BREAKFAST 7:00 a.m. - 8:00 a.m.
A continental breakfast will be served in Behrakis Hall in the Creese Student Center. See campus map here.


POSTER SESSION 8:00 a.m. – 8:50 a.m.

P1. Innovative Scheduling System Increases Graduate-Student Consultations

Jessica Weidner, Ariel Slotter, Hilary Miller, and Dr. Karen Johnson
Shippensburg University

This poster presents one writing center’s scheduling innovation and how its enhanced usability and accessibility for graduate, online, and off-campus students led to an increase in writing center appointments.


P2. Brainstorming Techniques Tailored to Assignment Types and Learning Styles

Isabel Aldaba and Sophia Ennaboulssi
Edison Writing Center

Various brainstorming techniques will be displayed and altered to portray which are the most effective in guiding a tutee depending on the tutee’s learning style or assignment type.


P3. Marketing in the Writing Center: Involving a New Generation

Alexis Swingle and Michael Ebmeier
Loyola University Maryland

This poster presents issues surrounding marketing in the writing center in the context of a writing center’s educational mission.


P4. Diversity Without Borders: The Search for Identity in Writing Center Discourse

Christian Lopez-Ashby, Jouvanna Brame, Tanique Philogène
Loyola University Maryland

We explore how the merging of different divisions can influence the identities seen in the writing center. Also, by understanding the definition of diversity we promote collaboration between discourses.


P5. How Does the Role of Peer Coordinator Affect Collaboration in the Writing Center?

Daniel Magerman, Genevieve Stafforei, Lyndsay Goldfarb, Kayla Dusing
Pennsylvania State University

Does the relative authority of student coordinators over other peer tutors interrupt or enhance the collaborative goals of a writing center? This poster presentation will explore this question and more.


P6. Collaborative Literacy Practices

Erika Germann
Pennsylvania State University Berks Campus

This poster examines the overlaps between librarian and tutor discourses and offers concrete suggestions for how the groups can learn from one another and work toward improving students’ literacy.


P7. Improving the Writing Competencies of Transfer Students at the University

Michael Raup
University of Maryland, Baltimore County

This poster presents the Writing Center’s efforts to better reach and serve its transfer students, a large population that often feels underprepared for writing at a four-year institution today.


P8. Skill Exchange in Copy-Editing and Peer Tutoring

Kira Marshall-McKelvey and Mira Landschoot
Pennsylvania State University

This poster presentation will explore the synergistic relationship between peer tutoring and copy-editing in a professional setting. The goal of our presentation is to shed some light on how tutors can successfully transfer and apply various skill sets to any professional context as well as tutoring.

P9. An Unlikely Site: Defining the Writing Center in a Proprietary School

George Asimos
Temple University

This poster presentation details one experience of conceiving and implementing a Writing Center in the unique site of a for-profit career school.  The circumstances of this particular school, including the fragile internal political climate, and the students that form the economic base of this type of education will be presented.

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SESSION A 9:00 a.m. - 9:50 a.m.

A1. Innovating the Tutor-Tutor Relationship through the Lens of a Non-Native English Speaker

Ryan Stevens and Rhea Arora
Washington College

In this presentation, we will argue that our writing center should reconfigure the seminar curriculum for greater involvement from non-native speakers to familiarize other tutors with language codes.

MacAlister Hall 4016


A2. Paired Presentations on Scaffolding

Voices from a Conservatory: Motivational Scaffolding in Writing Center Tutoring and Beyond

Jelena Runic, Joshua Hughes, Ben Kapilow
Johns Hopkins University

We explore collaboration and innovation through motivational scaffolding in our Writing Center, and extend our findings to other collaborative spaces within the conservatory such as studio classes.

A Social Work Approach to Writing Center Practice: Using Self to Scaffold Student Learning

Adam Pellegrini
Columbia University

This presentation considers how social work scholarship on the “use of self” by clinicians might inform innovative approaches to writing center practice that scaffold student learning and impact social justice.

Papadakis Integrated Sciences Building 106


A3. Paired Presentations on Perceptions of Gender and Ethnicity in the Writing Center

Women as Innovators: Navigating the Female Tutor Role in a Male-Dominated Institution

Lucy Manley, Flora Xavier
Valley Forge Military College

Panelists will present data and experience from a larger research project about female cadets at a military college.  The research offers pedagogical implications for minority tutors in majority-dominated writing centers.

