mwca 2013 program

Midwest Writing Center Association

biennial fall conference ProgramOctober 17-19, 2013

Skokie, ILlinoisholiday inn chicago north shore

Chicagoland Writing Center Association

Letter from THE MWCA CHAIR Welcome, everyone, to the thirtieth anniversary of Mid-west Writing Center Association conferences, on behalf of the MWCA executive board. Our first conference took place on April 30, 1983, at the University of Mis-souri-Columbia, and there were thirty presenters on the program. Eighty people attended the conference, and they enjoyed each other so much that the second con-ference was immediately announced for the following October. Melody Daily (Central Methodist College) and Doug Hunt (UMC) were the first conference chairs, and the first MWCA board was elected at that conference. We have 118 accepted proposals at this conference, many sessions with multiple participants. We invite you to join in the rich array of topics and perspectives on offer.

Thinking about MWCA’s history reminds me of the many folk behind this organization, and that makes me grateful for the people who have so generously boosted many of us into our field of work. My own first MWCA confer-ence was in 2004 at St. Cloud; I most remember being overwhelmed by the open-ness and accessibility of the people I spoke with who had vastly more experience in this work than I did. This was definitely a different kind of conference, and a different kind of professional organization than I was accustomed to (think: MLA). Some of the folk who have most freely offered counsel to many of us are still attending MWCA conferences, still offering support to more junior colleagues . . . and still learning. Take the opportunity to talk with them; informal conversations with these folk are one of the deep pleasures as well as long-term benefits of an MWCA conference.

Thinking about our history also makes me think about our future, and, at the time I write this, something like 60% of the people registered for this conference are students . . . the people who will carry this organization and this pro-fession into new territory. Those of us who have been here a few years are eager to see where you are leading us, not just in the future but already here, at this confer-ence. Thank you for joining with us, and for the energy and new ideas you bring.

Thank you, everyone, for coming, and for bringing yourselves to this common feast. We trust that this weekend will energize, challenge, refresh, and inspire all of us.

Carol Martin, Chair 2

On Behalf of THE CWCA

I am happy to welcome all of you to the Biennial MWCA 2013 Conference and to beautiful Chicago!!

Our CFP asked all of you to think about the metaphor of riding or “writing” the L in your local places and spaces—both inside and outside of your writing cen-ters—and now you all are here to map these journeys together. Chicago’s “L”—our elevated commuter sys-tem—offers you the opportunity to enjoy interesting neighborhoods, restaurants, and even local writing centers, should you opt for the open house at DePaul or attend Andrew Jeter’s workshop at Niles West

High School. Our coming together in Chicagoland Writing Center Association’s birthplace will also take us to different social spaces wherein rich and vibrant con-versations about writing centers theory, pedagogy, and praxis will take place.

When you “write” the L, you transport this amazing weekend and this lively space forward into your own work as writing center professionals, like the spokes of the different colored “L” tracks that radiate outward from Chicago’s Loop. Upon returning, it’s my hope that you all will remember that it’s not the journey inward to Chicago—it’s the “writing” the L back out to where you came from, and taking what you’ve learned with you.

The CWCA is so excited to show you an excellent time in Chicago this weekend, and we hope you enjoy what we have planned for you.

Rachel L. Holtz, MWCA 2013 Co-chair

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conference map

MWCA EXECUTIVE BOARD MEMBERS

CHAIR VICE CHAIRCarol Martin Lori BakerNorth Park University Southwest Minnesota State University

SECRETARY TREASURERAndrew Karr, Rachel HoltzUniversity of Wisconsin-Marathon County Northeastern Illinois University

RESEARCH COORDINATOR AT-LARGE MEMBER Neil Baird Helena HallWestern Illinois University Loras College

WEB COORDINATOR IWCA REPRESENTATIVENicole Montana Mitch NakaueUniversity of Minnesota University of Iowa

GRADUATE STUDENT REPRESENTATIVE NEWSLETTER COORDINATORJasmine Kar Tang Alan BensonUniversity of Minnesota University of Wisconsin-Eau Claire AT-LARGE MEMBER AT-LARGE MEMBER Kelly Meyer Cheryl Prentice University of Nebraska-Lincoln Saint Mary’s University of Minnesota

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Featured speaker: Mary trujillo

Mary Adams Trujillo earned her PhD in communication studies from Northwestern University, but her interests are wide-ranging. Her research interests include practitioner-researcher collaborations, community development, cultural identity formation, conflict transformation and spirituality, and listening applications. Her dissertation work focused on a three and a half year ethnographic study of violence in a neighborhood and a community’s attempt to organize to prevent further violence. She is currently professor of intercultural communication and conflict transformation at North Park University in Chicago. Throughout her career, she has been involved in the civic life of the diverse communities in which she has lived. These activities have included serving on local school improvement teams and community leadership development projects, as well as board membership for various local and national peace related organizations such as the Shanti Foundation for Peace, the editorial review team of Conflict Resolution Quarterly, Conflict Management Initiatives, the Practitioners’ Research and Scholarship Institute (PRASI) and the National Conference on Peacemaking and Conference Resolution (NCPCR).

Her publications have included guest editorship for The Journal of Intergroup Relations (winter 2004) and The Mennonite Conciliation Quarterly (2003); “Promising Practices: a review of Witness to Genocide: Drawings of Child Survivors in Rwanda, Journal of Intergroup Relations, 28,31-33 (2001); and “How conflict resolution has not addressed the needs of diverse populations” in T. Jones and D. Kmitta (eds.) Does it Work? The Case for Conflict Resolution Education in our Nation’s Schools. Most recently, she has co-edited ReCentering: Culture and Knowledge in Conflict Resolution Practice. She currently serves on the editorial board of the Journal of Hip Hop Studies.

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Featured speaker: ben rafoth

For the past 23 years, Ben Rafoth has been the director of the Writing Center at Indiana University of Pennsylvania, where he holds the title of ‘University Professor.’ In 2002, he won the Ron Maxwell Award from the National Conference on Peer Tutoring in Writing for “distinguished leadership in promoting the collaborative learning practices of peer tutors in writing.” Ben also teaches in IUP’s Graduate Program in Composition and TESOL, including a doctoral seminar on writing centers. He has advised more than 15 dissertations focused on writing centers. He edited A Tutor’s Guide: Helping Writers One to One, and he co-edited with Shanti Bruce ESL Writers: A Guide for Writing Center Tutors, both now in second edition. Ben is currently working on a book about assisting second language writers in the writing center. Ben has been a speaker and consultant on behalf of writing centers around the world, most recently at King Abdulaziz University in Saudi Arabia.

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Conference at a Glance

When? What? Where?Thursday October 17

12:00 pm- 7:00 pm1:00 pm- 5:00 pm5:30 pm- 7:00 pm

RegistrationPre-conference WorkshopsWelcome reception

Holiday Inn Atrium

Salons A & BNorth Park Jazz ComboSam Hudgens, tenor saxVictoria Moore, alto saxJason Nelson, pianoJon Fogel, bassJoe Azzaro, drums

Friday October 18

7:00 am- 5:30 pm7:00 am- 8:15 am8:30 am- 9:45 am10:00 am- 11:15 am11:15 am- 11:30 am11:30 am- 12:45 pm1:00 pm- 2:15 pm2:30 pm- 3:45 pm4:00 pm- 4:45 pm5:00 pm- 6:15 pm7:00 pm- 9:00 pm

RegistrationBreakfastConcurrent Sessions AConcurrent Sessions BBreak Concurrent Sessions CLunchConcurrent Sessions DConcurrent Sessions ESIGEvening Reception

Holiday Inn AtriumHoliday Inn Atrium

Holiday Inn Atrium

Salons A & B

DevonshireReception at Depaul - Downtown

Saturday October 19

7:00 am- 2:30 pm7:30 am- 8:45 am7:30 am- 8:45 am9:00 am- 10:15 am10:15 am- 10:30 am10:30 am- 11:45 pm12:00 pm- 1:00 pm1:15 pm- 2:30 pm2:30 pm- 2:45 pm2:45 pm- 4:00 pm4:15 pm- 4:30 pm

RegistrationBreakfastPostersConcurrent Sessions FBreakKeynote WorkshopBox Lunch & MWCA Open Meeting

Concurrent Sessions GBreakConcurrent Sessions HClosing Meeting

Holiday Inn AtriumHoliday Inn AtriumHoliday Inn Atrium

Holiday Inn AtriumSalons A & BSalons A & B

Holiday Inn Atrium

Devonshire

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MWCA PRE-conference WORKSHOPSRunning a High School Writing Center with Andrew Jeter

NILES WEST HIGH SCHOOL

This half- day, pre-conference workshop is designed to be a place where you can ask ques-tions, get answers, and plan for the future of your center and your career. On October 16, we will travel from the conference hotel the short distance to Niles West High School’s Literacy Center. You will be invited to participate in multiple breakout sessions dealing with mission statements and stakeholder relations; tutor recruitment and training; center design, planning, and assessment; advertising and outreach; and professional development. You will have the opportunity to meet people from around the Midwest and share and gather ideas. It is our goal that every participant will leave the work-shop with at least one plan of action to take back to their center.

