February 25th | MiraCosta College | Oceanside, CA Special Thanks to: Lutheran University California State Univeristy, Channel Islands California State University, Fullerton California State University, Long Beach California State University, San Bernardino California State University, San Marcos Claremont McKenna College Concordia University Irvine Crafton Hills College Annual Marymount California University MiraCosta College th Moorpark College Mount San Antonio College One Tutor, Many Nevada State College Navigating Roles in the Oxnard College Writing Center Southern California Writing Centers Association Tutor Conference Tutor Association Centers Southern California Writing

Oxnard Community College 13 Point Loma Nazarene University San Diego State University Southern Utah University Southwestern College , Irvine University of California, San Diego 2017 SoCal WCA Tutor

*Please park in lot OC-3C, OC-3A, or OC-3B, circled in red. Conference

*Please park in unmarked psaces. Permit not required. Schedule of Events *Do not park in spaces marked, “Staff.”

*Dining Hall is located in Building 3400. 9:00 AM - 9:50 AM Registration, coffee & tea *Atzlan A & B are located in Building 3400. service, and light refreshments Dining Hall-3400 *Buildings T300 and 3500 will host all conference session and panels. 10:00 AM - 10:50 AM Session 1 Panel: Room: 11:00 AM - 11:50 AM Session 2 Panel: Room: 12:00 PM - 1:00 PM Lunch Dining Hall-3400 1:10 PM - 2:00 PM Session 3 Panel: Room: 2:10 PM - 3:00 PM Session 4 Panel: Room: 3:10 PM - 4:00 PM Community Hour Dining Hall-3400

1 2 The ESL Tutoring Toolkit: How to Meet Our Writers Where Session 1 They Are [Location: 3508] 10:00 - 10:50 AM Stephanie Caranica, Jasmine Betka, Kelsey Stuart, Kim Lewis Moorpark College Adapting to Confusion: An Essential Part of Learning and the The goal for our session is to show that the first step to walking with ESL Writing Process [Location: 3501] students in their writing journey is to meet them where they are. We will Randall Searcy introduce a practical toolkit that tutors can use to provide writing skills support, Oxnard Community College as well as emotional support, to ESL writers. Educational pedagogy and research will be presented indicating that when we seek to learn new concepts or approaches, and we deliberately move Consultants Without Borders: Learning to Adapt to Clients away from what we know toward what we know we do not know, confusion from Unfamiliar Backgrounds [Location: 3509] is common, normal, and essential (Vygotsky, 1978; D’Mello & Graesser, Koppany, Tori Knuppe, Carly Wolfe 2014). A discussion will then follow about how best to inculcate awareness Biola University and understanding that confusion exists in the “Zone of Proximal (Writing) This panel will discuss ways to adapt in tutoring situations overshadowed by Development” in our tutor-tutee relationships so that we might become more unfamiliar cultural backgrounds. Given the expansiveness of “culture” as a effective learners, writers, and writing tutors. concept, the discussion will focus on challenges associated with dissimilar linguistic, generational, and socioeconomic backgrounds. Mentoring vs. Being the Peer [Location: 3504] Kayla Arbini, Remington Rimple, Elizabeth Jaffari, Michael Kenney An Inquiry into Intersectional Identities of Writing Tutors California State University, San Marcos [Location: 3510] As a tutor, there is a fine line between being a mentor and being a peer to a Divya Bambawale, Hunter Sidel, Jordan Jenkins tutee. Therefore, during sessions with a tutee, it is important to navigate what Pitzer College can be construed as appropriate or misleading praise/encouragement. Just as writers negotiate multiple identities in their work, tutors, too, bring intersectional identities into the Writing Center. Through carefully crafted Emotionally Intelligent Tutoring [Location: 3507] reflective activities, this workshop will prompt participants to consider how an Alex Roman, Troy Shibukawa, Robert Brown, Ian Heisler awareness of any identity they feel is central to them can be used to become California State University, Fullerton an even stronger tutor, which is important because self-awareness about This presentation will explore the role and importance of empathy and our own identities is a crucial first step to creating a more inclusive space for emotional intelligence in tutoring while also maintaining professionalism and others. objective distance. The discussion will open a space for tutors to share their own experiences and insights as we brainstorm ways we might tutor with Nothing is impossible, the word stronger emotional intelligence. itself says I’M POSSIBLE. - Audrey Hepburn

