2023 SoCal WCA Online Tutor Conference Schedule with Abstracts
2023 SoCal WCA Online Tutor Conference Schedule
| Webinar Presentations (Main Conference) | Zoom Room #1 Workshops & roundtables | Zoom Room #2 Workshops and roundtables | Zoom Room #3 Workshops and roundtables | Zoom Room #4 Workshops and roundtables | |
| 10:00-10:10 | Opening Remarks: President Kim Arbolante | ||||
| 10:10-11:00 | “Supporting Students through the Writing Center’s Physical Space” (Cal Lutheran, 50-minute group presentation) Abstract The physical space of the Writing Center is an important element in supporting students both academically and interpersonally as writers. Our project will analyze the theories behind our current aesthetic design choices, and the reasoning behind the layout and composition of the material environment within our physical space. | “Embedded Consultants Mentoring Students Through Negative Perceptions in Writing” (MiraCosta College, 50-minute group presentation) Abstract We will discuss how embedded consultants can combat negative connections with reading and writing by mentoring and assisting students with acquisition of new knowledge. Consultants also provide a safe and collaborative space for high school and military students. Attendees will have the opportunity to participate in a shared learning activity. | “Almost Normal: Creative Resilience and Accessibility through Online Tutoring” (Antelope Valley College, 50-minute group presentation) Abstract At Antelope Valley Community College, we have responded to students’ demands for online tutoring options. Our virtual approach resists inequity, promotes resilience, and increases comfort for both students and tutors. Participants will engage in realistic tutoring role plays and an active discussion about the benefits of online tutoring. | “Expanding Writing Center Inclusivity: A Qualitative Study Assessing the Needs of Neurodivergent Students” (Pitzer College, 50-minute group presentation) Abstract Neurodivergent students face particular struggles. Thus, Writing tutors must adapt and may not know strategies to navigate particular needs. This presentation synthesizes experiences from neurodivergent students utilizing a Writing Center, and expands on the limitations of universal design proposing adaptable methods tutors can utilize to facilitate more supportive and inclusive appointments. | “Boosting Writing Adviser’s Mental Health” (Occidental College, 50-minute group presentation) Abstract This panel will present everyday practices, such as reflective journaling, check-ins, and mandatory breaks, that can be implemented to support advisors’ mental health. Supporting the mental health of writing advisers will lead to more focused sessions. Attendees will leave with strategies to better address mental health in the Writing Center. |
| 11:00-11:05 | BREAK | BREAK | BREAK | BREAK | BREAK |
| 11:05-11:55 | “From Disequilibrium to a ‘New Normal’: More Effective Writing Centers after the Pandemic” (Bakersfield College, 50-minute roundtable discussion) Abstract Following a model developed by psychologist Jean Piaget, Bakersfield College professional Writing Specialists will discuss how they forged a path from traditional equilibrium to disequilibrium to a new equilibrium with the integration of virtual tools, moving to a comfortable and modern location on campus, and implementing an embedded consultant program. | “Strategies to Review Papers with Controversial Topics” (Concordia University Irvine, individual presentation) Abstract Recent global challenges and social injustices have created stark divides on numerous issues. These issues appear as topics in clients’ papers. Concordia’s writing consultants will be interviewed for strategies they use when encountering these controversial papers to provide unbiased feedback to the client while looking out for their mental health. “Managing Noise and Distractions in the Writing Center” (Concordia University Irvine, individual presentation) Abstract As tutors, we know how tutee and co-worker conversations can create unintended chaos and environmental distractions. After a short overstimulation activity and reviewing literature on noise in learning environments, the workshop will provide a toolbox and discussion about preventing and combating excessive noise to improve learning environments for all learners. | “Assessing the Writing Center’s Role in Disruptions to ‘Traditional’ Learning Environments” (UC Irvine, 50-minute roundtable discussion) Abstract Unprecedented changes in learning environment conditions have increased demand for student-support services to demonstrate creative resiliency. Through surveys and interviews with Writing Center faculty and students, the collaborators will analyze Writing Centers’ unique role in responding to disruptions in “traditional” learning environments and present their findings in a roundtable discussion. | “The Gendered Writing Experience” (Occidental College, 50-minute roundtable discussion) Abstract The panel uses literature and personal experience to develop and present advice for tutors to use to navigate sessions negatively impacted by gender roles. The panelists begin by presenting the findings. It will develop into interactive conversation with tutors of diverse gender identities to broaden the scope beyond this research. | “Sustained Resilience” (Point Loma Nazarene University, 50-minute group presentation) Abstract Peer tutors from PLNU’s Writing Center explore the benefits and challenges of a sustained tutor-peer relationship. Panelists offer tips and strategies for validating students’ emotions while maintaining professional boundaries, engaging a variety of learning styles, and capitalizing on the benefits of a prolonged tutor relationship for L2 students |