Building, Maintaining, and Sur-viving an Academic Resource Center

Nita Meola, Columbia College

MONTICELLO

This pre-conference workshop will provide a brief history of how the Learning Studio came to be and offer participants an overview of the multiple as-pects to be considered when making this kind of institu-tional move. Participants will then break into sessions to discuss topics such as mission statements, stakeholders, the change process, operational procedures, team maintenance and professional development,

In this workshop, we will dis-cuss and model training activ-ities that help new peer and professional tutors negotiate the complexities of working with multilingual writers. Top-ics that will be addressed in-clude ways to help tutors

*Become more aware of the diversity of multilingual writers*Move more comfortably along the continuum between direct and indirect*Be a rhetorical and linguistic resource*Use scaffolding techniques

Participants will not only take part in a variety of training activities but they will have the opportunity to consider how these activities might be adapt-ed to fit their specific writing center contexts.

Doing Writing Center Research

Rebecca Day Babcock, Universi-ty of Texas of the Permian Basin

DEVONSHIRE

This workshop on research methods will be divided into three parts. In the first part, participants will be introduced to a variety of research meth-ods that can be employed to study the work of writing cen-ters. In part two, participants will work with fellow workshop participants do develop re-search designs based on their individual research questions. In part three, road blocks to be-ing productive scholarly writers and ways of overcoming them will be discussed.

marketing, and evaluation and assessment. The goal of the workshop is to have all partici-pants leave with the necessary information to build or contin-ue work on existing academic resources centers at their own institutions.

Multilingual Writers: Helping New Tutors Negotiate Between Principles and Practices

Jenny Staben, College of Lake County and D Susan Dillon, Wheaton College

BIRCHWOOD

Whether the tutees are interna-tional students recently arrived to the United States or immi-grant students coming from U.S. high schools, multilingual writers can pose a complex challenge for first year tutors. ting center work with visions of “editing” students’ papers and playing the role of expert. However, the tutor education they receive typically values being hands-off versus being directive, values conversation over demonstration, as well as suggests that discussions of grammar, vocabulary and word choice are “lower” or “later” concerns. As a result, inexperi-enced tutors often swing from editor to the opposite end of the spectrum—feeling like they cannot offer any suggestions or information without appro-priating the writer’s work. This mindset proves particularly problematic when tutors work with multilingual writers—writ-ers who may need both linguis-tic and rhetorical information in order to effectively write at the college level in English. 8

Friday, octOBER 18 MWCA 2013

7:00am - 5:30pmREGISTRATIONHoliday Inn Atrium

7:00am - 8:15amBREAKFASTHoliday Inn Atrium

8:30am-9:45amCONCURRENT SESSIONS

A-1, SALON C1

Workshop

A Tourist and a Chicago Native Walk into an L Station: Modeling Strate-gies for Openings and Closings

Ashley Ortiz and RachelMcMurray, University ofKansas

Presenters will model effective strategies for the first and last five minutes of writing consultations. Audience members will have an opportunity to practivethese strategies in order tounderstand the benefits of successful openings and closings: higher levels of efficiency, increased tutorand writer satisfaction, andultimately more effective con-sultations.

A-2, SALON C2Roundtable “Wait, you heard we dowhat?!”: A Roundtable on Writing Center IdentityCrisis

Madelyn Miller, Claire Koop-mans, and ErinStevens, University ofWisconson-Eau Claire

A roundtable discussion adressing the complicated nature of developing the concrete identity of the writing center and our role as writing assistants within the center. The discussion will also focus on the difficulty of main-taining a fixed identity on a continuously evolvingcampus.

A-3, SALON D1

Individual Presentation

Jumping into the Deep End... Our Foray intoOn-line Tutoring

Michael Hustedde, Saint Am-brose University

Our university has offered traditional, face-to-facewriting tutorials for over thirtyfive years. Starting with the fall semester, we will pilot an on-line writing tutorial servicefor our undergraduate students. Our panel will sharehow we prepared and what islike now that we’re in the water.

A-4, SALON D2

Roundtable

Social Media and Writing Centers

Nicholas Freitag, University of Wisconsin-Eau Claire

This roundtable will facilitate a discussion concerning the use of social media in writing cen-ters. In many ways social media sites are a window to the phys-ical writing center, and as such, need to represent the work done while also promoting the services offered within.

A-5, BIRCHWOOD

Roundtable

Won’t You Be MyNeighbor?: Writing Centers, Place, and Space

Dave Ehren, Jake Mohan, Re-becca Graham, Macalester Col-lege and Kathy Evertz, Carleton College

Writing Centers’ configurations vary widely dependingon their parent institutions’ size, philosophy, and administration. Our roundtable invites participants to discuss the lay-outs and locations of theirWriting Centers, examining the pros and cons of centralized services versusdecentralized, departmentally housed tutoring, and how their centers use and interact withspace.

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A-6, MONTICELLO


The Role of Affect in the Writing Center

Daniel Lawson, Central Michi-gan University

This talk examines the roleaffect plays in tutoring in thewriting center. It specificallylooks at how affect and affective cues facilitate orhinder the work of a session. The speaker shares the preliminary results of an ongoing study of affect usingthe Specific Affect CodingSystem (SPAFF).


Nonverbal Communication in the Writing Center: The Missing Link in Collaborative Pedagogy

Jenna Marquardt, Universityof Wisonsin-Oshkosh

To further promote thecollaborate pedagogy ofWriting Centers I analyzed nonverbal body movementsin recorded sessions. I hopeto present my findings andintroduce type of nonverbalcommunications theirrelevance in an individual presentation which will drawfrom a video clip and groupdiscussion.

A-7, BOARDROOM

Panel Presentation

Conducting Genres: Examining and EvaluatingCommunication AmongWriting Center Staff

Amanda Hemmingsen, R. Justin Wilson, MariaCarvajal, and Shayn GuillemetteUniversity of Kansas

Our presentation examines ways in which writing center consultants and administrative staff use a variety of genres to communicate in the Writing Center. Through our research, presentation, and discussion, we hope to come to a better understanding about what methods of communication work best in internal Writing Center discourse.

A-8, SALON E1


ESL Writers: Listen to Us!

Cheryl Prentice and Sue Hines, Mary’s University ofMinnesota - Twin Cities

Focus group research on ESLwriters at our institutionrevealed much about their expectations of academic wrt-ing, their writing goals, thecriteria they employ to evaluate themselves as writers, and their reactions to various types of feedback from their professors. The conclu-sions drawn from this research can guide betterinstitutional practices.


Connecting Trains: A Modelfor Serving ExponentiallyIncreasing InternationalStudents in a Strapped Writing Center

Su Smallen and McKinley Green, St. Olaf College

Faced with a 400% increase in international students’ visits to writing tutors, our center’s capacity was overstretched. We successfully collaborated with writing faculty to intergrate writing tutors in the classroom, thereby greatlyenhancing internationalstudent writing support and making it possible for morestudents to use the writingcenter.


Grammar logs in a Non-Native Speaker (NNS) Writing Center

Anne Canavan, Emporia State University

This study deals with the effi-cacy of incorporating gram-mar logs into the structure of tutoring sessions for NNS in an ESL-specific writing center context. Students will create grammar logs to document errors in their writing, and then use the logs they have created to identify and correct similar errors in future writing.

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A-9, DEVONSHIRE

Workshop

I’m Just Here For the Points: Student Motivation Linked to Extra Credit in Writing Center Sessions

Maria Vos, Saginaw Valley State University

This session will examine ef-fective and ineffective uses of extra credit as a motivational strategy to encourage students to visit the university and high school writing centers. This session will conclude with “best practices” for faculty to use extra credit to motivate writing center visits.

A-10, SALON E2

Panel Presentation

Writing Centers as Academic Social Entrepeneurs

Bradley Hughes, University of Wisconsin - Madison; Joan Mul-lin, Illinois State University; and Nancy Linh Karls, University of Wisconsin-Madison

This session takes up a cur-rent term--social entrepre-neurism--as a way to think dif-ferently about writing centers. The three speakers will demon-strate how writing centers can serve as research centers for innovative education, describe how centers move across their institutions as entrepreneurs do, and explain how writing centers’ next evolutionary move is outside academic lines.

10:00am - 11:15amCONCURRENT SESSIONS

B-1, SALON C1


“Savior Nor Scapegoat: Writing Centers and the Case for Strate-gic Planning”

Andrea Deacon and Kristin Risley, University of Wiscon-sin-Stout

This presentation advocates the use of strategic planning as a tool that best allows writ-ing center directors, especially directors of new centers, to carefully and critically chart out a model of growth for their cen-ters which is realistic, feasible, and in line with the unique and particular needs of their institu-tions and student body.


Building Diversity through Director Rotation

Z. Z. Lehmberg, Heidi Steven-son, Joy Weitzel, and Mike Jacoby, Northern Michigan University

One approach that is sure to inject new ideas and diversify what has always been done in any writing center – and it is an approach that is rarely talked about in the writing center community - is writing center director rotation. This presen-tation will discuss the potential benefits and possible problems of such a rotation.


L is for Leap : An Anthropolo-gist and a Chemist Dive into a Writing Center

Robert Marrs, Kimberly Dukes, and Steve Singleton, Coe Col-lege

Three faculty from diverse disciplines—physical chemis-try, cultural anthropology, and rhetoric—will reflect on their experiences and insights direct-ing the same Writing Center and invite the audience to com-ment on the potential benefits of bringing faculty from diverse academic fields into a Writing Center environment.

B-2, SALON C2

Roundtable

The Things we Carry: Contextu-alizing the De-Centered Writing Center and the Act of Moving from Brick and Mortar Comfort Zones to Community “Contact” Zones.

Alice Edwardson, Eric Holt, and Rebecca Johnson, University of Nebraska - Lincoln

This roundtable seeks to con-textualize the work of the “de-centered” writing center outside of the brick and mor-tar writing center. Drawing from the scholarship of Frances Condon, Nancy Welch and Lisa Delpit, we seek to shed light on the challenges and rewards of committing to de-centering the writing center.

