presentations
CENTER FOR Higher & Adult education FALL speaker series
MSU Higher, Adult, and Lifelong Education: Japan 2018
Michigan State University
East Lansing, Michigan | September 2018
Presenters: Dr. Riyad Shahjahan, Dr. Dongbin Kim, Sohyeon Bae, Marie Ibarra, Cindi Leverich, Erin Luyendyk, Dominique Overman, Nick Tereck
Japanese Institutional Comparative and Study Abroad
Preparing for an Int'l Experience + Driving Forces + Cultural Excursions
Institutional Visits/Types + Institutional Culture
Internationalization + Westernization
Administrative Structures + Faculty Work & Research
Excursions Post-HALE Trip + Post-Trip Takeaways
Graduate research colloquium
Innovation, Imagination, and Intentionality: Creating an Organizational Chart
Michigan State University
East Lansing, Michigan | January 2018
Presenters: Authrene Ashton, Dillon Frechen, Marie Ibarra, Jose Rivera
Different higher education institutions hold various organizational structures to ensure success in meeting and exceeding institutional goals and mission statements. The organizational structure of units, subunits, vertical and horizontal leadership as well as which departments, deans, assistants, and chair are included in organizational charts, vary greatly. The ability to utilize the history of organizational leadership in higher education to restructure a particular subunit, unit, department, or division is crucial for student affairs professionals. With guidance from Bowman and Deal’s Reframing Organizations and Birnbaum’s How Colleges Work, we offer an innovative and modern organizational chart for an academic affairs unit.
Laying the Foundation: Writing Centers and Student Affairs Foundational Documents
The University of Dayton
Dayton, OH | April 2019
Presenters: Marie Ibarra, Floyd Pouncil, Lisett Roman
Writing centers have a storied history in academia as student support centers. Recognizing this fact, the Council for the Advancement of Standards in Higher Education lists Carino’s “Early Writing Centers: Toward A History” as a foundational text for the student affairs functional area of Learning Assistance Programs. Similarly, there are several documents that serve as foundation to student affairs that are useful to writing center professionals. The Student Personnel Point of View 1937 and 1949, ACPA Student Learning Imperative, Learning Reconsidered 1 and 2, as well as the NASPA/ACPA Professional Competencies are all viable sources for navigating higher education as a student centered writing center administrator, tutor, or consultant. We argue that these documents, and the practice that follows, allow for writing centers to find new strategies for navigating institutional politics and allow for the building of bridges with like-minded colleagues across the institution. This panel will serve to give context to the ideas mentioned above through a brief overview of some of the documents and a conversation on how a current first year MA, second year MA, and graduate of a student affairs program utilize the texts in a writing center to bridge the foundations of students affairs with that of writing centers.
if a brown girl speaks in the writing center, does she really make a sound? - on the daily reality of having our authority questioned and how we heal.
The Ohio State University
Columbus, Ohio | March 2018
Presenters: Shana Toor, Raquel Wright-Marquez, Marie Ibarra
As women of Color who work in a writing center and constantly have our intelligence challenged by other consultants and clients, we propose a roundtable discussion to interrogate the challenges of writing center work, specifically how diversity in the writing center is facilitated and sustained by the administration and how consultants of Color are supported (or not supported) within writing centers. In our experience, we have found that staff orientations/trainings tend to place greater emphasis on how to negotiate the diversity of writing center clients, with little acknowledgement of the diversity of writing center consultants and how they are perceived by clients based on their race, ethnicity, religion, gender, sexual orientation, and ability. Much scholarship has engaged with how students often reject the authority of teachers of Color. We wish to utilize this conversation on teacher identity to facilitate audience participation and provide a space for ourselves and others to share their experiences of how the intersecting identities we hold influence how our bodies and our labor are perceived. Furthermore, we want to acknowledge how “self-care” does not look the same for all writing center consultants. Self-care is imperative for healing from emotional trauma in academic spaces and the way we engage in care varies depending on the identities that visibly mark us as “Other.”
In our roundtable, we hope to generate a list of resources and recommendations that address how writing center administrators could better accommodate consultants of Color, as well as how administrators can modify staff orientations/trainings so that consultants are better prepared for the emotional labor of writing center work.
Utilizing Foundational College Student Development Theory to Inform Consulting Pedagogy
The Ohio State University
Columbus, Ohio | March 2018
Presenters: Michael Carroll, Marie Ibarra
Writing tutors/consultants continually strive to enhance consulting strategies and determine effective methods to assist clients in navigating the writing process. Best practices literature, such as The Bedford Guide for Writing Tutors (Bedford Guide) acknowledges that tutors/consultants work with clients of diverse identities, backgrounds, and writing styles (e.g., writers with learning disabilities and adult learners). Despite the abundance of literature surrounding writing tutoring/consulting best practices, there is not much connection made with foundational college student development theories.
We contend writing centers need to be more intentional about utilizing and connecting foundational college student development theories to their practice. Connecting foundational college student development theories to practice can help tutors/consultants gain a deeper understanding of the diverse needs and abilities of clients. Overall, this workshop invites tutors/consultants to utilize various college student development theories to complement and strengthen the best practices encouraged within the Bedford Guide and other pertinent literature. Some foundational college student development theories from student affairs research explored in this workshop include Sanford's Theory of Challenge and Support (1962), Schlossberg's Theory of Marginality and Mattering (1989), and Rendon's Validation Theory (1994), among others. By highlighting the salient aspects of these theories, we can begin to understand why it is essential for writing centers to be more intentional about connecting foundational student development theories to practice.
workshops
Introduction to the Writing Center + Writing Process
Personal Statements + Cover Letters
Quantitative and Qualitative Research Papers
Digital Storytelling Video + Video Editing
Canva + Photoshop Tutorial
Infographics
Peer Review
APA Citation + Plagiarism and Copyright