SoCal-WCA-Tutor-Conference-2018-website

SPECIAL THANKS TO:Antelope Valley College Biola University California Lutheran University California State Univeristy, Channel Islands California State University, Fullerton California S

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SPECIAL THANKS TO:

Antelope Valley College

Biola University California Lutheran University

California State Univeristy, Channel Islands

California State University, Fullerton

California State University, Long Beach

California State University, San Bernardino

California State University, San Marcos

Claremont McKenna College

Concordia University Irvine

Crafton Hills College Harvey Mudd College

Long Beach City College

Marymount California University

MiraCosta College Moorpark College Mount San Antonio College

Nevada State College

Oxnard College Oxnard Community College

Pitzer College Point Loma Nazarene University

Pomona College Riverside City College

San Diego State University

Scripps College Southern Utah University

Southwestern College

University of California, Irvine

University of California, San Diego

Woodbury University

SoCal WCA Conference Committeeand the

14TH ANNUAL SOUTHERN CALIFORNIA WRITING CENTERS ASSOCIATION

TUTOR CONFERENCE

CONNECTING

WITH PURPOSE March 3, 2017 | California Lutheran University | Thousand Oaks, CA

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Schedule of Events

8:50 AM - 9:50 AM Registration, coffee & tea,

and light breakfast

Gilbert Sports and Fitness Center

Panel:

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2018 SoCal WCA Tutor

Conference

The consumption, possession, sale, or distribution of alcoholic beverages is prohibited

Smoking is allowed in designated areas only Firearms and weapons of any kind are prohibited

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Fun Fact: Vladimir Nabokov and Gertrude Stein both liked to

write while sitting in a parked car.

Session 1

10:00 - 10:50 AM

Connecting Through Relationship: The Writing Centre as

a Place for Pedagogical Change in the University

[Location: Soiland Humanities 107]

Iris J Brooke

University of Toronto

This presentation questions the current status of relationship in university

education It focuses on how we as writing tutors have an advantage to

fostering and developing connection with students in ways that enhance

their educational experience specifically because relationship is at the

centre of our work

Building Bridges to the Real World

Koppany Jordan, Elijah Cohen, Sarah Stangeland

Biola University

This panel will discuss ways in which students engage writing center

support for non-academic, beyond-college projects Preparing students

for long-term success, we share different ways to build bridges between

academia and the “real world.”

Hospitality in the Writing Center: Developing an

Openness to Difference

Song Mi (Michelle) Lee, Michelle D’Mello, Chenglin Lee, Carissa Sade

Baird

California State University, Fullerton

This session will discuss how to ethically and practically approach

differences in affect and identity that take place between tutors and

tutees Collaboratively we aim to not only present our own perspectives

but also engage with the audience to exchange other practices that are

also effective during tutorials or at the center

Connecting with Student Writers’ Native Language in Academic Writing

Cynthia Bazan, Jacqueline Robledo, Jessica Cossin, Guillermo Perez

MiraCosta College

Second language speakers are encouraged to adopt Standard American English exclusively in their academic writing process which reduces their writer’s voice In this workshop, we will facilitate a discussion exploring the academic atmosphere surrounding student voice and facilitate audience participation activities including delving into accented writing samples from both professional and student writers, reflective writing, and small group discussion

Test Preparation and the Writing Center’s Purpose:

How Writing Centers Can Help with College Level Standardized Testing

Nicole Barabas, Nicole Benson

Nevada State College

Standardized tests, most of which include reading comprehension and timed writing sections, have been shown to be a major obstacle in higher education for minority and low-income students This presentation will introduce test taking strategies in these areas to help all students, especially those in marginalized groups, adequately prepare for college level standardized tests, and break down that barrier between them and the program of their choice

Building Bridges: Bringing STEM to Your Writing Center

Natasha Floerke, Sophie Ehlen, Flora Gallina-Jones

Harvey Mudd College

Participants will discuss the importance of writing in STEM fields and how to develop a relationship between the writing center and science departments They will use strategies for consulting thesis-driven writing to navigate technical papers

More choices on the next page

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Fun Fact: The average No 2 pencil can draw a line 35 miles

long A ballpoint pen will only give you about 5 miles.

