Deadline: January 15 and July 15 every year

The International Writing Centers Association (IWCA) serves to strengthen the writing center community through all of its activities. The IWCA offers its Research Grant to encourage scholars to apply and advance existing theories and methods or create new knowledge. This grant supports quantitative, qualitative, theoretical, and applied projects associated with writing center research and application.

While travel funding is not the primary purpose of this grant, we have supported travel as part of specific research activities (e.g. traveling to specific sites, libraries or archives to conduct research). This fund is not intended to support conference travel only; instead the travel must be part of a larger research program stipulated in the grant request. (Travel Grants are available for the IWCA Annual Conference and the Summer Institute.)

(Please note: Applicants seeking support for theses and dissertations are not eligible for this grant; instead, they should apply for the Ben Rafoth Graduate Research Grant or the IWCA Dissertation Grant.)

Award

Applicants may apply for up to $1000. NOTE: IWCA reserves the right to modify the amount.

Application

Complete application packets will contain the following items:

  • Cover letter addressed to current chair of the Research Grants Committee; the letter should do the following:
  1. Request IWCA’s consideration of the application
  2. Introduce the applicant and the project
  3. Specify how grant monies will be used (materials, in-process research travel, photocopying, postage, etc.)
  • Project Summary: 1-3 page summary of the proposed project, its research questions and goals, methods, schedule, current status, etc. Locate the project within relevant, extant literature.
  • Curriculum Vitae

Those receiving grants then agree that they will do the following:

  • Acknowledge IWCA support in any presentation or publication of the resulting research findings
  • Forward to IWCA, in care of the chair of the Research Grants Committee, copies of resulting publications or presentations
  • File a progress report to the IWCA, in care of the chair of the Research Grants Committee, due within twelve months of receipt of grant monies. Upon completion of the project, submit a final project report to the IWCA Board, in care of the chair of the Research Grants committee
  • Strongly consider submitting a manuscript based on the supported research to one of the IWCA affiliated publications, WLN: A Journal of Writing Center Scholarship, The Writing Center Journal, or to the International Writing Centers Association Press. Be willing to work with the editor(s) and reviewer(s) to revise the manuscript for possible publication

Process

Proposal deadlines are January 15 and July 15. After each deadline, the chair of the Research Grants Committee will forward copies of the complete packet to the committee members for consideration, discussion, and vote. Applicants can expect notification 4-6 weeks from receipt of application materials.

Stipulations

The following stipulations adhere to supported projects: All applications must be made through the IWCA portal. Submissions should completed by January 15 or July 15 depending on grant cycle. For further information or questions, contact the current chair of the Research Grants Committee, Travis Webster, at twebster2@pace.edu.

Recipients

1999 Irene Clark, “Student-Tutor Perspectives on the Directive/Non-Directive Continuum”

2000 Beth Rapp Young, “The Relationship Between Individual Differences in Procrastination, Peer Feedback, and Student Writing Success”

Elizabeth Boquet, “A Study of the Rhode Island College Writing Center”

2001 Carol Chalk, “Gertrude Buck and the Writing Center”

Neal Lerner, “Searching for Robert Moore”

Bee H. Tan, “Formulating an Online Writing Lab Model for Tertiary ESL Students”

2002 Julie Eckerle, Karen Rowan, and Shevaun Watson, “From Graduate Student to Administrator: Practical Models for Mentorship and Professional Development in Writing Centers and Writing Programs”

2005 Pam Cobrin, “The Influence of Tutor Visions of Revised Student Work” Frankie Condon, “An Extracurriculum for Writing Centers”

Michele Eodice, “An Extracurriculum for Writing Centers”

Neal Lerner, “Investigating the Histories of The Writing Laboratory at University of Minnesota General College and the Writing Clinic at Dartmouth College”

Gerd Brauer, “Establishing a Transatlantic Discourse on Grade School Writing (and Reading Center) Pedagogy”

Paula Gillespie and Harvey Kail, “Peer Tutor Alumni Project”

Z. Z. Lehmberg, “The Best Job on Campus”

2006 Tammy Conard-Salvo, “Beyond Disabilities: Text to Speech Software in the Writing Center”

Diane Dowdey and Frances Crawford Fennessy, “Defining Success in the Writing Center: Developing a Thick Description”

Francis Fritz and Jacob Blumner, “Faculty Feedback Project”