| 11:55-12:00 | BREAK | BREAK | BREAK | BREAK | BREAK |
| 12:00-12:50 | “Hosting a Conversation on Fostering Resilience Through Incorporating Critical Race Theory in Tutoring Practices” (Occidental College, 50-minute group presentation) Abstract In order to foster creative resilience within our writing centers, speakers will collaborate with audience members to share resources considering Critical Race Theory. The presenters hypothesize that integrating these resources into peer tutor training will create a more resilient and inclusive writing center that is accessible to all students. | “Antiracism in the Writing Center: Embracing Racial Diversity and Enacting Change” (El Camino College, 10-12 minute individual presentation) Abstract The goal of this session is to discuss what we, as tutors, can do to be actively antiracist and inclusive in our writing centers. We will discuss the ways systemic racism may still show up in our writing centers and how to enact and embrace positive change. “To Foster Resilience, WHY and HOW tutors should help student-writer tutees construct a ‘self-transcendent purpose’ for learning and writing (Oxnard College, 10-12 minute individual presentation) Abstract To nurture the “creative resilience” of the writer-learners we meet as tutors, suggested approaches will be provided for helping students develop or connect to a personal “self-transcendent purpose” for learning and writing. This will include sharing guidance NYU composition teacher, and award-winning writer, Roger Rosenblatt gives his students about why we write: “For your writing to matter, it should make life’s suffering endurable, evil intelligible, justice desirable, and love possible.” “The Incorporation of Expressive and Poetry Writing in Our Writing Centers” (El Camino College, 10-12 minute individual presentation) Abstract This paper argues that through the incorporation of poetry and expressive writing to our writing centers, students will have the opportunity to build resilience. By sharing their thoughts and building friendships with others, students will be able to succeed in college. | “Value-Creating Global Citizenship Education in the Writing Center” (Soka University, 50-minute group presentation) Abstract This presentation will explore the ways in which global citizenship education is manifested in Writing Center praxis, considering the role of writing and dialogue in social change. Using Daisaku Ikeda’s theory of value creation, we will examine WC praxis’ potential to empower students, especially those from underrepresented populations. | “The Writing Center as a Site of Community and Collaboration: Physical Space as a Medium of Resilience” (CSU San Bernardino, 50-minute group presentation) Abstract Our presentation will explore how our physical space has become a tool for creative resilience to mitigate the stress tutors and tutees can experience when transitioning to in-person. We hope to resist and reframe pre-existing expectations in academic spaces in order to foster feelings of community in our writing centers. | “Supporting Resilient Writers Through Mindful Crafting in the Writing Center” (Mira Costa College, 50-min workshop) Abstract Mindful crafting is a clinically-supported intervention shown to increase emotional regulation, build mastery, and reduce procrastination. The audience will participate in a mindful crafting origami workshop, and reflect on their experience. Writing Centers may incorporate this intervention to support both students and tutors. |
| 12:50-1:20 | LUNCH BREAKwebinar remains open but inactive | LUNCH BREAKno open Zoom | LUNCH BREAKno open Zoom | LUNCH BREAKno open Zoom | LUNCH BREAKno open Zoom |
| 1:20-2:10 | ”Creative Approaches for Persevering Through “New-Tutor Anxiety”” (Oxnard College, 50-minute group presentation) Abstract Due to how prevalent new-tutor anxiety is, this session will focus on anxieties experienced by tutors and students in the post-pandemic environment and how to overcome them—utilizing an engaging video, presentation, and group project. This session will leave tutors with new strategies for combating anxieties and supporting each other. | “Impetus of transformational linguistic Justice. (Soka University of America, 50-min workshop) Abstract The pandemic has allowed various opportunities for disruptive-change adaptations. From learning in-person to hybrid measures, the transformation of Soka University of America’s writing center offers practical committees consisting of tutors and specialists to create events for promoting linguistic justice campus-wide for a sustainable, equitable, inclusive learning environment for “creative resilience.” | |||
| 2:10-2:20 | Closing Remarks: Vice President Debbie Goss |