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"Rudy" or "Rodolfo": The Effect of the Perceived Ethnic Identity of  Tutors’ Names on Scheduled Writing Consultations

Rodolfo Barrett
James Madison University

Through analyzing the scheduling history of tutors with ethnically identifying names and preliminary results from an informal social experiment, we explore tutor naming and trends of  inclusivity/discrimination in scheduled consultations and directions for future research.

Pearlstein Business Learning Center 102


A4. Paired Presentations on Launching a Writing Center

The Dean, the Professor, the Administrator and Pew: How a Writing Center was Launched at Our University

Lori Salem
Temple University

This presentation offers a historical account (based on oral interviews and archival research) of the creation of Temple University's writing center.

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The Ethics of Access: Our University’s New Writing Center in Philadelphia’s Center City

Margaret Ervin, Ben Morgan, Sean Landia, Diane Greenwood
West Chester University

In 2014, West Chester University started a new writing center in Philadelphia to support our Center City programs. Our presentation will tell the story of the development of a partnership with faculty in which instruction in "research writing" is moving beyond "knowing APA." 

MacAlister Hall 4014


A5. Paired Presentations on Multilingual and Second-Language Writers

Cooperative Borders: Reaching Multilingual Tutees

Lisa Farley and Lauren Patterson
Drexel University

A peer tutor and ESL specialist share their strategies for collaboration to more effectively reach multilingual tutees; they describe how tutors and tutees can both benefit from this synergy.

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Navigating English Writing with Arabic speakers: Creating a New Synergy

Shannon McGinley
Camden County Community College

This presentation focuses on strategies for tutoring Arabic-speaking second language writers. Differences between the alphabets and grammatical points will be introduced for a better understanding of the challenges faced by this audience.

Pearlstein Business Learning Center 207


A6. Supporting Multimodal Composition: A Case Study in Cross-Campus Collaboration

J. Christian Tatu, Mathew Marlin, Sarah Pavlini, Leah Wasacz
Lafayette College

This presentation will explore various kinds of collaborations between writing center personnel, students, faculty, and professional staff aimed toward supporting multimodal composition in the writing center.

Papadakis Integrated Sciences Building  108  


A7. Paired Presentations on Different Approaches to Teaching and Tutoring

How Writing Centers Are Changing the Way I Assess My Students in the Classroom: Or Reevaluating How I Perceive Failure

Tom Polk
George Mason University

I intend to describe how we might use a perspective of productive failure, inherent to our writing center practice, to inform the teaching, learning, and assessment practices in our (writing) classrooms.

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Does Collaboration, Rather than Directivity, Work with English Language Learners?

David Dzaka
Messiah College

This presentation challenges the view that directivity rather than collaboration is the better approach to working with English Language Learners. It proposes active-learning activities as the way to go.

MacAlister Hall 4011


A8. What Your Writing Center Website Says About You

Jenny Spinner, Aimee Knight, Alicia Clark-Barnes
Saint Joseph’s University

We’ll show audience members how to conduct a self-critique of their writing center websites by examining ways in which their websites craft and anchor their centers’ identities through design, tone, definitions, and descriptions of tutorials, among other things. We'll engage participants in a short heuristic evaluation of their own sites (and send them home with a longer version as well.) We’ll also discuss challenges, and work-arounds, in our efforts to re-imagine these crucial digital spaces.

Papadakis Integrated Sciences Building  109


A9. How to Use Graduate Student Misconceptions to Guide Writing Center Innovations

Ariel Slotter, Jessica Weidner, Hilary Miller, Dr. Karen Johnson
Shippensburg University

Graduate students hold misconceptions that may prevent them from using writing centers. We will share how innovative marketing and reshaped tutoring practices impacted student perceptions and revitalized our tutoring program.

Papadakis Integrated Sciences Building 105    


A10. Bringing Methods To the Mysteries: Methods-Based Approaches to Writing Center Pedagogy

Serena Grant, Sydney Palmer, Caroline Beston, Sean Krazit 
University of Delaware

This panel describes research methods (survey, interview, theory, and discourse analysis), demonstrating their use to innovate in  areas including tutor-talk, writer attitude, assignment explication and tutor/writer cultural assumptions.

