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
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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
Slide2Who 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
Slide3What 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
Slide4Table Talk! - IntroductionsWho are you?
What’s your institutional context?
Why did you choose this session?
Slide5Why 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
).
Slide6Table 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?
Slide7Why 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
)
Slide8Why 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”
Slide9How 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
Slide10Think, 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?
Slide11Mad 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
).
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?
Slide13Thank 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
References