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B-3, DEVONSHIRE


Master of Her Universe--Recon-sidering Expertise in Light of New Literacies

Angela Woodward,Edgewood College

This case study examines a student who was extremely proficient in her writing ability in the context of a role-playing game, yet could not pass an introductory English course. K’s case sheds light on the impor-tance of identity and commu-nity both in the writing center and in the classroom.


Discourse Community Initiation through Repetition in a Disci-pline-Specific Writing Center: A Sociolinguistic Approach to Analyzing Conversation

Rachel L. Holtz,Northeastern Illinois University

This sociolinguistic case study examines whether discourse community initiation actu-ally occurs when a student meets with two different dis-cipline-specific writing tutors--one in English, the other in psychology. Analysis of video clips shows that lexical and syntactic repetition occurred in both tutoring sessions, sug-gesting that initiation begins to occur through these linguistic patterns.

I will present an adaptable “Function Chart”, similar to that used by many successful orga-nizations or businesses, explain how and why it works, and guide each participant through crafting a chart to fit their writ-ing center.

B-6, MONTICELLO

Panel Presentation

Future Matters: How Career As-pirations Affect Writing Center Work

Briana Baughman, Natalie Church, Deborah Admire, Jenni-fer Hoover, Abbie Amiotte, and Kinbrae Bezdicek, Northwest-ern College

In this panel, seven tutors will discuss how their career aspi-rations—in education, public relations, and publishing, re-spectively—influence their approach to writing center work. The tutors will specifically discuss how their career goals motivate them to tutor, shape the methods they use, and determine their takeaways from tutoring experiences.

B-4, SALON D2

Panel Presentation Tutoring the Non-Traditional Student: Connecting with Three Demographics

Gina Wilkerson. Maryan Wherry, and Timothy Nicholas, Western Illinois University—Quad Cities

This panel explores these chal-lenges and offers specific meta-cognitive strategies for Writing Center consultants to consider as they strive to meet the needs of an increasingly diverse group of student writers.

B-5, BIRCHWOOD

Workshop

Mapping the Writing Center

Martha Jerrim, University of Kansas

Writing Centers are organiza-tions that produce better writ-ers. During this workshop

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B-7, BOARDROOM

Panel Presentation

Using Higher/Lower Order Concerns and “Error Gravity” to Examine Second Language Writing Problems and Tutors’ Responses to Them in Synchro-nous and Asynchronous Online and Face-to-Face Tutoring

Jane Cogie and Lan Vu, South-ern Illinois University; Carol Severino and Shih-Ni Prim, University of Iowa

To find out whether a concept from applied linguistics can complement higher/lower-or-der concerns, this panel pre-sentation uses criteria of “error gravity” (comprehensibility, perceived pragmatic violations, irritation, cumulativeness) to examine second language drafts that were tutored via three modes: face-to-face, syn-chronous, and asynchronous at two university writing centers.

B-8, SALON E1

Workshop

“Here Comes Trouble!”: SRTOL and Our Willingness to Be Dis-turbed

Jasmine Kar Tang, University of Minnesota; Beth Godbee, Marquette University; Tanya R. Cochran, Union College; and Thomas Ferrel, University of Missouri-Kansas City

Join us to consider the mean-ing of more fully enacting the 1974 CCCC resolution “Students’ Right to Their Own Language” in everyday writing center prac-tice. Together, in an interactive workshop, facilitators, partic-


and participants will explore questions of racial power, agency, and language rights, embracing a “willingness to be disturbed”--an activist scholar identity.

B-9, SALON D1

Panel Presentation

Tech-ing out the Writing Center: Methods for using technology to change students’ percep-tions of writing

Luke Thominet, Chris Susak, and Jule Wallis, Wayne State University

This presentation explores the use of technology to create spaces where students can both see their writing as a multi-dimensional, multi-modal process, and interact with and manipulate textual artifacts in nuanced and productive ways.

B-10, SALON E2


“Making the Connection:” Tutors Work as Liaisons to Underserved Departments in the Writing Center

Rachael Blaylock and Cara Cole, Saginaw Valley State University

This session explores how a writing center can reach out to students of departments who seldom utilize the writing center. Specifically, it seeks to discover how tutors can be used as a liaison between their specific departments and a writing center, to recognize and meet needs of these depart-ments.


I want to, I have to, I should: Why Students Utilize the Writ-ing Center

Helena Hall, Loras College

The current study investigates reasons why students utilize the writing center. Many stu-dents go because they are required to and will be penal-ized if they do not. Those who made appointments because they wanted to or were recom-mended to do so reported an increased awareness of how to write papers.


Breaking Down The Stig-mas:Why is it that Black Stu-dents Do Not Utilize the Cam-pus Writing Center

Ta Leasa Johnson, Kansas State University

This research project will ob-serve the Black student popula-tion at Kansas State University and it will investigate the rea-son why so few Black students utilize the Writing Center. Through this research I want to develop some solutions to increase the number African American students that visit the Writing Center and to invalidate any stigmas that Black students have about getting writing help.

11:15am - 11:30amBREAK Holiday Inn Atrium

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11:30am - 12:45pmCONCURRENT SESSIONS

C-1, SALON C1


The Aesthetic and Logical Mys-tery of Flow: Playing with Prose in the Writing Center

Nathaniel Taylor, University of Wisconsin-Eau Claire

This presentation explores the logical-aesthetic boundaries of “flow” in essay writing. Analyz-ing Kant’s and Gadamer’s aes-thetic theories along with Nan-cy Welch’s reflection on “playing with reality,” this idea of flow can be used to experiment with conventional approaches to essay writing, resulting in more creativity and confidence in writers.


Using Ancient Wisdom to Pro-mote Inventive Thinking in the Writing Center

Jeffry Davis, Wheaton College

“Heuristic quotations” capture the thoughts of writers about the work of writing. They are regularly featured in our writing center on a marker board. The Wen Fu, composed in the third century by Lu Chi, is an ideal source for such quotations, providing ancient wisdom for consultants and student writ-ers.


The Place of Poetry in the Writ-ing Center: Quarrying Poetics for Academic Composition

Mark Gunter, Northeastern Illinois University

The aim of this presentation is to explore how tutors of academic writing can utilize the craft of poetry as they help students write academic prose. As we examine ideas culled from academic essays along with examples gathered from students’ writings, we will discuss how poetry has already benefited our practice as tutors, and how a greater awareness of poetic techniques of word and meaning production can help us guide students to become better writers.

C-2, SALON C2

Panel Presentation

Virtual Transformations: The Collaborative Potential of On-line Instruction

Michael Shapiro, Danielle Warthen, and Kristiane Staple-ton, University of Wisconsin - Madison Chaired by Brad Hughes, Uni-versity of Wisconsin-Madison

This session asks what can be gained as writing centers expand online instruction. Drawing on case studies from our Writing Center’s Skype and email instruction, our present-ers will ask how online instruc-tion creates spaces, methods, and relationships that trans-form, rather than simply trans-late, the work writing centers can do.

C-3, SALON D1

Roundtable

Conversation In & About High School Writing Centers

Suzanne Linder, Alice Reitz, and Chas Newman, University of Illinois Laboratory High School

Bruffee proposed that “the beginnings of peer tutoring lie in practice, not in theory.” Hear from peer tutors and their teacher about the first two years of a high school writing center. We will discuss how serving in a writing center influ-ences our writing practice and the teaching of writing.

C-4, SALON D2

Workshop

An Organic Approach to Mar-keting for the Writing Center

Gonzalo Guzman and Bronte Price, Columbia College Chica-go

This session looks at using stu-dent tutors toward an organic approach to marketing for the writing center. We will discuss the effectiveness of this kind of outreach and marketing. The presentation will connect the organic outreach with the need for genre specific workshops given by peer tutors.

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C-5, BIRCHWOOD

Workshop

Generating “Instant” Research Together: A New Gateway Drug for Undergraduate Tutors?

Kelsey Hixson-Bowles and Kara Northway, Kansas State Univer-sity

Responding to recent calls for evidence-based research, this workshop will provide an inno-vative method for introducing undergraduate tutors to the “highs” of conducting quan-titative research. To illustrate, tutors and directors will them-selves design questions for an online survey, to be taken and immediately analyzed during the workshop--providing in-stant gratification.

C-6, MONTICELLO


Traveling across Disciplines: The Interpersonal Communication Competence of the Writing Center Tutor

Emily Cramer, University of Wis-consin-Milwaukee

Presenter will explore intersec-tions between writing center practice and communication theory. Drawing from an in-terpersonal communication competence framework, tu-tors must be 1) appropriate, matching communication to situational, relational, and cul-tural expectations; 2) effective, accomplishing instrumental, re-lational, and self-presentational goals, and 3) ethical, treating writers with respect.


Friends Working With Friends: The Benefits of Rapport in Writ-ing Conferences

Peter Madsen, Ariana Uding, Kobe Spencer, and Robert Marrs, Coe College

Rapport-building, the relation-ship of student writer and con-sultant, is crucial in writing con-ferences. But what if writer and consultant are friends? While acknowledging the potential drawbacks to consulting with friends, our presentation will focus on the benefits of work-ing within a relationship based on trust, writer and consultant sharing a common understand-ing of writing center practices.


Putting the “L” Back in the Liber-al Arts

Sean McCullough, Wittenberg University

The goal of the session is to promote inter-departmental communication about writing in the university. Participants will discuss the benefits of such communication and ways in which they can achieve it. They will also gain a better under-standing of how different de-partments at one school view writing.

