8/3/2019 SWCA 2012

1/116

Pag

e0

8/3/2019 SWCA 2012

2/116

Southeastern Writing Center Association ConferenceNEXTGEN Writing Center

Richmond, KentuckyEastern Kentucky University

February 16-18, 2012www.studio.eku.edu

Stay Connected during SWCA

#swca2012

facebook.com/SWCAConference2012

open access to free wifi provided by EKU

8/3/2019 SWCA 2012

3/116

Pag

e2

Welcome from theConference Chair

Friends,

Welcome to Eastern Kentucky University, home of thehistoric Crabbe Library and Noel Studio for AcademicCye|t~t|! Weye zo {ld |o u~e o} sotv }z tv Rtcuwovd,Kentucky.

Our conference planning team and I have assembled whatwe hope will provide an inspiring and innovativeconference for you this year. In addition to a variety ofpvelz vd pyezev||tovz, o}ll vo|tce ve oppoy|}vt|tez

for you to exchange ideas with your colleagues, includingPitch Your Project sessions, state meetings, and digitalinstallations. Engaging the Next-Gen Writing Centertheme, we encourage you to think generatively aboutwriting center spaces and the compositions that createand shape them. During your conference experience, Iuope o}ll yecovztdey rwtlty cov~eyz|tovz utlecomposing next-generation spaces and exploring new

ideas in writing center theory and practice. Thiscovreyevce tz }vtq}e tv o|uey z z ell. We~e tv~t|edyou to join us in our new homethe Noel Studioin hopesthat collaborating in the space will bring as muchinspiration to you as it has for us during our first years ofoperation.

I offer my sincere appreciation to members of the SWCAExecutive Board; our local planning committee here atEKU; the program committee, Leslie Valley, Shawn

8/3/2019 SWCA 2012

4/116

Apostel, and Trenia Napier; Nancy Davis for heradministrative support; Deans Zeigler and Gardner; andformer EKU Dean of Libraries Carrie Cooper, now Dean ofLibraries at the College of William & Mary. Yourunwavering support of such an ambitious effort,generosity of time and space, and overall visionaryleadership made this conference possible. I offer a specialthank you to President Whitlock and Provost Vice fortheir enthusiasm for this conference and support of theNoel Studio.

Weye roy|}v|e |o be sotved b o}y dtz|tv{}tzued xevo|espeaker, Dr. Cynthia L. Selfe, Humanities DistinguishedProfessor in the Department of English at The Ohio StateUniversity and author of numerous books and articles on

computers and composition.Weye lzo ect|ed |o u~e {ye| re|}yed zpexeyz, Dy.Ellen Schendel and Dean Lee Van Orsdel, Grand ValleyState University, and Dr. Trixie Smith, Michigan StateUniversity. What a perfect group to set the tone for acovreyevce bo}| ve|-{ev yt|tv{ cev|eyz!

We hope you have an enjoyable and inspiring conferenceepeytevce z o} covztdey o}y yole tv |ue ve|-{evey|tov.

Russell Carpenter, Eastern Kentucky University2012 SWCA Conference Chair

8/3/2019 SWCA 2012

5/116

Pag

e4

Program Committee

Leslie A. Valley, Eastern Kentucky UniversityShawn P. Apostel, Eastern Kentucky UniversityTrenia Napier, Eastern Kentucky University

Local Planning

Committee

Leah Banks, Eastern Kentucky UniversityEmily Bayma, Eastern Kentucky UniversityAnna Collister, Eastern Kentucky UniversityNancy Davis, Eastern Kentucky UniversityBeverly Hisel, Eastern Kentucky University

Polly Rose, Eastern Kentucky UniversityJeremy Turner, Eastern Kentucky UniversityMarie York, Eastern Kentucky University

SWCA Executive

Board 2011-2012

PresidentKevin Dvorak, Nova Southeastern University (2012)Vice PresidentLaura Benton, Caldwell Community College and Technical

Institute (2012)SecretarySteve Price, Mississippi College (2012)TreasurerSandee McGlaun, Roanoke College (2012)

mailto:sprice@mc.edumailto:mcglaun@roanoke.edumailto:mcglaun@roanoke.edumailto:sprice@mc.edu

8/3/2019 SWCA 2012

6/116

Representative At LargeKim Abels, University of North Carolina - Chapel Hill

(2012)Representative At LargeMary Lou Odom, Kennesaw State University (2013)Community College RepresentativeSuzanne Previte, Volunteer State Community College

(2013)Secondary School RepresentativeJaimie Crawford, Berkeley Preparatory School (2013)Outreach CoordinatorSydney Davis Richardson, Salem College (2013)Southern DiscourseEditorChristine Cozzens, Agnes Scott College (2014)Webmaster

Shanti Bruce, Nova Southeastern University (Indefinite)

SWCA Executive

Board 2012-2013

Immediate Past President

Kevin Dvorak, Nova Southeastern University (2014)PresidentLaura Benton, Caldwell Community College and Technical

Institute (2014)Vice PresidentRussell Carpenter, Eastern Kentucky University (2014)SecretarySteve Price, Mississippi College (2014)TreasurerLeslie A. Valley, Eastern Kentucky University (2017)

mailto:kabels@email.unc.edumailto:modom3@kennesaw.edumailto:Suzanne.Previte@volstate.edumailto:crawfjai@berkeleyprep.orgmailto:sydney.davis@salem.edumailto:sprice@mc.edumailto:mcglaun@roanoke.edumailto:mcglaun@roanoke.edumailto:sprice@mc.edumailto:sydney.davis@salem.edumailto:crawfjai@berkeleyprep.orgmailto:Suzanne.Previte@volstate.edumailto:modom3@kennesaw.edumailto:kabels@email.unc.edu

8/3/2019 SWCA 2012

7/116

Pag

e6

Representative At LargeKaren Head, Georgia Tech (2014)Representative At LargeMary Lou Odom, Kennesaw State University (2013)Community College RepresentativeSuzanne Previte, Volunteer State Community College

(2013)Secondary School RepresentativeJaimie Crawford, Berkeley Preparatory School (2013)Outreach CoordinatorSydney Davis Richardson, Salem College (2013)Southern DiscourseEditorChristine Cozzens, Agnes Scott College (2014)WebmasterShanti Bruce, Nova Southeastern University (Indefinite)

State Representatives (2013)Florida: Kate Pantelides, University of South FloridaGeorgia: Beth Burmester, Georgia State UniversityKentucky: Leslie A. Valley, Eastern Kentucky UniversityMississippi: Brenda Robertson, University of MississippiNorth Carolina: Sara Littlejohn, University of North

Carolina at GreensboroSouth Carolina: Jennifer Kunka, Francis Marion UniversityTennessee: Stacia Watkins, Lipscomb UniversityVirginia: Patty Strong, Virginia Commonwealth University

mailto:modom3@kennesaw.edumailto:Suzanne.Previte@volstate.edumailto:crawfjai@berkeleyprep.orgmailto:sydney.davis@salem.edumailto:kpanteli@mail.usf.edumailto:bethburm@inbox.commailto:leslie.valley@eku.edumailto:egbgr@olemiss.edumailto:sjlittle@uncg.edumailto:jkunka@fmarion.edumailto:stacia.watkins@lipscomb.edumailto:prstrong@vcu.edumailto:prstrong@vcu.edumailto:stacia.watkins@lipscomb.edumailto:jkunka@fmarion.edumailto:sjlittle@uncg.edumailto:egbgr@olemiss.edumailto:leslie.valley@eku.edumailto:bethburm@inbox.commailto:kpanteli@mail.usf.edumailto:sydney.davis@salem.edumailto:crawfjai@berkeleyprep.orgmailto:Suzanne.Previte@volstate.edumailto:modom3@kennesaw.edu

8/3/2019 SWCA 2012

8/116

About the Keynote Speaker:Cynthia L. Selfe

Keynote Presentation:Friday, Keen Johnson Ballroom, 6:00-7:15 p.m.

Cynthia L. Selfe is the Humanities DistinguishedProfessor in the Department of English at The Ohio StateUniversity. With Gail Hawisher, she is the co-editor ofComputers and Composition: An International Journal,and she is the co-founder and Executive Editor ofComputers and Composition Digital Press. In 1996, Selfewas recognized as an EDUCOM Medal award winner for

8/3/2019 SWCA 2012

9/116

Pag

e8

innovative computer use in higher educationthe firstwoman and the first English teacher ever to receive thisaward. In 2000, Selfe, along with long-time collaboratorGail Hawisher, was presented with the OutstandingTechnology Innovator award by the CCCC Committee onComputers. Selfe has served as the Chair of theConference on College Composition and Communicationand the Chair of the College Section of the NationalCouncil of Teachers of English.

Selfe is the author of numerous articles and books oncomputers including Literacy and Technology in the 21stCentury, the Perils of Not Paying Attention (SIU Press,1999), Creating a Computer-Supported Writing Facility(Computers and Composition Press, 1989), and

Computer-Assisted Instruction in Composition: CreateYour Own (NCTE, 1986); and she is a co-author ofLiterate Lives in the Information Age: Narratives ofLiteracy from the United States (with G. Hawisher,Lawrence Erlbaum, 2004), Writing New Media: Theoryand Applications for Expanding the Teaching ofComposition (with A. Wysocki, J. Johnson Eilola, and G.Sirc; Utah State University Press, 2004), Computers andthe Teaching of Writing in American Higher Education,1979-1994: A History(with G. Hawisher, P. LeBlanc, andC.s Moran, Ablex, 1996), and Technical Writing(with M.Lay, B. Wahlstrom, S. Doheny-Farina, A. Hill Duin, S. BurgusLittle, C. Rude, and J. Selzer, Irwin, 1995 and 2000).