Linguistic Identity and the Value of Questionnaires

Crystal Inacay, Kieran Dosanjh, Samirah Martinez

University of California, San Diego

A well crafted questionnaire can be an effective tool assessing the vast

diversity of linguistic identities among English Language Learning students

in order to better cater to their distinct linguistic backgrounds Through

presentation on the value of questionnaires, and interactive audience

engagement with questionnaires and their own linguistic identities, we

seek to demonstrate both their worth and challenges

The University Writing Center as a Virtual Space

Sonia Cruz, Jessica Somers, Julie Guerreo, Cyrene Cruz, Sean Arenas

California State University, Los Angeles

What should a writing center’s online space look like? Come and visualize

new possibilities for our writing centers

From Writing to Community Connection

[Location: Soiland Humanities 118}

Giang Nguyen

Pitzer College

This workshop is about how academic writing can be isolating from writers’

real lives Participants will join building strategies to change that

LMAO: Laughing, Motivation, and Opportunities for

Humor in Tutorials

Emma Saturday, Emily Mosley

San Diego State University

Our presentation seeks to explore methods for using humor as an

interpersonal strategy for motivating student writers We will encourage

participants to reflect on their own practices with using humor in tutorials,

and we hope to discover ways that humor can establish meaningful

connections with students.

Connection Cultivates Confidence: How a Stronger Connection to Your Tutee Promotes Student Success

Chloe C Porche, Leslie Henson, Danielle Garcia, Mia Gordon

Moorpark Community College

The goal for our session will be to illuminate how creating a stronger connection to your tutee promotes student growth and agency By learning

to appropriately assess and address your tutee’s underlying emotional state—nervousness, hyper-activity, overconfidence, excitement, etc.— and

by learning to engage with your tutee on a person-to-person level you will

be able to forge a connection that will intrinsically instill in them notions of self-sufficiency, competence and reassurance

The Meaning of Support: Exploring Best Practices for Graduate and Professional Writing Tutors

Erica Bender

Graduate and professional writing tutors face unique challenges in consulting with graduate student writers This session will explore tutors’ perceptions and practices regarding two broad themes: how writing tutors can best support graduate students’ writing struggles and how tutors can act as empathetic allies for students navigating the emotionally-taxing world of graduate school

Language in the Cyberage: Connecting with Writers through Email Sessions

Oscar Bonilla

In this cyberage of communication, dialogue is limited between a writer and tutor This session brings into discussion how new ways of communicating, such as emoji and memes, could be an effective way in which a tutor and

Session 2 11:00 - 11:50 AM

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Fun Fact: The word ‘colygraphia’ means ‘writers block.’

Fun Fact: When Dr Seuss was stuck writing his books, he would go to a secret closet filled with hundreds of hats and

wear them till the words came.

writer communicate in asynchronous sessions

Cross-Cultural Connections: Helping Chinese ESL

Writers Find Their Writing Voice

{Location: Soiland Humanities 112]

Christina Winters, Alyssa Shurtz, Lainey Cartwright, Addy Southam

Southern Utah University

Because of the increasing number of Chinese students attending

American universities, writing center tutors need to identify the best

approach to help these ESL students In this session, presenters will

mentor attendees through group activities that illustrate four specific

strategies tutors may implement to assist Chinese students, as well ways

to adapt the strategies to other ESL populations

Building Connections: Strategies for Community

Building for NNES and Gen 1.5ers

Kristen Pringle (Lionheart), Janella Lee, Emilie Murgia

Mt San Antonio Community College

Explore strategies to help Non-Native English speakers (and Gen 1.5) to

feel more incorporated in college life and in their own educations Sharing

tutor tools and practices to help students feel part of the tutorial, the

college, and the wider, global community of education

Connecting Creative Compositions and Academic

Arrangements: How Elements of Creative Writing Can

Be Used Academically and How to Handle Creative

Sessions

Tucker St John

Creative writing elements can be used to develop more interesting

academic papers, yet many tutors feel unprepared in handling such a

genre The purpose of this session is to discuss the application of creative

writing techniques and elements within academic composition, as well as

to explore how tutors can handle creative sessions if they are unfamiliar

with creative writing

Minding the Monsters: Creating a Positive Group Environment by Identifying “Group Vampires” and “Group Werewolves”

Donna R Phillips, William Acosta

As tutors, we often work with groups and need to ask ourselves why the group dynamic can sometimes be dysfunctional, and how we can help tutees connect to one another in constructive ways to create a harmonious group experience In our presentation, we identify common negative roles such as the “Group Vampire” and the “Group Werewolf” and share how to gently handle these unruly characters by providing set of rules for positive group engagement

Engaging Unresponsive Students

Nicole Cameron, Jay Knee, Emily Kane

California Lutheran University

This presentation outlines new and exciting ways to help uncomfortable, unresponsive, or international clients as effectively as possible, according

to their distinct needs We address current strategies provided by Kristin Walker and Judith Power to counteract these concerns and discuss ways to use them in practice

Faculty Fusion: Using Interviews to Gain Faculty Insight and Support in Our Writing Studio

Clara Weingarth, Kayla Biar, Emily Crosby

Concordia University Irvine

Faculty members are often a writing center’s most valuable form of advertising, yet, writing center staff members rarely have opportunities to ask faculty how they teach writing in their classrooms, their expectations for student writing, or what makes writing within their specific disciplines unique This session describes our how we engaged with the faculty on our campus and how their feedback changed the way we work with writers

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Fun Fact: The inventors of the typewriter intended it to aid

the blind.

