Guide to Relationship-Rich Education in Teaching & Learning: Introduction to the 2022 Pedagogicon Proceedings

The Guide to Relationship-Rich Education is a compilation of teaching strategies that promote relationship-rich education strategies (Felten & Lambert, 2020) across higher education contexts. In this guide, teacher-scholars present relationship-rich strategies and corresponding analyses across teaching and learning environments

Agile Teaching & Learning: Approaches and Applications: Introduction to the 2021 Pedagogicon Proceedings

The authors review Agile teaching and learning in light of extant research and offer applications based on presentations shared during the 2021 Pedagogicon

Peer Writing Tutors and the On-Going Conversation About Student Engagement

The presenters -- directors and a student-leader of two writing and communication centers -- will take the ongoing conversation of student engagement and writing centers in a new direction. Building on the conversation Kail, Gillespie, and Hughes initiated on assessing peer tutor alumni, presenters will examine how centers create the types of learning experiences that engage staff members within their centers, universities, and communities. Using student engagement research as a foundation, the two centers developed “engagement surveys” that measured how working in the writing center influenced their tutors’ experiences as students. Presenters analyze results and implications for the role writing centers should play in student engagement and how such can be assessed

Using LibGuides to Deliver Communication-based Resources: A Behind the Scenes Partnership between a Writing and Communication Center and a University Library

In January 2018, Nova Southeastern University opened the NSU Writing and Communication Center (WCC), an innovative academic work environment that offers writing and communication assistance to all 20,000-plus NSU students. A key component of the WCC is its online writing and communication resources. These resources are made available to all NSU students and faculty through a collaboration between the WCC and the university’s main library, the Alvin Sherman Library. While the WCC is ultimately responsible for developing and publishing its own web content, the library provides its LibGuides platform as a host for the WCC’s resources—and NSU librarians help maintain, assess, and contribute to these resources. This article examines the LibGuide-based collaborative relationship between the center and the library, discussing how and why it formed, how it operates, and how it conducts assessment

Social Media and Communication Centers: An Introduction

While many communication centers actively use social media to engage with different publics, there is a need for scholarship addressing how centers can best use social media to enhance student professional development, cross-campus connections, branding, and center visibility. This introduction to the CCJ special section on social media and communication centers offers a rationale for centers’ strategic incorporation of social media platforms. In particular, we discuss the importance of strategic branding, engaging different publics, and using social media to enhance consultant professional development as key features of social media use by communication center professionals

Just Brew It!: Coffee\u27s Impact on a Writing and Communication Center Space

Our panel will present results of a semester-long study on coffee\u27s presence in our Writing and Communication Center and argue for the importance of ephemera in understanding how individuals experience their time in the center. Adding on to the existing discussions about space and writing centers, this presentation will address what has been lacking from the ongoing writing center conversation about coffee—until now

Administrative Best Practices for Engaging New Faculty

Presenters and participants will discuss how Millennial faculty may a) change the higher education system; b) adapt their own internal wiring to fit higher education; and c) relate to faculty/staff of other generations. Participants will also address issues related to millennial faculty engagement and professional development, expectations of communication, and responses to campus sexual harassment

Results from a Multi-Site Survey of Course-Embedded/Peer-to-Peer Writing Support Programs

Although course-embedded programs (such as writing fellows, writing center fellows, or writing associates) have been examined at single institutions in terms of training, faculty support, and assessment, writing center researchers have rarely studied these programs across multiple sites. Our panel provides results from a large-scale multi-institution survey of students, faculty, and staffers in classes with course-embedded writing support programs, at four SWCA institutions that differ in terms of size and mission. This project and research results showcase the perceived value and impact of course-embedded, peer-to-peer writing support

Why Do This and What Do I Need?: A Workshop for Preparing SWCA Certification Proposals

In this workshop, participants will gain a detailed sense of the benefits for writing center certification via SWCA. After reviewing the process for certification design, current SWCA Research & Development committee members will guide workshop participants through a series of brainstorming activities to help directors begin to develop materials for application packets. The goal of this workshop is to help demystify the process of application, to prompt reflection on materials that centers might already have, and to encourage participation in the SWCA certification program