Selfe has also edited or co-edited several collections of

essays on computers, including Multimodal Composition:Resources for Teachers (Hampton Press, 2007),

8/3/2019 SWCA 2012

10/116

Gaming Lives in the Twenty-First Century(with G.Hawisher, Palgrave Macmillan, 2007), TechnicalCommunication: Outcomes and Approaches (Baywood,2007), Global Literacies and the World-Wide Web(withG. Hawisher, Routledge, 2000), Passions, Pedagogies, and21st Century Technologies (with G. Hawisher, Utah StateUniversity Press and the National Council of Teachers ofEnglish, 1999), Literacy and Computers: ComplicatingOur Vision of Teaching and Learning with Technology(with Susan Hilligoss, MLA, 1994), Evolving Perspectiveson Computers in Composition Studies: Questions for the1990s (with G. Hawisher, NCTE and Computers andComposition Press, 1991), Computers and Writing:Theory, Research, and Practice(with D. Holdstein, MLA,1990), and Computers in English and Language Arts: The

Challenge of Teacher Education (with D. Rodrigues and W.Oates, NCTE, 1989), Critical Perspectives on Computersand Composition Instruction (with G. Hawisher, TeachersCollege Press, 1989).

With Kathleen Kiefer (Colorado State University), Selfefounded the journal Computers and Composition: An

International Journal for Teachers, which she continues toedit today with Gail Hawisher (University of Illinois). Selfeand Hawisher have also edited several series on computeruse in composition classrooms including: Advances inComputers and Composition Studies (Computers andComposition), New Directions in Computers andComposition (Ablex), and New Dimensions in Computersand Composition Studies (Hampton).

8/3/2019 SWCA 2012

11/116

Pag

e10

About theFeatured Speakers

Featured PresentationFriday, Session D, 10:45-11:45 a.m.

Ellen Schendel, Grand Valley State UniversityEllen Schendel is the Director of the Fred Meijer Center forWriting as well as an Associate Professor in the WritingDepartment. After earning her Ph.D. in English/Rhetoricand Composition from the University of Louisville in 2000,she came to GVSU and became the director in 2003.Under her guidance, faculty outreach and support hasgrown and the number of student consultations has more

than tripled. Her scholarship focuses on writingassessment, writing program administration, collaborativewriting, and writing center theory & practice. She has beena regular presenter at various writing center conferencesand the Conference on College Composition &Communication as well as serving on the executive boardsof state, regional, and international writing center

organizations and sitting on the editorial boards ofWPA:Writing Program Administration, Composition Studies,and the Journal of Writing Assessment. She is also theundisputed mayor of the Writing Center on Foursquare.

Lee Van Orsdel, Grand Valley State UniversityLee Van Orsdel has been the Dean of University Librariesat Grand Valley State University in Allendale, Michigan,

since 2005, following six years as Dean of Libraries atEastern Kentucky University. She is active in the American

8/3/2019 SWCA 2012

12/116

Library Association, serving on its Task Force on theGoo{le Se||lewev| vd ov ACRLz Ledeyzutp Recy}t|wev|and Development Committee. A frequent writer andspeaker on scholarly publishing, Van Orsdel is a foundingmember of the Institute on Scholarly Communications and wewbey or |ue boyd or SPARC, |ue oyldz ledtv{coalition for reform in the areas of publishing andinformation sharing. Van Orsdel was responsible forde~eloptv{ |ue ~tztov roy Gyvd Vllez ve wtv ltbyy, $70 million project to be completed by May of 2013.

Van Orsdel earned a B.A. degree in History and Frenchfrom Samford University, Birmingham, Alabama, an M.A.in History from Florida State University, and an MLIS fromthe University of Alabama.

8/3/2019 SWCA 2012

13/116

Pag

e12

Featured PresentationSaturday, Session H, 9:45-10:45 a.m.

Trixie G. Smith, Michigan State UniversityTrixie G. Smith is Director of the Writing Center and amember of the faculty in Rhetoric & Writing at MichiganState University. Her teaching and research revolve aroundwriting center theory and practice, writing across the

curriculum, writing pedagogy, and teacher training. Theseareas often intersect with her interests in pop culture,service learning, gender studies, and activism. Recentpublications include a book chapter in (E)mergingIdentities: Graduate Students in the WritingCenter, several articles inSouthernDiscourse,COMPbiblio: Leaders and Influences in

Composition Theory and Practice(with Allison Smith andKaren Wright, Fountainhead Press, 2007)a referencebook focusing on the career arcs of leaders in compositionstudies, the textbook The Pop Culture Zone: WritingCritically about Popular Culture(with Allison Smith andStacia Watkins, Cengage/Wadsworth, 2009), Teaching inthe Pop Culture Zone: Using Popular Culture in theWriting Classroom (with Allison Smith and RebeccaBobbitt, Cengage/Wadsworth, 2009), and Movies, Music,and More: Advancing Popular Culture in the WritingClassroom (with Joseph Darowski, Fountainhead Press,2011). Upcoming work includes a WAC/WID Handbookfor Fountainhead Press (with Allison Smith) and a 2ndedition ofThe Pop Culture Zone. Smith is also one of theseries editors for the Fountainhead Press X Series for

Professional Development.

http://www.swca.us/newsletters.htmhttp://www.swca.us/newsletters.htmhttp://www.swca.us/newsletters.htmhttp://www.swca.us/newsletters.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.fountainheadpress.com/titles/1-59871-070-0.htmhttp://www.swca.us/newsletters.htmhttp://www.swca.us/newsletters.htm

8/3/2019 SWCA 2012

14/116

8/3/2019 SWCA 2012

15/116

Pag

e14

8/3/2019 SWCA 2012

16/116

8/3/2019 SWCA 2012

17/116

Pag

e16

8/3/2019 SWCA 2012

18/116

Crabbe Library andNoel Studio History

Ez|eyv Kev|}cx Uvt~eyzt|z oyt{tvl ltbyy b}tldtv{,designed by architect C.C. Weber in the Classical Revivalstyle with four Ionic columns facing University Drive, was

completed in 1924. The Noel Studio for AcademicCye|t~t|z zptyl z|tycze-encompassed reception deskoccupies the original Crabbe Library, named for John GrantCrabbe, EKU president from 1910-1916.The campuscommunity realized almost immediately that the CrabbeLibrary, built to accommodate 200 students, wasinsufficient for the rapidly growing student body, and, in1935, Cybbe Ltbyyz rtyz| ddt|tov errec|t~el do}bled

|ue ltbyyz zte vd tvcl}ded |ue Gyvd Redtv{ Roow,located just outside the Noel Studio.

Tue 1935 ddt|tov z vo| |ue ltbyyz lz|. Iv 1967, |uelibrary added a wrap-around extension and an additionalfloor, nearly quadrupling library space. The reconstructednew front entrance, which had a total of six columns,

z}ccezzr}ll wtv|tved |ue b}tldtv{z clzztc ppeyvce. In1994, the completion of the Thomas and Hazel LittleBuilding added a modern twist and linked the oldestbuilding on campus, the 1874 University Building, with theCrabbe Library and expanded library space by nearly fiftypercent. The unique sky-lit atrium created during thisproject is the site of the library caf, a popular gatheringspace for faculty and students. Including additionsconstructed in 1935 and 1967 and major renovations in1983 and 2010, the library now encompasses a span of

8/3/2019 SWCA 2012

19/116

Pag

e18

over one-hundred thousand square feet and is home tonearly seven-hundred thousand books.

In 2003, changes in student need once again promptedEKU Libraries to evaluate its spaces; however, this timeshifts in service paradigms and major renovations led tothe development of a new service point. In seven shortyears, an idea was born and enhanced by a creative teamdedicated to an innovative library space: an integratedservice point providing assistance not only for research,but also for writing and communication, which wouldserve students well into the future. In 2010, the dreambecame reality when renovations to 10,000 square feet ofspace located in the heart of the 1924 and the 1935areas of Crabbe Library were completed to integrate

writing, oral communication, and research support in theNoel Studio for Academic Creativity.

8/3/2019 SWCA 2012

20/116

Crossword PuzzleLearn more about the Noel Studio by completing this crossword puzzle. Talkto Noel Studio staff, use Google, and look around. Have fun researching!

Across Down

1 The Noel Studio classroom3 Song that inspired a student

promo for the Noel Studio5 The band that inspired the Noel

Studio flash mob6. Name of Dan Barness sculpture8 Sv{ Ill be tv w S|}dto on TV

10 TV show that inspired a studentpromo for the Noel Studio11 Ron and Sherrie Lou ____

2 Title of Noel Studio studentemployees

4 Noel Studio zombie game wasinspired by this card game

7 Nickname for Noel Studio pedway9 Unofficial Noel Studio Mascot

8/3/2019 SWCA 2012

21/116

Pag

e20

8/3/2019 SWCA 2012

22/116

8/3/2019 SWCA 2012

23/116

Pag

e22

Program at a Glance

Thursday, February 16, 2012

Registration 10:00 a.m.-7:00 p.m.Noel Studio Foyer

Noel Studio Tours 10:00 a.m.-12:00 p.m.Noel Studio Greenhouse

Opening Session12:00-12:45 p.m.Noel Studio Discovery Classroom

Session A 1:00-2:30 p.m.Session B 2:45-3:45 p.m.

State Meetings 4:00-5:00 p.m.

Crabbe Library/Noel Studio Tour 4:00-5:00 p.m.Noel Studio Greenhouse

Meet & Greet 5:00-6:30 p.m.Noel Studio Greenhouse

SIGs 6:30-7:30 p.m.

2011 SWCA Executive Board Meeting 7:00 p.m.Hanters Resuavranu

8/3/2019 SWCA 2012

24/116

Program at a Glance

Friday, February 17, 2012

Registration 7:45 a.m.-NoonNoel Studio Foyer

Noel Studio Tours 7:45-8:45 a.m.Noel Studio Greenhouse

Breakfast 7:45-8:45 a.m.Government Docs, Crabbe Library

Session C 9:00-10:30 a.m.

Session D 10:45-11:45 a.m.

Lunch with Installation and Poster Presentations12:00-1:30 p.m.Government Docs and Noel Studio Greenhouse

Session E 1:45-3:15 p.m.

Session F 3:30-4:30 p.m.

Session G 4:45-5:45 p.m.

Keynote 6:00-7:15 p.m.Keen Johnson Ballroom

Keynote Reception 7:45-9:30 p.m.

Regal Beagle246 W. Main St.

