We are happy to invite you to the eduhub webinar:

“Writing Centers to enhance Learning and Instruction in Swiss Teacher Education”, presented by Gisela Bürki (PH Bern) and Gerd Bräuer (ZHAW/PH Freiburg, Germany) on Thursday, June 30, from 11 AM – 12 NOON Central European Summer Time (CEST). PLEASE ALSO SIGN UP IF YOU WANT TO WATCH THE RECORDING AND DOWNLOAD THE WEBINAR MATERIALS AFTERWARDS! (signup instructions s. below)

Topic of the webinar:

Writing centers have been spreading throughout the world in higher education in the past 50 years. There are now writing center associations in North America, Europe, Africa and Asia. In the Swiss system of higher education over a period of only a few years, writing centers were established in Zurich (2), Zug, Aarau and Bern. A most recent discussion under the roof of “Forum Schreiben”, an association of academic writing experts in Switzerland and abroad, indicated that there may be more writing centers to come in the near future. What makes writing centers so attractive for higher education? Are writing centers in Switzerland different from those in other places of the world? What institutional model(s) are being used? Since most writing centers in Switzerland were established in teacher education, this webinar will provide some insight in the establishment of the writing center at the University of Education in Bern. Gisela Bürki, initiator of the writing center in Bern, and Gerd Bräuer who facilitated the college steering group, will share “lessons learned” with those who are interested in further developing writing support in higher education in Switzerland and abroad.

Info & registration here:

http://www.eduhub.ch/events/webinars/11june30-writingcenter/index.html

The webinar will be presented online with SWITCHpoint Adobe Connect.

We are looking forward to your participation!

Please contact us, if you want to hold a webinar yourself, or if you have wishes for a certain topic we should present a webinar about. Any ideas or suggestions are welcome!

Kind regards,

Nathalie Roth
Rolf Brugger

Please note: This webinar will be organized in collaboration with www.international-literacy-management.org <http://www.international-literacy-management.org> .

To subscribe to the EWCA listserv, visit http://www.ewca.sabanciuniv.edu/eng/?listserv/listserv.html .

For complete details, see the IWCA SI website at http://writingcenters.org/links/iwca-summer-institute-2/ .

To go directly to the registration page at http://ltw.ou.edu/si2011/ .

To inspire participants in re-visionary thinking, we will gather at a unique venue. A renovated meatpacking plant, the Catalyst Ranch is a dynamic and funky space where modern meeting necessities meet your mom’s glorious ‘70s kitchen! Check out their website (http://www.catalystranch.com/) and be inspired to think differently about working with your peers! From possible kitchen table conversations about 21^st Century missions to round-hammock workshops on re-imagining use of space, this venue will allow us to come together to deeply and thoroughly consider the notions of revision through conversations, workshops, presentations, panel discussions, or possibly some new format we haven’t even dreamed of yet.

More specifically, at this year’s IWCA Gathering@NCTE, we invite center directors and tutors to consider the idea of REVISION[1] in terms of how we best assess, evaluate, maintain, educate, pose, posture, position, and possibly re-create ourselves in order to fulfill our missions on a daily, weekly, and annual basis. How do we keep our centers alive and active? How do we make sure that our centers challenge the status quo? How do we embrace the power or avoid the stigma of “other?” How do we help our tutors to feel like they reside in a unique place in the universe while granting them access to the rich and colorful history that is their legacy? How do we revise our present work so that we meet the needs of tomorrow? How do we reach out to our educational community to share our wealth of pedagogical knowledge? How do we envision our centers as places of educational inspiration?

Please use the following website to submit your proposal: https://sites.google.com/site/chicagoowllc/iwca-gathering-ncte

At this site, you will be asked to provide

• the session leader’s contact information
• a description of the session, including a title, 50 word synopsis, 500 word (maximum) detailed description of session including how participants will be engaged, and names and contact information for additional facilitators
• audio/visual/space needs

Sessions will be approximately 45 minutes long. The submissions will be reviewed by a committee. Not all submissions will be accepted.

Submissions are due by August 1, 2011. People will be notified by September 1, 2011 as to the status of their proposals.

Please contact the chair, Andrew Jeter (andjet@d219.org), if you have questions or concerns about this conference.

The institute offers a focused and interactive opportunity for WAC directors, discipline faculty, and college administrators to learn practical strategies for starting and sustaining a WAC program in a community college or two-year college setting.

The institute offers two threads, one for those seeking to design or launch a WAC program and another for those who have established a program and want to keep it energized and plan for its continued growth.

This experience includes a mix of plenary, workshop, panel, and discussion sessions on these topics:

• program models and design
• determining program features
• troubleshooting existing or potential challenges
• designing general education writing assessment
• ensuring effective engagement of faculty

More details are available on our new blog, The Lake Effect: a WAC Blog at http://wacblog2010.blogspot.com/p/wac-institute-for-community-colleges.html .

Registration and lodging information will be forthcoming.

Signal interest or send queries to Mary.McMullen-Light@mcckc.edu

Proposal Deadline: April 25, 2011
Conference Website: http://ncptw.net/2011-conference.html

Keynote Speaker: Brian Fallon, Fashion Institute of Technology, 2010 Maxwell Award Winner

Theme: Tutors, Tutoring, and the Teaching of Tutors

The 2011 NCPTW convention invites writing center tutors and directors to come to Miami, FL, for a weekend of sun, fun, and tutor talk. This conference aims to focus squarely on the work tutors and directors do each day in their centers. We welcome presentations, interactive workshops, and posters that explore, question, and celebrate this work.

The theme, a play on Pat Hartwell’s 1985 College English essay “Grammar, Grammars, and the Teaching of Grammar,” encourages participants to examine different definitions of what it means to be a tutor, events that happen during a tutoring session, and how we educate tutors. In short, we invite discussions about tutors, tutoring, and the teaching of tutors.

Here are some questions to consider:
What innovative tutoring techniques are you using?
What do you want to share with your colleagues across the country?
What are you researching?
What can people learn from you?
What’s exciting at your center?
What moments do we use as triggers for tutor education/training sessions?
This is your opportunity to share with the writing center community, and we want to hear from you!

If you have questions or need help drafting a proposal, please contact the conference co-chairs:
Paula Gillespie, pgillesp@fiu.edu
Kevin Dvorak, kdvorak@stu.edu
Shanti Bruce, bshanti@nova.edu

Registration

Visit http://ltw.ou.edu/cccc11/ to register for the Collaborative.

Location and Date/Time

April 6, 2011 – Omni/CNN Center, Atlanta, GA

Overview

The all-day IWCA Collaborative @ CCCC is an independent, annual IWCA event and will not appear on the CCCC program. The Collaborative @ CCCC focuses on providing an interactive, informal, and invigorating day for all comers.

As of 2010, IWCA hosts an annual Collaborative @ CCCC and Fall IWCA conferences in even numbered years. The schedule reflects IWCA’s effort to respond to difficult financial circumstances, to reduce conflicts between spring IWCA conferences and CCCC, to strengthen writing center presence in conjunction with CCCC, and to encourage strong participation in regional conferences.

This year the event will take place from 8 am to 8 pm at the Omni/CNN Center.  Whether you present on the program or not, the day will be well worth the registration fee, which will include refreshments, lunch, and a reception.

