At the University Writing Center we take great pride in the wonderful things our Writing Consultants are doing while on campus. From presenting at conferences, to publishing, to graduating, to learning abroad and on, we are proud of these Pirates!
(Pictured: Valerie Tunnell, Office Assistant)
Emma CaterinicchioKatie Clements
McKenzie SheltonValerie Tunnell (pictured)
On Friday, September 23rd, the University Writing Center was excited to host writing tutors from across the state for the 2016 NC Tutor Collaboration Day. Representing 4-year and 2-year institutions, as well as, historically black colleges and universities (HBCUs), the Tutor Collaboration Day is an annual event for tutors across North Carolina to gather together to discuss writing center issues. The event is sponsored by the Southeastern Writing Center Association.
Writing tutors played a fun yet, informative game of Writing Center-Opoly, where they crafted their own board pieces with modeling clay and thought through how a writing center could “purchase” campus and community partners with outreach ideas. The game, created by the University Writing Center Administration team (Dr.Nikki Caswell, Erin Herrmann, Ceci Shelton, and Brandon Hardy) was brought to life through some of the collaborative partnerships the game hoped to generate – special thanks to Rob Puckett and JH Rose High School! Tutors and directors broke up into three teams to play Writing Center-Opoly facilitated by members of the University Writing Program administrative team (UWP Director Will Banks, QEP Director, Wendy Sharer, and graduate assistant director Brandon Hardy.) The goal of the game was to brainstorm about and reflect on writing center outreach.
Throughout the day, both in small groups and open discussion, tutors and center directors were also able to share new ideas about programs at their institutions. Led by Ceci Shelton, the participants discussed what they gained from the experience and the opportunity to exchange ideas with tutors across the state.
Between lunch, laughter and a little bit of clay modeling, the writing tutors remarked that they were challenged to consider how they can interact more with their campus community and the community around them. In the spirit of collaboration, and the theme of the day, the tutors expressed that being able to meet and share with other writing tutors and writing center directors helped them to see the need for the work that is done in writing centers and gave them great ideas to take back to their campus.
In late January, I learned that I was selected as a semi-finalist. With great humility and joy, I learned the Fulbright Program congratulated me for receiving a 2016-2017 Fulbright U.S. Student Award to Germany on March 29.
My time as a consultant has prepared me for this experience because consulting has sharpened my writing skills and enabled me to gain experience working with students of diverse backgrounds. I definitely plan to finish reading the book English Grammar for Students of German by Cecile Zorach and Charlotte Melin to improve my understanding of the differences and similarities between German and English grammar. Soon I will begin collecting teaching resources such as magazines in English, so it would be wonderful if any UWC staff could give me any magazines they do not want. Any advice or ideas for engaging my German students’ interest in the English language and American culture would be much appreciated. At my German school, I plan to create EFY Club (English for You), a weekly learning club in game format. At EFY, my students and their guests will practice their English skills in many ways: casual or professional, intellectual or zany. We will, for example, reenact significant moments in American history (such as the Gettysburg Address); orate poetry and perform synopses of short stories by American authors; film our own Saturday Night Live episodes and publish them on YouTube; and compete for awards for the Top Ten Most (Unusual/Crazy/etc.) English words found by students. I will use media and digital tools to stoke my students’ learning, but also include traditional activities such as playing poker, “I spy,” “Mother, may I?” and charades. At the conclusion of each event, we will link the German and American cultures by analyzing their similarities and differences as they pertain to the topics discussed. I would be extremely grateful for any advice on helpful games to play with students to teach important elements of the English language!"
Help us congratulate College of Nursing PhD graduate, Dr. Deby Tyndall (pictured -center), who successfully defended her dissertation on April 19th, chaired by Elaine S. Scott, Phd, RN, NE-BC.The University Writing Program is especially excited, as her dissertation is an example of the collaborative work done between the University Writing Program and the disciplines at ECU, in this case Nursing. Our faculty had the pleasure of working with Dr. Tyndall on Chapter 4 at our annual writer's retreat. Below is the abstract from her dissertation.
"Clinical nurses are in pivotal positions to generate best practices to influence health care reform and advance nursing science in hospital settings. It is critical that clinical nurses disseminate these best practices through scholarly publication in peer-reviewed journals. Yet, research into factors that facilitate publication by clinical nurses is limited and inconclusive. As a result, little is known about how to implement interventions in hospital settings that enhance the dissemination of knowledge related to best practices. The purpose of this study was to examine the cognitive, behavioral, and environmental factors that facilitate publication by clinical nurses in Magnet hospitals.
These factors were explored using a focused ethnographic, multiple-case study design. Bandura’s Social Cognitive Theory and the concept of “human agency” provided a framework and theoretical propositions to guide the study. Five cases within one Magnet hospital system was selected for study. Data were collected and triangulated from four sources of evidence: 1) physical artifacts, 2) case interviews, 3) direct observations, and 4) documentation. Multiple-case analysis occurred from cross-case synthesis of the five cases using pattern matching of empirically-found patterns with theoretical propositions. Analysis revealed two patterns of cognitive factors (Professional Perspective, Writing Knowledge, and Intrinsic Motivation), behavioral factors(Writing Behaviors and Taking Initiative)and environmental factors (Culture and Resources).
Findings revealed an emphasis upon the use and generation of knowledge. Yet, minimal structures or strategies existed to support dissemination of that knowledge through peer-reviewed publication. Consequently, the cases credited cognitive and behavioral factors as most often contributing to writing for publication. Despite minimal structures or strategies to support peer-reviewed publication, the cases still chose to publish. As human agents, all five cases initiated behaviors to create an environment conducive for writing manuscripts. As a result of these behaviors, the cases produced peer-reviewed publications. Case descriptions emphasized the causation effect among all three factors confirming the interdependence and influence of cognitive, behavioral, and environmental factors. Findings also confirm that the cases were both products and producers of their environment responding to various influences that did and did not facilitate their efforts to write for publication. Finding provide both implications and recommendations for nursing practice, education, and research."