8/3/2019 SWCA 2012

25/116

Pag

e24

Program at a Glance

Saturday, February 18, 2012

Awards Breakfast and Introduction of 2012President 8:00-9:30 a.m.Keen Johnson Ballroom

2012 SWCA Executive Board Meeting9:45-10:45 a.m.Noel Studio Conference Room

Session H 9:45-10:45 a.m.

Session I 11:00 a.m.-12:30 p.m.

8/3/2019 SWCA 2012

26/116

Thurs. FEB. 16, 2012

Registration 10:00 a.m.-7:00 p.m.Noel Studio Foyer

Noel Studio Tours 10:00 a.m.-12:00 p.m.Noel Studio Greenhouse

Opening Session 12:00-12:45 p.m.

Next-Gen SWCA: Perspectives

on Future Directions

Noel Studio Discovery Classroom

Kevin Dvorak,Nova Southeastern University,andLauraBenton,Caldwell Community College and Technical Institute

How could SWCA help you build momentum or serve as acatalyst for the work that you do in the writing center?Come share your ideas about SWCA with executive boardmembers. Bring questions and come prepared toparticipate in an interactive session that focuses on therole of SWCA in facilitating next-gen writing center work.

8/3/2019 SWCA 2012

27/116

Pag

e26

Session A 1:00-2:30 p.m. (Thursday 2/16)

WK: Veiled Mirrors, Silenced

Ghosts: Dispelling Language

Ideologies in a Dialectally-

Diverse Space by Illuminating

the Invisible Minority

R&I Conference RoomTricia A. Saab, Eastern Kentucky UniversityThis workshop will address how American languageprejudices manifest in writing classrooms. After identifyingour own dialectal variants and those of our students, wewill practice using the linguistically-endorsed technique,contrastive analysis, in consultations. Moreover, we willdiscuss ways to promote dialectal awareness and diversity

in writing centers and universities.

WK: Let's Make it Messy:

Reimagining the Consulting

Philosophy Statement

Library 319Elena Garcia, Michigan State University

Consulting philosophy statements are importantarticulations of beliefs and practices but are notoriouslydifficult to write. In this workshop participants will engagein an approach that looks to make the process ofdeveloping consulting philosophies messier with the goal ofseeing such statements differently.

8/3/2019 SWCA 2012

28/116

WK: Considering our Audience(s):Designing an Effective Writing

Center

Noel Studio Discovery ClassroomJohn Chrisman and Jennifer Mary Kranz MacDonald,

Daytona State College

The goal of this workshop is for participants to considerthe rhetorical nature of space design. Attendees will think

of ways to redesign their space as they consider themultiple audiences they serve. The facilitators will providevarious manipulatives to help the participants explore themany configurations available.

WK: A Critical Thinking Training

Model: Integrating the Intellectual

Standards into MultimodalComposition Consultations

R&I ClassroomModerator: Leslie A. ValleyLeslie A. Valley, Landon Berry, Pam Golden, Arie May, Dana

McClain, and Stacy Wilder, Eastern Kentucky University

To increase their comfort when working with multimodalcomposition, consultants in the Noel Studio for Academic

Creativity at Eastern Kentucky University participated intraining focused on the Paul and Elder IntellectualStandards of Critical Thinking. This workshop willdemonstrate the training process and invite participants toevaluate their consultation methods.

8/3/2019 SWCA 2012

29/116

Pag

e28

Session A 1:00-2:30 p.m. (Thursday 2/16)

Environment and Identity in the

Next-Gen Writing Center

Library 108Moderator: Robert A. Russell

Developing a Hospitable Method: Recursive Theoryand Practice in the Writing Center

Brandy Grabow, North Carolina State University

The Next-Gen writing center is the space in whichhospitality theory and practice come together to create ahospitable method. Although critical work has been doneapplying this theory and practice to the compositionclassroom, the classroom is not a viable space for

hospitality. Only in the writing center can hospitality bepracticed in the university setting.

Color Me Productive: Color Theory in the WritingCenter

Lindsey Durham and Sarah King, Lipscomb University

At the Lipscomb University Writing Studio, we desire toprovide effective consultations as well as foster an

aesthetic learning environment. In this presentation, wewill discuss basic principles of color theory and colorpsychology, as well as their application in the writingcenter. We will explore how colors affect tutors andclients during tutoring sessions, as well as the way colorimpacts students on campus who view writing centeradvertisements or handouts.

8/3/2019 SWCA 2012

30/116

Tvn and Face uhe Suante: ManatintOrganizational Change in the Writing Center andBeyond

Robert A. Russell, East Tennessee State University

Merging. Restructuring. Consolidating. Whatever youruniversity chooses to call it, combining departments can bea traumatic experience for writing center administrators,tutors, and even clients. This presentation will offersuggestions, based on leadership theory and personalexperience, to writing center staff facing the threatorrealityof organizational changes.

Fom Commvue uo Suvdenu: The Wiuint CenuesRole in Constructing Student Identity

Joseph Cunningham, University of Cincinnati Clermont College

On two-year, non-residential campuses, many studentspossess a commuter mentality as z|}dev|z peycep|tovz orthe university experience consists of merely attendingcourses. This presentation will discuss how writing centersserve as integral zones of identity construction wherestudents actively construct college culture by creatingdynamic environments for students to improve theirwriting process.

8/3/2019 SWCA 2012

31/116

Pag

e30

Session A 1:00-2:30 p.m. (Thursday 2/16)

Emerging Methods for the Next-

Gen Writing Center

Library 128Moderator: Graham Stowe

From Basement to Breakout Space: My WritingCenter Odyssey and What that Means for Next-Generation Consultants

LeAnn Stokes, Eastern Kentucky University

The rapid advancement of technology and its availability tostudents is reshaping the role of writing centerconsultants. The presenter will use personal experience todiscuss how her role was reshaped, how her consulting

method developed, and what other writing consultantscan do to meet the needs of twenty-first century collegestudents.

Reconfiguring Writing Center Lore for the Next-GenWriting Center

Graham Stowe, University of South CarolinaThis presentation investigates how to modify and reinventthe lore of writing center pedagogy. I outline some of thetraditional methods we teach our tutors and, then, moveto a discussion of what these methods would look like inthe reconfigured space of the next-gen writing center.

8/3/2019 SWCA 2012

32/116

Keeping up with the New Generation: Technology asEssential to the Life of the 21st-Century WritingCenter

Stacy Wilder, Eastern Kentucky University

Tecuvolo{z yole tv cdewe tz cyt|tcl, impacting theyt|tv{ cev|eyz btlt| |o collboy|e t|u z|}dev|z. Tutzpresentation examines the place of technology ineducation, how consultations must adapt to technology,and how space can be incorporated into technology use,resulting in a tailored and effective consultation for boththe consultee and consultant.

8/3/2019 SWCA 2012

33/116

Pag

e32

Session A 1:00-2:30 p.m. (Thursday 2/16)

Integrating Creativity in the Next-

Gen Writing Center

Combs 225Moderator: Edward A. Szeman

Workshop to Writing Center: Integrating Creative

Writing in Academic CentersEdward A. Szeman, Winthrop University

This research notes the absencequestions the causes ofthis absenceof creative writing in writing centers. Itoffers evidence to show how it has been overlooked infavor of traditional academic forms. Finally, it providesadapted tutoring strategies for writing centers seeking to

open themselves to creative writing students.

The Best of Both Worlds: Integrating theSpecialist/Generalist and Professional/PeerDichotomies in an Art and Design Wiues Suvdio

Jennifer Johnson, Savannah College of Art and DesignResearch suggests that writing centers can meet thediscipline-specific needs of students through a combination

of generalist writing professionals and specialist peertutors. This presentation explores how characteristics ofboth specialist and generalist tutors can enhance thestudent experience in a writing center and represent bestpyc|tcez roy z|}dev|z veedz.

8/3/2019 SWCA 2012

34/116

Believing in Our Roles in Writing Centers: HowPerformance Ideologies Influence Our Work

Tony N. Ricks, Athens State University

I explore the concept of performance as it pertains towriting center work. How does the writing center functionas a stage upon which tutors/tutees perform? Whatperformances do our spaces invite? Wu| doez {oodperformance look like in our centers?

Deliberate Practice and Writing Excellence: WhatCan Writing Instructors Learn from Chess Mastersand Concert Violinists?

Sara Boslaugh and Jeff Cebulski, Kennesaw State University

Everyone acknowledges that process is an important focusin composition studies, but what exactly characterizes the

process of expert writers from beginners and also-rans?This presentation uses the theory of deliberate practice tosuggest a process which has reliably produced expertise infields as varied as chess, music, and sport.

8/3/2019 SWCA 2012

35/116

Pag

e34

Session B 2:45-3:45 p.m. (Thursday 2/16)

Walking Out of the Center and

into the Classroom: Using Writing

Center Programs to Build

Connections with First-year

Writing and WAC ProgramsNoel Studio Discovery Classroom

Moderator: Kevin DvorakKevin Dvorak, Shanti Bruce, Denise Pichardo, Sara Stanley,

and Cristine Busser,Nova Southeastern University

Writing fellows, embedded tutoring, and course-basedtutoring programs provide writing centers with uniqueopportunities for working more closely with students andfaculty than the general writing center model does.Facilitators and participants will explore how theseprograms can help centers integrate their work within thelarger campus communities they serve.

Until "the bridge you need be

form'd": Re-envisioning

Composing Space in UT Martin's

Writing Center

Library 319Moderator: Anna H. Clark

Anna H. Clark, Beth Walker, and Tiffany Olasunloye,University of Tennessee at Martin

Our presentation will focus on three areas that haveformed a bridge between writers and tutors during the lastquarter of a century: the physical space of the center, thechanging technology that has moved us beyond the first

decade of the 20th century, and the intellectual space that

http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1616211&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1616211&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1530286&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1530286&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1607599&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638375&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638375&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638375&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638376&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638376&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638376&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1638375&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1607599&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1530286&article=1135&for=editor%27)http://popup%28%27contact.cgi/?popup=yes&window=contact&context=swca-conference2012&u=1616211&article=1135&for=editor%27)

8/3/2019 SWCA 2012

36/116

helps us create a safe and inviting environment fortutoring.