Theme: Fair Trade: Importing and Exporting Writing Center Work

Writing center people have long recognized that our work offers endless opportunities for learning about the literacy practices of student writers, the dynamics of teaching and learning writing, the impact of curricular and institutional formations on students’ experiences and learning, and much more. At the same time, we have also long understood that while writing center scholarship productively draws on a rich and diverse body of theory and practice—from process theory and social constructionism to postcolonial theory and situated learning—few scholars, researchers, and teachers beyond writing center studies draw on our work to enrich their own. This trade imbalance, if you will, can both impoverish the disciplines that have much to learn from our work and lull writing center people into the false belief that we must always look beyond our own centers for fresh ideas and new theoretical lenses.

For the 2011 IWCA Collaborative @ CCCC, we invite writing center consultants, scholars, researchers, and administrators to explore how we might transform the “trade balance” between writing center studies and disciplines near and far. Our invitation does not presuppose that all imports to writing center work are unwelcome or unnecessary—in fact, recently, some writing center scholars have argued that we must broaden the scope of our research beyond the discipline even more intentionally. Likewise, our invitation does not endorse an evangelical zeal to convert others to writing centered ways of teaching and learning. Rather, our invitation requires that we look critically and creatively at what constitutes writing center work in order to develop more complex understandings of how our field produces knowledge and what we do with that knowledge. In doing so, we must necessarily confront the contested binary that we have created between writing center and non-writing center practice and consider how we might more clearly delineate, broaden, redefine, or blur the boundaries of our work.

The 2011 IWCA Writing Centers Collaborative @ CCCC invites you to explore the possibilities and pitfalls of importing, exporting, or defining writing center work. As you plan to attend and to develop a session for the Collaborative, please feel free to use the following questions as starting points:

• How do we define and interpret the boundaries of writing center work? What are the consequences of those boundaries? How, why, and to what ends might we contest those boundaries?
• What fields might we “import” from? How might these imports transform our work at all levels?
• What of writing center studies might we “export”? What fields might writing center studies speak more effectively to and how?
• How might such imports and exports inform our approaches to: tutor education, collaboration and collaborative learning, consulting practices, research and scholarship, administration, program and curricular design, and more?
• What writing center orthodoxies and standard practices can and should we revision?
• In what ways can we, as scholars, think critically and creatively about the trajectory and future of our field and its discourses? Where are we headed and how are we getting there?

Program Format

For this year’s IWCA Collaborative @ CCCC,  we plan to “import” a growing trend in regional writing center association conferences inspired by the “unconference” model in other fields and industries. While more traditional formats, such as roundtable sessions, are available, traditional conference papers and panel presentations will not be included. Instead, proposals that explore new modes of collaborating and making meaning will be given priority in the review and selection process.

The 2011 IWCA Writing Centers Collaborative @ CCCC will consist of a variety of sessions, such as:

• Fishbowl Conversation: A facilitated large-group discussion initiated by featured participants who rotate off the panel to allow for other attendees to join in and contribute. (1.5 hours)
• Round Robin Discussion: A series of facilitated small-group conversations on a particular theme or topic led by featured participants who begin and wrap-up the session. Facilitators will introduce a topic or theme (e.g., responding creatively to fiscal crises) and organize participants into smaller break-out groups to continue the conversation. In the spirit of “round robin” tournaments, participants will change groups after 20-30 minutes to extend and expand their conversations. After at least two rounds of conversation, facilitators will reconvene the full group for a concluding discussion. (1.5 hours)
• Roundtable Session: Discussion of a specific issue related to writing center praxis, including short presentations by/conversations between 2-4 presenters and active and substantive engagement/collaboration with attendees. (1.5 hours)
• Research Network Forum @ The IWCA Collaborative: Facilitated small-group workshops in which participants present in-progress research or assessment projects and receive feedback from colleagues in attendance. Each participant will have 5 minutes to present his/her project and 25 minutes to receive feedback and discuss it. (2.5 hours)
• Other new and engaging models! Have a format in mind that we haven’t included? Propose it (and be sure to include a description and rationale)!

Preliminary Schedule

8 – 9: Coffee & tea; sign-in

9 – 9:20: Opening/Welcome

9:30 – 11:00: Session A

A.1 “Shifting the Boundaries: Importing and Exporting Writing Center Practices Between the University and the Community”
Elisabeth Miller, Rachel Carrales, David Hudson, Antonia Massa-MacLeod, Ann Wheeler, and Stephanie White; Roundtable/Pine/Table A

A.2 “Exporting Writing Center Best Practices/Importing Best Technologies: Improving Student Engagement in Online Conferencing Environments”
Barb Lutz, Lauren Hornberger, and David Taylor; Roundtable/Pine/Table C

A.3 “Fair Trade—Importing and Exporting Organizational Work Across Regional Lines: Regional Leaders Network, Part II”
Kevin Dvorak, Shareen Grogan, and Roberta Kjesrud; Workshop/Break out room 1

A.4 “Centering the Writing Center: Drafting the Process”
Karen Nulton and Rebecca Ingalls; Workshop/Break out room 2

A.5 “The Face of Ability: Initiating Fair Trade between Writing Center Scholarship and Disability Studies”
Kristen Garrison and Geneva Canino; Round Robin/Break out room 3

11:00-11:15: Break

11:15-12:45: Session B

B.1 “Open Education Resources and the Writing Center”
Charles Lowe, Terra Williams, and Elizabeth D. Woodworth; Roundtable/Pine/Table A

B.2 “Trading Assessment for Evaluation—Writing Center Certification and Accreditation and What It All Means”
Frances Crawford Fennessy and Diane Dowdey; Roundtable/Pine/Table B

B.3 “Everyday Activism: Conversations on Writing Center Practices”
Angela Clark-Oates, Andrea Lewis, Kim Toms, and Edie Buchanan; Fishbowl/Break out room 1

B.4 “Reading Our Research: Becoming Critical Consumers of Writing Center Work”
Steve Price, Harry Denny, and Kerri Jordan; Roundtable/Break out room 2

B.5 “Facilitating the International Flow of Ideas: Exporting New Writing Center Practices for Supporting English Language Learners”
Jennifer Halpin, Jessica Jungwirth, Garrett Strain, Camille Dodson, and Karl Eckhardt;
Round Robin/Break out room 3

12:45 – 2:15: Buffet Lunch & UnKeynote Session

2:15 – 3:45: Session C

C.1 “(Little) Five Points: Navigating the Boundaries of Graduate Student Administrative Experience”
Beth Burmester, Andrew Davis, Jennifer Forsthoefel, Oriana Gatta, Juliette Kitchens, and Alice Myat; Roundtable/Pine/Table A

C.2 “FaceTime: The Impact of Social Media on Writing Centers”
Paula Harrington, Nicole Ziemlak, Coline Delaporte, Adan Hussain, Jessica Acosta, and Samah Mahmood; Roundtable/Pine/Table B

C.3 “Cultural Rapport: Negotiating International Students’ Identities”
Joseph J. Spencer, Cindy Ruthford, and Gin Brewer; Roundtable/Break out room 1/Table A

C.4 “The Role of Editing in Writing Center Work”
Stephen Kuntz and Jared Featherstone; Roundtable/Break out room 1/Table B

C.5 “The Hinterlands of Writing Center Work”
Lisa Zimmerelli, Cynthia A. Cochran, Lane Anderson, Andrea Rosso Efthymiou, Charlotte Brammer, Erec Smith, LeAnn R. Nash, Harry Denny, Mitch Nakaue, Clay Chiarelott; Fishbowl/Break out room 2

C.6 Research Network Forum
Break out room 3 (Please note that this session will run from 2:15 – 5:30pm)