Pearlstein Business Learning Center 206


A11. Teamwork and Creativity: On the Field and in the Writing Center

Sarah Pasternak, Erica Buckley, Mamako Johnson, Anne McDermott
Immaculata University

Student-athletes and Writing Assistants share the similar skills it takes to progress in competition and in the writing center, including engaging in creative problem-solving and working efficiently as a team.

Papadakis Integrated Sciences Building 107

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SESSION B 10:00 a.m. – 10:50 a.m.

B1. Paired Presentations on Interdisciplinarity and Mentoring

Our Interdisciplinary Style: The Lensed Approach to Tutoring

Brennan Thomas, April Taylor, Lisa Casale, Jodi Kutzner
Saint Francis University

This presentation demonstrates how tutors utilize discipline-specific critical lenses to advance writers’ ability to synthesize disciplinary knowledge and discourse conventions in order to address effectively the expectations of interdisciplinary audiences.

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Adding A Spark: Creating Synergy with a Mentor for Tutor Training

Sandra Eckard, Katelin Delano
East Stroudsburg University

This presentation will outline a mentor-led training program to supplement regular tutor training activities. The director and the mentor will present the set-up and process as well as results from this innovative twist on tutor training.

Pearlstein Business Learning Center 206


B2. Paired Presentations on Alignment with Institutional Mission

Synergized Missions: Writing Centers and Their Institutions

Allison Hutchison
Virginia Tech

What happens when writing center and institutional mission statements are aligned? This presentation focuses on what writing centers and their institutions value.

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Making Synergy Manifest: Communicating How High School Writing Centers Develop the Learners Schools Want

Susan Frenck
Robinson Secondary School

This presentation explores how framing a high school writing center's work in alignment with the school's vision of successful learners can generate a synergistic relationship.

Papadakis Integrated Sciences Building 106


B3. The Overlooked Writing Center Staff: Office Workers

Lexie Pankowski, Erika German
Pennsylvania State University

This roundtable discussion focuses on collaborative efforts of tutors and office workers in the hope of prompting more innovation and synergy within writing centers.

MacAlister Hall 4016


B4. Listening to the Silence: Understanding ELLs’ Usage Patterns, Innovating our Writing Centers

Elisabeth Ursell, Leslie Allison
Temple University

This presentation will present preliminary results of a study on how second-year non-native-English-speaking students who use the writing center perceive their adjustment to academic and cultural aspects of U.S. academia.

MacAlister Hall 4014


B5. Evidence-Based Proxy Assessment: Proposing a Writing Center Research Collaboration

Kurt Schick, Madison Kreber
James Madison University

We propose to establish a research network among centers that that will collaborate to study the effectiveness of tutoring techniques across contexts.

MacAlister Hall 4011


B6. Paired Presentations: Morphosyntax and ELL Cross-Training

Doing Grammar: A Comparison of Writing Consultant Training in Morphosyntax

Evan DeFrancesco
The George Washington University

Conventional wisdom holds that writing centers don’t “do grammar,” but in practice they do “do grammar.”  Is introducing explicit morphosyntactic instruction to consultant training programs an innovation or a regression?

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Cross-Training Between Centers: Collaboration Working with English Language Learners

Kassandra Collazo
James Madison University

This session presents cross-training between writing tutors and language tutors to address tutor anxiety with English language learners.

Pearlstein Business Learning Center 102


B7. Interdisciplinary Catalyst: Songwriting in the Writing Center

Caroline Ferrante, Caroline Thompson, Ashley Culp
Montgomery College

Participants will experience the synergistic effect of interdisciplinary pursuits in the writing center through lyric-writing, peer feedback, and student presentations.  The final discussion will explore data-driven methods for workshop design.

Papadakis Integrated Sciences Building 107


B8. The Creative Conversation

Lindsey Rogers, Emily Goff
Herndon High School

Delve into writing creatively, learn how to create a space within writing centers for creative writing to flourish, and practice strategies to tutor this unique style.

Papadakis Integrated Sciences Building 109


B9. We and Our Shadows: Tutors Discuss the Synergy of Jane Tompkins and Writing Center Work

Ron DePeter, Taylor Blasko, Katelyn Lucas, Wendy Peterson
Delaware Valley University

Tutors discuss literary scholar Jane Tompkins’ relevancy to writing centers, and invite participants to explore and share how concepts like fear, risk-taking, and the performance model inform their tutoring experiences.