C-7, BOARDROOM

Fishbowl

Redefining Community in the Digital Sphere

Sarah Mundy, Jon Miller, Jordan Williams, Matthew Scrivner, and Thomas Ferrel, University of Missouri-Kansas City

The session examines how the notion of a “community” is constructed in physical en-vironments, and how these principles apply to online communities. Specifically, the session explores how our Writing Studio applies com-munity-building principles to an online-based environment through shared content, and utilizes specific social me-dia-outlets to construct a sense of community.

C-8, SALON E1


Forging Connections: Faculty Development and Student De-velopment via a Writing Mentor Pilot Program

Deborah Schlacks and Yvonne Rutford, University of Wiscon-sin-Superior

This presentation describes development and implemen-tation of a Writing Mentor Pilot Program at a small public liberal arts institution. The mentor pi-lot, part of a WAC Program that consists of a Writing Center and a faculty development service, is embedded in a grant pro-gram. The mentor pilot helps spur faculty involvement and connects the two parts of the WAC Program in useful ways.14


C-9, DEVONSHIRE

Workshop

“Riding the L to the Learning”: Training New Tutors to Learn and Grow in the Writing Center

Samantha Jackson, Allison Ster-ken, Hillary Degner, and Kylie Wojciechowski, Saginaw Valley State University

In this presentation, recently hired tutors will present re-search, surveys, and interviews to examine the challenges new tutors face in the Writing Cen-ter, along with a discussion of effective and ineffective train-ing techniques applicable to most tutor training programs.

C-10, SALON E2


Not in the Handbook: Using Peer Tutor Labs and Online Training Modules via Black-board to Support and Develop Tutor Identities and Profession-al Growth

Erica Mead, Bay de Noc Communi-ty College

Presenter will share how her cen-ter’s peer tutors’ and writers’ iden-tities are shaped by their institu-tional context (a rural, community college) and how the creation, use, and revision of a peer tutor lab and online training modules (via Blackboard) can help these tutors develop individually and together within this context while meeting the needs of their diverse and unique student population.


Operation Grasshopper: Mento-ring in the Writing Center

Lauren Becker and Alyssa Riley, Monmouth College

Operation Grasshopper is a mentoring program developed within the writing center com-munity focused on integrating new tutors into the program. The students in the English 299 tutor training course—Grass-hoppers—were paired with ex-perienced tutors, called Elders. The presentation is a think-tank based conversation directed toward starting and maintain-ing similar programs in other writing centers.


Laying New Tracks Over Old Ground: Reconstructing the Role of the Writing Center in a “Remedial” Writing Program

Crystal Mueller, University of Wisconsin-Oshkosh

Loop back with the writing cen-ter at a public comprehensive university deliberately working to reconstruct remedial writing support. The UW Oshkosh Writ-ing Center has renamed and refocused the Writing Mentor position. The role is grounded in the holistic advising model, perspective-taking strategies, and co-mentoring in the perfor-mance of “college student.”

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C-10, SALON E2, cont.


“The First Generation of Mobile Writing Labs”

Robert Calton, Southern Illinois University Carbondale

With the proliferation of smart-phones and tablets, Writing Cen-ters must account for providing composition reference informa-tion to a diverse range of writers using many mobile operating systems. Saluki Write is a “Mobile Writing Lab” for Android and iOS devices, bringing the OWL experi-ence into native mobile environ-ments.


Stewards of Infrastructure: The in-creasing digital qualifications and responsibilities of Writing Center staff

Fernando Sanchez, Purdue Univer-sity - West Lafayette

This presentation examines how writing center staff develop and update their digital infrastruc-tures. This investigation will help uncover how writing center websites are maintained, who is responsible for overseeing them, and what qualifications are neces-sary for building and implement-ing changes to them.

1:00pm - 2:15pmLUNCHEON WITH KEYNOTE SPEAKER BEN RAFOTH

SALONS A & B

2:30pm - 3:45pmCONCURRENT SESSIONS

D-1, SALON C1

Roundtable

No Easy Task: Matching a Writ-ing Center’s Hiring Practices with a Writing Center’s Culture

Madeline Base, Shade Hannum, Brittney Hauke, Anton Jones, Andrew Koehler, Ashley Marsh, Taylor Mayenschein, Saman-tha Patterson, Nicole Peterson, Connor Roth, and Robert Marrs, Coe College

This roundtable conversation will focus on how writing cen-ters can develop procedures for selecting new staff members that will attract diverse, highly skilled candidates and focus on the appropriate attributes and skills of the candidates. How do we successfully recruit the best people for this challenging assignment working in a writ-ing center?

D-2, SALON C2

Roundtable

Talk about Transfer in the Cen-ter: Negotiating the Complexi-ties of Writing Transfer

Nicole Hagstrom-Schmidt, Belinda Young, Elena Mo-ran-Cortes, Elizabeth Geib, and Tanya Juhasz, Western Illinois University

Reporting on interview-driven case studies, we examine how consultants recognize when prior writing knowledge needs to be substantially transformed and the rhetorical strategies used to convince students to evaluate their prior writing knowledge. We also present what students do with talk about writing transfer when they leave the writing center.

D-3, SALON D1

Conversation and creativity

session

D-4, SALON D2


Metacognition - A Two-way Street James Gilson, Kansas State University

This presentation will examine the role that writing centers play in developing metacogni-tion along with proposing the inherent significance of tutors becoming aware of and active-ly participating in metacogni-tive development.

In addition, the presenter will examine the inadvertent role tutors might play in prevent-ing meaningful metacognitive awareness.

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D-4, SALON D2, cont.


Every ‘Conversation of Mankind’ Should Involve a Good Listener

Brian Fallon, Fashion Institute of Technology, State University of New York

By examining how this one presupposed aspect of Bruffee’s conversation argument helps us understand how tutors and writers collaborate to make meaning, this presentation aims to provide peer tutors with additional ways to learn and think about their work as writing tutors and co-learners.


Instances of Trains Passing: How Misunderstandings in Consulta-tions Can Be a Good Thing

Robert Wilson, University of Kansas

Misunderstandings between writers and consultants are, doubtless, a frequent occur-rence in all writing centers. Taking inspiration from psy-chologists Bandler and Grind-er’s notion of neuro-linguistic programming, I explore the possibility that instances of miscommunication can reveal potential opportunities for con-sultants to help improve writers as well as their projects.

D-5, BIRCHWOOD

Fishbowl

Advocacy in Translation: Writ-ing Centers and International Students

Zachary Beare, Adriana Mar-tinez, Mevi Hova, and Nicole Green, University of Nebraska–Lincoln

Drawing on our shared experi-ences as writing center tutors, writing center administrators, classroom writing teachers, and international writers, we hope to both share our experiences and plans for expanded institu-tional outreach and advocacy, as well as learn from and fur-ther explore these issues with our audience members through a fishbowl structure.

D-6, MONTICELLO

Panel Presentation

Collaboration Between Writing Center Personnel and Compo-sition Instructors: A Solution for Helping Underprepared Writers

Tanya Dotseth, Cara Pawlowski, and Carol Mohrbacher, Saint Cloud State University

This presentation examines the significance of collaboration between the writing center di-rector, composition instructors, and graduate assistant (GA) tutors in our university’s En-glish 190 program. English 190 serves students with low place-ment test scores. In addition to regular class time, students work with graduate assistant tutors in weekly small groups.

D-7, BOARDROOM

Workshop

You’re Invited!: The Feminist Writing Center as a Mirror for Reflection

Heather Meyer, University of Wisconsin-Oshkosh

This workshop will ask partici-pants to thoughtfully examine whether and how their person-al values affect their encounters in the writing center space. Specifically, the workshop fa-cilitator will ask participants to look at their identification with levels of feminism and the ways they describe the role(s) of the writing center.

D-8, SALON E1

Panel Presentation

Networking the Multilingual University

Thomas McNamara, Libbie Morley, and Yu-Kyung Kang, University of Illinois at Urba-na-Champaign

At the University of Illinois at Urbana-Champaign, the inter-national student population has risen sharply, changing institutional culture. In re-sponse, the writing center has reinforced and expanded its mission to advocate for and support all writers. The panel addresses administrative and research efforts and specif-ic programs like ESL writing groups.

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D-9, DEVONSHIRE


Professional Writing in the Writing Center: How Writing Centers can prepare students (and consultants!) for life after college.

Laura Farmer, Cornell College

This session examines how to help undergraduate students and consultants with profes-sional writing. Campus-wide workshops and the Senior Proj-ect, where senior consultants complete one professional application by October, will be discussed. This hands-on ap-proach makes consultants bet-ter equipped to assist students and leads to more consultants securing post-graduate oppor-tunities.


Writing the Way into the Writ-ing Center: Seeing First Year Composition as the Initial Train-ing Ground for Writing Center Tutors

Nancy Lackey, Saginaw Valley State University

First Year Composition (FYC) can be the first step into an undergraduate’s writing cen-ter career. This presentation will provide research, surveys, and interviews to demonstrate how FYC develops initial tutor-ing skills, and “best practices” which FYC instructors can use to encourage the development of not just writers, but potential tutors.


An Independent Model for Tu-tor Training

Susan Mueller, St Louis College of Pharmacy

This session presents the in-dependent study as a viable model for tutor training. It describes the experience of one small, professional school in using this method to train tutors and discusses why this is a highly adaptable model for other schools that may have specialized needs.