Session 3 1:10 - 2:00 PM

Appetizers for the Soul: Connecting with Students through Empathy and Non-Verbal Communication

Rebeccah Sanhueza

Pasadena City College

Students are often uncomfortable with the entire concept of tutoring Let’s learn the ingredients to alleviate those fears

Building Tutor Self-efficacy Through Connections in Online Tutoring

Emily Christiansen, Regan Joswiak, Sarah McGinnis, Christopher Billings

University of Houston—Downtown

Come participate in a hands-on project to understand how scaffolding can build comprehension and increase both tutor and learner’s agency The discussion will cover helping online tutors assess how to support the learner without face-to-face interaction

From SoCal to South Padre: Using the SoCal WCA Tutor Conference as a Springboard for National Collaboration

A.J Edwards, Kallin Raymond, Jayde Bertoch, Joshua Barton

Southern Utah University

In this session, we will share successful strategies that we have used for developing our SoCal WCA panels into individual presentations at IWCA and NCPTW conferences We will also share tools to help tutors stand out from the crowd in pursuit of graduate programs and employment by presenting their research at national conferences, such as the NCPTW in South Padre in 2018

Connecting Nothing with Nothing: Mindfulness as a

Means of Mediating the Emotional Labor of the Tutor

Mayra Alejandra Godínez Dávila, Joseph Honnold, Edward Ferrari

California State University, San Bernardino

Interest in the potential interaction of the Buddhist practice of mindfulness

and Writing Center pedagogy has recently been revived (Mack and Hupp

2017; WCenter Listserv), yet studies critiquing its value for tutors are

lacking This presentation therefore examines the connections between

mindfulness and the emotional labor of the tutor

Notes: _

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Fun Fact: The longest word in English isn’t

“Supercalifragilis-ticexpialidocious,” but instead it is

“Pneumonoultramicroscopicsilicovolcanoconiosis,”

which is a kind of lung disease.

Connecting with English Language Learners Through

Shared Linguistic Backgrounds

Sherry Zheng, Felipe Morfin-Martinez, Megan Friess, Pamela Ygrubay

Since writing in American academic English can be daunting for English

Language Learners, peer writing tutors need to connect with students’

complex linguistic identities both pragmatically and emotionally, when

possible This session will discuss how revealing their own relevant

linguistic experiences may help tutors better connect with ELL students,

while also allowing students to more freely express their affective and

academic needs

Connecting with Hispanic Writers: Patterns and

Strategies

Cynthia Castillo, Brianna Zaragoza

California Lutheran University

We will use surveys and samples of Hispanic students’ writing to discuss

patterns present and provide fellow peer tutor strategies to address them

In our activity, we will use written scenarios about what Hispanic students

struggle with in their writing to facilitate conversation in groups addressing

these patterns, and we will have the audience discuss similar situations in

their writing centers

Personalizing the Personal Statement

Rebecca Zimmerman, Emily Segal

Claremont McKenna College

ESTJ or INFP? Our session encourages attendees to consider how our

personality types and individual experiences shape our work as writers The

session will focus on connecting internal reflection to the process of writing

personal statements

Why Do People Listen to Us? Bridging the Authority Gap Between Students and Professors

Nancy Karreman, Hannah Hecht, David Cremins, Haley Ferguson, Drayona Denson, Ethan Kostishak

Pomona College

We as Writing Partners are in the unique position of being perceived as experts and authority figures, somewhere in the ambiguous space between students and professors What is our authority, if any, as intermediaries and “experts” to challenge the authority of professors, and how do we navigate this tension between our desire to deconstruct hierarchies of knowledge and the very real and important needs and perceptions of our peers?

The Link Between Deaf Students and Writing Tutors isn’t Necessarily as Interperter

Keith Wasserstein-Monsanto

As writing center training is revolved around working with hearing students, understanding how tutors can effectively support D/deaf students without interpreters perpetuates the growing inclusivity of writing centers By performing silent mock sessions, tutors will get a feel of what it’s like to work with D/deaf students, providing a foundation for discussion about best practices for working with D/deaf students without an interpreter

The High School Connection

Caelyn Pender, Macie Gettings, Amanda Ju, Akhil Gutta, Katie Reul, Diya Sinha, Andy Jin, Sophia Brent