“Assessment Study of a Writing Fellows Program within the Writing Center,” Judy Artzt and Jessyka Scoppetta
“Importing New Modes of Assessment: Adopting Rigorous Evaluations to Determine Effects of Writing Center Consultations,” Karen Johnson
“The Use of Verbal Approach Techniques and their Correlation to Learning in Writing Center Tutorials,” Kathryn Raign and Kristinna Carlson
“Training Peer-Tutors: Assessing Impacts on Student Writing, Language Acquisition and Metacognitive Reflection,” Sheena Wilson and Eva Lemaire
“In Directing Speech: Constructing Stance in Writing Center Interactions,” Jaclyn Vasquez, Courtney Scarborough, Bridgette Callahan, and Elisa Johnson

3:45 – 4:00: Break

4:00 – 5:30: Session D

D.1 “Exporting Writing Center Work to Other Spaces: Solving a Trade Imbalance”
Rachel Greil, Imani Marshall, Jared Miller, and Mary Lou Odom; Roundtable/Pine/Table A

D.2 “Teaching Writing Consultants to Listen Beyond Themselves: Importing Dialogue Theory”
Nicole Munday and Sherita Roundtree; Roundtable/Pine/Table B

D.3 “Developing a Writing Center Strategic Plan: Importing and Exporting in the (Fair) Trade of Resources”
Megan, Schoen, Tammy Conard-Salvo, Laurie Pinkert, Cristyn Elder, and Elizabeth L. Angeli;
Workstations/Break out room 1

D.4 “Writing Center Practice Redefined: How a Writing Center of an American Institution in the Middle East is Constructing Academic Writing Orthodoxies”
Hanouf Aljuhail; Roundtable/Break out room 2/Table A

D.5 “Before Us: The WPA as Writing Center Director as WPA”
Joe Janangelo and Michele Eodice; Roundtable/Break out room 2/Table B

D.6 Research Network Forum
Break out room 3, Continued from previous session

5:30 – 7:00: Reception

Proposals

[The proposal process is closed. This information is retained for archival purposes.]

This year’s chairs, Laura Greenfield (Mount Holyoke College) and Karen Rowan (California State University-San Bernardino), and a committee of reviewers will select proposals based on their relevance to the theme, their contribution to writing center work, and their articulated plan for participation and collaboration with attendees. This is a competitive process; not all proposals will be accepted. Submissions should be no longer than 500 words, and they should include:

1. Contact presenter information: Please include name, title, institutional affiliation, phone number, and email address. List names/affiliations for all other presenters.
2. Description of session (proposal): Please include a) title; b) a description of the session topic, its importance and anticipated appeal to participants; and c) each presenter’s anticipated contribution. For works-in-progress proposals, please describe the nature of the project, methodologies used, anticipated stage of completion by April 2011, and types of feedback desired.
3. Format of session and rationale (fishbowl, round robin discussion, roundtable, works-in-progress, etc.): Please include a brief rationale describing why the selected session format both best suits the topic and facilitates attendees’ engagement. Please note: no proposals for traditional presentation formats will be accepted.
4. Audio/visual needs: If your session relies on audio/visual elements, please provide a rationale. We will have very limited audio/visual capabilities and thus will only be able to accommodate a select number of AV requests.

As you prepare your proposals, we encourage you to contact either or both of the chairs with any questions or concerns you may have about session topics or formats.

Email proposals (WORD DOC) to both chairs by Friday, November 12 Wednesday, November 24 (deadline has been extended). Chair emails are lgreenfi@mtholyoke.edu and krowan@csusb.edu. Proposers will be informed of their program status by mid-December. We look forward to joining you for a terrific day in Atlanta.



We hope leaders from each writing center region will join together at this important event to share ideas for creating localized professional development opportunities and for fostering growth among regional writing center communities. RLN participants, working individually and collaboratively, will create action plans for writing center professionals and regional associations to collaborate with each other on a more regular basis.

For more information about the IWCA Regional Leaders Network, feel free to contact the session leaders:

Kevin Dvorak, St. Thomas University (kdvorak@stu.edu);

Shareen Grogan, National University (sgrogan@nu.edu);

Roberta Kjesrud, Western Washington University (Roberta.Kjesrud@wwu.edu).

For general information about the IWCA Collaborative@CCCCs, please visit: http://writingcenters.org/2011/02/iwcacccc-collaborative/.

Registration for the Collaborative is $105 and includes morning coffee/tea, full lunch, and an evening reception, in addition to a full day of fabulous sessions. You can access the registration page from the IWCA homepage or directly at http://ltw.ou.edu/cccc11/.

We look forward to seeing you there!

Best,
The Regional Leaders Network Task Force

The Chicagoland Organization of Writing, Literacy, and Learning Centers (COWLLC) is proud to announce its 2011 Tutor Conference!

Conference Overview

NOTE: We are extending our deadline for proposals for the March 4th Tutor Conference! Please have proposals submitted by January 10, 2011. We hope that will give you enough time to work with your tutors. Remember that we want our conference to have a wide array of sessions and learning opportunities. Submit here: https://spreadsheets.google.com/a/d219.org/viewform?hl=en&formkey=dEQtcWptQVpma29sWUc0SmlKZTM4V0E6MQ#gid=0.

The 2011 Tutor Conference will be an opportunity for tutors to come together to share with each other their best practices, team building exercises, and experiences.

The conference is also designed for college and university tutors to come share what it is like to be a tutor in the post-secondary context and to recruit high school tutors to their institutions. It will be a day of sharing and learning.

The Call for Tutor Presentations

Our theme for this conference is Coming Together: Unlocking Our Potential as Tutors.

As we have all come to learn, in order to become better peer tutors, we need to practice our tutoring as often as we can. We have also learned that in order to create a center that thrives, we need to create a team of tutors who makes our spaces inviting and exciting.

For high school tutors, this conference gives you the opportunity to collaborate with your peers who tutor in many different settings. You will get to share what you have learned as a peer tutor and to learn from your peers about their experiences with tutoring and team building.

For college and university tutors, this will be a unique opportunity for you to encourage young people to continue to be educational advocates and to promote your institutions of higher learning.

Click here to learn more about COWLLC and the Tutor Conference and to submit a proposal! <https://spreadsheets.google.com/a/d219.org/viewform?hl=en&formkey=dEQtcWptQVpma29sWUc0SmlKZTM4V0E6MQ#gid=0>

We look forward to your submission!

East Central

Date
March 3-5, 2011

Location
Western Michigan University, Kalamazoo, MI

Conference Chair
Kim Ballard

Proposal Deadline
December 13, 2010; Acceptance Notification by Jan 10, 2011

Keynote Panel
Brian Huot, Kent State University
William Macauley, The College of Wooster
Ellen Schendel, Grand Valley State University
Michael M. Williamson, Indiana University of Pennsylvania

Theme
Centering Assessment: Roles, Relationships, Respect, Resistance

Website: http://www.ecwca2011atwmu.com/

Additional Information about the conference: This conference is the first writing centers conference focused on writing center assessment.  We will have a distinguished panel of current and former writing center directors who are also writing assessment and/or writing center assessment scholars. They include

Brian Huot, who is currently a Professor of English and Writing Program Coordinator at Kent State University. A former Director of the Writing Center at the University of Louisville, Brian is the author of the Guide to College Writing Assessment (with Peggy O’Neill and Cindy Moore), Assessing Writing: A Critical Sourcebook (edited with Peggy O’Neil), and (Re) Articulating Writing Assessment for Teaching and Learning among other books.  He is a contributing scholar to the literature on the teaching and assessing of writing and has served as consultant for various institutions. He is currently a member of the NCTE Consulting Network.