D-10, SALON E2

Panel Presentation

Managing Expectations: E”L”evat-ing Lower Order Concerns to Get Students Out of the “Loop”

Borislava Miltcheva, Jerome Cus-son, and John Cahill, Northeastern Illinois University

This panel examines how aca-demic support services identify and address the issues of un-derpreparedness that students present. We will explore best practices for assisting students with a variety of challenges and, more specifically, how writing tutors can prioritize higher order and lower order concerns.


E-1, SALON C1


“Window of Opportunity”: Looking Closer (& Faster) at Online Sessions

Margaret Mika and Joshua Worsham, University of Wiscon-sin-Milwaukee

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As online tutoring technology evolves, administrators con-tinually explore effective ways to prepare and support online tutors. This presentation will share the positive and negative outcomes of one new training strategy: Immediate e-dialogue with individual tutors based on administrators’ careful reading and synthesized analyses of all synchronous online transcripts.


“Minding the Gap” between the Asynchronous Online Tutorial and Writing Center Ethos

Cassandra Bausman, University of Iowa

My presentation considers asynchronous online tutoring as an opportunity to reevaluate questioning practices and ‘di-rective’ tutoring. It will reconcile a consideration of online tutor-ing as a compromise between our values and practical exigen-cies and instead consider it as a new, discursive arena which requires its own particular rhet-oric and praxis.

E-2, SALON C2

Roundtable

Individual Authorship: An “arti-fact” of academia

Jessica Lieb, University of Min-nesota-Twin Cities

I will present on my under-graduate senior thesis, which explores how western cultur-al and institutional values of individualism can obscure the inherent collaboration that ex-ists in all forms of writing, and therefore limit educator’s

abilities to develop collabora-tive writing methods on the ground.

E-3, SALON D1

Roundtable

The Trouble With “Good” Writ-ing

Marcus Simmons, North Park University

When individuals enter our writing centers prepared to be diminished and rejected, we must be intentional about cre-ating better spaces. This means developing ethical codes that address writing challenges, but also affirm existing abilities. This discussion combines writ-ing and conflict transformation theory, and explores how we can mitigate behaviors rooted in cultures of abuse and need-less perfection.

E-4, SALON D2

Special Interest Group (SIG)

SIG on SIGs

Mitch Nakaue, The University of Iowa and Alan Benson, Univer-sity of Wisconsin-Eau Claire

What are Special Interest Groups, and how can they enrich your MWCA conference experience and daily writing center work?

This SIG will address these questions, provide tips on creating and maintaining a SIG, and explain the partnership possibilities between SIGs and MWCA.

E-5, DEVONSHIRE

Roundtable

Collaborative Consumption in the Writing Center: Maintaining Integrity in a Gift Economy

Katherine Kirkpatrick and Kath-leen Hall, Clarkson College

The rise of cyber culture, spe-cifically the increase of shared information, carries multiple implications for writing centers. To discuss these implications, we propose a roundtable to analyze examples of textual gifting and poaching, or the giving and taking of words, as both ethically sound and ethi-cally troubling.

E-6, MONTICELLO


Researching Reconciliation Work in Writing Centers and in Industry

Adam Gray, Fashion Institute of Technology, State University of New York

This presentation draws on interviews from tutors in a university writing center and employees at a multinational corporation to propose a new framework with which to ap-proach identity and difference in writing centers, industry and beyond.

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E-6, MONTICELLO, cont.


How To Be Blogworthy: Blogging, Institutional Identity, & the Writing Center

Mark Jacobs, DePaul University

“Inbound marketing” is a recent term for the use of digital media to attract web traffic to organi-zations’ websites. I’ll identify the ways inbound marketing by blog-ging has increased our engage-ment with our students, while also fostering new connections between the tutors who blog and their writing center.

E-7, BOARDROOM


What Does Last-Minute Look Like? A Study of Writing Anxiety

David Gold, University of Wiscon-sin-Oshkosh

This study examines writing anxiety and its possible effects on writing center interactions, with a focus on last-minute writing. The presenter will discuss proposed research on the levels of comfort that writers have before--and af-ter--meeting with a consultant.


Procrastination Station: Examining the Engine behind Same-Day Con-sultations

Audrey Manicor, University of Min-nesota-Twin Cities

This presentation examines the motivations and desires of stu-dents coming to the Writing Center on or the day before their papers are due. More specifically, this investigation examined the role of procrastination, awareness of the role of the Writing Center, and whether the students are One or Multi-Draft writers.

E-8, SALON E1


We’re on the same team: a Trans Woman’s Experience Tutoring Student Athletes

Alice Edwardson, University of Nebraska-Lincoln

This presentation uses the experi-ences of a trans woman working in the hypermasculine environ-ment of a student-athlete learning community to inquire into the good that can come when we put ourselves in situations which may be beyond our normal comfort zone.

E-9, BIRCHWOOD


Answering the Research Call: Writ-ing Center Dissertations, 1979-2009

Thomas Truesdell, Northwestern College

This presentation will examine overlooked research that has appeared in writing center dis-sertations over the past 30 years. It will identify trends in disser-tation research with the goal of understanding how the field has attempted to answer the research call and is poised to continue an-swering it in the future.

E-10, SALON E2

Poster

Openings and Closings: Why? How To?

Terese Thonus, University of Kansas

This poster examines openings and closings in writing consulta-tions. Drawing on research, I argue how these conversational moves impact tutor and writer satisfac-tion. I demonstrate how consul-tants omit or abbreviate these moves and showcase a workshop in which they learned how to use openings and closings more effectively.

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Friday, october 18 MWCA 2013

5:00pm - 6:15pmSPECIAL INTEREST GROUP

DEVONSHIRE

Meeting of the Special Interest Group (SIG) on Anti-Racism Activ-ism

Becca Johnson, University of Nebraska-Lincoln; Katie Levin, University of Minnesota; Neil Simpkins, University of Wiscon-sin-Madison; Beth Godbee, Mar-quette University; Thomas Ferrel, University of Missouri-Kansas City; and Bobbi Olson, Grand View University

Join us to identify strategies and to share stories, artifacts, position statements, and other materials focused on anti-racism activism. During the meeting, we’ll review what we have accomplished since our initial meeting at the 2006 MWCA conference, and we’ll set new goals and project commit-ments for the upcoming two years.

7:00pm - 9:00pmRECEPTIONDePaul University’s UCWbL

Downtown Chicago

Use your CTA cards and join us downtown at DePaul Universi-ty’s University Center for Writ-ing-based Learning in the Loop for complimentary beer, wine, and appetizers! 21

SATURDAY, octOBER 19 MWCA 2013

SATURDAY, OCTOBER 19

7:00am - 2:30pmREGISTRATIONHoliday Inn Atrium

7:30pm - 8:45amBREAKFASTHoliday Inn Atrium

7:30pm - 8:45amPOSTERSHoliday Inn Atrium

Undergraduate Peer Writing Tutor Research: Survey Results

Christopher Ervin, Western Ken-tucky University

The results of a survey of writing center administrators and tutors

Two focuses will be highlighted: Barriers/challenges to UR in the WC and transfer of research skills from the WC to other research contexts.

In a Space Where All the Furniture is Second-Hand: Creating a Writ-ing Center Balancing Work and Play

Justine Arcand, Andy Cheng, Em-ily Gasper, Bob Marrs, Laura Mills, Olivia Watson, Ella Remund-Wiger, Hannah Wiles, and Courtney Worthington, Coe College

We will attempt to answer the question: how does such a writing center function as a coherent cul-ture, fulfilling its primary objec-tive–providing consulting services to student writers–while also inviting students to participate in a community involving many diverse activities? What holds together this diversity? And what

F-1, SALON C1


Mapping the Routes of the Face-To-Face consultation: Using Genre Theory in the Writing Center

Maria Carvajal, University of Kansas

My presentation examines the face-to-face consultation from a genre perspective. Seeing the consultation as a genre will pro-vide insight into the knowledge consultants possess, where this knowledge needs improvement, and possible new routes for developing writing center theory, research, and consultant training.


Tutoring, Transfer, and Uptake: Connecting Writing Knowledge through Activity-Based Tutoring Strategies Moria Torrington, Illinois State University

This presentation focuses on the design and implementation of a genre studies/cultural-historical activity theory based individual tutoring program linked to a basic writing course. In doing so, it takes up and responds to writing center research that explores the relations among transfer, uptake, and tutoring practices.

9:00am - 10:15amCONCURRENT SESSIONS

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F-3, DEVONSHIRE

Panel Presentation

Queer Shibboleths: Faith, Identity, and Crisis in the Community Col-lege Writing Center

Stephanie Guedet Scott, Alexis Maloof, and Mary Claire Marck, Illinois Central College

While spiritual identity may seem irrelevant to, or even in conflict with, writing center work, this presentation will suggest that the intersections between our practice, faith, and language can provide vital and productive sites of inquiry. We will explore the connections between academic inquiry and faith, including similar aspects of belief, questioning, and introspection, and discuss pos-sible implications of these com-monalities to our work in literacy studies.

F-4, SALON D2

Open session

F-2, SALON C2

Workshop

Sharing the Ride: Connecting, Communicating, and Collaborat-ing in the Writing Center

Alan Benson, Lindsey Fenner, Ol-ivia McCarthy, and Teresa Schmel-ing, University of Wisconsin-Eau Claire

This round-robin workshop invites audience members to explore how diverse audiences, miscom-munication, and institutional practices work against the col-laborative goals of writing center pedagogy, how we can address these barriers, and how collabo-rative practices rooted in writing center work can serve as a model for collaborative authoring in the classroom.

