Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Anti-oppression (2)
- Agency (1)
- Confidence (1)
- Critical social justice education (1)
- Faculty Perceptions (1)
-
- Group projects (1)
- Group writing (1)
- Growth and fixed mindset (1)
- Hacherl Research and Writing Studio (1)
- Intervention (1)
- Learning process (1)
- Microaggressions (1)
- Multilingual writers (1)
- Oppression (1)
- Outreach (1)
- Pedagogy (1)
- Peer tutoring (1)
- Racism (1)
- Standard English (1)
- Teaching grammar (1)
- Teaching methods (1)
- Undergraduate writing (1)
- Writing Centers (1)
- Writing tutor (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Creating Learning Experiences For Anti-Oppression, Pippa Hemsley, Shayna Woods, Tian Qing Yen
Creating Learning Experiences For Anti-Oppression, Pippa Hemsley, Shayna Woods, Tian Qing Yen
Undergraduate Studio Assistant Research
This interactive workshop guides participants through some of the foundational skills and concepts needed for setting up a successful learning experience to build skills related to anti-oppression, involves participants in a demonstration of an actual professional development experience that took place in the Hacherl Research & Writing Studio, and offers a planning template and guidance for creating and successfully implementing a custom learning experience to suit one’s own academic or professional context. Online viewers are encouraged to use this resource as if they were taking part in-person. This workshop was originally held at the Pacific Northwest Writing Centers Association conference …
Set Your Mind On Growth: A Path To Opportunity-Based Learning, Nadya Sharif, Cejay Johnson, Lauren Jackson
Set Your Mind On Growth: A Path To Opportunity-Based Learning, Nadya Sharif, Cejay Johnson, Lauren Jackson
Undergraduate Studio Assistant Research
Given that the growth mindset is essential to learning, we will guide practice in reframing fixed mindsets and show how doing so increases learners' self-reflection, agency, and confidence.
Using Strength-Based Praise To Encourage Student Agency In Grammar, Abigail Ernest-Beck, Kellyn Wolden, Kayla Rafferty
Using Strength-Based Praise To Encourage Student Agency In Grammar, Abigail Ernest-Beck, Kellyn Wolden, Kayla Rafferty
Undergraduate Studio Assistant Research
How do you explain the “their, they’re, and there’s” of the English language? Find out how taking a strength-based approach to proofreading impacts confidence and agency. Traditional practices in higher education often recognize “Standard English” as the most acceptable form of language, while multilingual writers often do not have confidence in their abilities to express themselves according to these grammar conventions. This lack of confidence over grammar causes writers to think that they are unable to proofread without the guidance of writing tutors, and leads to expectations of comprehensive error correction. However, scaffolding is much more effective for long term …
When Intervention Hasn’T Done Enough Yet, Lena Donovan, Hayley Neptune, Susanna Reese
When Intervention Hasn’T Done Enough Yet, Lena Donovan, Hayley Neptune, Susanna Reese
Undergraduate Studio Assistant Research
With our research showing that faculty at WWU would like to see the Hacherl Research and Writing Studio (RWS) provide proofreading services such as grammar and editing, we found that there is a discrepancy between faculty expectations and what services the RWS provides. We provide a model for how to intervene with misunderstandings by assessing the situation, addressing the misconception, and providing assistance to help facilitate understanding about the RWS. We then explore other possible intervention options. This research and our model for intervention may be used as a launching-point for further research into perceptions about the RWS, and for …
Working Towards A Racially Inclusive Studio, Dee Payton, Justine Dombrowski, Tian Qing Yen
Working Towards A Racially Inclusive Studio, Dee Payton, Justine Dombrowski, Tian Qing Yen
Undergraduate Studio Assistant Research
Writing Centers and Studios have the potential to be more than just an inclusive space—they can be spaces that actively foster advocacy and racial justice. This module examines how racial inequality manifests on a systemic and interpersonal level within learning spaces. Interactive scenarios examine and challenge what race, racism, and microaggressions mean in the context of learning spaces, and promote reflection on inclusive practices in peer tutoring.
"I Hate Group Projects", Hillary Thalmann, Hannah Davis, Austin Vaughan
"I Hate Group Projects", Hillary Thalmann, Hannah Davis, Austin Vaughan
Undergraduate Studio Assistant Research
Most college students will be assigned a group writing project during their academic career. However, traditional writing center pedagogies are not optimized for group work. What types of concerns are common in group writing and how do they differ from those of individual writers? What strategies can writing tutors use to best address these group writing concerns? In this module, participants will explore the concerns unique to group writing and discuss strategies for effectively facilitating group writing.