Cori Pizano - California Lutheran University - "On Being and Seeing: Transgender Identity in the Writing Center" 

In writing center scholarship about LGBTQ+ experiences, I have noticed a lack of discussion around transgender identity. As a transgender writing 

consultant, my project will critique this gap in the scholarship and add my perspective to the issues at hand, offering 

ideas for more trans-inclusive discussion and practices.

Rae McQueen - CSU, Channel Islands - "Fanfiction as a Writing Center Tool" 

In a shifting pop culture landscape, the globalization of fandom culture – specifically concerning fanfiction – has changed how people interact with writing online. This presentation will outline the role that this globalization of fanfiction can play within the writing center when overviewing tutee’s work.

Lynnette Young - Nevada State University - "Linguistic Justice: Bridging the Gap" 

Come and learn how Linguistic Justice can be an integral part of improving writing communities.  This study investigates the impact that Writing Centers Linguistic Justice workshops have on students of color's relationship with academic writing.

Jessica King - CSU, Long Beach - "Specialized Training to Support Disabled Students" 

Disabled students require accommodations and resources not readily available through traditionally structured writing centers, reducing the equitable education they receive. To bridge the academic gap and increase accessibility, this presentation encourages writing centers to develop a professional development training series for tutors dedicated to specializing in supporting disabilities.

Sawyer Anne Kelly - Chapman University - "Bridging Goal Gaps: An Examination of Student-Produced Composition Goals" 

This study seeks to interpret students’ intentions when approaching writing center sessions by analyzing writing center data pertaining to students’ goals using Dillard’s Goals-Plans-Actions Theory (1990) as a framework. A more comprehensive understanding of students’ goal-orientations may inform future writing center training and considerations regarding cross-disciplinary consulting in collegiate settings.

Samantha Wilson - Chapman University - "Writing Center Introductory Presentations: Bringing Students to the Writing Center through Classroom Presentations" 

Students may lack awareness of campus writing centers due to poor marketing, no physical space, and/or poor funding. This presentation will

 explain how one center as well as others might utilize up to date research on the effectiveness of classroom presentations to increase visits

 through strategic marketing.

Matt Lemas - Chapman University - "Mindful Tutor, Mindful Session: Meditation as a Means of Consultant-Student Transformation" 

Mindfulness meditation has the potential to greatly transform the consultant-student experience. Informed by ongoing research at Writing Centers 

nationwide regarding the implementation of mindfulness training for consultants, I share my own experience applying a brief meditation

 practice prior to the start of every session, ultimately leading to improved concentration, stress reduction, and ability to listen to students 

and their respective writing goals.

Molly Honce & Saghi Ajami - San Diego State University - "Constructing a Critical Conscious: Adapting Tutor Praxis to Support Decolonial Pedagogies"

Sharing a unique connection with departments that provide FYW instruction, writing centers are often directly impacted by and tasked with adapting to departmental change. This session will focus on how moves to diversify curriculum have required our tutors to facilitate complex discussions on marginalization, standardization, and decolonization within academia.

Megan Bennet & Felicity Jones - Antelope Valley College - "Harnessing the Power of A.I." 

Despite polarization surrounding arguments on A.I., it is important to understand the discourse from all groups affected. Regulation on how A.I. should be used in academic settings is necessary; however, harnessing the power of AI correctly is the most beneficial approach for writing centers to take.

Jessie Taylor, Sophie Cornwell, Josiah Roberts - 

Point Loma Nazarene University - "Collaborative Embodiment: Embodied Simulation in the Writing Center" 

While traditional Western views of cognition depict thinking as an abstract experience entirely separate from the body, embodied simulation resists 

this view and emphasizes cognition as situated within the body. Graduate writing tutors will discuss how embodied simulation has

 informed their tutoring and its potential for wider writing center application.

Isaacc Arias, Ariella Garza, Edgar Lopez Anguiano, Kaylana Peterson, Rebecca Rios -

CSU, San Bernardino - "The 'Yassification' of the CSUSB Writing Centers" 

In this presentation, the CSUSB Writing Centers will focus on the importance of queering the writing center and how this rejects institutional norms. 

We argue that queering the writing center fosters and amplifies tutor identities that manifests as a form of self care and creates a

 positive and collaborative community.

Maelgwyn Hallatu & Zhamila Dombay  - Soka University of America - "Value Creation in the Writing Center" 

The principle of “Value Creation” represents values promoted in education, which encompasses the approaches of a meaningful, contributive, and hopeful lifestyle. Our observations will showcase how value creation applies to writing centers as a “third space,” providing a source of hope and joy for students and inspiring valuable writing experiences.