More sessions on the next page…. 3 4 From Scientists to Writing Fellows: Techniques for Our Writing Studio Sorting : How Knowing Your Hogwarts Enhancing Writing Comprehension [Location: 3511] House Might Make You a Better Writing Consultant [Location: Samantha Kerr, Rylie Miller, Staci Thompson T306] Southern Utah University Tyler Klatt, Justin Solis, Zoe Litzenberg This workshop will give a unique perspective on mentoring students in Concordia University Irvine science writing from Fellows who are scientists first and writers second. When it comes to your tutoring communication style, are you an assertive Individuals attending the presentation will conduct a simple experiment using Slytherin, a gregarious Gryffindor, a humble Hufflepuff, or a rigorous inebriation googles and then outline the fundamental sections of a lab report. Ravenclaw? After presenting research from one staff’s experience with communication style analysis, this session “sorts” participants into Hogwarts From Tutor to Mentor: Applying Writing Center Strategies as Houses based on their communications styles and challenges them to a Summer Camp Counselor [Location: 3608] consider how their communication strengths and weaknesses could be impacting their writing center consultations. Ariana Nelson California Lutheran University Notes: How do you translate your traditional writing center skills when working ______with non-traditional clients? This session explores how your Writing Center ______strategies can be an asset even when working with young children and other ______non-traditional clients. ______Selling the Center: Tutor as Salesperson [Location: T307] ______Edward Ferrari, Monica Aguilar, Melody Robinson, Jason Cannon ______Crafton Hills College ______Holly Ryan and Danielle Kane’s recent paper suggests tutors can best ______fulfill their role of salesperson by integrating a form of demonstration into ______classroom visits (“Evaluating the Effectiveness of Writing Center Classroom ______Visits: An Evidence-Based Approach.” The Writing Center Journal, vol. 34, ______no. 2, 2015, pp. 145–172). This session will therefore explore what makes for ______an effective demonstration, with the practical aim of creating a classroom visit ______outline tailored to participants’ institutions. ______If I waited for perfection I would ______never write a word. ______- Margaret Atwood ______