Westlake High School

Our session will examine the way a high school writing center is able to function despite certain limitations that do not exist in college writing centers, as well as the importance of high school writing centers in building a foundation for college writing centers It will also explore how peers connect and make strides together despite the fishbowl environment

of the high school and the stigma of asking for academic help

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Session 4 2:10 - 3:00 PM

Emotionally Intelligent Connections

Scott Davidson, Sara Reyes-Cruz, Antonia Taggart, Grisel Vargas, John Hansen

Riverside City College

This presentation will discuss the importance of emotional intelligence in establishing connections with students, therefore determining not only the course of the session but ensuring that safe and effective boundaries are created between tutor and student Then, we will ask attendees to participate in role-playing activities that will cover unique scenarios that could happen within a tutoring session to determine how emotionally intelligent connections with the student — or lack thereof — could help or hinder each scenario

Stressful Connections: How Your Mindset Can Save Your Life

Melody Robinson, Nikky Eminzade, Jason Cannon

Crafton Hills College

Writing tutors work in an educational environment where they are required

to constantly make a variety of connections and role-changes throughout the day This session will, therefore, explore why and how tutors potentially experience stress, the consequences of stress, and provide ideas and methods for reshaping tutors’ perception of stress

Scheduling to Make Connections

Elinor Aspegren, Christine Leung

Pitzer College

In our workshop, we will engage openly with how different scheduling formats in writing centers impact the connections made between tutor and writer We will accomplish this by holding a space for both individual reflection and open discussion so that participants will feel comfortable

in sharing their personal experiences about the many ways tutors make connections with writers

Find Your Groove with Group Tutoring (Undergrad)

Leah Ostermann

California State University, Channel Islands

My presentation explores best practices when tackling group tutoring This

includes but is not limited to group dynamics, dealing with different writing

and communication styles and being able to come to a common solution

about a problem or prompt

Notes: _

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Patching the Connection: Providing Techniques and

Strategies for Sessions with Multilingual Students

Melanie Croft

All students should receive the help they need in order to be successful

writers, yet there are unclear techniques for multilingual student

sessions in writing center training literature To remedy this, I will provide

techniques and strategies through the synthesis of existing tutoring based

literature

Metacognitive Connections: Connect the Thoughts

Charles Bordy

Antelope Valley College

In this session, participants will explore metacognitive strategies and

behaviors, as well as how tutors model these behaviors Following a

brief presentation, participants will be invited to play a game designed to

reinforce metacognitive concepts, for a chance to win some prizes

Creating a Sense of Belonging and Connection by

Developing a Personal Writing Tutor Philosophy

Statement of Approaches and Methods

Randall Searcy

Oxnard Community College

A collaborative, conversational inquiry into the role belongingness,

awareness of emotions and other suggested connections and

relationships embedded in the writing and tutoring process might play

in development of an experientially derived and research supported

personal Writing Tutor Philosophy Statement

Cross-Web Connections: Recognizing Identity in Writing

Samantha Wilson, Ellie Andrews, Aaron Barlin, Javier Burdette, Jenny

Le, Melisa Lu

University of California, Irvine

As tutors, we must understand that the student works we read are the

products of complex webs of interconnections, influenced by factors

in students’ lives By identifying the way these webs are shaped and function–– thus discovering our place within them––we as tutors can actively recognize and respond to these influences in an empathetic and constructive manner during a tutorial

Connecting with Graduate Student Writers

Angela D Gee, Marcel S Young, Hazina Cain-Houston

California State University, Los Angeles

This presentation will discuss the forums used to make connections with graduate students and the services available to them, such as the Graduate Student Writing Consultations and Focused Workshops The goal

is to demonstrate a few obstacles we encounter as writing consultants and how we deal with them in a manner that can be applied toward any student seeking help with their academic writing

Bridging Literacies: Beyond Pen and Paper

Jaimee Horn, Cristal Gamez

California State University, Channel Islands

Our presentation will explore the concept of multiliteracy and outline the importance of tutoring across a wide range of mediums and disciplines Elements of multiliteracy include oral presentations and visual text elements, the understanding of which allows our center to create a better sense of campus cohesion

Notes: _

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Community Hour

3:10 - 4:00 PM

[Location: Gilbert Sports and Fitness Center]

Learn about, interact with, and take fresh ideas and inspiration from staff

at writing centers across our region We invite you to participate in the

wrap-up session of our conference, which we’re calling the “Community

Hour.” Writing Centers will present posters sharing their center’s

philosophy, services, space, tutors, and/or some other defining feature so

that others can learn about what they do and ask questions

We will also give out our SoCal Writing Center Association t-shirts to all

conference presenters during this time and will have these shirts for sale,

as well

Notes: _

_

Reflecting on the Conference

What have you experienced today? What ideas will you incorporate into your tutoring practice? What thoughts do you have for your own writing

Tiêu đề	Connecting with Purpose
Trường học	California Lutheran University
Chuyên ngành	Writing Center Support
Thể loại	conference
Năm xuất bản	2018
Thành phố	Thousand Oaks

Định dạng
Số trang	10
Dung lượng	1,97 MB