Bianca Gray - Loyola Marymount University - "Old Dogs, New Tongues: Tutoring Language and Understanding of the Mother Tongue" 

I will address the issue of language in the college classroom by asserting the Writing Center as a collaborative and innovative space where tutors can help to bridge the gap between the standardized method of academic communication and the newer more dynamic ways of considering the question of language.

Violet Sandoval & Kimber Garcia - 

Antelope Valley College - "Transforming Ourselves into Words: Exploring Identity in College Writing"

Self-expression is inherent in writing, so why is there often a lack of it in college papers? Many students feel restrained by academic writing rules, but tutors can support student writers in challenging traditional expectations by transforming their mindsets and in turn, transforming their writing that explores and expresses their evolving identities.

Teresa Romero, Ahlyssa Toscano, Florencia Bravo, Alicia Melich, Bryanna Mejia -

  CSU, Dominguez Hills - "AI Can be Wrong?: Writing Center Tutors Navigate AI while Challenging White Language Supremacy" 

As Artificial Intelligence’s popularity grows, Writing Center tutors must consider whether AI is a tool or a hindrance to effective, authentic writing. This roundtable discussion will focus on AI, identity, and Standardized American English as seen through our perspective and experiences as tutors at CSU Dominguez Hills.

Beatriz Galeana, Varvara Rubtsova, Fiorella Barreto, Breanna Moore, Jamie Li Damonti, Kevin Ma -

  UC Irvine - "Assessing Strategies to Improve Resources and Perceptions of the Writing Center Among Multilingual Students" 

Our institution’s increasing population of multilingual (domestic and international) students concerned with their academic English writing signals a need to evaluate how the writing center is utilized by these students, the efficacy of the center’s services, and students’ perception of the center both before and after visiting.

Diego Garcia - Chapman University - "What Makes The Best Tutors Around?"

The dexterity of tutors relies on being a good listener/reader. At writing centers helping with various types of written material, the reflection of the writing shouldn’t stop at the tutee. I pose that working in writing centers leads to a more robust enhancement of the tutor’s writing skills.

Elizabeth Arias - California Lutheran University - "Supporting Our First Year Writers" 

This project launches a dynamic initiative, delving into potential transformative remedies that address a critical gap in first year writing skills. With a potent mix of literature in the field and interviews from CLU’s writing faculty, participants will engage in a powerhouse roundtable discussion that reinforces tutoring pedagogy.

Desireé Maldonado and Ricardo Ramos Duran - Nevada State University - "Delegating Vs. Collaborating: A Deep Analysis Of How L2 Writers Are Viewed In The Eyes Of A Professor Vs. The Writing Center" 

L2 writers experience hardship meeting academic requirements and addressing writing needs. Faculty prioritize requirements, often overlooking students' writing, send them towards additional support, and show an inability to respond. We analyze how the idea of, “where is the ESL specialist I can hand this student off to?” marginalizes those same students.

Sarah Rundle - CSU, Channel Islands - "Embracing Linguistic Justice in the Writing Center: A Guide for Tutor Implementation" 

For multilingual students, writing centers are often seen as spaces for correction rather than collaborative support. This presentation discusses what it means to promote linguistic justice and how doing so can promote writer agency in tutorial sessions.

Haley Murphy & Raphael-Monet Cooke - MiraCosta College - "Transforming The Writing Center Through Generative AI" 

Our interactive workshop focuses on the potential uses of Generative AI in academic writing, enlightening participants on the basics of the new technology. We will then experiment with different AI uses. Finally, there will be an open discussion regarding the potential benefits and downsides of Generative AI. Participants are encouraged to register for ChatGPT before the workshop.

Madison Zuniga - Concordia University Irvine - "Words Not Working? Exploring the Expressive Benefits of Visual and Tactile Pre-Writing Techniques" 

By offering multi-sensory techniques as alternative pre-writing strategies, writing centers can help writers reimagine the pre-writing process and support them when they have difficulty converting their concepts into words. Multi-sensory techniques—specifically visual and tactile modalities—can transform a writer’s perspective by fostering creative problem-solving and assisting comprehension and content development.

Ella Hachee - Concordia University Irvine - "Unlocking the Gateway to Success: The Writing Tutor's Role in First-Year Success"

The writing center remains essential to first-year success and retention by closing knowledge gaps surrounding writing process and terminology. This poster will represent the tutor's vital role through introduction and confrontation with threshold concepts that contribute to the overall success of student's writing and time at university.