Next-Gen Writing Center

Strategies for a Next-Gen

Economy

R&I ClassroomModerator: Rachel H. Greil

Rachel H. Greil, Mary Lou Odom,and Vickie Armour-Hileman,Kennesaw State University

In the emerging knowledge economy of the 21st-century,individuals will be expected to think and write fluidly,flexibly, and in both original and collaborative ways. Thisroundtable will explore how writing centers can adaptexisting practices in more intentional ways to preparestudents to succeed in the future.

They Saw and Believed:Tutoring through Video

Workshops

Library 108Moderator: Jerrica WilliamsJerrica Williams, Kyle Dobson, and Christina Cook, Armstrong

Atlantic State UniversityOur study discusses the planning and filming of videoworkshops about writing. Research for this projectincludes evaluating writing-related videos on socialnetwork sites as well as reviewing articles on video-enhanced learning. We intend for our project to servewriting center professionals considering a similar foray intovideo-supported tutoring.

8/3/2019 SWCA 2012

37/116

Pag

e36

Session B 2:45-3:45 p.m.(Thursday 2/16)

Composing in a Next-Generation

Space: Perspectives on

Technology, Praxis, and

Pedagogy

Library 128Moderator: Russell Carpenter

Shawn P. Apostel, Leslie A. Valley, Trenia Napier, and RussellCarpenter, Eastern Kentucky University

In the Noel Studio, students and consultants compose in avariety of public and private spacesbreakout spaces,presentation practice rooms, the greenhouse and inventionspacedepending on the rhetorical situation of theconsultation. While some spaces foreground creative

invention and group collaboration, other areas facilitatetraditional one-on-one feedback. This session examinesthe pedagogy employed by the Noel Studio as weapproach the two-year mark of operations.

Staffing a (new) Writing Center

Primarily with Professionals:

Advantages and

DisadvantagesCombs 225

Moderator: Lauren E. HumphreyLauren E. Humphrey,University of Central Florida and Daytona

State College; Chris Gebhardt, Daytona State College;Patrick Love, Daytona State College;and Rebecca Block,Daytona State College

Establishing a culture of learning is integral for a beginning

writing center, and other cultures formed within writingcenters inevitably have an effect on overall consulting

8/3/2019 SWCA 2012

38/116

practices and norms. In our session, we will explore thedynamics of creating a writing center culture with apredominantly professional, full-time staff.

8/3/2019 SWCA 2012

39/116

Pag

e38

Session B 2:45-3:45 p.m. (Thursday 2/16)

Next-Gen Perspectives on

Writing Center Work

R&I Conference RoomModerator: Rachel L. Olsen

Rethinking ESL Tutoring Strategies: Lessons fromGermany

Tank Steiner, University of North Carolina at Pembroke

During a recent experience tutoring ESL students inGermany, I was given the opportunity to experiment withand develop a new approach to ESL tutoring that wasboth less stressful for the tutor and more productive forthe tutee. Since returning to the U.S., I have implemented

this approach and plan to share the results in thispresentation.

Response Mediums and Their Effects on WritersJessica Littlejohn, University of Montevallo

The medium used by teachers and writing consultants toyezpovd |o z|}dev|z oyx cov~ez z w}cu tvroyw|tovas words used in a paper critique. The choice of pen, pencil,

or highlighter creates underlying meaning and affects az|}dev|z ||t|}de |oydz r}|}ye yt|tv{ zzt{vwev|z.

Asking for It: Negotiations between Programmingand Space in the Writing Center

Rachel L. Olsen, Oklahoma City Community College

Despite research suggesting the contrary, required

tutoring is often discouraged as a way to help studentssucceed as writers. My presentation will examine how a

8/3/2019 SWCA 2012

40/116

required tutoring initiative can act as the underpinning ofwelcome changes, both physical and philosophical, to ayt|tv{ cev|eyz cowpozt|tov.

8/3/2019 SWCA 2012

41/116

Pag

e40

State Meetings 4:00-5:00 p.m. (Thursday 2/16)

Alabama,Kevin Dvorak

Library 108

Florida, Kate Pantelides

Noel Studio Discovery Classroom

Georgia, Beth Burmester

Breakout Space 3 and 4

Kentucky, Leslie A. Valley

R&I Commons Cul-de-Sac

Mississippi, Brenda Robertson

Noel Studio Conference Room

North Carolina, Sara Littlejohn

R&I ClassroomSouth Carolina,Jennifer Kunka

Library 319

Tennessee, Stacia Watkins

R&I Conference Room

Virginia, Patty Strong

Presentation Suite

Ir o}ye vo| plvvtv{ |o ||evd z||e wee|tv{, pleze sotvus for a walking tour of the Crabbe Library and artwork.Meet in the Noel Studio Greenhouse (near Stargate).

Guides: Betina Gardner, Interim Dean of Libraries, andTrenia Napier, Noel Studio Research Coordinator

8/3/2019 SWCA 2012

42/116

Meet & Greet withCynthia L. Selfe

Noel Studio Greenhouse

5:00-6:30 p.m. (Thursday)Welcome by Doug WhitlockPresident, Eastern Kentucky University

SWCA Pyeztdev|z WelcoweKevin Dvorak

Refreshments will be served.

8/3/2019 SWCA 2012

43/116

Pag

e42

Special Interest Groups6:30-7:30 p.m. (Thursday 2/16)

Faculty Volunteerism and Involvement in the WritingCenterNoel Studio Discovery Classroom

Rebecca Block, Daytona State College

There are a variety of ways that faculty can be involved inwriting center work, in both negative and positive ways.However, this SIG will focus on discussions of how we canfacilitate effective faculty involvement: for single events oron a recurring basis, as volunteers or through courserelease, as consultants, liaisons, or workshop leaders.Rebecca Block, the organizer of this SIG, directs a writingcenter that relies heavily on faculty volunteers for staffing

consulting hours without the option of providing coursereleases; this need has forced quite a bit of invention. Inthe SIG, she will share some of these ideas, and then turnthe majority of the time to an informal group discussion ofu| oyxz roy }z (oy doezv|), u| o}y q}ez|tovz vdconcerns are, and how we can create effective structuresto support productive faculty involvement in our writingcenters.

Consortium of Writing Centers at HBCUs in NorthCarolinaR&I Conference Room

Dwedor Ford,Winston-Salem State University

The purpose of this SIG is to begin a conversation amongwriting center staff at HBCUs in North Carolina. The

organizers of this SIG are members of the writing centerat Winston-Salem State University. We hope to encourage

8/3/2019 SWCA 2012

44/116

8/3/2019 SWCA 2012

45/116

Pag

e44

Special Interest Groups6:30-7:30 p.m. (Thursday 2/16)

Meeting of the SIG on Antiracist ActivismNoel Studio Conference Room

Travis Adams,Auburn University

Join us to identify practical strategies and share stories,artifacts, position statements, and other materialsconnecting writing centers to anti-racist activism. Duringthis SIG wee|tv{ ell be{tv t|u tv|yod}c|tovz, oyxtoward a picture of current anti-racist work in our region,and set new goals for the upcoming year.

GTAs and the Writing CenterR&I Cul-de-Sac

Stacy Wilder and Tricia Saab,Eastern Kentucky UniversityThis SIG provides a forum for graduate students whoteach and also work in the writing center. At times, it isdifficult to maintain a peer relationship with students wheno}ye lzo v tvz|y}c|oy roy |ue }vt~eyzt|. Doez betv{clled peey covz}l|v| dtwinish authority as aninstructor? This session invites discussion regarding thedual role of graduate students.

Rethinking ESL Tutoring in the American WritingCenterLibrary 108

Tank Steiner,University of North Carolina at Pembroke

In this SIG, we will discuss the importance of ESL studentsin US writing centers. These studentscan often make for

challenging sessions for the unprepared tutor. What canwe do as far as training, administrative programs, or any

8/3/2019 SWCA 2012

46/116

other initiatives that will help us improve the tutoringexperience for both student and tutor?

2011 SWCA Executive Board Meeting: 7:00 p.m.Hanters Resuavranu2187 Lexington Road Suite 7Richmond, KY 40475859.353.5588www.hangersrestaurant.com

8/3/2019 SWCA 2012

47/116

Pag

e46

Fri. FEB. 17, 2012

Noel Studio Tours 7:45 a.m.-8:45 a.m.Noel Studio Greenhouse

Breakfast 7:45 a.m.-8:45 a.m.Library Government Docs

Registration 7:45 a.m.-NoonNoel Studio Foyer

Session C 9:00-10:30 a.m.

WK: Writing Center Throwback:

Using Classic Childrens Games

for Staff Training andDevelopment

Noel Studio Discovery ClassroomLee Ann Glowzenski, Duquesne University

Ivzptyed b |ue c}yyev| |uyobcx |yevd, |utz oyxzuopeployez uo dwtvtz|y|oyz cv }ze cutldyevz {wez |otrain staff, conceptualize workspace, and develop centerphilosophies. Hands-on breakout sessions will invite

participants to consider how they would incorporategames into their teaching/training.

WK: Toolkit for a Collaborative

Dissertation Writing Group

Breakout Space 3 and 4Moderator: April D. Mann

April D. Mann, Koren A. Bedeau,and Anna L. Stoute,University of Miami

8/3/2019 SWCA 2012

48/116

In this workshop, presenters will provide a practical andtheoretical toolkit for creating and sustaining aninterdisciplinary dissertation writing group (DWG) tosupport graduate student writers. The DWG is a chance toreach out to a population, advanced graduate students,traditionally underserved by writing centers.

WK: Tutoring Creative Writers,

Enabling Creative Writers to

Tutor Each Other

Noel Studio Conference RoomFreesia W. McKee, Warren Wilson College

The writing center's writer-as-driver approach does workwith creative writers in creative peer workshops. Afterpiloting two credit-bearing, peer-facilitated creative writing

groups in our writing center space, we have developedstrategies to empower writers to use the same techniquestutors employ in one-on-one sessions.

WK: Visual Compositions and the

Writing Center: Consultant-

friendly Approaches to Providing

Helpful FeedbackLibrary 319Shawn P. Apostel, Eastern Kentucky University

Providing helpful feedback on flyers, research posters,PowerPoints, and Prezis is not as difficult as you maythink. This workshop will encourage you to considerAristotle's audience, purpose, and context, take intoaccount basic Gestalt principles, and use simple concepts

that graphic designers use when discussing visualcompositions.

