discussing options for gender-inclusive pronouns

a discussion on how to create a history/archive of a center see also: http://lyris.ttu.edu/read/messages?id=24479344

Since 2010, a number of conversations related to support services consolidation have taken place on WCenter. See:

http://lyris.ttu.edu/read/messages?id=24551536

http://lyris.ttu.edu/read/messages?id=24534375

http://lyris.ttu.edu/read/messages?id=24518348

http://lyris.ttu.edu/read/messages?id=19395367

http://lyris.ttu.edu/read/messages?id=19100173

http://lyris.ttu.edu/read/messages?id=19093150

http://lyris.ttu.edu/read/messages?id=18799203

http://lyris.ttu.edu/read/messages?id=18197123

http://lyris.ttu.edu/read/messages?id=9775113

http://lyris.ttu.edu/read/messages?id=1113136

http://lyris.ttu.edu/read/messages?id=24509371

http://lyris.ttu.edu/read/messages?id=24532356

http://lyris.ttu.edu/read/messages?id=24600491

discussing policies related to clients bringing children to appointments

"Post-secondary writing centers have struggled to produce substantial, credible, and sustainable evidence of their impact in the educational environment. The objective of this study was to develop a college-level writing self-efficacy scale that can be used across repeated sessions in a writing center, as self-efficacy has been identified as an important construct underlying successful writing and cognitive development. A 20-item instrument (PSWSES) was developed to evaluate writerly self-efficacy. 505 university students participated in the study. Results indicate that the PSWSES has high internal consistency and reliability across items and construct validity, which was supported through a correlation between tutor perceptions of client writerly self-efficacy and client self-ratings. Factor analysis revealed three factors: local and global writing process knowledge, physical reaction, and time/effort. Additionally, across repeated sessions, the clients' PSWSES scores appropriately showed an increase in overall writerly self-efficacy. Ultimately, this study offers a new paradigm for conceptualizing the daily work in which writing centers engage, and the PSWSES offers writing centers a meaningful quantitative program assessment avenue by (1) redirecting focus from actual competence indicators to perceived competence development and (2) allowing for replication, causality, and sustainability for program improvement. "

discussing circumstances under which WCs refuse to offer services to clients

crowdsourcing info on computer use during in-person tutoring

discussing what one would purchase with a "sky's the limit" budget

Do directors also spend time offering one-on-one writing assistance?

a discussion of the difficulty of assessing the effect of writing center intervention when considered among other variables (instructor, class dynamics, student health, etc.)

crowdsourcing how directors encourage tutors to reflect on their work continues here: http://lyris.ttu.edu/read/messages?id=24431401 continues here: http://lyris.ttu.edu/read/messages?id=24431439

in this variation on the required visit, a discussion of a professor who has asked the WC to contact students to make appointments with them

crowdsourcing scholarship for a multiliteracies center

a discussion of paint colors