Papadakis Integrated Sciences Building 105


B10. Paired Presentation: Interpreting Studies and Lessons from the Newsroom

Bridge, Telephone, Window: Viewing the Writing Center Through an Interpreting Studies Lens

Anissa Sorokin
University of Maryland, Baltimore County

This presentation engages the discipline of language interpreting studies to add dimension to the ways in which we theorize and frame the idea of writing tutors as interpreters.

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Beyond the Byline: Using Collaborative Techniques from the Newsroom to Create Synergy in the Classroom

David Healey
Kaplan University

Reporting and writing for the news media is often a collaborative effort.  This presentation will examine some of the lessons of the newsroom that can apply to the classroom.

Pearlstein Business Learning Center 207


B11. Stop, Collaborate, and Listen

Jen Jolles and Lauren Lowe
Drexel University

Writers Room at Dornsife is a place for writing, reading, thinking, and being that unites members of the Mantua, Powelton, and university communities. This type of relationship asks a profound, yet simple question: what happens when we situate our pedagogies in public sites beyond the classroom?

Papadakis Integrated Sciences Building 108

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SESSION C 11:00 a.m. – 12:00 p.m.

C1. Paired Presentations: Positivity and Working with Graduate Students

YesAndthropy: The Importance of Humanity and Positivity in the Writing Center

Matt Jacobi, Andre Jones, Christina Mastroeni, Dave Veloso
Kean University

In the spirit of improvisational theater, we say “yes, and” to students’ ideas, to their identities, to their struggles and realities, and to each other.

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Working with Graduate Students When They Need It the Most (But Think They Need It the Least)

Lorraine Savage
Temple University

This presentation discusses the graduate support programs at one university and explores how the programs addressed the needs of advanced writers and built relationships across units at that university.

MacAlister Hall 4016


C2. Paired Presentations: Google Hangouts and Learning Commons

Hangout with the EWC: Creating Synergy in the Writing Center Experience

Daniel Gallagher, David Taylor, Michelle Bowman, Aimee Maxfield, Anna Dumonchelle
University of Maryland University College

The Effective Writing Center uses Google Hangouts on Air to interact with our worldwide student body synchronously and asynchronously, thanks to automatic YouTube video capture and posting.

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The Synergistic Surge: What We've Learned in Our First Three Years in the Learning Commons

Mary Beth Simmons
Villanova University

Learning Commons are a hot topic these days.  And they should be. What our Writing Center staff learned about becoming part of a Learning Commons will be instructive to any attendee.

MacAlister Hall 4014


C3. Creating a Synergistic Mind: Classroom, Community, & Transcontinental Collaboration

Tara Friedman and Patricia Dyer
Widener University

Collaboration has helped us understand the value of experiential learning and synergy as we think beyond the boundaries of the Writing Center and continue to watch our “Idea” of our Center evolve.

Papadakis Integrated Sciences Building 107


C4. Paired Presentations on Collaboration and Social Media

How We Operate: Structured and Unstructured Collaboration within the Writing Center

Kathryn Inskeep, Maria Miranda, Katherine Marzinsky
Kean University

This panel will explore how structured and unstructured collaborative activities empowered, invigorated, and unified our writing center and lead to innovations in services, marketing, and effectiveness.

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Social Media as Community Building Tool: How #WritingCenter Promotes Access, Invites Diversity through Transparency

Liz Mathews
Villanova University and West Chester University

Social media builds the writing center community. How might #writingcenter synergize with writers’ voices? Gain insights about digital community organizing from 2015’s #writingcenter campaign. It’s a #writingcenter Tweetup!

Papadakis Integrated Sciences Building 106


C5. Transactional Tutoring: Writing Center Pedagogy in a Classroom Context

Meg Mikovits, Meghan Cote, Chris Hassay, Tori Danner
Moravian College

This presentation explores how undergraduate writing fellows can work closely with composition classes to improve student engagement, familiarity with the writing process, and knowledge about writing at the college level.

Pearlstein Business Learning Center 206


C6. Representing All Voices: Collaboration between Two-Year Colleges and Four-Year Universities

Chandler McGowan and Zoey Mills
West Chester University

Two-year colleges are consistently overlooked in writing center pedagogy and representation. The panel examines this marginalization and calls for greater interaction and safe spaces for all centers to present themselves.