8/3/2019 SWCA 2012

49/116

Pag

e48

Session C 9:00-10:30 a.m. (Friday 2/17)

WK: Whats Next for Two-YearCollege and High School Writing

Centers?R&I Conference RoomKevin Dvorak,Nova Southeastern University, and Laura

Benton,Caldwell Community College and Technical Institute

We invite two-year college and high school writing centerdirectors and consultants to join in discussions aboutissues unique to our student populations andadministrative structures. This interactive session is anopportunity to meet, exchange, discuss, advise and learn.Come with questions and be willing to share yourexperiences.

Collaboration and Culture in the

Next-Gen Writing CenterLibrary 128

Moderator: Jesse Rice-Evans

Do the Write Thing: the Writing Center as SocialJustice Advocate

Jesse Rice-Evans, University of North Carolina at AshevilleEver wonder how to implement social justice with the penin lieu of the megaphone? We did, too. So, we determinedthe process of affiliating your college or university writingcenter with local organizations seeking to benefit thecoww}vt| vd ~ol}v|eeyz ltxe. Heyez uo!

8/3/2019 SWCA 2012

50/116

Stirred by Offensive Papers: How Can Tutors Learnto Stay Professional?

Joseph Giordano, Winthrop University

Tutors in the writing center view many papers of clients,and some may be offensive to the tutor. The tutor,however, must remain professional according to guidelines.I offer three solutions to this issue: maintain totalobjectivity, control body language, and reinforce open-

minded critical thinking.

Nawitauint uhe Wiuint Cenues Idenuiuy: Ensvint aSafe Space

Kate Whitney and Chesya Burke, Agnes Scott College

The writing center operates in a space where studentsbring work that is both academic and personal. This

session will interrogate how a perceived identity of thecenter on a campus can color these interactions andwhether this encourages or inhibits student success withintheir academic career.

8/3/2019 SWCA 2012

51/116

Pag

e50

Session C 9:00-10:30 a.m. (Friday 2/17)

Training in Next-Gen Writing

Centers

Library 108Moderator: Scott Pleasant

Tutor Training Techniques

Samantha Wright and Scott Pleasant, Coastal CarolinaUniversity

This session will focus on various aspects of tutor training.It will compare what types of training tutors feel is themost effective with what types of training Writing CenterCoordinators feel is most important for their tutors toreceive in order for their consultations with students to besuccessful.

Expanding Methods for Training Tutors to ManageEmotional and Unresponsive Tutees

Amy Berendzen, Creighton University

The paper proposes new, customizable methods fortraining tutors to manage emotional and unresponsivetutees that utilize the knowledge, experience, and

perspectives of tutors, tutees, and other students on ourcampuses. The presenter will argue that these methodsfulfill the insufficiencies of traditional training tools liketranscriptions and scripted strategies.

Our Students' Recurring Request: Help Me Fix MyGrammar Mistakes!

Rebecca Jackson, Auburn University

What is grammar? What do our students think grammaris? Why is grammar important? Is it a means to an end? Is

8/3/2019 SWCA 2012

52/116

grammar taught in a way that students see its use? I planto share responses I have gathered for these questionsand to pose other questions. I invite fellow tutors to take aserious look at how preoccupied our students are withcoyyec| {ywwy vd |o |utvx bo}| woye ry}t|r}l zto teach it.

8/3/2019 SWCA 2012

53/116

Pag

e52

Session C 9:00-10:30 a.m. (Friday 2/17)

New Media and Technology in

Next-Gen Writing Centers

R&I ClassroomModerator: Judith Prats

Imagine, Write, & Share: Creating Student

Ownership through Web 2.0 TechnologyJoseph Cunningham, University of Cincinnati Clermont College

The role of writing center tutors has expanded with thepower of Web 2.0 technology. Now the tutoringexperience can be transmitted throughout cyberspacewith blogs, videos, and social networks. For purposes ofpromotion, expression, and sharing resources, novel

utilizations of technology can foster greater studentownership of writing centers.

The Texts and Architectures of MultimodalInvention

Sohui Lee, Stanford University,and Russell Carpenter, EasternKentucky University

The presenters will discuss new media consulting efforts in

development in the Hume Writing Center at StanfordUniversity and the Noel Studio for Academic Creativity atEastern Kentucky University. They will share models fordesigning spaces for new media consulting. Attendees willgain practices for consulting new media compositionproducts.

8/3/2019 SWCA 2012

54/116

Remixing the University of Kentucky Writing Centerinto a 21st C. Multiliteracy Center

Judith Prats, University of Kentucky

This presentation discusses how exciting innovations atUKz Colle{e or Ay|z vd Sctevcez vd t|z Dt~tztov orWriting, Rhetoric, and Digital Media (WRD) are driving the|yvzroyw|tov or o}y yt|tv{ cev|eyz wtzztov, pyc|tce,and space into a remixed resource for integrated visual,

verbal, oral, and digital composition and communicationacross the curriculum.

Creating a Safe Place for "Dangerous Writing"Matt Owens, University of North Carolina at Asheville

Tue yt|tv{ cev|eyz }vtq}el zre ev~tyovwev| r}vc|tovzas a cultural organism, in which both creative and

academic writing coalesce. This presentation discusses apeer-centered, peer-run weekly workshop that integratesthe format of oral presentation and file sharing throughGoogle Docs, where all line edits and comments are madealong with a focused discussion.

8/3/2019 SWCA 2012

55/116

Pag

e54

Session D 10:45-11:45 a.m. (Friday 2/17)

Featured Session

Making Noise in the Library:

Designing a Student Learning

Environment to Support a Liberal

EducationNoel Studio Discovery Classroom

Ellen Schendel and Lee Van Orsdel,Grand Valley StateUniversity

The Mary Idema Pew Library Learning and InformationCommons is under construction at Grand Valley StateUniversity and will open in the summer of 2013. Designedto upend traditional library building standards that nolonger fit the way students learn, the library will include aphysical space called the Knowledge Market, which isenvisioned as a busy and even noisy space within whichcollaborative programming offered by the library, writingcenter, speech communication center, and other studentsupport services on campus will be held. This presentationdescribes the physical space and programs that will be

offered within the space, showing how the KnowledgeMarket disrupts traditional notions of learning and modelsfor the campus community, an enactment of theAzzoct|tov or Aweytcv Colle{ez vd Uvt~eyzt|tez LtbeylEduca|tov vd Aweytcz Pyowtze (LEAP) {olz, utcuinform the general education curriculum at our university.

8/3/2019 SWCA 2012

56/116

Let Them Have Their Cake andEat It Too: Research Assistance

at the Point of Need

Library 128Moderator: Pamela R. DennisPamela R. Dennis, Iulia Kristanciuk, Cynthia M. Nichols, and

Joyce A. McKibben, University of MemphisIn this technological age, research reveals that students

know less and less about how to find credible resources,cite them correctly, and write a persuasive paper. Ourpresentation will demonstrate how librarians can workcollaboratively with university departments to assist ourstudents at the point of need.

NextGen Writing Centers: Kairos

for Collaboration and MediationLibrary 108Moderator:Beth A. BeggsBeth A. Beggs, Rosemary K. Luttrell,and Katy S. Van Wyk,

University of GeorgiaThis panel offers a view of the next-gen writing center asthe site for collaboration and mediation throughdiscussions of writing. Panelists describe collaborative

practices originating in the UGA Writing Center thatmediate between groups of administrators, doctoralstudents, and adjunct faculty.

8/3/2019 SWCA 2012

57/116

Pag

e56

Session D 10:45-11:45 a.m. (Friday 2/17)

And you should admit me toyour program because...:Reflections on Student Writing

Consultations and the PersonalStatementR&I Conference Room

Moderator: Scott H. WhiddonScott H. Whiddon, Lisa L. Nichols, Thomas E. Hatton, Erin L.

Brock, Holly Brown, and Elizabeth Beiting, TransylvaniaUniversity

Our panel details a site-specific project-in-process: acollaborative learning series developed by our campuswriting center for a group of undergraduate studentsenrolled in pre-health career-focused programs withinbiology and chemistry majors.

Composing Community and

Professionalization for the Next-Gen TutorR&I Classroom

Moderator Jennifer Forsthoefel

Jennifer Forsthoefel, Owen Cantrell, Lelania Ottoboni,Marcia Bost,and Kelly Elmore, Georgia State University

This roundtable will offer an explanation of how GeorgiaState University has envisioned its Vty|}l S|}dto, roy}w roy |ue ve|-{ev |}|oyz |o zuye |uety c}yyev|experiences, access the experiences of the tutors thathave come before them, and professionalize themselves inthe writing center scholarly community.

8/3/2019 SWCA 2012

58/116

All Things to All People?Composing New Spaces,

Redressing Old Notions in Next-

Gen Writing CentersLibrary 319

Moderator Wesley HoupWesley Houp, Jenny Rowan, Shayna Wood, Drew Siler,and

Sarah Gray-Panesi,Middle Tennessee State University

In this panel, presenters will discuss their work as graduatewriting assistants, peer mentors, and writing centeradministrators within these cross-currents of reinventionand retrenchment, offering celebratory glimpses of ourexpanded services on and off campus as well ascautionary tales that call us back to our core beliefs duringperiods of accelerated growth.

8/3/2019 SWCA 2012

59/116

Pag

e58

Session D 10:45-11:45 a.m. (Friday 2/17)

New Initiatives in Next-Gen

Writing Centers

Noel Studio Conference RoomModerator: Deaver Traywick

"Let's Start from Scratch": Rebuilding a Writing

Center Website through Tutor CollaborationBrennan Thomas,Saint Francis University

This presentation will examine how the Saint FrancisUniversity writing center staff re-envisioned and ultimatelyredeveloped the center's website for purposes ofsupplementing the center's services with tutor-authoredresources and promoting the center's work to the broader

campus community.

