofstra University
Manifestos start with the individual in relation to oppressive systems. They end with a blueprint for liberation. How can they be implemented in staff development as a tool for empathy?
Room 1107
Susan Edele, Lindenwood University
Erin Green, University of Maryland, College Park
Vanessa Petroj and Jen Callaghan, Bryn Mawr College
Faith Sears, University of Maryland, College Park
Emma Simpson, York College of Pennsylvania
Eva Savill, York College of Pennsylvania
Room 3132
Workshop
Aaron Datta and Shree Venkataraman, The George Washington University
This workshop will discuss how to implement ethical writing center practices using a restorative justice system by examining the GWU writing center’s proposed ethics board and relevant case studies.
Room 1105
Panel
Margaret Ervin, Gabrielle Stanley, and Olivia Mathers, West Chester University
Our tutors recorded and coded the “research” sub-genres students brought to our center. Our analysis helps us focus on how best to help writers meet genre expectations that are often not spelled out in the assignment.
Room 1106
Panel
Kaitlin Quigley, Loyola University Maryland
Considering the importance of inviting the “whole person” into the writing center, this research examines the relationship between self-efficacy and presented ability throughout the course of a writer’s undergraduate career.
Karissa Wojcik and May Chung, National Defense University
This presentation offers strategies to help students work through writing anxieties. Our goal is to nurture military and security leaders for their next mission: to become more secure writers.
Kathryn Salada, Pennsylvania State University
A discussion on how to shift the educational conversation to include tutors and recognize their potential to supplement the efforts of the overworked educators.
Online Panel Presentation
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Carmen Meza, Mairin Barney, and Nyla Green, Towson University
This panel will use a community of practice framework to launch discussion about the ways in which writing centers can foster a community of learning and teaching through unified training models. Participants will learn about 3 different training contexts: Graduate Consultant Workshop, Writing Fellows and Faculty Partner Training, and Undergraduate Writing Assistant Training.
Room 1105
Panel
Allison Stanich, George Mason University
This session aims to discuss the challenges disabled writing center consultants may face as they navigate sessions relating to disclosure from the perspective of a passing disabled writing center consultant.
Brianna Broadwater, Rowan University
This presentation shares techniques that can be implemented to best help students with visual impairments in the writing center. How can we support students in virtual platforms where they might be using screenreaders, text-to-speech or other methods? What might we need to change in our current practices in order to ensure that students who are visually impaired feel comfortable and supported in the writing center?
Room 1107
Panel
Samaa Gamie, Dajah Burrows, Ezekiel Quattlebaum, and Tamia Lawrence, Lincoln University of Pennsylvania
By re-envisioning WC practices and services, WC practitioners can empower minority students to challenge and resist the racist linguistic, ideological, and socio-economic systems that disenfranchise them or affirm their marginality.
Room 1106
Panel
Yonatan Altman-Shafer and Isabel Duarte, The George Washington University
As multilingual consultants ourselves, we discuss how to approach sessions with multilingual and/or ESL students to maximize their writing experiences in a Writing Center environment.
Vivian Kong, George Washington University
There is a lack of attention in Writing Studies on multilingual consultants interacting with multilingual clients. I contend multilingual sessions have significant advantages without hindering client immersion in Standard English.
Jurnee Louder, The George Washington University
With an interest in impostor phenomenon (IP), I will present findings from my study of the prevalence of IP in tutors within my writing center and discuss a possible intervention.
Room 3132
Workshop
Vanessa Petroj, Anna Hsu, Arya Yue, Katherine Santarpia, and Linda Chen, Bryn Mawr College
Our workshop offers a window into the challenges that international and/or multilingual students face when looking at a writing prompt. We offer five writing prompts across different disciplines that include less familiar socio-political, literary, and popular topics from cultures across the world, as well as translanguaging.
Online Panel Presentation
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Brennan Thomas, Alyssa Baxter, Sarah Klein, and Scott Riner, St. Francis University
This panel examines how our tutors have adapted tutorial methods to accommodate our constituency's COVID-19-related concerns of accessibility, ease, and mental health following the full restoration of our face-to-face services.
Room 1107
Roundtable
Jen Callaghan, President of MAWCA, Bryn Mawr College
Join Executive Board members for an informal conversation about ways MAWCA can support its members.
Room 3132
Workshop
Maureen Roult, University of Maryland, College Park
This workshop will address teaching punctuation by relating it to suprasegmentals (pitch, tempo, pauses, etc.), with the input to be used to train tutors in explaining punctuation to students.
Room 1105
Panel
Caitlin Garrett, The George Washington University
This presentation will investigate the triangulation between multilingual writers, tutors, and faculty regarding dominant language conventions and explore how we can consult multilingual writers ethically and effectively.
Aisha Veras, Loyola University
This project explores the negative biases professors hold towards multilingual writers while investigating different programming and resources for multilingual students at a local university in Maryland.
Online Panel Presentation
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Jennifer Marx, Michael Heiss, Marylin Buono-Magri, and Aisha Wilson-Carter, Hofstra University
This presentation considers how writing centers can build equitable programs that maintain the benefits of in-person support while promoting the inclusivity and work-life balance that online tutoring invites.
Links will be provided to access these presentations, as well as materials from other online presentations. If you are attending the conference in person, feel free to use Rooms 1221 and 1123, which are available as spaces to sit and log in to the online portions of the conference.
Robin Edwards and Kim Mong, Harrisburg Area Community College
How one two-year college implemented LibWizard as a mechanism for submitting writing assignments and providing consistently structured feedback in asynchronous tutoring sessions.
Tara Friedman and Patricia Dyer, Widener University
We aim to address how a hybrid approach to writing center outreach best sustains our ethos of agility. We outline our current efforts of expanded outreach, including evening presentations, Q&A sessions, and small working groups, and detail future plans of expansion, such as an e-newsletter and short tutorial videos, as we formulate ideas on the writer center’s future spaces.