5 6 Translanguaging: New Tutor Roles in ESL [Location: 3508] Session 2 Joshua Morse 11:00 AM - 11:50 AM Point Loma Nazarene University Translanguaging focuses on the use of a multilingual student’s first language Lost in Translation: The Tutor as Intermediary Between as a supplement to the acquisition of their second language through the use Student and Instructor [Location: 3501] of comparative analysis and other approaches. This session will explore Scott Davidson, Austin Campbell, Nick Viste, James Brady translanguaging theory, the how-to’s of translanguaging and the methods in Riverside City College practice (with demonstration), and the effects of translingual tutoring. This presentation will explore and define the role of tutor as translator, building on Leigh Ryan’s and Lisa Zimmerelli’s work, showing how each tutoring session Grab a , , , or : Put on a requires the tutor to “translate” instructor verbiage for the student, ensuring Cultural Hat and Toss the Barriers Away [Location: 3509] the student understands the instructor’s directions and requirements. Then, Ayleen Perry, Saskia Koch, Jayde Bertoch participants will be asked to translate sample assignments during mock tutoring Southern Utah University sessions. At any given moment, a student from China, , , or France could walk through the doors of your Writing Center, seeking guidance from a tutor. Tutor’s Hat Rack: Special Hats for Special Cases [Location: It can become difficult to interact with ESL students, but in this workshop, we 3504] will give you the tools to try on a sombrero, keffiyeh, rastacap, or beret-- to Donna Phillips, Ana-Lia Marinelli better understand the student’s culture and toss the barriers away. Mount San Antonio College This session will cover strategies for working with nonnative English speakers To Hat or Not to Hat: Deconstructing Identity in the Writing (NNES) using the Growth Mindset theory by Carol S. Dweck, Ph. D. These Center [Location: 3510] techniques will provide tutors with tools for their sessions with NNES students Esther Gutierrez, Ambar Hurtado, Fabian Torres, Sabehha Asad to assist with the word-processing gap in the students’ writing assignments. California State University, San Bernardino In this session, we aim to deconstruct identities in the writing center, especially Playing The Eiron: Modeling Unfamiliarity with a Text for the categorizations that are dependent on stereotypes, by considering tutor Benefit of the Tutee [Location: 3507] and tutee identities as being multifaceted and co-constructed. We examine Cynthia Flores, Maile Blume, Mariah Mastrodimas, the drawbacks and consequences of categorizing student “types” before a Bandana (Bonnie) Singh session begins by conducting and analyzing mock-tutorials with the audience. Scripps College The purpose of this session is to generate small group discussions specifically about the effectiveness of incorporating demonstrations into classroom visits. I’ve learned that people will forget It is hoped that this discussion will prompt participants who have little or no what you said, people will forget what experience with demonstrations to explore them, and encourage participants you did, but people will never forget how you made them feel. who do, to share their knowledge and analyses with others. The participants - Maya Angelou will then be asked — in light of these small group discussions — to create an outline for a classroom visit tailored to participants’ institutions. More sessions on the next page…. 7 8 Multiliteracy Tutoring: What is It and How Does It Work? [Location: 3511] Session 3 Rafael Deligio, Vanessa Rodgers, Tiona Sykes, Jennifer Kelley 1:10 PM - 2:00 PM California State Univeristy, Channel Islands This panel will discuss how our center at CSU Channel Islands transitioned Hooked on a Feeling: Utilizing Verbal and Nonverbal into a writing and multiliteracy center, how multiliteracy tutors support creative Emotional Cues for a Successful Session [Location: 3501] writing, and how the communication fellows program has introduced oral and Colin Wolters, Chelsea Smith visual communication strategies to classes in various disciplines. In our activity, Long Beach City College attendees will learn how to give oral feedback on pitches for their own center. Decoding a student’s feelings during a tutoring session can be tricky, but it can also be an extremely valuable tool to engage and motivate students. Our Strategies for Tutoring Disabled Students [Location: T306] presentation, based on research of concrete emotional cues, will offer means Lalena Janke, Vilma Moore, Angela Garcia-Sermeño by which tutors can read these cues and adaptively apply directive and non- Southwestern College directive techniques for a more effective session. What challenges and obstacles can accompany tutoring students with disabilities, and what role should tutors take in these situations? Join us in Teaching for Transfer: How Tutors Can Facilitate the Process discussing questions and concerns while we propose potential solutions to of Knowledge Transfer in the Lives of Students helping these students. [Location: 3504] Paxton Dolan, Natalie Rosen You Can’t Build A Writing Center at the Drop of a Hat: Point Loma Nazarene University Proactively Optimizing Your Writing Center Space This session will explore the methods that can be used to make transfer an [Location: T307] active process in students lives as well as examine some of the problems Kaeli Madsen, Kallin Raymond, A.J. Edwards that currently prevent this. Tutors will engage in discussion of what can be Southern Utah University done to explicitly teach for transfer in the writing center. Writing Centers may not have total control over the conditions of their physical locations, but if tutors get involved with the design and layout of their center, Addressing Bias and Ethnocentrism in Academic Writing they can design a space that significantly impacts tutor and student morale. In [Location: 3507] this session, we guide participants in a simulated activity in which they arrange Victoria Carillo, Marisa Meno common writing center furnishings to design their ideal space; a well designed San Diego State University center creates enthusiastic tutors, pleased faculty, and happy patrons. Have you ever encountered bias, inappropriate language, or ethnocentrism in academic writing? Come to our session to learn how to address them in tutoring sessions and how we can foster objective analysis and critical The of writing is the art of thinking in students. discovering what you believe. - Gustave Flaubert