Space and the Green Initiative: Transitioning to anElectronic Record of Consultation in the Noel Studiofor Academic Creativity

Kara Lairson and LeAnn Stokes, Eastern Kentucky University

Encouraged by campus green initiatives and conversationsover space and budget, the Noel Studio for Academic

Creativity at Eastern Kentucky University is exploring thetransition to electronic records. This presentation willillustrate the process, discuss challenges and benefits, andreport findings.

8/3/2019 SWCA 2012

60/116

Control, Collaboration, and Cloud ConsultingDeaver Traywick,University of North Carolina at AshevilleThis session introduces cloud consulting, through whichwriting centers would directly train hundreds or thousandsof students to become better collaborators themselves.Cloud consulting would dismantle the writing center as acentralized hub of writing support and instead distribute itsinfluence and best practices in classrooms, libraries, study

groups, and digital learning spaces across the curriculum.

8/3/2019 SWCA 2012

61/116

Pag

e60

Box Lunch, Posters, and Installations12:00-1:30 p.m. (Friday 2/17)Government Docs, Crabbe Library

Pick up your lunch in Government Docs before browsinginstallation and poster sessions in the Noel Studio.

Poster

Critical Consultants: Engaging

Paul and Elder in the Noel Studio

for Academic Creativity

Noel Studio GreenhouseLeslie A. Valley, Eastern Kentucky University

This poster will illustrate experimental consultant training

roc}zed ov P}l vd Eldeyz Iv|ellec|}l S|vdydz orCritical Thinking as they relate to traditional written textsand multimodal composition. The presentation will includetraining and assessment materials as well as projectresults.

Installations

Collaborative Composition in a

Digital Space: Exploring and

Playing with the Conference

Threads

Noel Studio Discovery ClassroomShawn P. Apostel, Eastern Kentucky University

Share your thoughts and ideas regarding the SWCA

conference threads using Prezi Meeting. Users will berepresented as colorful avatars on a large screen as they

8/3/2019 SWCA 2012

62/116

type their ideas and share photos/videos that explore andplay with conference topics. Help with joining/using Preziwill be available if needed.

Nightmare on High-Order Street:

An xtranormal on Writing Center

Misconceptions

Noel Studio Discovery ClassroomShawn P. Apostel, Eastern Kentucky UniversityThis xtranormal video tells the story of a typicalconsultation that goes horribly awry as a student whowants feedback on a paper cannot seem to grasp thehigh-order concerns being brought up during a session at awriting center.

How to Stop Bulls**t fromTaking Over Academic Writing

Noel Studio Conference RoomJonathan Hafferkamp, Duke University

Tutz w}l|twedt pyezev||tov vlez |ue b}llz**| tv |ueacademic writing of many incoming college students,exploring why they often use lofty academic language andwrite verbose essays with no substance or actual evidence.This presentation then offers practical advice to collegestudents on how to avoid BS in their academic writing.

8/3/2019 SWCA 2012

63/116

Pag

e62

Installations 12:00-1:30 p.m. (Friday 2/17)

Exploring Historic Places in Next-

Gen Spaces: Tracing a Creative

Path and Process in the

ArchivesBreakout Space 1

Trenia Napier, Eastern Kentucky University

Ez|eyv Kev|}cx Uvt~eyzt|z Noel S|}dto roy AcdewtcCreativity and Special Collections and Archives partneredto assist Madison Middle School students in breaking outof the classroom in order to conduct research abouthistorical Madison County sites and develop creativeyepyezev||tovz or |ueze zt|ez ytcu utz|oy roy |ue MdtzovCounty Historical Society.

Engaging Immersion: What

Technology Teaches us About

Space DesignBreakout Space 2

Russell Carpenter, Eastern Kentucky University

Writing centers have much to gain from exploring virtual

worlds like Second Life. Concepts such as immersion,augmentation, and persona come to life in virtual spaces.This installation encourages participants to ask questionsabout what writing centers can learn about space designfrom virtual worlds such as Second Life.

8/3/2019 SWCA 2012

64/116

Getting From There to Here: TheTransition from High School to

College Writing

Breakout Space 3 and 4Zachary Pearlstein, Duke University

This multimedia presentation will examine how theexpectations of first year college students compare to thereality of learning academic writing in first year writingcourses. Topics will include: the concept of college levelcdewtc yt|tv{, ltv{eytv{ ubt|z ryow zecondary school,the transition to academic thinking, and tips forstudents/teachers/tutors.

Chronicling the Way We Learn: A

Visual Journey through Time &

TechPractice Room 1

Stacy Wilder, Eastern Kentucky University

Technology's development over the past 100 years hasdirectly and profoundly shaped education and the wayscholars approach the learning process. This Preziinstallation chronicles how technology and education areinterwoven, using visuals to highlight the shifting nature ofthe two as a result of their interdependence.

8/3/2019 SWCA 2012

65/116

Pag

e64

Installations 12:00-1:30 p.m. (Friday 2/17)

From China to America: Writing

Across Cultures

Practice Room 2Allison Rose, Duke University

How does the cultural background of Chinese internationalstudents contribute to their distinct writing style? Howcan writing tutors help these writers adjust to Westernacademic conventions? In this podcast presentation,Chinese students will share their personal experiences in|ytv{ |o dp| |o yt|tv{ cyozz c}l|}yez.

Collaborative Poetry

Noel Studio Greenhouse, Media Wall Cluster 1

Andrew Gribble, Independent ScholarCollaborative Poetry (CP) is an Android and iOSapplication which enables individuals to collaborate in thecreation of poems. CP transforms normally passive eventattendees into event participants through an immersive,interactive computer program which runs on a variety ofmobile devices (Android phones/tablets, iPhone, iPod,iPad).

NextGen Handouts: Animated

Writing How-tos on the Web

Noel Studio Greenhouse, Media Wall Cluster 2Kimberly Abels, University of North Carolina

See writing center handouts come to life on the web! Stopby and watch a few quick web-based animations on topics

like brainstorming, organizing drafts, and citing sources.

8/3/2019 SWCA 2012

66/116

Discover a new resource you can use to supplementtraditional written handouts in your center.

Mobile Tutoring and the Future

Noel Studio Greenhouse, Media Wall Cluster 3James Garner, Emily Calkins, John-Michael W. Garner, and

Noel Yucuis, Augusta State University

As mobile technology continues to advance, it may be

harnessed as an effective tutoring tool by using theincreasingly popular applications of iPhone and Androiddevices. Our app would allow students to experience face-to-face tutoring via their mobile device.

8/3/2019 SWCA 2012

67/116

Pag

e66

Session E 1:45-3:15 p.m. (Friday 2/17)

WK: The i Generation; Its Mobile,Its Small, and It Packs a PowerfulPunch

Library 319Dianna Baldwin, John Lauckner, Rachael Hodder, James

Jackson, Casey Miles,and Dean Holden, Michigan State

UniversityA workshop that will explore the use of mobile devices,primarily iPads, in composing and consultations. How dostudents use these devices, and how can we, as writingcenters, harness these devices for productive use in writingcenters?

WK: Directing Writing Centers

through Difficult Times: Creative

Approaches to Next-Gen

Challenges

Noel Studio Discovery ClassroomModerator: Christine CozzensChristine Cozzens,Agnes Scott College; Laura Benton,

Caldwell Community College and Technical Institute; Beth

Burmester,Georgia State University; Russell Carpenter,Eastern Kentucky University; Jennifer L. Kunka,FrancisMarion University;and Julie Wilson,Warren Wilson College

In this interactive panel presentation, writing centerdirectors from a variety of types of institutions (public andprivate, two- and four-year) and from across our regionwill address the institutional and global challenges of ourtimes as they shape and reshape the daily work and

mission of writing centers. The panelists will also describeor propose creative solutions to these challenges.

8/3/2019 SWCA 2012

68/116

WK: Projects from the Practicum:

Consultants-in-Training Entering

the Conversation

Combs 437Moderator: Glenda ConwayRachel Landers, Carrie Busby, Jessica Guindon, Ahmad

Jackson, Rosie Maguire, Jody McKinley, Evan Patton,and

Travis Swinford, University of MontevalloConsultants trace the development of their final projectsfor their tutor-training practicum, from the first grains ofcuriosity through the final drawings of conclusions andrecommendations.

8/3/2019 SWCA 2012

69/116

Pag

e68

Session E 1:45-3:15 p.m. (Friday 2/17)

Navigating Expectations in

Next-Gen Writing Centers

Library 108Moderator: Drew Holladay

Double-Life: Splintered Performance in Mid-LevelWriting Center Administration

Drew Holladay, University of Louisville

While many writing centers have two levels of authority,tutors and director(s), my position as an assistant directorforces me to work from both pedagogical and managerialperspectives. By working to meet expectations inside andoutside the writing center, my approaches have evolved

with benefits for the clients as well as administration.

Exploring Tutor Education in the Next-Gen WritingCenter

Jennifer Gray, College of Coastal Georgia

Utilizing interview data from a research study, thispresentation explores how new tutors experience theyt|tv{ cev|eyz yt|ey-focused philosophies in the midst of

tvz|t|}|tovl pyezz}yez roy yt{u| yt||ev pyod}c|z. Tueresearch illustrates dissonance between center/institutionryow ve |}|oyz peyzpec|t~e vd z}{{ez|z z |owork with and through both spaces.

8/3/2019 SWCA 2012

70/116

Whose Resistance is Futile?: The Successes,Failves, and Rewisions or an Inqviy-GuidedLearning Curriculum in a Peer Writing ConsultationTraining Course

Eliot Rendleman, Columbus State University

For teacher-directors who value social constructivist andcritical pedagogies, peer writing consultation courseswt{u| ppey z v|}yl loc|tov roy |ue ped{o{tezconsultants apply in one-on-one sessions. Thispyezev||tov tll zuye |ue z}ccezzez, rtl}yez, vdrevision of a peer writing consultation course guided bysocial constructivism, critical pedagogy, and inquiry-guidedlearning.

Writing Standard Miscommunications between

Florida High Schools and the WPADenise Pichardo, Nova Southeastern University

This presentation explores some of the differencesbetween the Florida Department of Education (FDOE),College Board (creator of the SAT), ACT, and WritingProgram Administrators (WPA) standards and discussessome of the implications of such differences.