William “Bill” Macauley is an Associate Professor and the Director of Writing at the College of Wooster.  He has also served as Associate Professor and Writing Center Director at Purdue University Calumet and at Mount Union College.  Dr. Macauley and Nicholas Mauriello are co-editors of Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers, which won the International Writing Centers Association Scholarship Award for Best Book in 2007. Bill serves on the Executive Board of the International Writing Centers Association and is a founding member of the Northeast Ohio Writing Centers Association.

Ellen Schendel is an Associate Professor of Writing and Director of the Fred Meijer Center for Writing and Michigan Authors at Grand Valley State University.  She has authored publications in the field of writing assessment, and she served as the Assistant Director of the Composition Program at the University of Louisville from 1999-2000.  Ellen has been on the ECWCA Executive Board and on the International Writing Centers Association Executive Board as a regional representative. She currently serves on the editorial board of WPA: Writing Program Administration.

Michael Williamson is a Professor of English at Indiana University of Pennsylvania.   His contributions to the writing instruction and assessment fields include Validating Holistic Scoring for Writing Assessment: Theoretical and Empirical Foundations (co-edited with Brian Huot) and Writing across the curriculum: Bibliographies and indexes in education (with Chris Anson and John Schwiebert).  He also co-chaired, with Lee Masiello, the 1988 East Central Writing Centers Association conference, “Collaborative Pathways.”

European Assoc. for the Teaching of Academic Writing (EATAW)

Date
Wednesday 29th June – Friday 1st July 2011

Location
University of Limerick, Limerick, Ireland
Hosted by the Regional Writing Centre in conjunction with the Centre for Teaching and Learning, UL

Conference Organisers
Íde O’Sullivan and Lawrence Cleary
Regional Writing Centre, University of Limerick

Proposal Deadline
January 10, 2011

Keynote Speakers
Prof. Peter Elbow, Professor of English Emeritus, University of Massachusetts, Amherst
Dr. Katrin Girgensohn, Writing Center Director, Europa-Universität Viadrina, Frankfurt (Oder)
Prof. Sarah Moore, Associate Vice President Academic, University of Limerick

Theme
The Role of the Student Experience in Shaping Academic Writing Development in Higher Education

Website
http://www.ul.ie/rwc/eataw2011/

About EATAW and the Conference
EATAW is a scholarly forum which seeks to bring together those involved or interested in the teaching, tutoring, research, administration and development of academic writing in higher education in Europe.

The 2011 EATAW conference invites all those interested in academic writing development in higher education to contribute to the discussion on enhancing the quality of the student experience through writing. Enhancing the student experience is central to the vision and mission of most higher-education institutions in Europe and beyond. How both undergraduate and postgraduate students experience academic writing has a major impact on the students’ participation in academic and disciplinary environments and on the development of their identity. Writing programmes and initiatives that actively engage students in the practices of their academic communities can enhance the quality of the student learning experience.

Contributions addressing writing developments which attempt to respond to the student experience will be welcome. The conference will be a place to reflect on practices that aim to enhance the learning experience of both undergraduate and postgraduate student writers across and within the disciplines (for example, WAC/WID initiatives). Such reflections may also extend to programmes which aim to enhance staff/academics’ writing development.

Mid-Atlantic

Date
Saturday, April 16, 2011

Location
West Chester University, West Chester, PA

Conference Chair
Margaret Ervin

Proposal Deadline
January 17, 2011

Keynote Speaker
TBA

Theme
The Writing Center and the Campus Context

Call for Proposals
The conference theme “The Writing Center and the Campus Context” is intended to elicit conversation about the ways writing centers affect and are affected by their institutional context. We wish to serve the MAWCA membership by enabling conference attendees to share vision and language that will be helpful and practical in arguing for the vital importance of writing centers to the multiple institutions we serve. While the following list embraces a wide range of topics and ongoing scholarly interests, preference will be given to proposals that explicitly address the conference theme.

* Students’ Needs and Expectations
* Institutional Recruitment and Retention Efforts
* Fiscal Constraints
* Institutional Mandates for Outcomes Assessment
* Relationships with English Departments or Writing/Composition Programs
* Developmental Tutoring
* The Context of Campus Leadership

Session formats include:
* Presentations of 20-40 minutes
* Roundtable or panel discussion sessions of 10 minutes per presenter
* Workshops of 40 minutes (with audience participation)
* Poster Sessions

Proposals should be submitted electronically to mawca2011@gmail.com, and should include the following:
1. Presentation Title
2. Session Format
3. Name(s) of presenter(s)
4. Contact information
5. Institutional affiliation
6. 50-word description (for inclusion in conference program)
7. 250-word abstract referencing relevance to conference theme
8. If submitting a full panel (3 presenters) include 50-word panel discription.

Questions, comments, or concerns should be directed to Dr. Margaret Ervin, Conference Chair, at mervin@wcupa.edu.

Website
http://www.wcupa.edu/_academics/writingcenter/MAWCA/default.asp

Middle East-North Africa

Second bi-annual MENAWCA Conference will be held at the American University of Sharjah (AUS) on Feb 17 and 18th, 2011. CFP at http://www.aus.edu/conferences/wca2011/index.php. Submission deadline is November 1, 2010.

Midwest

Website: http://writing.wisc.edu/mwca2011

Date
October 20-22, 2011

Location
The Pyle Conference Center at the University of Wisconsin-Madison

Conference Chairs
Angela Woodward, Edgewood College
Sarah Johnson, Madison College
Emily Hall, Terry Maggio, Melissa Tedrowe, Nancy Linh Karls, and Brad Hughes, University of Wisconsin-Madison

Proposal Deadline
Friday, March 11, 2011

Extended to March 25, 2011

Keynote Speaker
Professor Eric Darnell Pritchard, Department of Rhetoric and Writing, University of Texas at Austin

Theme
On the Isthmus

Proposal Submission
Proposals, which include a 50-word abstract and a 500-word narrative description, will undergo blind review. Proposals should be submitted using the “proposal submission” feature at https://c4w.cla.umn.edu/mwca . Proposals should be as specific as possible about the role of the presenters, the participation of others in attendance, and the contribution the session makes to writing center studies. The conference website (coming soon) includes annotated samples of successful proposals from previous MWCA conferences.

Questions about the call for proposals may be directed to Katie Levin, Chair of the Executive Board of MWCA and Assistant Director of the Center for Writing at the University of Minnesota, kslevin@umn.edu, 612.624.7720.

Download the full CFP here.

Northeast

Date
Saturday, March 12th and Sunday, March 13th, 2011

Location
Southern New Hampshire University, Hooksett, NH

Conference Chair
Kerry Rourke

Proposal Deadline
December 1, 2010

Keynote Speaker
Harry Denny, St. John’s University, NYC

Theme
The Writing Center as Community Garden

Call for Proposals
Like a community garden, much of the work done in the writing center involves similar shared acts of preparing, planting, cultivating and harvesting. Writing centers and community gardens are sites where diverse groups of people devoted to a common cause work together.  They create life, through physical effort, education, sharing, volunteerism, and continuous efforts to improve their own processes and products. The theme of this year’s conference, The Writing Center as Community Garden, provides us with new ways to look at our work through this metaphor and framework.

We enthusiastically call for tutors, administrators and students of writing centers to explore the metaphor of the community garden and its connection to writing centers, including the seeds we plant; the growth we nurture; the pests we control; the benefits we reap; and the transformations we see. We invite proposals for workshops, roundtable discussions and panel presentations.