More sessions on the next page.... 9 10 The Tutor as a Cultural Ambassador [Location: 3508] Embedded Tutoring: A Quick Change Art [Location: 3511] Emily La, Ziwen Chen, Peng Li Su, Melisa Lu Charles Bordy, Lizzie Jacobs, Karina Rowe University of California, Irvine Antelope Valley College Tutors are cultural ambassadors who nurture an environment deeply aware This session will discuss the “many hats” that represent the roles tutors fill of contextual differences and support a mutual exchange of knowledge with in the classroom. We will focus on embedded tutoring and how the tutor can tutees. Our goal is to empower non-native English speakers, especially use a variety of strategies to meet the needs of many students quickly and international students, to take ownership of their diverse cultural identities as effectively. they encounter new perspectives and ultimately, to communicate their voices in writing more confidently. Writing Center Tutors as Good Will Ambassadors [Location: T306] Erik Danryd, Julissa Padilla, Patricia Hajjar, Annie Hetrick Wearing a Cultural Informant Hat and Diversifying with a HSI Woodbury University Writing Center [Location: 3509] By employing a variety of promotional strategies, Woodbury University Writing Cynthia Castillo, Claudia Moreno Center tutors were able to increase their student usage by 34%. Participants California Lutheran University will explore how they as tutors can function as ambassadors for their writing In our presentation, we would like to introduce the mutual benefits of a Hispanic centers through classroom presentations and carnival-esque activities that Serving Institution (HSI) having a writing center that is conscious of ways to engage students using props to increase their profile on campus. best serve the Hispanic population and their writing. We will discuss what a writing center could do for a Hispanic student to help them acknowledge their Beyond Academic Writing: Organizing Creative and Personal individual strengths and what a writing center can change or develop in order to Essay Workshops [Location: T307] better meet Hispanic students’ needs. Kanako Shimizu, Jen Vaccaro, Nedim Filipovic Claremont McKenna College A Patchwork : How Tutor Roles Complicate and Enrich We will briefly present our model for organizing creative and personal essay Writing Tutoring [Location: 3510] workshops on our campus and in our local community before discussing Amber Escobar, Kareem Salem necessary skills and best practices: asking thought-provoking questions; Marymount California University actively listening to personal stories; managing time when working with At Marymount California University, writing tutors also tutor multiple other multiple students; and, above all, empowering writers. Following our subjects and come from a variety of majors. This presentation will discuss how presentation, we will break into small teams to design either a creative or a MCU tutors shift between tutor personas and how those multiple roles both personal essay workshop for 10-15 minutes before having one or two teams complicate and enrich the writing tutoring experience. execute their plans with the rest of the participants for group feedback.

You are the storyteller of your Notes: ______own life, and you can create your ______own legend, or not. ______- Isabelle Allende ______