Papadakis Integrated Sciences Building 105


C7. Paired Presentations on Assessment

Of Asking and Acting: The Value of an Assessment Committee

Jessa Wood and Capria Fish
Bloomsburg University of Pennsylvania

Our presentation will discuss the value of an undergraduate assessment committee in encouraging and facilitating assessment work in our center in hopes that it will inspire and assist other centers.

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Quantitative Assessment of Specific Course Learning Objectives Based upon Specifically Implemented Faculty/Fellow Co-teaching Strategies

Samuel Waddell and McKenzie Raver
York College of Pennsylvania

Presentation will cover quantitative research conducted in collaboration between a faculty member and undergraduate fellow in a first year communications course to determine the type of and significance of any measurable difference realized by adding a fellow into a first year classroom.

Pearlstein Business Learning Center 102


C8. ReConnect: Meeting Your Neighbors - Outreach & Collaboration

Lisa Farley, Elise Ferer, Katherine Housman
Drexel University

The presenters share the rationale and logistics of the writing center’s collaboration called LWR (Language, Writing, and Research), where three specialists streamline the process of providing feedback for students.

Pearlstein Business Learning Center 207


C9. You Rocked that Writing: Strengths, Positive Feedback, and Transfer in the Writing Center 

Kelsey Hixson-Bowles, Roger Powell, Ciara Irwin
Indiana University of Pennsylvania

This interactive panel will lead participants through a discussion about how tutors can better enhance transfer of learning through positive feedback rooted in a strengths-based philosophy.

MacAlister Hall 4011


C10. Paired Presentations on Planning and Designing Writing Centers

Tutors Training Tutors: Setting Up a Writing Center at My Local Middle School

Sydney Hamrick
Centreville High School

Our presenter presents on setting up a writing center at the middle school level and the mentoring component that she’s included between her school’s and the middle school’s centers.

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Synergistic Writing Center Spaces    

Lisa Zimmerelli and Amy Myers
Loyola University Maryland    

In this panel, a tutor and a director will share how we intentionally designed our writing center (newly relocated) to foster student learning, promote efficiency, and create an open and accepting environment. 

Papadakis Integrated Sciences Building 108

   

C11. Collaboration in Creative Context

Laurel Kandianis
The Pennsylvania State University, University Park

Using collaboration to find innovative solutions to tutoring problems, this program emphasizes synergy between the superficially dissimilar practices of lawyers and tutors.

Papadakis Integrated Sciences Building 107


SESSION D 2:30 p.m. – 3:20 p.m.

D1. Paired Presentations on Learning Disabilities and Logical Fallacies

Understanding Learning Disabilities Within Writing Centers: Strategies to Encourage Students

Savannah Brown
Moravian College

This presentation discusses how strategies aimed at helping individuals manage ADHD can be utilized in tutoring sessions for all writers through the exploration or reinforcment of productive writing habits and executive functioning skills suitable to each writer's needs.

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When Trump Visits the Writing Center: Logical Fallacies in Student Writing and the Writing Center

David Halliwell
York College of Pennsylvania

Recognizing fallacies as crucial learning sites for student writers, this session shows surveyed literature and faculty experience with student writing, and seeks input and ideas for continuing research.

MacAlister 4011


D2. Invasion of the Third Space:  Problematizing Collaboration to Innovate the Studio Model

Celeste Del Russo, Andrew Davison, Michael Fotos, Andrea Quinn
Rowan University

How might we innovate the writing center studio model? Our panel explores the disconnect between the idealized pedagogy of third space and the pragmatic reality of writing center/writing program collaborations.

Pearlstein Business Learning Center 207


D3. Paired Presentations on Leadership

Indirect Fire

Megan FitzGerald

Receiving indirect fire during a ROTC field exercise is different from receiving indirect fire from a client. This paper discusses how synthesizing leadership makes better consultants and better clients.

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A Framework of Feelings: Reflective Tutoring Beyond the Writing Center

Olivia Barrow
The George Washington University

A writing center consultant is likened to a public official; both figures realize collaborative skills and empathetic leadership through a culture of self-reflection

MacAlister 4014


D4. Perspectives of Men of Color in Writing Center Work: Lost Voices Creating New Synergies

Richard Severe, Ameer Cooper, Marcus Garcia, Kevin Agyawka
Centenary College of New Jersey

It is noted that "writing center work is collaborative in a synergistic way." Our panel seeks to begin conversations on how collaborating with often marginalized communities create new writing center synergies.

