I don\u27t know how to explain things : expectations of new writing center tutors working with non-native English speakers

This study is an investigation of new writing center tutors\u27 reservations about working with non-native-English-speakers. Specifically, what causes tutors to feel comfortable or uncomfortable in working with non-native-English-speakers and what can be done to increase tutor self-confidence and comfort for working with non-native-English-speakers? Overall, the research explores strategies for increasing new-tutor confidence and comfort for working with NNESS. This was a qualitative research study using the concepts analytic induction to guide the research process. Data was collected through two surveys and a pair of intensive interviews. This study maintains that the needs of the tutors must be addressed equally with those of the tutees. It further maintains that if tutors are made to feel comfortable they will be more confident and more effective in helping non-native-English-speakers. Information regarding the problems associated with tutors working with non-native-English-speakers is presented along with suggestions for alleviating such problems

Mentor Where You Are: Informal Mentoring of Student Workers

This paper reviews the Transportation Security Administration's forthcoming computerized profiling system called "Secure Flight." Secure Flight is the latest generation of so-called "computer assisted passenger pre-screening systems." Such systems invite considerable privacy and civil liberty concerns, evoking references to an Orwellian society. This article confronts the central legal, political, and social tension borne of profiling systems such as Secure Flight, namely the conflict between the ideal of a "right to be let alone" (Warren and Brandeis 1890) relative to the post-Sept. 11 ultimatum of former American Airlines Chairman and CEO Robert L. Crandall (2002): "You want to travel on the airline system? You give up your privacy. You don't want to give up your privacy? Don't fly. Your privacy isn't equal to the safety of the rest of us.

Shifting the Center: Piloting Embedded Tutoring Models to Support Multimodal Communication Across the Disciplines

Beginning in its third year, the Georgia Tech Communication Center began investigating embedded tutoring as part of the overall slate of tutoring services already in practice. Because our center remains in a nascent period of identity, we continue to enjoy an unusual amount of flexibility in how we are exploring new ways to work within the tutoring milieu—that is, we have not had time to become complacent in providing services in particular ways. Additionally, because we are somewhat unusual given our professional staff of postdoctoral fellows, we have a broader ability to work across disciplines with instructors who are more willing to work with postdocs than with undergraduate peer tutors. Our aim is to build embedded tutoring programs with our postdocs, gain the confidence of faculty members across campus, and, eventually, begin embedding peertutors in classes.University Writing Cente

Military Wife

Included in an exhibit of gynecological textbooks, art books, artifacts and photographs on the history of the female body presented in conjunction with the Haunting Histories of the Female Body Symposium held on November 17, 2006Karen Head is the author of Sassing (WordTech Press, forthcoming) and Shadow Boxes (All Nations Press, 2003.) Her poetry has appeared in a number of journals and anthologies. She is the Graduate Communication Coordinator in the Center for the Enhancement of Teaching and Learning, as well as the Special Advisor to the Writing & Communication Program in the School of Literature, Communication and Culture, at Georgia Tech.Artist Statement: In the tradition of many contemporary female poets, these poems reflect an attempt to "give voice" to some of the historically marginalized or silenced issues and concerns of women

Emma's Tattoo

Included in an exhibit of gynecological textbooks, art books, artifacts and photographs on the history of the female body presented in conjunction with the Haunting Histories of the Female Body Symposium held on November 17, 2006Karen Head is the author of Sassing (WordTech Press, forthcoming) and Shadow Boxes (All Nations Press, 2003. Her poetry has appeared in a number of journals and anthologies. She is the Graduate Communication Coordinator in the Center for the Enhancement of Teaching and Learning, as well as the Special Advisor to the Writing & Communication Program in the School of Literature, Communication and Culture, at Georgia Tech.Artist Statement: In the tradition of many contemporary female poets, these poems reflect an attempt to "give voice" to some of the historically marginalized or silenced issues and concerns of women

The Centrality of the Center: Best Practices for Engaging Students on Campus

Communication centers exist primarily as a complementary student service (Strawser, Apostel, Carpenter, Cuny, Dvorak, & Head, 2019). As an integral campus student services, centers must place an overarching emphasis on student engagement. Student engagement, according to NSSE, is the time and effort students put into their educational activities and the institutional deployment of educational resources. Communication centers, to continue to prove their value to institutions, must continue to build programming and initiatives that are worthy of students’ time and get students to participate. To address engagement concerns, the authors of this essay offer ten best practices for building and sustaining student engagement in the communication center. The best practices are universal and transferable, meaning, any center, no matter the vision or the resources, could theoretically implement the ideas

Recurrent back pain during working life and exit from paid employment : a 28-year follow-up of the Whitehall II Study.

Objectives To examine the impact of recurrent, as compared with single, reports of back pain on exit from paid employment over decades of follow-up. Methods The study sample was from the British Whitehall II Study cohort (n=8665, 69% men, aged 35-55 at baseline), who had provided information about their reports of back pain between 1985 and 1994. Data about exit from paid employment (health-related and non-health related exit, unemployment and other exit) were collected between 1995 and 2013. Repeated measures logistic regression models were fitted to examine the associations, and adjust for covariates. Results Recurrent pain was reported by 18% of participants, while 26% reported pain on an occasion and 56% did not report pain. Report of back pain on an occasion was not associated with health-related job exit, whereas recurrent pain was associated with such an exit (OR 1.51; 95% CI 1.15 to 1.99), when compared with those who did not report pain. These associations were somewhat stronger among middle-grade and lower-grade employees, while these associations were not seen among higher-grade employees. Differences in associations by age and psychosocial working conditions were small. Conclusions These results highlight the need for early detection of recurrent back pain to prevent exit out of paid employment for health reasons. As the risk varies by occupational grade, this emphasises the importance of identification of high-risk groups and finding ways to address their modifiable risk factors.Peer reviewe

Session II

Session 2: Poster Session 7:00-8:00pm: Enjoy some coffee and refreshments with the students of ENC 6942 Empirical Research in Composition as they present their empirical research design posters

Perspectives on “Giving Back”: A Conversation Between Researcher and Refugee

Our chapter—“Perspectives on ‘giving back’: A conversation between researcher and refugee”—offers personal reflections on the ethics of research with refugees and what it means for researchers to “give back” to refugee participants beyond “policy impact”. Written as a dialogue between an academic and a Rohingya refugee youth leader, we explore the blurry lines between academic work and advocacy when the issues of refugee protection are pressing, as well as the appropriateness of researchers giving monetary donations and volunteering for refugee causes as payback for data. In this chapter, we also examine what it means to build trust and relationships between researchers and refugees, and how too often researchers fail to develop meaningful research interactions with refugee participants who share their time, energy and personal stories of vulnerability