11 12 One Tutor, Many Languages: Tutoring with NNS Students Session 4 [Location: 3508] 2:10 PM - 3:00 PM Julie Kim, Kathryn Reuter California State University, Long Beach Hat Trick: Writing Studios and Sour Patch Kids [Location: 3501] As home to a growing number ELL students, writing center tutors in Southern Rebekah Tobler, Elsa Togersen, Josh Barton California are faced with the task of revisiting and reshaping tutorial sessions Southern Utah University with nonnative English students. By better understanding not only the lexical Writing studios can help motivate students to work through the writing process. needs but also the cultural knowledge ELL writers possess, writing center In this session, we share ways that tutors can pass the tutoring hat to student tutors can achieve powerful and enriching collaborative sessions. writers as they participate in tutor-led writing studios that help students understand the need for a friend, time, and Sour Patch Kids—in other words UC San Diego Writing + Critical Expression Hub: A Focus on collaboration, revision, and some kind of sweetening agent. Comprehension Checks [Location: 3509] Jody Tai, Wilson Tan, Beverly Yu, Edie Zhang, Christopher Yin, Tutors as Learning Resource Liasons: Assuming Dynamic Caitlin Hung Roles in the Writing and Tutoring Center [Location: 3504] University of California, San Diego Caren Scott, Jaime Guerrero, Andres Cortez Comprehension questions, such as “Does this make sense?” may Oxnard College seem innocuous and inspired by a genuine intention to assess a student’s One of the most important and dynamic roles that a tutor fills in their writing or learning during a session. However, these types of questions may not be tutoring center is that of a Learning Resource Tutor: a tutor who is a source of appropriate, as their use relies on cultural conventions that may lead to information that assists students in the process of gaining knowledge or skills. students agreeing with the peer mentor simply because of their position of This session will explore how tutors who act as learning resources provide authority and not necessarily true clarity. Through facilitating group discussion students with a three-tiered approach to tutoring: first, these tutors familiarize of these potential consequences, this workshop will define and examine any students with their campus community; second, they serve as examples insecurities, biases, and power disparities that may arise during sessions with of student success for their pupils to emulate; and finally, they provide non-native English speakers. professional writing assistance so that students are prepared to write in an academic setting. Tutee-Centered Sessions: Writing Tutors’ Roles as Person- Preparing for Emotion: When Thoughts Turn to Sniffles Centered Therapists [Location: 3510] [Location: 3507] Paula Ramirez, Tucker St. John, Larry Piatt Kayla Reed, Melissa Rudd Nevada State College California Lutheran University In every role tutors adopt, they utilize Rogerian tenets and techniques found As writing tutors with backgrounds in psychology, the presenters would like in Person-Centered therapy to facilitate a tutee-centered session, designed to examine the presence of emotion in the writing center. The purpose of this to address the specialized needs of tutees. By roleplaying an assortment session is to provide tutors with tools to be better prepared for emotions that of sessions, tutors will practice implementing the Person-Centered may arise for clients during writing consultations. therapist/tutor techniques to navigate diverse tutees and session dynamics encountered in writing centers. More sessions on the next page…. 13 14 Finding Your Inner Scientific Writing Hat[Location: 3511] Kathleen Kohl, Marisa Kager, Sakshi Shah, Sophie Ehlen Community Hour Harvey Mudd College 3:10 PM - 4:00 PM Would you feel overwhelmed if someone asked you to tutor a scientific paper? Harvey Mudd College’s Writing Center will help you find your Scientific Writing [Location: Dining Hall-3400] Learn about, interact with, and take fresh ideas and inspiration from staff at Hat by using thesis-driven writing principles as a lens for tutoring scientific and writing centers across our region. We invite you to participate in the wrap-up technical writing. session of our conference, which we’re calling the “Community Hour.” Writing Anxious and Overwhelmed: Tutoring with Mental/Invisible Centers will present posters sharing their center’s philosophy, services, space, tutors, and/or some other defining feature so that others can learn about what Illnesses [Location: T306] they do and ask questions. Chenglin Lee, Catherine Ciavarella, Andrea Briseno California State University, Fullerton We will also give out our first-ever (!) SoCal Writing Center Association t-shirts, In our discussion, we will explore practical methods and techniques on how to featuring our handsome new logo, to all conference presenters during this maintain professionalism while handling stressors and potential triggers in the time, and will have these shirts for sale, as well. tutorial, as well as how to incorporate resources from the school and collaborate with other organizations. We will use prompting and targeted questions to start Notes: an important dialogue about the usage of content warnings in the appointment ______making process, as well as how tutors can help students process emotions while ______still maintaining a different role from that of a therapist. ______Navigating Tutor Roles in Campus Discourse [Location: T307] ______Pieter Hoekstra, Andrea Green, Alexandra Sanchez, Emma Fredgant, ______Samantha Resnick ______Pomona College ______We will examine how writing tutors play a role in shaping campus dialogue. ______Attendees will be asked to reflect on their own campuses’ important issues and ______how they can adapt their roles in the service of the broader college community. ______Notes: ______You’ve never lived this day ______before. And you never will again. ______Make the most of it! ______- Anonymous 15 16