News and Announcements
2017 IWCA Election: Executive Officers, Peer Tutor Reps, and Revised Constitution
The IWCA is currently holding an election for five open positions: Vice President, Secretary, and Treasurer, and two peer tutor representatives. These terms begin at IWCA in Fall 2017. The VP is a six-year commitment: VP becomes president in Fall 2019 and then past president in Fall 2021. The term for secretary is two year, renewable. The treasurer serves two years as treasurer, then two years as past treasurer. The peer tutor representative positions are one-year terms.
Also up for a vote are revisions to the constitution.
Duties of each office are described in both the IWCA constitution and in the bylaws.
The election will begin on Friday, September 1, and ballots must by cast by midnight Eastern Daylight Time on Friday, September 15. Votes will be cast electronically and anonymously. Only current IWCA members are permitted to cast votes.
Download more information about the election and the candidates’ statements, and to review the proposed changes to the constitution, download the revised IWCA Constitution with changes highlighted in the document.
2017 Annual IWCA Conference / Sheraton Chicago Hotel & Towers, Chicago, IL, November 10-13, 2017 / Writing Center work requires crossing borders and boundaries, infiltrating new systems, understanding the code, and sometimes a little sleight of hand. Join us in Chicago for a conference dedicated to understanding all our secret work. Register for the conference before July 1 for early registration rates.
NEW! The full conference schedule and program will be available soon. For now, view the schedule-at-a-glance.
The Ben Rafoth Graduate Research Grant will be shared between Mike Haen, University of Wisconsin-Madison, for “Tutors’ Practices, Motives, and Identities in Action: Responding to Writers’ Negative Experiences, Feelings, and Attitudes in Tutorial Talk”
Talisha Haltiwanger Morrison, Purdue University, for “Black Lives, White Spaces: Toward Understanding the Experiences of Black Tutors at Predominantly White Institutions.”
The IWCA Research Grant is awarded to Noreen Lape, Dickinson College, for “Internationalizing the Writing Center: Developing a Multilingual Writing Center.”
IWCA congratulates this summer’s grant recipients and invites IWCA members to apply for the next round of grants, which will be awarded early next year. See the Grants page for information.
Katrina Bell, Southern Illinois University (PhD student) and Colorado College (Assoc. Director of the Writing Center)
Congratulations to Katrina Bell, who has been awarded the first IWCA Dissertation Grant for her project “Tutor, Teacher, Scholar, Administrator: Perceptions of Current and Alumni Graduate Consultants.” As Katrina describes it, this “three-part project contributes to the emerging sub-field of writing center studies that focuses on graduate writing consultants. [The] study provides a snapshot of the current state of professional development for writing center consultants at the graduate level and the future of writing center administration.” The grant committee unanimously agreed that Katrina’s application stood out among a strong field—we are heartened and thrilled with the future of writing center studies given this crop of applications—and we look forward to learning of the results of her research.
Paula Gillespie, Florida International University
Bradley Hughes, University of Wisconsin-Madison
Tiffany Rousculp, Rhetoric of Respect: Recognizing Change at a Community Writing Center
Rousculp presents a significant way of thinking about community writing centers that moves the role of the center from one of “empowerment” to one of respecting the purpose and agency of the writers who use the center.
Nowacek, R. S., & Hughes, B. (2015). Threshold concepts in the writing center: Scaffolding the development of tutor expertise. In L. Adler-Kastner & E. Wardle (Eds.), Naming what we know: Threshold concepts of writing studies (pp. 171-185). Logan, UT: Utah State University Press.
The extended discussion [in “Threshold concepts”] on “expert outsiders” can be particularly useful to student tutors who may feel pressured to be insider experts on any given discipline. The emphasis on tutor outcomes (what they will gain through training) grounds the discussion in a manner that allows for consideration of assessment of tutor training processes, something that is increasingly important in program reviews. The references to explicit teaching are useful, especially in that many of us are coming from minimalist theories, and have student tutors who are struggling with some of the more indirect ways of teaching that are common in WC discussions.