8/3/2019 SWCA 2012

71/116

Pag

e70

Session E 1:45-3:15 p.m. (Friday 2/17)

Encouraging Dialogue in the

Next-Gen Writing Center

Library 128Moderator: Rachel Strickland

A Space for Crisis: Administrators Helping

Consultants and Staff with Life in the WritingCenter

Rachel Strickland, Appalachian State University

Writing center administrators may not think of their jobsas crisis managers, but they should know basic techniquesfor handling chaos in their center among their staff. Thispresentation will offer techniques for helping staff in

personal crisis through first-hand experience andemergency-management research.

Jvsu Goint xiuh uhe Flox: Talkint, Wiuint, andFlow in a Writing Center Tutorial

Kristina Meehan, Winthrop University

This presentation offers insight into how talking andwriting are important for a writing center tutorial and can

be linked to the idea of the flow state, defined by socialtheorist Mihaly Csikszentmihalyi. The tutor and thestudent form a bond to communicate and, in some cases,can achieve this psychological flow.

The Role of Play in the Tutorial ConversationSarah Boddy, University of West Georgia

In this presentation, I investigate the role of conversationalplay in a faculty-student writing tutorial, examining the useof play and playful speech in tutorial conversations and

8/3/2019 SWCA 2012

72/116

their effects on collaborative speech. When a tutor orstudent brings play into a tutorial, what happens next(especially as compared with what happened before)?

8/3/2019 SWCA 2012

73/116

Pag

e72

Session E 1:45-3:15 p.m. (Friday 2/17)

Next-Gen Perspectives on

Mediated Spaces

Combs 438Moderator: Rebecca L. Hallman

Iu's nou xhau yov say, bvu hox yov rom iu:Investigating Commenting Formats and Content inVirtual Writing Center Responses

Rebecca L. Hallman, University of Louisville

In response to rapid changes in new media and digitaltechnologies, online writing centers have developed as anecessary extension of the traditional writing center. Thissession will consider possible formats for virtual writing

center responses and the ways in which different formatsaffect the content of tutor feedback.

Creating Relational and Reflective Spaces for Tutorsin the Writing Center

Marcy Llama Senese, Appalachian State University

Dialogic journals and group meetings provide virtual andactual spaces for writing center tutors to strengthen their

relationships with each other and share approaches totutoring. This dual approach engages tutors incollaborative reflection with each other, so that learningamong tutors mirrors the collaborative learningenvironment of the tutorial.

8/3/2019 SWCA 2012

74/116

Filling in the Blanks: Eliciting Meaningful Interactionfrom Students in Asynchronous OnlineConsultations

Ashley Oles and Philip Adams, East Carolina University

Tue OWL | ECU uz lz yecet~ed occztovl blvxsubmissions drafts of student writing attached toempty emails that contain no context for the writingeye epec|ed |o yezpovd |o. We tll eploye ye~tztovz |oour submission and response processes that encouragemore meaningful engagement from students.

iConsult: iPad and App Use in the Writing CenterStacia Watkins, Lipscomb University

In the Writing Studio at Lipscomb University and incampus and community workshops, consultants have

begun to use an iPad. We have found that having accessto this technology both on- and off-campus allowsconsultants to more effectively assist our clients. In thispresentation, examples of such tools will be discussed, andthis presentation offers a discussion of the potential uses,and the implications of these uses, for iPads in the writingcenter.

8/3/2019 SWCA 2012

75/116

Pag

e74

Session E 1:45-3:15 p.m. (Friday 2/17)

Ethos of Space in Next-Gen

Writing Centers

R&I ClassroomModerator: Janet CM Eldred

The Architecture of Happinessin the Writing StudioAnna Uselton, Lipscomb University

A z|}dto zuo}ld z|tw}l|e t|z ~tzt|oyz t|u v estheticethos. I apply The Architecture of Happiness to theaesthetic evolution of the Writing Studio at LipscombUniversity to advocate the importance of spatial design,which, combined with excellent writing consultation,provides writing studio clients with a creatively lush

environment.

Composing Us: An Examination of Two WritingCenter Spaces and the Actions They Motivate

Jennifer L. O'Malley, Florida State University

Uztv{ B}yxez zceve-act ratio, I argue that the scene of awriting center is the motivation for the action that takesplace within it. I examined two different writing center

sites: traditional and open-concept. I then highlight theway in which the two differently-designed scenes invitedifferent types of actions.

21st-c. Communication Studio for a College ofEngineering

Janet CM Eldred and Emily A. Dotson, University of Kentucky

Traditional instruction in writing and speech are necessary,but not sufficient skills for the 21st-century engineer. This

8/3/2019 SWCA 2012

76/116

presentation describes the Universit or Kev|}cxzeStudio, which provides space for students to composeand present in various media (flat print, face-to-face,digital) and includes instruction in writing, speech, team-building, design, and marketing.

Learning from Library SpacesDana C. Gierdowski,North Carolina State University

This presenter will discuss the results of a study ofz|}dev|z peycep|tovz vd }ze p||eyvz tv ~yte| orinformal learning spaces in a large university library.Students were interviewed about their use and preferencefor a particular space in relationship to specific tasks suchas writing a paper and working collaboratively.

8/3/2019 SWCA 2012

77/116

Pag

e76

Session F 3:30-4:30 p.m. (Friday 2/17)

New Media in the Writing Center:

Strategies for Consulting and

Learning

Library 108Moderator: Robert T. Koch, Jr.Robert T. Koch, Jr., Juliann Rose Losey, Amanda Gene Bliss,

Caitlin Mary Scully, Amber Michelle Huett,and DeborahMarie Bailey, University of North Alabama

In this presentation, undergraduate writing consultantsexplore new media possibilities for training writing centerconsultants, developing multimodal resource strategies forspecific curriculum, working with students with disabilities,and collaborating with students on new media. The

presentation includes discussions of content anddevelopment decision-making, and provides web-basedillustrations.

ASpace for Graduates:Promoting the Writing Center to

the Graduate Community

Combs 437Hannah Virginia Harrison and Caleb Asher Magyar,

University of Louisville

Writing centers provide space for writers at all levels toimprove their writing. However, the perception amongmany graduate students is that the writing center is amore relevant resource for undergrads. The presenters willexplore and promote the ways the writing center canassist first-ey MA z|}dev|z yt|tv{.

8/3/2019 SWCA 2012

78/116

Reflecting Back, ThinkingForward: How to Gain the Most

from Your Writing Center

Experience

R&I Conference RoomModerator Vicki RussellTori Polo, Bridget Meaney,and Vicki Russell, Duke University

This panel examines strategies first-year students can

utilize as they prepare for and learn from their experienceswith undergraduate tutors. Our video presentationsuggests that an introduction to the writing center mightease their initial fears, result in a more productive first visit,and increase the long-term benefits of subsequentappointments.

Surviving the Literature Review,from Research to Writing,

through Integrative CollaborationR&I Classroom

Moderator: Leslie A. ValleyLeslie A. Valley, Trenia Napier,and Cindy Judd, Eastern

Kentucky University

The Noel Studio for Academic Creativity and EKU Libraries

collaborated to provide a series of workshops on theliterature review process. The project uses an integratedapproach, connecting the ideas of information literacy withthe writing process. This panel will examine how suchintegrative collaborations impact writing center-librarypartnerships.

8/3/2019 SWCA 2012

79/116

Pag

e78

Session F 3:30-4:30 p.m. (Friday 2/17)

Revising the Writing Center

Space

Library 128Moderator: James GarnerJames Garner, John-Michael W. Garner, Emily Calkins,and

Noel Yucuis,Augusta State University

A young writing center takes stock of its problematicspace and rethinks it to promote collaborative tutoringand more effectively integrate technology.

Forming Our Way to a

Student/Writing Tutor/Instructor

Collaboration

Combs 438Moderator: Jennifer J. ZimmermanJennifer J. Zimmerman, Melanie R. Pavich, Cheyenne

Warnock,and Jamie Brown, Mercer University

We will share our experience implementing a Tutor Reviewform to document student visits and recount how theroywz }ze pyo~tdez ov{otv{ vd covztz|ev| {}tdvce |oboth tutors and students. The form, timely attendance

reporting, and joint training sessions have helped tutorssupport instructional objectives in a more intentionalfashion.

8/3/2019 SWCA 2012

80/116

How Do I Write This?: ExploringComputer Literacy versus

Composition InstructionLibrary 319

Patrick Love and Chris Gebhardt,Daytona State College

Computer literacy is increasingly becoming an essentialskill in the American education system. Since writingcenters are often the front-lines for emergency literacyinstruction, writing consultants inevitably engage in thisinstruction on a daily basis. This panel examines the rolethis instruction plays in day-to-day function of writingcenters.

Pitch your ProjectNoel Studio Discovery Classroom

Ellen Schendel, Grand Valley State University; Trixie Smith,Michigan State University; Kate Pantelides, University ofSouth Florida; and Scott Whiddon,Transylvania University

Are you doing research in your writing center? Do youhave an idea that could use development? Did you attenda great panel at the conference and just want to gathermore information? Come share your project with writingcenter scholars. Test out that elevator speech! Do you

have a research topic, dissertation or thesis concept,consulting strategy, theory that needs testing, or anyo|uey tde |u| o}d ltxe reedbcx ov? Covztdey pt|cutv{o}y pyosec|. Well u~e pvel or rytevdl yezpovdev|z atthis session to give you feedback and help you buildmomentum. The pitch should be shortone to threeminutesso that most of the time is spent on

conversation and idea generation. These sessions areintended to be informal, so just bring your project idea if

8/3/2019 SWCA 2012

81/116

Pag

e80

Session F 3:30-4:30 p.m. (Friday 2/17)

o}d ltxe |o py|tctp|e. After making your pitch, head tothe Southern Discoursesession to refine your concept.

The Next-Gen SWCA Web

Presence: Updates and Future

Directions

Noel Studio Conference RoomShanti Bruce,Nova Southeastern University

Virtual spaces play a major role in connecting people withtvroyw|tov. Cowe zuye o}y ve|-{ev covcep|z roy |ueSWCA web presence in an interactive session.

