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Lee Ann Glowzenski

Writing Center Colors - 0 views

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    a discussion of paint colors
Lee Ann Glowzenski

Resources for Tutors on Dialects, Creoles, and Pidgins - 0 views

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    crowdsourcing scholarship for a multiliteracies center
Lee Ann Glowzenski

Required Visits: Calling Students - 0 views

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    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
Lee Ann Glowzenski

Reflective Practices - 1 views

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    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
Lee Ann Glowzenski

SLOs: How do we isolate the writing center as a variable - 0 views

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

Directors as Tutors - 0 views

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

Technology Wish List - 0 views

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

Research on Computer Usage during Face-to-Face Session - 0 views

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    crowdsourcing info on computer use during in-person tutoring
Lee Ann Glowzenski

Refusing/Discontinuing Services - 0 views

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    discussing circumstances under which WCs refuse to offer services to clients
Lee Ann Glowzenski

"The Empirical Development of an Instrument to Measure Writerly Self-Efficacy in Writin... - 0 views

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    "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. "
Lee Ann Glowzenski

Children/Minors in the WC - 0 views

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    discussing policies related to clients bringing children to appointments
Lee Ann Glowzenski

Consolidating Academic Support Services: Learning Commons Conversations - 8 views

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://lyr...

wcenter learning commons academic affairs student affairs reporting line academic support student support support services tutoring

started by Lee Ann Glowzenski on 28 Dec 14 no follow-up yet
Lee Ann Glowzenski

Building and Maintaining a Writing Center Archives - 0 views

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

Gender-Inclusive Pronouns - 0 views

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    discussing options for gender-inclusive pronouns
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