To view the full CFP, visit our new website, http://www.northeastwca.org.

Submit your proposal by December 1, 2010, electronically to the chair of the NEWCA Proposal Reading Committee, Kathryn Nielsen-Dube, at NielsenDubeK@Merrimack.edu.

For other questions related to the conference, email the NEWCA chair, Kerry Rourke, at krourke@babson.edu.

Northeast Ohio Writing Centers Association

Updating ur Status: The 21st Century Writing Center

Date
Saturday, October 16, 2010
9:00 a.m.-4:30 p.m.

Location
Stark State College of Technology

Call for Proposals
Every Writing Center is a community unique to the populations we serve. However, one thing we have in common is technology. We email, IM, facebook, and tweet. We develop PowerPoints, webpages, and podcasts. Not only are Writing Centers jumping onto the technology bandwagon, but students are as well. They’re creating videos, visual arguments, and multimodal compositions, and they’re bringing them to the Writing Center. Because technology is becoming a more centralized aspect of what we do, it’s important to take a step back and assess the implication of its integration as well as share, explore, and develop new ways to take advantage of this ever-growing element of our work. This year’s NEOWCA conference will provide the opportunity to do just that – share, explore, and develop new ways to update our status and redefine who we are as tutors, Writing Centers, and advocates of literacy.

We invite proposals that focus on how you and your colleagues work with technology and how this work impacts tutors, students, and/or faculty. We will accept proposals for: 15-minute individual presentations 45-minute panels or roundtables 90-minute workshops.

These sessions should be interactive and invite participation from the audience. Please refrain from reading whole papers during your presentation. Feel free to consider the following topics: etutoring, synchronous and asynchronous Social networking – Twitter, Facebook, My Space, Second Life, etc. Technology and literacy Multimodalities in the Writing Center Digital natives and digital immigrants Training Social, virtual, and professional persona Outreach.

The deadline for proposals is midnight, September 12, 2010. Please send your proposal with the subject line “NEOWCA Proposal,” and include the text of your proposal in the body of your email in addition to including it as a Word or Rich Text format attachment. Anyone proposing or participating in a potential session must register for the conference.

Proposals and/or questions should be sent to:

Leah Schell-Barber, Writing Center Coordinator

LSchell@starkstate.edu

Stark State College of Technology

(330) 494-6170-4863

Rocky Mountain

Date
April 1-2, 2011

Location
Westminster College, Salt Lake City, UT

Conference Chair
Chris LeCluyse

Proposal Deadline
January 14, 2011

Plenary Address by
Tiffany Rousculp, “Growing Out of the Writing Center”

Theme
Writing Centers Come of Age

Call for papers available on the conference website at http://www.westminstercollege.edu/rmptc

South Central

Date
February 17-19, 2011

Location
The University of Houston-Clear Lake & South Shore Harbor Resort, Houston, TX 77058

http://www.uhcl.edu/writingcenter
http://www.sshr.com

Conference Chair
Chloé Diepenbrock, Writing Center Director, University of Houston-Clear Lake, Diepenbrock@uhcl.edu

Proposal Deadline
October 01, 2010. Please use online proposal form at http://ualr.edu/scwca/

Keynote Speaker
Dr. Lisa Ede, Oregon State University

Theme
Connect and Reflect

Call for Proposals
In keeping with the conference theme of Connect & Reflect, we invite proposals that consider and explore the connections we make as writing center professionals.  How do we join old things in new ways, making connections between theories, practices, programs, facilities, and colleagues?  How do we use reflection to revise these connections, purposefully rethinking what we do and how we do it?

Proposal form and registration information can be found at http://ualr.edu/scwca/2011%20Conf%20Website/index.html

Southeastern

Date
February 17-19, 2011

Location
The University of Alabama <http://www.ua.edu/>
Tuscaloosa, AL

Chair
Luke Niiler <mailto:lpniiler@ua.edu> , Director of the University Writing Center, The University of Alabama

Proposal Deadline
October 15, 2010
Email to Luke Niiler  <mailto:lpniiler@ua.edu>

Keynote Speaker
Elisabeth Piedmont-Marton
Southwestern University, Georgetown, TX

Theme
Turning the Tide

CFP: After four decades of the “modern” Writing Center, we are awash in tides of tired thinking, ways of seeing and being that we need to move beyond so that we can move forward. For example, we often claim to understand Writing Center work as “local”; we privilege “the writer, not the writing”; we view outreach as vital; we see connections between tutoring and teaching; we struggle with how to teach sentence-level topics. While these ideas do contain some valuable truths, they are also shopworn. SWCA 2011, then, is an opportunity to turn this tide, an invitation to think anew about what we do. The conference program will feature select, high-quality presentations that interrogate current conceptions of Writing Center work and extend our theory and practice in fresh, provocative, and compelling ways.

We invite proposals for 15-20 minute individual presentations, 45-minute panels or round tables (3-4 people), and 90-minute workshops (3-4 people). All proposals will be reviewed for relevance and quality; submission will not guarantee acceptance. If a submission is rejected, we will work with potential presenters to revise for resubmission.

Sample topics, proposal form and registration information can be found at http://iwca-swca.org/Conferences.html.

Southern California

Date
February 26th, 2011

Location
Riverside City College, Riverside, CA

Conference Coordinator
Denise Kruizenga-Muro

Proposal Deadline
November 30th, 2010

Theme
The Lay of The Land: Surveying Writing Center Geography

Call for Proposals
A unique feature of California is its diverse natural geography (oceans, lakes, rivers, deserts, mountains, glaciers, grasslands, volcanoes, beaches, swamps, forests). Environmental geography is a growing interdisciplinary field that combines geography with the social sciences. More specifically, it investigates relationships between physical geography (the natural environment) and human geography (how space is created, examined, and managed by humans and/or how humans influence the space(s) they occupy). Writing centers embody a dynamic, rich, diverse environment within their institutions. We ask participants to consider the geography of writing centers, provoking both literal and metaphorical questions about the relationships between writing center spaces (physical, institutional, ideological, theoretical) and the people within (and outside of) them.

Proposals must include:

• Title
• Topic/Question you would like to explore/Goal for your session
• How you will generate discussion in your session
• 250 words
• Because this is a workshop, please present anything you would like other participants to see in the form of a handout you will provide. Please bring 40 copies to share.

Registration fees: $20 per student, $25 per director, payable to SoCal WCA

Mail to:
Corrine Hinton
Learning Enhancement Center
University of La Verne
1950 Third Street
La Verne, CA 91750

For information on how to submit proposals, please visit http://www.socalwritingcenters.org/. For other questions, please contact the Conference Coordinator, Denise Kruizenga-Muro, at Denise.Kruizenga-Muro@rcc.edu

Northern California

Date
April 2, 2011

Time
9:00am-2:00pm

Location
UC Berkley Student Learning Center

Conference Coordinator
Sheryl Cavales Doolan

About the Conference
The 2011 NCWCA Salon
A Regional Meeting of Writing Center Administration

Come meet other Northern California writing center directors and coordinators at this half-day meeting where we will talk about common problems, share successes, and collaborate to find innovative solutions to the challenges we face with the State budget. Following the un-conference model, the Salon will feature break-out discussions on topics such as:

• Morale boosters – staying positive during hard times
• Dealing with budget cuts
• Writing center assessments
• Tutor training ideas
• Collaborating with other campus departments

Registration fees: $25, payable to NCWCA
Sorry, but we are unable to accept credit cards or purchase orders.

