WcORD: The WLN Writing Center Online Resource Database

a discussion of paint colors

crowdsourcing scholarship for a multiliteracies center

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 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

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

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

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

crowdsourcing info on computer use during in-person tutoring

discussing circumstances under which WCs refuse to offer services to clients

"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 policies related to clients bringing children to appointments

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

discussing options for gender-inclusive pronouns