Macomb Writing & Reading Center Center Campus

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Transcript Macomb Writing & Reading Center Center Campus

According to a summary from the National Writing Project (Smith, 2005)
• Almost all grades in college are based on a student writing, both papers and
• College students are likely to write in all subject areas.
• Almost all writing in college involves critical thinking.
• College writing is very often linked to reading that is lengthy and challenging.
• Students are expected to plan, revise, and carefully proofread their work.
According to the US News & World Report (2012), of the students who
took the SAT, 55% did not meet the benchmark for writing and 51%
did not meet the benchmark for critical reading.
• Currently, the Learning Resource Center (Center/South) employs six writing
tutors who support students with writing needs. Hours vary, but there is
generally coverage for at least 14-15 hours per week.
• Usage: 700 half-hour sessions (Center/South)
• Usage: 188 hour-long sessions for special needs (Center/South)
• Students may submit assignments via email and expect a 48 hours
turnaround time for feedback.
• Usage: 53 online submissions (Center/South)
• Industry standard = 3 times on-ground
• There are six writing tutors: Three have BAs, two have AAs, and there is one
peer tutor (Center/South).
• Currently, there are no tutors who focus on reading skills.
• If students need writing support, then why are the writing
support services we currently offer underutilized?
• This low usage number may be due to the low levels of support
or the low levels of support may be due to the low demand.
• With focused marketing, collaboration among curricular
constituencies, and personnel dedicated to growing the services,
demand should increase.
The Faculty Advisory Board will be the decision-making body for the
pedagogical underpinnings of the writing center. This group will decide
on the content points for the center, what should/should not be included
in the mission, how we should recruit and train personnel, and how
faculty will be involved in the day-to-day operations.
The Faculty Advisory Board will serve as a supportive committee that
ensures the application of the learning mission as it is understood at
Macomb Community College.
The Faculty Advisory Board will consist of faculty members who can
comment on best practices in writing and reading and also members of
the faculty who have special expertise that will influence the center.
• Decide on the pedagogical
• Outline goals and the learning
• Determine content application
• Determine recruitment and training
of personnel, including how faculty
will be involved in day-to-day
• Decide on goals and areas for
• Assess assessment
• Promote the learning mission as
champions of the center
Will not
Decide how to pay for it
Determine space, equipment,
or maintenance needs
Gather data
Worry about the day-to-day
Develop marketing plans or
execute strategies
1. Coordinator: Yet to be hired
2. Michele Kelly
3. Cheryl Ferguson: Agreed
4. Terry Pruett-Said: Agreed
5. Lois McGinley: Agreed
6. Non-COMM rep: Cheryl Sypniewski (BCOM)
7. South campus rep: Yet to be determined
8. Hugh Culik
9. Mary Ragan
10. Sue Richardson
• Faculty fellows program
• Course release for working as a consultant for a semester
• Course release for leading a specific project
• Facilitate seminars/workshops for students
• MLA refresher
• Grammar refresher
• Facilitate seminars/workshops for other faculty
• Creating better writing assignments
• Avoiding plagiarism
• Guide trainings for consultants
• Working with students with disabilities
• Working with students who an non-native English speakers
• Encourage/require student participation
• Promote the support services in your own classes
• Invite consultants to discuss services in your classrooms
The full-time Writing/Reading Center Coordinator, under the general direction of the Director
of Student Success Services, will be responsible for
Program design and assessment
Recruitment, training, and management of writing consultants
Planning and facilitation of writing seminars, workshops, and other special programming
Maintaining usage data and developing goals to increase usage
Maintenance and assessment of physical and virtual spaces and materials
Working with students as a writing consultant
Staying abreast of current pedagogies and technologies that will affect the WRC
A Master’s degree in English, Rhetoric, Reading, and/or Teaching English is required with
experience teaching at the college level. Excellent communication skills; ability to collaborate
with diverse constituencies; must possess high levels of administrative and organizational
management skill; and ability to work with a diverse student body.
In 1995, the mean salary for positions such as this was approx. $33,000 per year (Healy,
A WRC Consultant will be akin to a foreign language lab aide with regard to
pay scale.
Duties include acting as writing and reading consultant for MCC students Consultants will
work with student writers in the WRC on a walk-in, appointment, and virtual basis.
Consultants assist student writers at any stage in the writing process, from gathering ideas
to revising to explaining grammatical issues.
Required Qualifications
Bachelor’s degree in English or Reading or closely related discipline. Some experience
teaching or tutoring community college students. Highly proficient computer skills.
Requires patient, empathetic, and enthusiastic individual who enjoys working with and is
dedicated to a diverse student population in an open access environment.
Ideal Qualifications
Master's degree in English or Reading with college teaching and college writing tutoring
experience. Prefer tutor with experience in teaching English Composition or
Developmental Reading or Writing courses.
Groux, C. (2012, September 25). SAT Scores show many students not ready for
college. US News & World Report. Retrieved from:
Healy, D. (1995). Writing center directors: An emerging portrait of the
profession. Writing Program Administration, 18(3). 26-43.
Smith, M. (2005). Are you ready for college writing? The Voice 10(3). Retrieved