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What Should I Do?  Intersections of Tutoring and Advising in the Writing Center What Should I Do?  Intersections of Tutoring and Advising in the Writing Center

What Should I Do? Intersections of Tutoring and Advising in the Writing Center - PowerPoint Presentation

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What Should I Do? Intersections of Tutoring and Advising in the Writing Center - PPT Presentation

Katrina Bell Traci Freeman Phd and Roy jo sartin Colket center for academic excellence at colorado college Who are we Katrina Bell Kat Associate Director of the Writing Center at Colorado College ID: 794052

center students writing advising students center advising writing baxter learning college magolda academic student consultations fellowships colorado advisors connections

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Slide1

What Should I Do? Intersections of Tutoring and Advising in the Writing Center

Katrina Bell, Traci Freeman,

Ph.d.

, and Roy jo

sartin

Colket

center for academic excellence at

colorado

college

Slide2

Who are we?

Katrina Bell (Kat) – Associate Director of the Writing Center at Colorado College

Traci Freeman, Ph.D. – Director of the

Colket

Center for Academic Excellence

Roy Jo

Sartin

– Fellowships Coordinator and Professional Writing Consultant

Slide3

What is our institutional context?

Colorado College

Elite small liberal arts college (SLAC) located in Colorado Springs

Defining feature: Block plan

Student population: 2000, with increasing numbers of gifted first generation, international, and minority

students

Decentralized faculty advising model

Partnerships for supporting students:

Colket

Center for Academic Excellence

Career Center

International Programs

Butler Center (Diversity)

Wellness Center

Boettcher Center (Health)

Collaborative for Community Engagement

Slide4

Table Talk! - IntroductionsWho are you?

What’s your institutional context?

Why did you choose this session?

Slide5

Why are we here today?

Educators, legislators, and the American public concur that learning outcomes of higher education should include effective citizenship, critical thinking and complex problem solving,

interdependent

relations with diverse others, and mature decision making. Many students enter college having learned how to follow formulas for success, lacking exposure to diverse perspectives, and unclear about their own beliefs, identities, and values. Moving from these entering

characteristics

to intended learning outcomes requires

transformational

learning, or ‘how we learn to negotiate and act on our own purposes, values,

feelings,

and

meanings rather than those we have uncritically assimilated from others’. [This extraction] involves

far more than information and skill acquisition. It requires a transformation of their views of knowledge, their identity, and

their

relations with others. Twenty-first-century learning outcomes require self-authorship: the internal capacity to

define

one’s belief system, identity, and

relationships”

(Baxter

Magolda

, 21

st

C. 69

).

Slide6

Table Talk! - ExigencyWhat is Baxter

Magolda

saying about the purpose of higher education and the preparation of our students

?

How does this resonate with your work in writing centers?

Slide7

Why engage with Baxter Magolda?

Baxter

Magolda

theorizes college student development

Her major contributions to this discussion are:

The theory of “

self-authorship”:

“the

internal capacity to define

one’s belief

system, identity, and relationships”

The “Learning partners” model for interaction with students:

respecting their thoughts and feelings, thus affirming the value of their voices

helping them view their experiences as opportunities for learning and growth

collaborating with them to analyze their own problems, engaging in

mutual learning

with them” (Baxter

Magolda

30

)

Slide8

Why engage with advising?

Baxter

Magolda’s

concept of self-authorship has been taken up by the advising community to provide a theoretical framework for academic

advising:

National

Association of Fellowships

Advisors “

value[s]

the process above the

result” (nafaadvisors.org).

“The

mission of the National Association of Fellowships Advisors (NAFA) is to promote the full potential of fellowship candidates through the application process, and to foster the continued growth and professionalization of fellowship advising in higher

education” (

nafadvisors.org

)

Advisors will: “Encourage

the intellectual autonomy and passion of character of each student with whom they

interact” & “Encourage

students to self assess their qualifications for individual fellowships and to be realistic in their expectations of the process and the

outcome”

Slide9

How does the work of advisors and of writing centers intersect?

Baxter

Magolda’s

concept of self-authorship

applies to both academic advising and to

writing center work:

Theoretical connections: similar assumptions about the role of students as learners and the purpose of education

Epistemological connections: knowledge is

constructed

by an individual in a community of practice

Methodological connections: conversation, questioning, problem-posing

Goals: empower students as agents of their own learning

Slide10

Think, Pair, Share: Venn Diagram

On your own:

Brainstorm the types of questions and topics that fall under the category of ’writing’ that arise in one-to-one consultations.

Brainstorm types of questions and topics that could be considered

“advising” in

one-to-one consultations.

Where are the overlaps?

With a peer group:

What are the trends or commonalities?

What do these sessions look like in your context?

Slide11

Mad Libs!

The complex cognitive skills that students can develop through

___________________ include:

seeing

oneself as able to construct knowledge and have ideas without having to receive this information from others and,

understanding that there are multiple ways to view any given situation or idea” (

Pizzolato

20

)

 

“(v) ___________________is more effective if skills are taught by having students examine their own situation, identify strategies to overcome difficulties, and learn to apply them in other situations” (

Pizzolato

23).

The role of the (n)____________________ is to initiate conversation, listen, and help students learn from their experiences” (Baxter

Magolda

and King 9

).

 

Slide12

What’s next?

How can we best prepare ourselves and our staff for conversations that operate in the liminal space between writing consultations and informal advising?

How can we merge our theories with those outside of writing centers for a more complete view of student needs and services?

How can we engage with our campuses in conversations about

the

links between writing consultations and advising?

Slide13

Thank you!We appreciate that you have taken the time to chat with us at this roundtable.

We can be reached via email:

katrina.bell@coloradocollege.edu

traci.freeman@coloradocollege.edu

royjo.sartin@coloradocollege.edu

Slide14

References