Karen Keaton-Jackson, “Making Connections: Exploring Relationships for African American and Other Students of Color”

Sarah Nakamura, “International and US-educated ESL Students in the Writing Center”

Karen Rowan, “Writing Centers in Minority-Serving Institutions” Natalie Honein Shedhadi, “Teacher Perceptions, Writing Needs, and A Writing Center: A Case Study”

Harry Denny and Anne Ellen Geller, “Description of Variables Affecting Mid-Career Writing Center Professionals”

2007 Elizabeth H. Boquet and Betsy Bowen, “Cultivating High School Writing Centers: A Collaborative Research Study”

Dan Emory and Sundy Watanabe, “Starting a Satellite Writing Center at the University of Utah, American Indian Resource Center”

Michelle Kells, “Writing Across Cultures: Tutoring Ethnolinguistically Diverse Students”

Moira Ozias and Therese Thonus, “Starting a Scholarship for Minority Tutor Education”

Tallin Phillips, “Joining the Conversation”

2008 Rusty Carpenter and Terry Thaxton, “A Study of Literacy and Writing in ‘Writers on the Move’”

Jackie Grutsch McKinney, “A Peripheral Vision of Writing Centers”

2009 Pam Childers, “Finding a Model for a Secondary School Writing Fellows Program”

Kevin Dvorak and Aileen Valdes, “Using Spanish while Tutoring English: A Study of Writing Center Tutoring Sessions Involving Bilingual Tutors and Students”

2010 Kara Northway, “Investigating Student Assessment of the Effectiveness of Writing Center Consultation”

2011 Pam Bromley, Kara Northway, & Elina Schonberg, “When Do Writing Center Sessions Work? A Cross-Institutional Survey Assessing Student Satisfaction, Knowledge Transfer, and Identity”

Andrew Rihn, “Students Work”

2012 Dana Driscoll & Sherry Wynn Perdue, “RAD Research in the Writing Center: How Much, By Whom, and with What Methods?”

Christopher Ervin, “Ethnographic Study of the Coe Writing Center”

Roberta D. Kjesrud & Michelle Wallace, “Questioning Questions as a Pedagogical Tool in Writing Center Conferences”

Sam Van Horn, “What Are the Relationships Between Student Revision and Usage of a Discipline-Specific Writing Center?”

Dwedor Ford, “Creating Space: Building, Renewing, and Sustaining Writing Centers at HBCUs in North Carolina”

2013 Lucie Moussu, “Long-term Impact of Writing Centre Tutoring Sessions”

Claire Laer and Angela Clark-Oats, “Developing Best Practices for the Support of Multimodal and Visual Student Texts in Writing Centers: A Pilot Study”

2014 Lori Salem, John Nordlof, and Harry Denny, “Understanding the Needs and Expectations of Working Class College Students in Writing Centers”

2015 Dawn Fels, Clint Gardner, Maggie Herb, and Lila Naydan, for their research on the working conditions of non-tenure line, contingent writing center workers.

2016 Jo Mackiewicz for her forthcoming book Writing Talk Across Time

Travis Webster, “In the Age of Post-DOMA and Pulse: Tracing the Professional Lives of LGBTQ Writing Center Administrators.”

2017 Julia Bleakney and Dagmar Scharold, “The Guru Mentor vs Network-Based Mentoring: A Study of the Mentoring of Writing Center Professionals.”

2018: Michelle Miley: “Using Institutional Ethnography to Map Student Perceptions of Writing and Writing Centers.”

Noreen Lape: “Internationalizing the Writing Center: Developing a Multilingual Writing Center.”

Genie Giaimo, Christine Modey, Candace Hastings, and Joseph Cheatle for “Creating a Document Repository: What Session Notes, Intake Forms, and Other Documents Can Tell Us About the Work of Writing Centers.”

2019: Andrea Rosso Efthymiou, Hofstra University, “Tutors as Undergraduate Researchers: Measuring the Impact of the Extended Work of Writing Center Tutors”

Marilee Brooks-Gillies, Indiana University-Purdue University-Indianapolis, “Listening Across Experiences: A Cultural Rhetorics Approach to Understanding Power Dynamics within a University Writing Center”

Rebecca Day Babcock, Alicia Brazeau, Mike Haen, Jo Mackiewicz, Rebecca Hallman Martini, Christine Modey, and Randall W. Monty, “Writing Center Data Repository Project”