Complete Registration form, enclosed with a check payable to NCWCA, and  Mail to:

Sheryl Cavales Doolan, English Department
Santa Rosa Junior College
1501 Mendocino Avenue
Santa Rosa, CA 95401

Pacific Northwest

TBA

Japan

Writing Center Symposium in Japan in March 2011.

We are now announcing the Call for Proposals, in English or Japanese, for the 3rd Japan Writing Center Symposium, which will be held on March 9, 2011 at Kanda Institute of Foreign Languages in Tokyo. There are two main themes. ‘Nuts & Bolts’ will look at the practical side of setting up and running a successful writing center, while ‘Issues & Ideas’ will look at some of the academic issues that concern writing centers. Proposals for workshops (60 minutes), research papers (25 minutes) and Poster Sessions should be sent by February 1 to Herman Bartelen at herman-b@kifl.ac.jp

東京の神田外語学院にて2011年3月9日に開かれる第三回ライティングセンターシンポジュームに向けての英語あるいは日本語の提案書を現在募集しております。　テーマは2つあり、「Nut & Bolts」は成功するライティングセンターの構築と運営の実務的側面を考察します。　「Issues & Ideas」はライティングセンターに関するいくつかの学問的問題について考察します。　ワークショップ(60分)、研究報告(25分)、そしてポスターセッションの提案書は2月1日までにE-メールにてHerman Bartelen 宛 herman-b@kifl.ac.jpへ お送り下さいます様お願い申し上げます。

Conference Overview

NOTE: We are extending our deadline for proposals for the March 4th Tutor Conference! Please have proposals submitted by January 10, 2011. We hope that will give you enough time to work with your tutors. Remember that we want our conference to have a wide array of sessions and learning opportunities. Submit here: https://spreadsheets.google.com/a/d219.org/viewform?hl=en&formkey=dEQtcWptQVpma29sWUc0SmlKZTM4V0E6MQ#gid=0.

The 2011 Tutor Conference will be an opportunity for tutors to come together to share with each other their best practices, team building exercises, and experiences.

The conference is also designed for college and university tutors to come share what it is like to be a tutor in the post-secondary context and to recruit high school tutors to their institutions. It will be a day of sharing and learning.

The Call for Tutor Presentations

Our theme for this conference is Coming Together: Unlocking Our Potential as Tutors.

As we have all come to learn, in order to become better peer tutors, we need to practice our tutoring as often as we can. We have also learned that in order to create a center that thrives, we need to create a team of tutors who makes our spaces inviting and exciting.

For high school tutors, this conference gives you the opportunity to collaborate with your peers who tutor in many different settings. You will get to share what you have learned as a peer tutor and to learn from your peers about their experiences with tutoring and team building.

For college and university tutors, this will be a unique opportunity for you to encourage young people to continue to be educational advocates and to promote your institutions of higher learning.

Click here to learn more about COWLLC and the Tutor Conference and to submit a proposal! <https://spreadsheets.google.com/a/d219.org/viewform?hl=en&formkey=dEQtcWptQVpma29sWUc0SmlKZTM4V0E6MQ#gid=0>

We look forward to your submission!

The University of New Hampshire at Manchester is seeking candidates for the position of Director of the Center for Academic Enrichment (CAE), a comprehensive learning center providing reading, writing, mathematics, study skills, tutoring, and academic support programming. (View information about the CAE at: http://unhm.unh.edu/current-students/academic-support-services/center-for-academic-enrichment/index.php ) The Center for Academic Enrichment is affiliated with the National Association for Developmental Education, the Learning Assistance Association of New England, the New England Writing Centers Association, and the College Reading and Learning Association. The UNH Manchester tutor training program is certified by the College Reading and Learning Association. The CAE supports student learning within and across the disciplines to foster student academic success. The CAE and its Director are integral parts of the curriculum and critical to the academic mission of the college.

UNH Manchester is the sixth college of the University of New Hampshire. As the urban campus of the University of New Hampshire, UNH Manchester provides access to public higher education for people who live and work in the greater Merrimack Valley. Located in the heart of the I-93 corridor, UNH Manchester is a vital part of the educational, economic, and cultural life of central and southern New Hampshire and northern Massachusetts, serving the needs of a diverse urban population and bringing the resources of the state’s flagship university to the urban center. UNH Manchester is committed to the economic growth and welfare of the region, encouraging students to connect their work in the University with their lives in the community.

UNH Manchester offers selected liberal arts and professional degree programs at the associate and baccalaureate levels and makes available graduate programs offered by the University of New Hampshire; serves a wide variety of students: full-time and part-time, traditional and nontraditional and other students with diverse needs; actively strives to identify, recruit, and retain students, faculty, and staff from under-represented groups; maintains a small student/faculty ratio; and encourages and supports research and scholarship by the entire UNH Manchester community. The Director position is a 12-month professional/ administrative/ technical position with teaching responsibilities and reports to the Assistant Dean of Academic Student Services. Successful candidates will be expected to:

• Oversee the daily operations of the Center for Academic Enrichment including: supervise, evaluate, and foster professional growth of professional staff including Associate Director, professional science tutor, and administrative assistant; hire, teach, train, supervise, and evaluate the undergraduate peer writing tutors and the professional writing tutors.
• In collaboration with library faculty, oversee training of peer tutors for library mentor program.
• With Associate Director of the Center oversee CRLA re-certification and oversee budget and staff schedules.
• Provide direct service to students and faculty including: advise students, tutor students in reading and writing across the disciplines, create and deliver academic skills workshops, and provide services for students with disabilities. Liaison with college faculty for writing support and supplemental instruction.
• With Associate Director team teach Tutor Development course every semester.
• In collaboration with the Director of the First Year Writing Program, coordinate, administer, and score the reading and writing assessments and make recommendations for course placement. Serve on college-wide standing committees.
• Perform other duties as assigned.

Evening hours expected.

Minimum Qualifications M.A. in English/focus in writing or comparable. Ph.D. preferred in education or English composition and rhetoric. Five years experience in academic support at the post-secondary level. Two years experience in management/leadership position in academic support.

Preferred Qualifications Successful candidates will demonstrate: Knowledge of learning theory Prior teaching, classroom experience or comparable Excellent communication skills which allow him/her to work with diverse student populations, faculty, and staff Experience working with ESOL students and students with disabilities Experience with electronic course management system (Blackboard) Excellent organizational skills Commitment to student success Review of applications will continue until December 15 January 26, 2011 (extended). Hiring is contingent upon eligibility to work in the United States and proof of eligibility will be required upon acceptance of an employment offer. Anticipated start date of June 2011. Background check required prior to
employment. If interested please submit a cover letter, resume/CV including references with contact information, and statement of learning center philosophy, including teaching philosophy at https://jobs.usnh.edu.

The University of New Hampshire is an Equal Opportunity/Equal Access/Affirmative Action institution. The University seeks excellence through diversity among its administrators, faculty, staff, and students. The university prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, veteran status, or marital status. Application by members of all underrepresented groups is encouraged.

The full program is ready to download here (file size: 10 megabytes).

November 4-6, 2010 Baltimore, Maryland
At the Sheraton Baltimore City Center Hotel

Welcome to IWCA-NCPTW 2010

The International Writing Centers Association and the National Conference on Peer Tutoring in Writing invite you to be a part of this coming year’s joined conference to be held on November 4-6, 2010 in Baltimore, Maryland, at the Sheraton Baltimore City Center Hotel, just blocks from Baltimore’s beautiful Inner Harbor.

