Conference Presentations by CWL Students

National Conference on Peer Tutoring in Writing 2024

Tacoma, WA, October 18-20
  • Mercer Stauch ‘25, Josh Cunningham ‘25, and Alyssa Shane ‘25, “Addressing AI: Developing Policy and Practice for the Implementation of Generative AI in Writing Centers”
     

National Conference on Peer Tutoring in Writing 2023

Pittsburgh, PA, November 2-4
  • Eliza Koch ‘24, Julian Caneda-Santos ‘24, and Sowmya Kannan ‘23, “‘It’s for everybody’: Building Bridges for a More Inclusive Writing Center”
     

National Conference on Peer Tutoring in Writing 2022

Omaha, NE, October 27-30
  • Kate True ‘23, Ebony James ‘23, Maia Nilsson ‘24, and Gabriel Alves de Lima ‘23, “(Re)Building a Sense of Belonging”
     

National Conference on Peer Tutoring in Writing 2020

Online, October 30

National Conference on Peer Tutoring in Writing 2019

Columbus, OH, October 16-19

National Conference on Peer Tutoring in Writing 2018

South Padre Island, TX, November 2-4
  • Will Keyse ’20, “Beyond Better Writers: Meta-cognitive Interventions within the Writing Center” (won NCPTW Travel Award)
  • Rachael Laitila ’19, “Writing With Awareness: Using a Peer-Tutor-Authored Campus Writing Handbook
  • to Challenge Traditional Academic Borders” (won NCPTW Travel Award)
  • Annie K. Lamar ’19, “Just Not Feeling It Today: Cancellation Trends and Policies in the Writing Center” (won NCPTW Travel Award)
  • Sarah Walling-Bell ’20, “Writing With Awareness: Using a Peer-Tutor-Authored Campus Writing Handbook
  • to Challenge Traditional Academic Borders” (won Emerging Scholar Award)
     

European Association for the Teaching of Academic Writing 2017

London, UK, June 19-21
  • Kylie Young ’17 and Julie Christoph, “Sound Writing: Developing a Global/Local Writing Handbook for the 21st Century
     

National Conference on Peer Tutoring in Writing 2017

Hempstead, NY, October 12-14
  • Isabelle Anderson ’18, “Writing in the Sciences: Does Specific Content Knowledge Matter?”
  • Lilly Bengtson ’18, “Women in Writing: Discussing the Feminization of the Writing Center” (won Burkean Parlor grant)
  • Sophie Myers ’18, “Reaching Out to First-Year Students: Does our Liaison Program Invite First-Year Students into the Center?” (won R&G grant)
  • Jordan Fonseca ’18, “Writing in the Sciences: Course Assistants as Peer Tutors?” (won Burkean Parlor grant)
  • Tiare Gill ’18, “Writing in the Sciences: The Effects of Writing Advisor Outreach on the Utilization of the CWLT by Biology and Chemistry Students” (won Burkean Parlor grant)
     

National Conference on Peer Tutoring in Writing 2016

Tacoma, WA, November 4-6
  • Alissa Charvonia ’17, “Minimizing Social Exclusion Through the Presence of Living Organisms”
  • Cody Chun ’17, “The Normative Model of Space in the Peer Tutoring Conference”
  • Kristen Lane ’17, “Science Without Collaboration: Why Biology Students Underutilize Peer Review”
  • Kieran O'Neil ’16, “Talking Small, Thinking Big: The Influence of External Rapport and Solidarity on Construction of the Collaborative Writing Center Experience”
  • Jacqueline Wong ’17, “Employing Diversity: The Why and How of Bringing Diverse Identities to Work in Writing Centers”
  • Kylie Young ’17, “Ethnography in the Writing Center: Cultural Capital, Habitus, and the Culture of Power”
     

European Writing Centers Association 2016

Łódź, Poland,
  • Cody Chun ’17, “The Normative Model of Space in the Peer Tutoring Conference”
  • Kristen Lane ’17, “Science Without Collaboration: Why Biology Students Underutilize Peer Review”
  • Kieran O'Neil ’16, “Talking Small, Thinking Big: The Influence of External Rapport and Solidarity on Construction of the Collaborative Writing Center Experience”
     

National Conference on Peer Tutoring in Writing 2015

Salt Lake City, UT, November 5-8
  • Nakisha Renée Jones ’16, “Face Value: The Intangible Markers of Identity”
  • Kristen Lane ’17, “‘Science majors just write differently’: Examining Students’ Attitudes Towards Writing”
  • Austin Scharff ’16, “‘We send them:’ The Role of Faculty in Shaping the Image and Clientele of the Writing Center”
  • Kazutaka Suzuki ’16, “Cognitive Dissonance and International Students’ Decisions to Go to the Writing Center”
     

National Conference on Peer Tutoring in Writing/
International Writing Centers Association 2014

Disneyworld, October 30-November 1
  • Samantha Coates ’16, “ESL Students: Focusing on the Argument Rather than the Grammar”
  • Grete Slaugh ’15, “The Science Writer: An Incorrectly Labeled ‘Paradox’”
     

European Writing Centers Association 2014

Frankfurt-Oder, Germany, July 19-22
  • Katrina Buesch ’15, “Differences in Native- vs. Nonnative-Speaker Peer Language Tutors”
  • Samantha Coates ’16, “ESL Students: Focusing on the Argument Rather than the Grammar”
  • Danique Gigger ’14, “When Writing Advisors and Peer Tutors Adapt to Peer Appointments: Focusing on Content or Format Development”
  • Grete Slaugh ’15, “The Science Writer: An Incorrectly Labeled ‘Paradox’”
  • Garrett Stanford ’14, “Directing Tutors: Directive and Non-directive Methods for Writing Advisors and Peer Tutors”
     

National Conference on Peer Tutoring in Writing 2013

Tampa, FL, November 1-3
  • Jasmine Kaneshiro ’14, “Student Perceptions of Interdisciplinary Writing” (won R&G grant)
  • Billy Rathje ’15, “Setting the Stage: Interdisciplinary Studies, Theatre Studies, and the Writing Tutorial” (won R&G grant, was unable to attend but his paper was read at the conference)
     

National Conference on Peer Tutoring in Writing 2012

Chicago, IL, November 2-4
  • Sean Butorac ’13, “Collaborating with Faculty” (won R&G grant)
  • Chelsea Clark ’13, “Finding the ‘So What’ in Scientific Writing Appointments” (won R&G grant)
  • Shani Cohen ’13, “Collaborating with Faculty”
  • Kelli Conley ’13, “Finding the ‘So What’ in Stereotyped Writing Styles”
  • Ari Scott-Zechlin ’13, “Finding the ‘So What’ in Creative Writing Appointments”