F-5, SALON D1

Roundtable

Under Pressure: Considering the Lived Conditions of Student-Ath-letes and Their Impact on Writing Consultations

Marcus Meade, University of Ne-braska-Lincoln

Elizabeth Boquet’s notion of writ-ing center theory and practice as “so perfectly at odds with itself” often parallels the experience of the student-athlete. Questions about the lived conditions of student-athletes and how that im-pacts the writing center moment will guide discussion to a place of new inquiry.

F-6, MONTICELLO

Panel Presentation

Writing to Insight

Caroline Ledeboer, Amy Nolan, Jette Irgens, and Shayla Hopp, Wartburg College

In the writing center we are al-ways looking for new places to go in our tutor training, and to create ways to enhance the reflective process. Incorporating the writ-ing of creative non-fiction essays wherein the writing consultants slowly uncover the layers of a consultation has turned out to be a great tool to achieve new levels of understanding.

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SATURDAY, octOBER 19 MWCA 2013 F-9, BIRCHWOOD

Panel Presentation

Challenges of Collaboration in Curriculum-Based Peer Tutoring

Lacey Worth, Amanda Swygard, Madeleine O’ Rourke, Megan Hen-ry, and Raquel Baker, University of Iowa

This session explores the phil-osophical and everyday issues involved in implementing collab-orative practices in a course-em-bedded peer tutoring program. Presenters will examine the challenges of collaborative writ-ing in peer tutoring sessions as well as discuss the effectiveness of approaches which attempt to promote this collaboration.

F-10, SALON E2


Power and Control in the Helping Process: Drawing Parallels be-tween Writing Tutoring and Social Work

Ayrika Bennett, Kansas State Uni-versity

This paper examines why it is important to recotnize the power differential inherent in helping relationships, and how tutors can empower writers to help them-selves by giving up some of their own power through techniques such as self-disclosure and the strengths perspective, which are also used in social work.


Who Has the Power: Multiple Sites of Authority in a Writing Center

Robert Marrs, Kristen Scott, Con-nor Swanson, Sara Sweeney, and Haleema Smith, Coe College

This joint presentation by a writ-ing center director and staff mem-bers will attempt to answer a sim-ple but complex question: where does power reside in a writing center staff? What power does the director have for defining a writ-ing center’s philosophy–and how are those philosophical principles interpreted and redefined by the undergraduate staff’s preferences and practices.


Plagiarism: Ethical Epidemic or Educational Failure?

Julie Chamberlin, University of Illinois at Urbana-Champaign

My study focuses on the evolving issue of student plagiarism. Inter-views with students and faculty at the University of Illinois indicate a need to reconsider our approach to preventing and punishing plagiarism, as well as the instruc-tion that students receive prior to incorporating outside sources into their writing.

F-7, BOARDROOM

Panel Presentation

Through the Looking Glass: A Conversation Connecting Theory and Practice

Leah Misemer and Anne Hagger-son, University of Wisconsin-Mad-ison

Teachers spend much time reflect-ing on their praxis, but few have the luxury of reflecting with a stu-dent. In this presentation, Anne, the student, will discuss salient moments in our partnership and Leah, the instructor, will discuss the theory she applied during those moments, connecting theo-ry to practice in new ways.

F-8, SALON E1


Leading Alone Together

Libbie Morley, University of Illinois at Urbana-Champaign

The writing center director is an administrator in the usual sense. My job description includes phras-es like “responsible for,” “oversees,” and “taking the lead.” But we say tutors will “help you learn,” or “work with you.” How does our collaborative model of tutoring become a model of administra-tion?

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SATURDAY, octOBER 19 MWCA 2013 10:15am - 10:30amBREAK Holiday Inn Atrium

10:30am - 11:45amKEYNOTE WORKSHOP WITH MARY TRUJILLO SALONS A & B

Waging Peace: Writing as Recon-ciliation

Just as Chicago’s elevated train system connects neighborhoods, writing as an act of reconciliation connects people. Incorporating the concepts of embodied knowl-edge, creative writing, and peace-making technology, this highly interactive workshop will examine how the writer’s craft can build and heal communities.

12:00pm - 1:00pmBOX LUNCH & MWCA OPEN MEETINGSALONS A & B

Boxed lunches will be served in Salons A & B.


Be Mindful: Reflecting on the Dis-course about Writers with Mental Health Diagnoses

Mike Haen, University of Wiscon-sin-Milwaukee

As I transition to a Master’s pro-gram in fall 2013, I reflect on my tutoring at my undergraduate institution’s Writing Center and Of-fice of Disability Services. I reflect on working with writers identify-ing as disabled, and how studies about stigma toward mental health diagnoses can offer new tutoring approaches.


Inclusion Rather than Separation: Tutorials for Students Facing Lan-guage Based Learning Disabilities

Christina Cavaco, University of Wisconsin Fox Valley

While 15-20% of the population is affected, those of us who work in writing centers are encounter-ing more students with identified language based learning disabil-ities. It may be that there is no magic key when working with these students, but the expansion of the collection of strategies is the goal.


G-1, SALON C1

Panel Presentation

Traveling Towards Writing Center 4.0: A Framework for Transition

Adam Gray, Fashion Institute of Technology; Karla Kitalong, Kirsti Arko, and Lauren Bowen, Michi-gan Technical University

The literature on writing centers’ marginalization is plentiful, but to move writing center research forward, new frameworks and strategies must be developed. This panel will offer a framework that one center utilized as it moved to-ward a “4.0” version of itself while still maintaining a connection to past theoretical frameworks and remaining open to new possibili-ties.


G-3, DEVONSHIRE

Workshop

“Why do you need to know that?”: An open conversation about client data collection and identity construction

Kirsten Jamsen, Katie Levin, and Kristen Nichols-Besel, University of Minnesota-Twin Cities

Although writing centers identify as individual-student–centered institutions, we must collect and aggregate client data to survive in a bean-counting universe. What happens to agency and owner-ship in the collection of client data? Workshop participants will uncover and question data-gath-ering practices, exploring ways to better align them with writing center pedagogies.


The Evolution of a Writing Fellows Program

Peter Madsen, Tim Salis, Kobe Spencer, Adriana Uding, and Rob-ert Marrs, Coe College

This presentation will discuss the history of our Writing Fellows program and how we have intro-duced several dramatic changes in how writing consultants are as-signed to work with the college’s faculty. The undergraduate staff will also describe the workshop created to support this new con-sultant team approach, requiring consultants and faculty to discuss the writing center’s philosophy and practice.

G-2, SALON C2


Creating Connections Across Cam-pus to Forge Connections Around the World

Bridget Draxler and Lauren Becker, Monmouth College

Our Writing Center is partnering with the campus Admissions Of-fice to promote the Writing Center to international prospective stu-dents. The collaborative project contributes to diversity in both tutors and writers in the Writing Center, and it uses social media to build connections across campus and around the world.


Some-to-Many Instruction: Con-necting Faculty, Writing Coordina-tors, Librarians, and Students to Teach Literature Reviews

Melanie Brown, Walden University

In online asynchronous grad-uate programs, students use literature-review resources in classrooms, libraries, and writing centers. Without cooperation, fac-ulty and staff can disrupt students’ efforts to learn literature-review writing skills. At Walden Universi-ty, writing staff draw together per-spectives from faculty, librarians, and students to facilitate learning of literature reviews.

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their identity and identify the vari-ous ways we speak to one another and investigate how these affect the way we write.

G-6, MONTICELLO

Panel Presentation

Looping: What we Know and Where we Want to Go

Angela Glover, Evan Christensen, and Melissa Kinsella, Midland University

This panel will reflect on current WC practices. Because Consul-tants strive to provide sessions that build rapport while meeting the needs of a diverse student population, new administration, and existing programs, reflection is necessary. While examining Consultant roles, technology, and session strategies, we hope to close the loop.

G-7, BOARDROOM

Workshop

Celebrate Writing: Writing as a Metaphor Workshop

Elizabeth Busekrus and Philip Par-rish, Missouri Baptist University

What is writing like to you? Our workshop will explore this ques-tion and provide participants with “writing as…” workshop ideas that will encourage an inclusive, celebratory community of writers on any campus.

G-4, SALON D2

Panel Presentation

Negotiating Boundaries: The Role(s) of Graduate Assistant Di-rectors in the Writing Center

Katrina Bell, Jane Cogie, and Jen-nifer Hewerdine, Southern Illinois University

As graduate assistants strive to develop their skills as scholars and professionals in the fields of literature and rhetoric/composi-tion, writing centers are poised to help foster new avenues for professionalism and research. For these ventures to succeed, writing center directors and their grad-uate students must effectively negotiate roles and boundaries that are not clearly defined.to one another and investigate how these affect the way we write.

G-5, SALON D1

Roundtable

Challenging Standard English: Investigating Style-Switching in the Writing Center

Charlesia McKinney, Kansas State University

This interdisciplinary roundta-ble will investigate monolingual code-switching in the Writing Center between linguistic regis-ters such as polite language, geek speak, and slang. Investigating linguistic registers will help tutors further discover

G-8, SALON E1

Roundtable

A Fly on the Wall: Writing Center Work from the Desk Receptionist’s Perspective

Shannon Smith, Michelle Carpen-ter, and Rachel Jussel, University of Nebraska-Lincoln

This roundtable centers on the way desk staff, who have a unique perspective on writing center work, succeed at and struggle with being a member of the writ-ing tutor community, the chal-lenges of interacting with writers, and the transition from desk work to tutoring.