Papadakis Integrated Sciences Building 109


D5. Synergies Among Writers and Tutors in Three Innovative Formats:  Enrollment Tutoring, Video Tutoring, and Writing Groups

Susan Lawrence, Alisa Russell, Kelsey Duquaine,  Holly Mason
George Mason University

The tutors on this panel explore how enrollment tutoring, video tutoring, and tutor-led writing groups create synergies different from those manifested in established one-on-one, face-to-face tutoring sessions.

Papadakis Integrated Sciences Building 107


D6. Synergies and Innovations from Five Collaborative Relationships in a University Writing Center

Terry Smith, Colleen Hendrickson, Jessica Land, Elizabeth Ranger
University of Maryland Eastern Shore

We discuss five collaborative relationships that exist within our center and the synergies and innovations that result from each: tutors and clients, professors, tutors, and director; writing center and university.

Papadakis Integrated Sciences Building 108


D7. Developing Synergy with International Multilingual Students in the Writing Center: Reflecting on Double-Consciousness in Writing Center Professional Development

Janeen White and Cassandra Modica
Pennsylvania State University

This workshop invites participants to consider their social identities in relation to international multilingual students and discuss possibilities for more egalitarian collaborations with these students in their writing center consultations.

Pearlstein Business Learning Center 206


D8. Workshop: How We Tutor in Different Situational Contexts

Craig Medvecky, Madison Nicolao, Jean Gillingham
Loyola University Maryland

As tutors, how do you adjust your approach to tutoring while working with different students? In this workshop, explore different approaches of tutoring by becoming the tutor and tutee yourself.

Pearlstein Business Learning Center 102


D9. Paired Presentations on Transfer of Tutoring Skills to the Workplace

What We Take With Us When Tutoring Ends: Transfer of Learning, RAD, and Writing Centers

Roger Powell and Julia Mohn
Indiana University of Pennsylvania

This collaborative, individual presentation will describe how one RAD study helped the co-presenters transfer knowledge and skills to other contexts. As time allows, the presenters will discuss how RAD could help audience members do the same.

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Mad Skills: Can Tutor Pedagogy Transfer to the Workplace?

Craig Moreau
Carnegie Mellon University

This presentation aims to extend the tutor training timeline by offering 1) professional development strategies beyond initial training practicums, and 2) reflective strategies for tutors to invent connections between WC skills and the application of those
skills in the workplace.

Papadakis Integrated Sciences Building 109


D10. "Partnerships in Action: Synergy in a New Inner-city Baltimore High School Writing Center"

Leigh Ryan, Lena Stypeck and Abigail Shantzis,
University of Maryland

Because internal and external educational communities cooperated, students at a Baltimore inner-city high school can now heed Michelle Obama’s advice and “get yourself to the writing center.”  Here’s the backstory—complete with college visits, writing workshops, award-winning conference presentations, and slam poetry.

Papadakis Integrated Sciences Building 105


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SIGS 3:30 – 4:30

SIG1. Writing Center Realities: A Community College Special Interest Group

Angela Rhoe and Miriam Läufer
Montgomery College

Participants are invited to engage in facilitated conversation on relevant issues in community college Writing Centers, using IWCA’s 2015 Position Statement for Two-Year College Writing Centers to guide the discussion.


SIG2. Antiracism Activism

Jessica Reyes and Kelsey Hixon-Bowles
Towson University

This SIG will provide a space for tutors and administrators to share their interest in anti-oppression work and to discuss how to make social justice an integral part of our centers.


SIG3. Collaboration and the Professional Tutor

Catherine Siemann, Beth Rees, Eurih Lee, Nancy Margolis, Seth Pollins, Steven Schultz, Mary Weatherup
New Jersey Institute of Technology and Villanova University

Professional writing tutors invite writing center professionals, writing specialists, and administrators to discuss the unique collaborative roles we play in our centers and institutions.

Works-In-Progress Workshop

Lisa Zimmerelli

Dr. Zimmerelli will lead a workshop dedicated to moving research projects forward.

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Mid-Atlantic Writing Centers Association,  West Chester University English Department, West Chester, PA 19383

MAWCA is a 501(c)6 non-profit organization.

Saturday Sessions 7:00 a.m. - 4:30 p.m.

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