Hosted by the Mid-Atlantic Writing Centers Association, the conference will once again provide members of IWCA and NCPTW an opportunity to congregate and share innovative ideas, programs, tools and research critical to writing centers and writing studies.  To that end, the conference welcomes undergraduates, graduate students, and professionals from writing centers and writing programs from a variety of institutions: universities, colleges, two-year colleges, secondary schools and community centers.

What better place to hold this gathering than Baltimore’s Inner Harbor, one of the major seaports in the United States since the 1700s, one that has become the vibrant cultural center of Baltimore. With the conference hotel only blocks away from attractions such as the National Aquarium, the Maryland Science Center and new Geppi’s Entertainment Museum, not to mention dozens of restaurants, shops and attractions, attendees will find the location to be an ideal conference venue.

We look forward to seeing you in Baltimore!

URL: http://www.mawcaonline.org/iwca/index.html

Facebook: http://www.facebook.com/home.php?#!/group.php?gid=114007828617602&ref=search&sid=0BtCPzxU-TpY1u8MO5KT4A.1078765252..1

UPDATED! The Scholar-to-Scholar schedule is available here.

If you have any questions, contact Christopher.ervin@wku.edu .

One of the Keynote addresses at EATAW 2011 will be delivered by a Keynote Panel of Peer-tutor. The Keynote Panel of Peer-tutors will bring together a selection of peer-tutors from across Europe to discuss how working as a peer-tutor in writing has shaped, or is being shaped by, their student experience.

Proposals are being accepted from writing centres or programmes which support peer-tutoring in writing across Europe who wish for one of their tutors to represent their centre/programme on the Keynote Panel of Peer-tutors. In order to be considered for the Panel, centres/programmes must submit a group narrative, reflecting on peer-tutoring and the student experience in their context. Tutors from each centre/programme are invited to write a collaborate narrative that highlights the shared experience of student peer-tutors. Narratives should comprise 1,500 words. Only one narrative will be accepted from each European centre or programme.

The review committee will select the three narratives that will become the point of departure for the presentation by the Keynote Panel. Selected centres/programme will then nominate the peer-tutor that will represent them on the Keynote Panel to discuss peer-tutoring and the student experience in their context. The selected peer-tutors will receive a scholarship to attend the Conference, including travel and accommodation fees.

For further details, please see the Call for Narratives: EATAW 2011_Panel of Peer-tutors_Call for proposals

Please take 10-20 minutes to answer our 8-question survey (9 questions if you volunteer to help facilitate the IWCA meeting), available at the link below

http://www.surveymonkey.com/s/HH2Y9D7

Kim Ballard
Writing Center Director
Western Michigan University

In the spirit of collaboration and to provide meaningful support to ongoing writing center research, the IWCA will host its inaugural Research Network Forum at this year’s IWCA-NCPTW Conference in Baltimore (November 4-6, 2010). The newly-formed RNF will feature researchers presenting works-in-progress (essay-length drafts, research plans, grant proposals, and other projects) to small groups, and invited respondents will provide feedback.

Researchers will be responsible for finalizing a reviewable version of an essay-length draft, a research/methodology plan, a grant proposal, or other project two weeks prior to the conference so that those drafts can be made available to invited respondents. To propose an RNF work-in-progress, you do not have to be accepted to present at IWCA-NCPTW.

RNF Session I will begin at 9:00 am on Saturday, November 6 and run through 10:20 am. Session II will begin at 10:40 and run through noon. The RNF schedule and process looks like this:

· Proposals will be due by Friday, September 17, with notifications by Friday, September 24.
· Two weeks prior to the conference, researchers will e-mail works-in-progress and writer’s questions to the RNF organizers.
· Organizers will distribute drafts and writer’s questions to respondents, who will then have the two weeks leading up to the conference to review the drafts and prepare written and/or verbal responses.
· During the RNF, researchers will each have 8-10 minutes to present their works-in-progress to a small group (at most two other researchers and one invited respondent, plus any guests)
· Following the presentation, the respondent will lead the discussion of the work-in-progress by sharing prepared feedback. Other researchers and guests at the table will then be invited to respond.

We hope you will consider proposing a work-in-progress for this very important inaugural session of the new IWCA Research Network Forum. Should you wish to be considered for this session, please complete the proposal process that follows.

Submitting a Proposal for the IWCA Research Network Forum, 2010

Submit your proposal as an e-mail attachment (Microsoft Word or rich text format) to the RNF co-organizers Christopher Ervin and Shareen Grogan. The proposal should include an abstract or description (350 words max) of your research-in-progress; it should identify the form the research presentation will take during the RNF (draft of essay/article, research/methodology plan, grant proposal draft, or other form); and it should describe the goals of the research and the current state of the project.

(NEW!) Proposal Deadline: Friday, October 1 September 17, 2010. Proposals should be e-mailed to Christopher.Ervin@wku.edu .
Reviewable draft due to RNF organizers for distribution to respondents: Friday, October 22, 2010

If you have questions about the new RNF, please contact one of the organizers below.

Best regards,

Christopher Ervin (Christopher.ervin@wku.edu) and Shareen Grogan (sgrogan@nu.edu)
Co-Organizers, 2010 IWCA Research Network Forum

Individual peer tutors who have been accepted for a conference presentation, panel, or poster session may apply for awards of up $250. Because NCPTW wants to provide assistance to the broadest range of peer tutors, we invite peer tutors who are part of the same poster or presentation, or who are on the same panel discussion, to submit one application for an award of up to $400.

Guidelines

Applicants must be either undergraduate or graduate peer tutors who have been accepted for a presentation, poster, or panel discussion at the IWCA/NCPTW conference.

In the application letter, applicants shall include the following:

• Name, contact information (including e-mail address), and title of writing center. (Include the names of co-presenters if it is a group application.)
• A copy of your accepted conference proposal
• A statement on 1) how working in a writing center has been important to your personal and professional goals and 2) how attending the conference may benefit you. (For group applications, each group member should submit a separate statement.)
• List of expenditures for the conference (including conference registration, travel, room, and board).
• Other sources and amounts of funding for expenses related to the conference.

Send applications via email to Sam Van Horne, Chair of the Travel-Award Committee, at samuel-vanhorne@uiowa.edu, or mail them to him at:

Sam Van Horne
2800 University Capitol Centre
University of Iowa
Iowa City, IA 52242

Arrive on Sunday July 25 (or earlier) for Writing Centers 101 workshop: 3:00-5:00 pm

Reception & Welcome dinner: 6:00- 9:00

Monday, July 26: Breakfast included; morning plenary sessions; lunch included; afternoon sessions; end by 4:30

Tuesday, July 27: Breakfast included; morning plenary sessions; lunch included; afternoon sessions; end by 4:30

Wednesday, July 28: Breakfast included; morning plenary sessions; lunch included; afternoon sessions; end by 4:30

Thursday, July 29: Breakfast included; morning plenary sessions; lunch included; afternoon sessions; end by 4:30

Friday, July 30: Sessions until noon followed by a closing luncheon (events are over by 1:30 pm)

Travel

You will need to travel to Lone Wolf, Oklahoma – See the website for a preview: http://www.quartzmountainresort.com/

Special room rate: $89 per night—call and ask for IWCA discount

There are regional airports (Wichita Falls, TX, Lawton, OK)

Travel from Dallas/Ft. Worth airport or Oklahoma City airport will take time; budget a rental car and a couple of hours driving each way.