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H-1, SALON C1

Workshop

Derailing the Hierarchy: How to Hear the Strategies of Struggle

Kelsey Hixson-Bowles and Dory Cochran, Kansas State University; Kate Nygren, University of Kansas

This workshop will explore methods of valuing tutees’ knowledges. Inspired by Chela Sandoval’s Methodology of the Oppressed, we invite attend-ees to rethink the hierarchies of sessions. Rather than seeing marginalized students as only the people we help, how can we see them as the people that help us?

H-2, SALON C2Workshop

Integrating Counseling Theory into the Online Tutor Training Environment

Crystal Lenz, Kansas State Univer-sity

Just as therapy techniques have been incorporated into the face-to-face tutoring session, so should therapy techniques (in their basic sense) be incorpo-rated into the online tutoring session. Through intentional tu-tor training in empathy, active “listening,” and ready resource distribution, the tutor can help the tutee feel understood as a complex human being, while also helping to connect the student to vital resources.

G-10, SALON E2

Panel Presentation

Mixed method methodologies: An assessement model for evaluating discipline-specific writing center practices

Abhijit Rao and Joseph Doolittle, Iowa State University

We investigate to what extent students develop rhetorical and basic writing awareness through writing center sessions in a busi-ness communication center. The outcomes for the communica-tion skills researched are based on feedback received from the following stakeholders: students; faculty; college-wide assessment committee; university-wide, CAC initiative; and writing center ad-ministrators.

2:30pm - 2:45pmBREAK Holiday Inn Atrium


G-9, BIRCHWOOD

Panel Presentation

Shaping Writing Center Culture: Embracing Our Difference

Nicole Moore, Samantha Schmidt, and Vera Green, Governors State University

The Writing Center at our up-per-division, highly diverse university faces complex issues daily. These include acknowl-edging cultural differences in race and gender. Amid all of our efforts to reach a greater number of students through technology, we have found that personal face to face interac-tion is still the most relevant and effective means.

By diversifying the personnel of our Writing Center, we have been able to make all of our students feel comfortable when seeking help. Adding a staff member from the same cultural and educational background as the majority of students we serve has created a more favor-able learning environment in the Writing Center.

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H-5, SALON D1Workshop

¿Cómo se dice?: Using the Writing Center for Help with Foreign Lan-guage Writing

Laura Farmer, Amanda Engel, and Léonie De Jong, Cornell College

What happens when a writer wants a conference on something written in a foreign language? In this session we will examine the practice of language conferences and how they differ from first-lan-guage conferences. This session will be directed by Writing Consul-tants who are capable of working in multiple languages.

H-6 MONTICELLO

Individual Presentations

Rewarding Relaxation: Why Peer Consultants Should Cultivate Informal Writing Practices

Elizabeth Lenaghan, Northwest-ern University

This individual presentation explores how peer writing center consultants might uti-lize informal writing practices (e.g., Tweeting, texting) during consultations. In particular, it discusses how working with writers to reverse outline their papers by translating them into such informal idioms can help writers to clarify both their ideas and their prose.

H-3 DEVONSHIRE

Panel Presentation

Affirming Difference: Dis-Ability and Writing Center Practice

Brian Stone, Southern Illinois Uni-versity Carbondale Heidi Noyes, Tennessee State University Matt Garrison, John A. Logan College

This panel will consist of 3 pre-senters, each discussing anec-dotes, theories, and practices for tutoring students diagnosed with learning disabilities. Each presenter will discuss their experiences with and research in tutoring students diagnosed with Dyslexia, Autism Spectrum Disorder, and Deafness.

H-4, SALON D2Panel Presentation

Putting the Writing Center on the Map: How GTAs Sell Sessions

Amanda Hemmingsen and Shayn Guillemette, University of Kansas

We examine how GTAs help shape Writing Center identity and what they consider to be the purpose of a writing session. Our research ex-plores the persona of the Writing Center that GTAs create in both informal and formal discourse with students and seeks to open conversation on how to approach dealing with this persona.


When Tutors Reflect

Diane Boehm, Saginaw Valley State University

This session focuses on the impact Writing Center work has on the students who serve as tutors/peer mentors/con-sultants. Using both the Peer Writing Tutor Alumni Research Project survey along with an invitation to write personal reflections, we identified char-acteristic themes in current and former tutors’ responses and created a unique campus pub-lication.

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H-9, BIRCHWOOD

Executive Board Meeting with Newly Elected Mem-bers

H-10, SALON E2

State Consortia Meetings

4:15pm - 4:30pmCLOSING MEETINGSALON A

H-8, SALON E1Roundtable

The Purpose of the Writing Center

Saidouri Zomaya and Olivia Guz-man, North Park University

Preliminary investigations suggested that writing advisors and skillful writers do not use the services provided by the writing center. The same inves-tigations also suggested that these services are mainly used by ESL students. We decided to test these claims by surveying writing advisors and skillful writers around the North Park campus, where we found dis-parity between the preliminary claims and our results.

H-7 BOARDROOM


Involving the Writer in the Mission: We Are All Riding the Same Train

Jennifer Finstrom, DePaul University

In this presentation, I will dis-cuss ideas that have arisen from transitioning from student to instructor while remaining writ-ing center staff. I have tried to make my students more confi-dent writers by bringing ideas from my center’s mission state-ment and beliefs into the class-room, and wonder if bringing these ideas in at the start of an appointment might make more beneficial collaboration.


Working with Underprepared Stu-dents in the Writing Center: Strate-gies for Tutors

Sierra Hale, Kansas State University

This presentation surveys re-search on errors in writing common to academically un-derprepared students at the college-level. It seeks to debunk some myths about underpre-pared students and to provide specific strategies for tutors to help these students improve. The overarching theme is that the best method tutors can employ is to focus on initiating discussion of a paper’s themes and ideas.

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Thank you to Our Designers

Mark Jacobs, DePaul University

Mark Jacobs recently graduated from DePaul University where he was not

only a student but also the Assistant Website and Social Media Coordinator at

DePaul University Center for Writing-based Learning. Mark started the MWCA

2013 Conference website and worked really hard on it for six months before

he graduated. Best of luck to you, Mark.

http://www.currentecalamo.org/about/#

Mark’s website

Nicole Mizgalski, Columbia College Chicago

Nicole is a Student Assistant at the Learning Studio where she spent her extra time design-

ing the program. She is currently working on a degree in Art and Design degree at Columbia.

She is the owner and designer at Honey and Jo Illustrator and the Graphic Designer at Free-

lance. We are very thankful that Nicole designed the MWCA 2013 final program. Check out

Nicole’s portfolio here: http://nicolemizgalski.virb.com/#

Ryan Spooner, College of DuPage

Ryan recently graduated from Columbia College Chicago with an

MFA in Creative writing – Non-Fiction. He is the graphic designer

at H_NGM_N Books and the co-curator and graphic designer at

The Dollhouse Reading Series. Thank you, Ryan, for designing the

MWCA 2013 conference logo that combined the Midwestern windmill with the urban train

tracks. [email protected]

Matthew Pearson, DePaul University

Matt is DePaul University’s UCWbL’s Faculty Development and

Writing Fellows Program Director, and he took over for Mark as

webmaster for the MWCA 2013 Conference website. Thank you so

much, Matt, for all of your hard work.31

THank you to our GENEROUS donors

32

THank you to our volunteers

Jen Finstrom Lauren Martyn Molly Rentscher

Courtney Moran

Lauri Dietz Tanya Harasym

Nicole Mizgalski

Ronny Rayan Erin Smith

Sue Dillon David Thompson

Kristen Veldman Charlie D’Lavoy Becky Talbot

Robin Hopkins Rachel Forgash

Harvey Pullings

Kristi Weichman

John Sarantopolous

Deanne Zachacki

Jenny Staben Jerome Cusson Tatiana Uhoch

Tess Wallace

Nita Meola

Elisabeth Greer Jeffry Davis

index

B-6 Admire Deborah Northwestern College G-9 Alexander Michael Governors State UniversityB-6 Amiotte Abbie Northwestern College Posters Arcand Justine Coe College G-1 Arko Kirsti Michigan Tech University F-9 Baker Raquel University of Iowa D-1 Base Madeline Coe College B-6 Baughman Briana Northwestern College E-1 Bausman Cassandra University of IowaD-5 Beare Zachary U of Nebraska - Lincoln C-8, G-2 Becker Lauren Monmouth College G-4 Bell Katrina S. IL Univ F-10 Bennett Ayrika KS State U E-4, F-2 Benson Alan U of Wisc -Eau Claire B-6 Bezdicek Kinbrae Northwestern College B-10 Blaylock Rachael Saginaw Valley State U H-6 Boehm Diane Saginaw Valley State U G-1 Bowen Lauren Michigan Tech University G-2 Brown Melanie Walden UniversityG-7 Busekrus Elizabeth Missouri Baptist University D-10 Cahill John NE Illinois University C-10 Calton Robert Southern IL UniversityA-8 Canavan Anna Emporia State University G-8 Carpenter Michelle U of Nebraska - Lincoln A-7, F-1 Carvajal Maria University of Kansas F-10 Cavaco Christina U of Wisconsin Fox ValleyF-8 Chamberlin Julie U of IL Urbana-ChampaignG-5 Charlesia Mckinney KS State U Posters Cheng Andy Coe College G-6 Christensen Evans Midland University B-6 Church Natalie Northwestern College H-1 Cochran Dory KS State U B-8 Cochran Tanya Union College B-7, G-4 Cogie Jane S. IL Univ B-10 Cole Cara Saginaw Valley State U D-10 Cusson Jerome NE Illinois University C-1 Davis Jeffry Wheaton College H-5 De Jong Léonie Cornell College B-1 Deacon Andrea U of Wisc-Stout C-9 Degner Hillary Saginaw Valley State U G-10 Doolittle Joseph Iowa State University D-6 Dotseth Tanya Saint Cloud University G-2 Draxler Bridget Monmouth College B-1 Dukes Kimberly Coe College B-2, E8 Edwardson Alice U of Nebraska - Lincoln A-5 Ehren Dave Macalester College H-5 Engel Amanda Cornell College Posters Ervin Christopher W. Kentucky U A-5 Evertz Kathy Carleton College D-4 Fallon Brian Fashion Institute of TechD-9, H-5 Farmer Laura Cornell College F-2 Fenner Lindsey U of Wisc-Eau Claire C7, B8, SIG Ferrel Thomas U of MS-Kansas City H-7 Finstrom Jennifer DePaul University A-4 Freitag Nicholas U of Wisc-Eau Claire H-3 Garrison Matt John A. Logan College Posters Gasper Emily Coe College D-2 Geib Elizabeth W. IL University F-3 Geudet Scott Stephanie IL Central College D-4 Gilson James KS State U

