Conference Presentations by CWLT Students

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”

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)

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 /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’”

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”

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 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 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 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)