8/3/2019 SWCA 2012

82/116

Session G 4:45-5:45 p.m. (Friday 2/17)

Boot Camp or Writing Session

Encounter? Writing for the

Nursing Profession

Library 128Moderator: Shannon Richards-SlaughterShannon Richards-Slaughter, Jennie Ariail,and Tom Smith,

Medical University of South CarolinaThis panel discusses eight online, prep writing modulesspecifically designed for entering nursing graduate (PhD,DNP, MSN) students. This course, a collaboration betweenCollege of Nursing and writing center faculty at theMedical University of South Carolina, offers opportunitiesfor audience critique and comment. Participants will view

one module.

Developing Expertise: An

Ongoing WID Tutor Training

Program

Library 108Moderator: Teagan E. DeckerTeagan E. Decker, Brittany Glenn, Casey Locklear, Victoria

Newkirk, Lonnie Cox, Patricia Taylor, Tank Steiner,andCheron McMullen,University of North Carolina atPembroke

In response to a suggestion that writing center tutors lackthe necessary skills to deal with discipline-specific writing,our staff is developing a tutor-led, WID-based tutortraining program. In this roundtable, we will share ourexperiences developing this program. We look forward to

audience feedback.

8/3/2019 SWCA 2012

83/116

Pag

e82

Session G 4:45-5:45 p.m. (Friday 2/17)

Before and After the Tutorial:

Writing Centers and Institutional

RelationshipsCombs 437

Moderator: KL LatchawKL Latchaw, Nicholas Mauriello,and Robert T. Koch, Jr.,

University of North AlabamaIn these difficult economic times, many writing centersface serious restrictions on their institutional support,leading to questions of program viability. This panelexplores the question of how writing center directorsmust craft institutional relationships with various campusconstituencies in order to maintain center sustainability

and foster future growth.

Writing Centers Transcending

Space: New Theories of the

Next-Gen Writing Center

R&I Conference RoomModerator: Sara LittlejohnSara Littlejohn, Jennifer Whitaker,and Alan Benson,

University of North Carolina at Greensboro;Jordan Daniels,Grimsley High School

When exploring spaces, including Facebook, OWLs, orz|ellt|ez, t|z cley |u| u|z woz| twpoy|v| tzv| ueyebut how we meet writers. Instead of the online vs. f2fbinary, a better framing is reflective or non-reflectiveev{{ewev| t|u zpce. Ne|-{ev wevz roc}ztv{ vo|on location but on transcending spaces.

8/3/2019 SWCA 2012

84/116

The Next-Gen Writing Center: AnInvaluable Resource for ESOL

Students

Noel Studio Conference RoomModerator: Christine B. GhattasChristine B. Ghattas, Michael Ruther, and Robert Rockett,

Kennesaw State University

As colleges and universities seek out and enroll students

from around the world, writing center tutors andadministrators are working with ever-increasing numbersof international students. Next-gen writing centers muststrive to develop the tools to talk about writing in Englishwith ESOL students in a simple yet meaningful way.

Collaborative Spaces,

Collaborative Learning: GivingStudent Consultants an

Intellectual Framework for

Collaborations in the Library

Library 319Moderator: Patrick JohnsonPatrick Johnson, Pete Coco, Hazel McClure,and Julie

Garrison,Grand Valley State University

In anticipation of a new library space that will allow GVSUstudents to research, compose, and revise in one location,a collaboration has been forged between the library andwriting center to equip peer consultants with a criticalinformation literacy that supports their personal andprofessional collaborations.

8/3/2019 SWCA 2012

85/116

Pag

e84

Session G 4:45-5:45 p.m. (Friday 2/17)

Next-Gen Topics: Preparing your

Manuscript for Southern

Discourse

Noel Studio Discovery ClassroomChristine Cozzens,Agnes Scott College

Dtd o} pt|cu o}y pyosec| vd ye o} tv|eyez|ed tvtaking the next step? Do you have a concept for a journalarticle? Are you interested in developing your presentationfor publication in Southern Discourse? Attend this sessionfor inside information about developing an article forpublication.

Writing Center and Library

Collaboration: A Spectrum ofOpportunities

R&I ClassroomCarrie Cooper, College of William & Mary; Trenia Napier,

Eastern Kentucky University;and Sharon Zuber, College ofWilliam & Mary

Writing centers and libraries make perfect partnersbothare committed to the intellectual development of students

and faculty. In our panel, presenters will explore thespectrum of models for writing center-library collaborationand the opportunities each provides and facilitate adiscussion about ways to re-think such shared spaces.

8/3/2019 SWCA 2012

86/116

Aspiring Mississippi AccentsUniversity Building 232

Brenda Robertson, University of Mississippi, and Anna Britt-Begnaud, Itawamba Community College

Writing center directors and tutors from the University ofMississippi and Itawamba Community College will presentexamples from a video tutorial project developed for highschool students. The tutorials feature familiar Mississippi

student accents explaining up to 50 common writingissues. The goal is to better prepare high school writerswho pursue higher education.

8/3/2019 SWCA 2012

87/116

8/3/2019 SWCA 2012

88/116

Sat. FEB. 18, 2012

Awards Breakfast and Introduction of 2012SWCA President8:00 a.m.-9:30 a.m.Keen Johnson Ballroom

2012 SWCA Executive Board Meeting9:45 a.m.-10:45 a.m.Noel Studio Conference Room

Session H 9:45-10:45 a.m.

Featured Session

Diversity Isnt Just a Black andWhite Issue: Pluralizing the Work

of the (Multi-literacies) Center

Noel Studio Discovery ClassroomTrixie Smith, Michigan State University

I have two passions that govern my work in the writingcenter. I strive to create an open, usable space, so that all

of the writers in my community feel comfortable using thecenter. But making a center truly inviting for all is aboutmore than traditional, cultural studies notions of diversity.I|z lzo bo}| dtzctpltve, {evye, wode, wedt}w.I|z bo}|being a multi-literacy, multi-modal center that is preparedto help composers, no matter what project they choose towork on.

8/3/2019 SWCA 2012

89/116

Pag

e88

Session H 9:45-10:45 a.m. (Saturday 2/18)

Dont Go With the Flow:Improving your Session by

Pinpointing Client Needs

University Building 232Moderator: Gregory Travis AdamsKarissa N. Womack, Eric E. Austin, and Gabrielle R. Bates,

Auburn UniversityThis roundtable will discuss the common problemszzoct|ed t|u z|}dev|z tvbtlt| |o y|tc}l|e |uety veedzto tutoring consultants, as well as provide potentialsolutions to this issue based on methods undertaken andobserved by tutors in the Auburn University Miller WritingCenter.

Centralized, Marginalized,

Fragmented, But Not Broken:

Managing Spaces,

Expectations, and Success in

Writing Centers at Non-

Traditional Institutions

Library 319Moderator: Amanda M. ChambersKaren Keaton Jackson, North Carolina Central University;

LaKela C. Atkinson,North Carolina Central University;Cecilia Shelton,St. Augustine's College; Amanda M.Chambers,St. Augustine's College; Hugh Fisher, LivingstoneCollege; and Elizabeth Klaimon, University of North CarolinaSchool of the Arts

At non-traditional schools, such as HBCUs and performing

arts institutions, writing center professionals often arecentralized in theory yet marginalized in reality by

8/3/2019 SWCA 2012

90/116

occupying multiple roles with access to limited resources.In this presentation, we offer strategies to help withmanaging campus expectations and re-envisioning notionsof writing center space.

Training Tutors on the Theory of

Mutuality

Library 128Moderator: Kerri FlinchbaughKerri Flinchbaugh, Philip Adams, Jessica Cory, and Andrew

Jester, East Carolina University

In Mutuality in the Rhetoric and Composition Classroom,Wallace and Ewald emphasize engaging and empoweringstudents, making them co-constructors of knowledge.Because many writing centers lyed ewbod peeyvezz,

they can maximize opportunities for co-learning. Thissession explores how direct instruction for tutors onmutuality increases tutor and writer engagement andempowerment.

8/3/2019 SWCA 2012

91/116

Pag

e90

Session H 9:45-10:45 a.m. (Saturday 2/18)

Third Space and the Writing

Center: Who Are We as

Administration, Consultant, and

Instructor?

Breakout Space 3 and 4Moderator: Jennifer MarciniakJennifer Marciniak, Barrie Meadows, and Laura Detmering,

University of Louisville

Writing centers require a multifaceted level ofcommitment from all involved. This panel examines the{yd}|e z|}dev|z dwtvtz|y|t~e yole tv yt|tv{ cev|eytheory and practice, as well as how writing centerconsultants also work as college and university writing

instructors, further complicating the contact zone ofwriting production.

Integrating Libraries with Writing

Center Work

R&I ClassroomModerator: Trenia NapierTrenia Napier and Clay Howard,Eastern Kentucky University;

Susan MacDonell, Joseph Pruett,and David Jenkins,University of Kentucky

S|y|e{tcll loc|ed | |ue uey| or EKUz Cybbe Ltbyy,the Noel Studio is simultaneously writing center,communication center, and research hub. The Noel Studiointegrates librarians and library and information sciencegraduate students into its staff, alongside traditionalconsultants. Panelists explore the dual role of

librarian/research consultant in the writing center.

8/3/2019 SWCA 2012

92/116

Roundtable: Exploring theIdeologies of Tutor-Training

Requirements

R&I Conference RoomModerator: Glenda ConwayGlenda Conway, University of Montevallo; Alice J. Myatt,

University of Mississippi; Paula Miller, University ofMississippi; and Logan Wheeler, Augusta State University

Four writing center administrators model methods forexamining the ways that the assigned readings, writings,and other activities of tutor-training programs serve tovalidate particular beliefs about agency and powerrelations in the academic setting.

8/3/2019 SWCA 2012

93/116

Pag

e92

Session H 9:45-10:45 a.m. (Saturday 2/18)

Next-Gen OWLs

Library 108Moderator: Sarah E. Prince

Intimate Distance: The Efficacy of EmbeddedTutoring in Online Courses

Sarah E. Prince and Hillary Wentworth,Walden University

As OWLs grow in number, the next generation of writingtutors is tasked with creating an approachable andengaging persona in a text-based virtual space. Using aprocess of embedded