Topics

*       writing center philosophies, missions, theories, and literature
*       leadership in an academic culture
*       diversity and writing centers
*       tutoring pedagogy and tutor education
*       planning, growing, developing, and re-imagining a writing center
*       writing center assessment
*       research and publishing
*       writing center politics and administration
*       technology and writing centers
*       working with multilingual writers
*       facilities and space
*       WAC/WID and writing fellows programs
*       writing center support for graduate-level writers
*       community writing centers
*       funding, budgeting, fundraising, endowments

Registration

The registration fee of $800 will include all Institute meetings, supplies, and most meals.  Full and partial scholarships will be available to defray the registration fee. Participation will be limited to the first 55 paid registrants.

As of May 3, 2010, there are still seats available

Registration URL: http://writingcenter.ou.edu/si2010/

SI Leaders

Michele Eodice

Michele Eodice is the Executive Director of Learning, Teaching, & Writing, a new unit at the University of Oklahoma that includes a teaching center, the Expository Writing Program, the writing center, and writing across campus initiatives. Dr. Eodice has published in several areas, including collaboration, co-authoring, academic integrity and plagiarism, and writing center theory and practice. With her co-authors, she has published two books, (First Person)2: A Study of Co-Authoring in the Academy (2001) and The Everyday Writing Center: A Community of Practice (2007). Currently her work at OU includes studies of general education, assessment, retention, and learning communities.

Roberta Kjesrud

Roberta Kjesrud Returning to college after ten years as a dropout, I fell down the rabbit hole 22 years ago when I began my writing center adventures as an undergrad peer tutor at Western Washington University. I never left. I was fortunate to find at the neighboring University of British Columbia a graduate program allowing me to site my research in writing centers and to work concurrently in a number of staff roles before becoming a director twelve years ago. I served as the founding president of the PNWCA, and I’m now serving as President of the IWCA. I enjoy researching the role of dissent in collaboration, negotiating power differentials, assessment, and playing to learn. True to my blue collar roots, I also value working with my hands in pursuits such as gardening, creating found art from junk, and wielding power tools (ar ar). I wish I were more athletic, smarter, and better looking; instead, I compete in the occasional poker tournament (hey, ESPN considers it a sport), play cutthroat word games (call me Boggle Queen), and tease my stunningly attractive guinea pig, Spritz.

Dawn Mendoza

Dawn Mendoza directs the writing center at Dean College and also heads up a fledgling Writing Across the Curriculum program. Dean is a private, 80% two-year college in the outskirts of Boston that also offers two BA degrees: Dance, and Arts and Entertainment Management. Dawn wrote her PhD thesis on Cuban American Literature at Tufts University, all the while falling in true and everlasting love with the writing teaching and tutoring work she did to make ends meet. She directed the writing center at Simmons College in Boston for 5 years , initiating a new WAC program there, and then moved on to her current work at Dean. She teaches classes in composition, developmental writing and literature. When not working, Dawn works puzzles and finger paints with her husband and two young boys (3 and 6), writes poetry (an approaching 40th birthday somehow unleashed cosmic creativity that had lain dormant since high school), and dreams of the days her sons will be teenagers and EVERYONE in her house can sleep in past 7am on a Saturday.

Ben Rafoth

Ben Rafoth directs the Writing Center at Indiana University of Pennsylvania in Indiana, Pa. He has been in the Center for 22 years. Ben teaches undergraduate courses in writing and editing and graduate courses in composition and TESOL. Ben received IWCA’s Book of the Year Award (with Shanti Bruce) for ESL Writers and NCPTW’s Ron Maxwell Award for Distinguished Leadership. He edited A Tutor’s Guide, 2nd edition and served on the executive board of the IWCA. He chaired the first joint conference of IWCA and NCPTW in 2003 and was a Summer Institute leader in 2005.

Karen Rowan

Karen Rowan caught the writing center bug as an undergraduate working in the Academic Skills Center at Guilford College, where she started first as a deskworker and later as a peer tutor. From there, she has worked as a tutor, assistant director, and/or director at SUNY-Albany, Skidmore College, Trinity University (Washington, DC), Morgan State University, and now California State University-San Bernardino. Karen’s role as a graduate student assistant director sparked an interest such positions, and she collaborated with several other graduate student assistant directors to develop the IWCA Position Statement on Graduate Student Writing Center Administrators and pursue research on professional development for graduate student administrators. Her work at a historical women’s college, a historically Black university, and a Hispanic-serving institution has fueled her more recent research projects on writing centers in minority-serving institutions and on race and racism in writing center theory and practice. In addition to all this writing centeredness, she and her partner travel internationally whenever they can; recent trips to Viet Nam and to Chiapas and Oaxaca, Mexico, and explore the beaches, mountains, deserts, and cities of Southern California. Karen has also recently caught the triathlon bug, so she also spends a fair amount of time swimming, biking, and running.

Lori Salem

Lori Salem has been the director of the Writing Center at Temple University since 1999. In this time, the Center morphed from a small stuck-in-the-basement operation, to a large window-rich Center with three full-time staff, forty graduate and undergraduate tutors, and a stable budget. In 2005, the Writing Center became the home for Temple’s upper-division writing-intensive course program, a major change in mission that brought with it many new responsibilities and exciting opportunities for working on curriculum and faculty development.

Lori did her masters & doctorate in dance history, and taught dance at SUNY-Fredonia before coming to Temple. She wrote her dissertation about Orientalist dances in turn-of-the-century American theater, a fun, but, as it turns out, not a sustained passion. It was her experiences as a graduate tutor that convinced her to change course toward writing center studies. Her work has been presented at CCCC, IWCA, WPA, MAWCA and the Sydney conference on the New Rhetoric. She serves as the book reviews editor for Composition Forum, and she was the co-chair and local host for the 2009 Summer Institute. She is the vice-president of the Mid-Atlantic Writing Centers Association.

Lori is the mother of twin “tween” girls, Leila and Hana. She’s a bit of a foodie, and a total wino. She reads graphic novels, a lot of fiction, and she avoids Facebook like the plague. Until recently, she hardly cared at all about shoes, but that changed with the launch of zappos.com.

Nathalie Singh-Corcoran

Nathalie Singh-Corcoran is the director of the West Virginia University, Writing Center. She was first drawn to writing centers when she was an undergraduate at the University of Arizona. At the center, she found a nurturing community of writers, and she was persuaded to stay. She is grateful to her many mentors for nudging her in the direction of writing center administration and finds herself doing the same kind of nudging with her own writing center tutors.

Nathalie is a praxis-oriented scholar whose research areas include contingent faculty issues, writing program and writing center administration, and curriculum development. She is currently the Vice President of the IWCA. She has served as the chair of IWCA Research Awards Committee and as co-chair of the IWCA Writing Centers Collaborative @ CCCC.

She is also an IWCA Summer Institute alum. She attended in 2006, after completing her first year as director at WVU. She gained invaluable insight that helped her make her center more visible on campus. She also made some very good friends and is looking forward to learning more and making new friends in Summer 2010.

Contact Information

If you have questions about scholarships (or anything else related to the SI), please contact the SI co-directors.

Michele Eodice (co-chair and local host):
Email: meodice@ou.edu
Phone: 405-325-2937
Skype:  michele.eodice

Lori Salem (co-chair):
Email: lori.salem@temple.edu
Phone: 215-204-0709
Skype: lori.salem

They are hoping to disseminate this widely, so please inform any writing center colleagues or co-workers you have that might be interested in participating.

Melissa and Michelle thank you for your participation and help.