G-6 Glover Angela Midland University B-8, SIG Godbee Beth Marquette University E-7 Gold David U of Wisc-Oshkosh A-5 Graham Rebecca Macalester College E-6, G-1 Gray Adam Fashion Institute of Tech D-5 Green Nicole U of Nebraska - Lincoln G-9 Green Vera Governors State University A-7, H-4 Guillemette Shayn University of Kansas C-1 Gunter Mark NE Illinois University C-4 Guzman Gonzalo Columbia College Chicago H-8 Guzman Olivia North Park University F-10 Haen Mike U of Wisc-MilwaukeeF-7 Haggerson Anne U of Wisc - Madison D-2 Hagstrom Nicole W. IL University -SchmidtH-7 Hale Sierra KS State U E-5 Hall Kathleen Clarkson College B-10 Hall Helena Loras College D-1 Hannum Shade Coe College D-1 Hauke Brittney Coe College A-7, H-4 Hemmingsen Amanda University of Kansas F-9 Henry Megan University of Iowa G-4 Hewerdine Jennifer Southern. IL Univ A-8 Hines Sue St. Mary’s U of MN C-5, H-1 Hixson Kelsey KS State U -BowlesB-2 Holt Eric U of Nebraska - Lincoln B-3 Holtz Rachel NE Illinois University B-6 Hoover Jennifer Northwestern College F-6 Hopp Shayla Wartburg College D-5 Hova Mevi U of Nebraska - Lincoln A-10 Hughes Bradley U of Wisc - Madison A-3 Hustedde Michael Saint Ambrose University F-6 Irgens Jette Wartburg College C-9 Jackson Samantha Saginaw Valley State U B-1 Jacoby Mike Northern MI U E-6 Jacobs Mark DePaul UniversityG-3 Jamsen Kirsten U of MN - Twin Cities B-5 Jerrim Martha University of Kansas B-10 Johnson Ta Leasa KS State U B-2, SIG Johnson Rebecca U of Nebraska - Lincoln D-1 Jones Anton Coe College D-2 Juhasz Tanya W. IL University G-8 Jussel Rachel U of Nebraska - Lincoln D-8 Kang Yu-Kyung U of IL Urbana-Champaign B-8 Kar Tang Jasmine U of MN - Twin Cities G-6 Kinsella Melissa Midland University E-5 Kirkpatrick Katherine Clarkson College G-1 Kitalong Karla Michigan Tech University D-1 Koehler Andrew Coe College A-2 Koopmans Claire U of Wisc-Eau Claire C-6 Kramer Emily U of Wisc-Milwaukee D-9 Lackey Nancy Saginaw Valley State UA-6 Lawson Daniel Central MI University F-6 Ledeboer Caroline Wartburg College B-1 Lehmberg Z.Z. Northern MI U H-6 Lenaghan Elizabeth Northwestern University H-2 Lenz Crystal KS State U G-3, SIG Levin Katie U of MN - Twin Cities E-2 Lieb Jessica U of MN - Twin Cities

index

C-3 Linder Suzanne U of IL Laboratory HS A-10 Linh Karls Nancy U of Wisc-Madison C-6, D-2 Madsen Peter Coe CollegeF-3 Maloof Alexis IL Central College E-7 Manicor Audrey U of MinnesotaF-3 Marck Mary Claire IL Central College A-6 Marquardt Jenna U of Wisc-Oshkosh B-1, C-6, Marrs Robert Coe CollegeD-1, F-8, G-2 D-1 Marsh Ashley Coe College D-5 Martinez Adriana U of Nebraska - Lincoln D-1 Mayenschein Taylor Coe College F-2 McCarthy Olivia U of Wisc-Eau Claire C-6 McCullough Sean Wittenberg UniversityA-8 McKinley Green St. Olaf College G-5 McKinney Charlesia Kansas State UniversityA-1 McMurray Rachel University of Kansas D-8 McNamara Thomas U of IL Urbana-Champaign C-10 Mead Erica Bay de Noc Com. College F-5 Meade Marcus U of Nebraska - Lincoln D-7 Meyer Heather U of Wisc-Oshkosh E-1 Mika Margaret U of Wisc-Milwaukee A-2 Miller Madelyn U of Wisc-Eau Claire C-7 Miller Jon U of MS-Kansas City D-10 Miltcheva Borislava NE Illinois University F-7 Misemer Leah U of Wisc - Madison A-5 Mohan Jake Macalester College D-6 Mohrbacher Carol Saint Cloud University G-9 Moore Nicole Governors State University D-2 Moran-Cortes Elena W. IL University D-8, F-8 Morley Libbie U of IL Urbana-Champaign C-8 Mueller Crystal U of Wisc-OshkoshD-9 Mueller Susan St. Louis Col. of PharmacyA-10 Mullin Joan Illinois State University, C-7 Mundy Sarah U of MS-Kansas City E-4 Nakaue Mitch University of Iowa C-3 Newman Chas U of IL Laboratory HS B-4 Nicholas Timothy W. IL University-Quad Cities G-3 Nichols-Besel Kristen U of MN - Twin Cities F-6 Nolan Amy Wartburg College C-5 Northway Kara KS State U H-3 Noyes Heidi Tennesee State University H-1 Nygren Kate U of Kansas SIG Olson Bobbi Grand View University F-9 O’Rourke Madeleine University of Iowa A-1 Ortiz Ashley University of Kansas G-7 Parrish Philip Missouri Baptist University D-1 Patterson Samantha Coe College D-6 Pawlowski Cara Saint Cloud University D-1 Peterson Nicole Coe College A-8 Prentice Cheryl St. Mary’s U of MN C-4 Price Bronte Columbia College Chicago B-7 Prim Shih-Ni University of Iowa G-10 Rao Abhijit Iowa State University B-2 Regennitter Charity U of Nebraska - Lincoln C-3 Reitz Alice U of IL Laboratory HS Posters Remund Ella Coe College -Wiger

C-8 Riley Alyssa Monmouth CollegeB-1 Risley Kristen U of Wisc-Stout D-1 Roth Connor Coe College C-8 Rutford Yvonne U of Wisc- Superior G-2 Salis Tim Coe College C-10 Sanchez Fernando Purdue UniversityC-8 Schlacks Deborah U of Wisc- Superior G-9 Schmidt Samantha Governors State UniversityF-2 Schmeling Teresa U of Wisc-Eau Claire F-8 Scott Kristen Coe CollegeC-7 Scrivner Matthew U of MS-Kansas City B-7 Severino Carol University of Iowa C-2 Shapiro Michael U of Wisc - Madison E-3 Simmons Marcus North Park University SIG Simpkins Neil U of Wisc - Madison B-1 Singleton Steve Coe College A-8 Smallen Sue St. Olaf College G-8 Smith Shannon U of Nebraska - Lincoln F-8 Smith Haleema Coe CollegeC-6, G-2 Spencer Kobe Coe CollegeC-2 Stapleton Kristiane U of Wisc - Madison C-9 Sterleen Allison Saginaw Valley State U A-2 Stevens Erin U of Wisc-Eau Claire B-1 Stevenson Heidi Northern MI U H-3 Stone Brian S. IL Univ-Carbondale B-9 Susak Chris Wayne State University F-8 Swanson Connor Coe CollegeG-8 Sweeney Sara Coe CollegeF-9 Swygard Amanda University of Iowa C-1 Taylor Nathaniel U of Wisc-Eau Claire B-9 Thominet Luke Wayne State University E-10 Thonus Terese University of Kansas F-1 Torrington Maria Illinois State UniversityE-9 Truesdell Thomas Northwestern CollegeC-6, G-2 Uding Ariana Coe College A-9 Vos Maria Saginaw Valley State U B-7 Vu Lan S. IL UnivB-9 Wallis Jule Wayne State University C-2 Warthen Danielle U of Wisc - Madison B-1 Weitzel Joy Northern MI U B-4 Wherry Maryan W. IL University-Quad Cities Posters Wiles Hannah Coe College B-4 Wilkerson Gina W. IL University-Quad Cities C-7 Williams Jordan U of MS-Kansas City B-9 Willis Jule Wayne State University A-7 Wilson R. Justin University of Kansas C-9 Wojciechowski Kylie Saginaw Valley State U B-3 Woodward Angela Edgewood College E-1 Worsham Joshua U of Wisc-Milwaukee F-9 Worth Lacey University of Iowa Posters Worthington Courtney Coe College D-2 Young Belinda W. IL University H-8 Zomaya Saidouri North Park University

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mwca 2013 program

Documents