Conference Schedule

OWCA 2024 Virtual Conference Schedule

The Vital Writing Center: Evolution and Endurance

The following was the OWCA 2024 conference schedule (last updated: 15 April 2024).

Click a link below to jump to that section of the schedule.

1. Asynchronous Presentations
2. Synchronous Presentations: Thursday
3. Synchronous Presentations: Friday
4. How to Attend

ASYNCHRONOUS PRESENTATIONS

(in alphabetical order by title)

Asynchronous presentations were posted shortly before the conference began and can be viewed until June.

Abandoning the Remedy Myth: Writing Centers as Resources for Skill Building

• Presenters: Nadia Moraglio
• Abstract: Writing centers often carry the connotation of a deficit-based approach, implying that students seek support because they lack adequate writing skills. To change this remedy myth, this presentation offers ideas for developing collaborations among writing centers, writing faculty, or general education courses to foster a strength-based approach that focuses on equity and inclusion. Also, this presentation includes writing tips on cultivating a rapport of care and well-being with those students who experience writer’s block or imposter syndrome and explores ways to provide feedback, including how AI can be ethically used for self-correction during the writing process.
• Keywords: Feedback, Tutoring Misconceptions, Skill Building/Transfer

AI and Academic Integrity in the Writing Center

• Presenters: Tristan Rebe, Lisa Diethelm, MJ Jebe, Richa Venkatraman
• Abstract: In this presentation, staff from Arizona State University’s Writing Centers will share strategies for helping tutors negotiate and navigate GenAI’s use in academic writing with students. Presenters will explore ASU’s efforts to train tutors on engaging with students about the ethical use of GenAI through the writing process in our efforts to help students be successful as they grapple with questions of responsible use, digital literacy, and textual ownership. Participants will learn about strategies they can implement in their own tutor training and questions to be further explored as we continue to adapt to the presence of these collaborative tools.
• Keywords: Tutor Training, Generative AI, Responsible AI Use

AI in the Writing Center: Navigating ChatGPT in Student Writing and Leveraging AI Tools for Effective Tutoring

• Presenters: Maria Eleftheriou, Muhammad Ahmer
• Abstract: At the American University of Sharjah (AUS) Writing Center, we have been grappling with the increasing reliance by our students upon AI for academic writing. As a writing center director, I receive questions daily from peer-tutors seeking guidance about how to handle student papers written with the assistance of AI tools like ChatGPT. At the same time, our peer tutors have also realized the potential benefits of AI tools and have admitted to using them in their tutorial sessions. Drawing on a focus group discussion with our tutorial staff, we will share our tutors’ experiences and practices with AI use in the Writing Center.
• Keywords: AI, ChatGPT, Writing Center

Becoming Even More Vital by Re-Visioning our High-Demand WAC Workshop on Source Use and AI Technologies

• Presenters: Jennifer Gray, Stephanie Conner
• Abstract: While faculty and administration might be unsure about AI technologies, there are possibilities for writing centers to broaden students’ understanding of AI technologies and their responsibilities when using these technologies. Instead of only saying “don’t use this” or “don’t do that,” there is room to talk more about “why” in ways that students may not know. Speaker One will share moments from a re-visioned writing center WAC workshop on source use and AI, and attendees will leave the session with a copy. Speaker Two will discuss how this workshop impacted her students and teaching in her own WAC courses.
• Keywords: AI, WAC, Presentations

Centering User Voices: Perceptions of Equitable Visual Rhetoric for L1 and L2 Users of WCOnline

• Presenters: Amy Levin Plattner
• Abstract: Building on existing studies of online tutoring and of writing centers as “contact zones,” this project gathered information about how L2 and L1 writers interacted with and interpreted the web software WCOnline. This two-phase qualitative study investigated the perception, and hospitality of WCOnline for both L1 and L2 users and tutors. A total of 12 participants, eight English L2 speakers of Chinese and four English L1, completed a usability study through interviews (IRB # 10319). Based on the unwelcoming and unclear elements of the WCOnline interface, this research aims to counteract the unhospitable elements of WCOnline within the constraints of the website interface. 
• Keywords: WCOnline, Equity, Multilingual

Enhancing ESL Students’ Language Accuracy in STEM Writing: A Comparative Study of Direct vs. Indirect Written Corrective Feedback

• Presenters: Dr. Met’eb A. Alnwairan, Dr. Saeed Alharthi, Dr. Abdullah S. Darwish, Dr. Mohamed A. Yacoub
• Abstract: This study examines direct vs. indirect written feedback on ESL students’ grammar accuracy. Students were divided into control, direct feedback, and indirect feedback groups. While all groups improved, the direct feedback group showed significantly greater improvement, suggesting its potential effectiveness, especially in STEM writing and for diverse learners. The study’s findings are relevant to writing centers serving a large ESL population.
• Keywords: STEM, ESL, Feedback

Evolving the Writing Center: Reshaping Campus Partnerships

• Presenters: Chelsie McCorkle
• Abstract: This session will combine numbers and data with story and narrative to paint the picture of how the University of Saint Francis Writing Center in Fort Wayne, Indiana has reshaped its image from that of a place of remediation to that of a vital service and resource. Using targeted surveys, a listening tour, and academic division meetings, we tracked awareness, perceived definitions, and prominent misconceptions of services offered over a one-year period. This collaboration led to new practices, higher faculty awareness and satisfaction, and increased student appointments. We have learned that we have agency in starting a dialogue–and sometimes, active participation in conversation is more important than just listening. Writing Centers can have empowerment in evolution, vitality in purpose, and endurance through partnership. 
• Keywords: Partnerships, Asynchronous, Collaboration, Campus Satisfaction

Facing Space and Place: Local Context Impact on Consultants

• Presenter: Jacqueline Borchert
• Abstract: Writing centers are increasingly moving away from makeshift classrooms to a variety of innovative digital and physical spaces. This presentation explores the implications of place and space on consultants within the context of my center’s move, using the stories and voices of tutors whose relationships to both the people and the space itself are shaped by their environment. With the context of one-to-one tutorials in which no individual campus unit owns the space, this presentation provides considerations to increasing understandings of how these contemporary and inventive spaces can shape the consultants’ perceptions and behavior while executing their professional role. 
• Keywords: Space, Relationships, Environment

How Do Writing Center Peer Tutors Produce Better Writers?

• Presenter: Galiya Saktaganova
• Abstract: This research is a look into the processes that happen during the consultations and beyond, starting with a goal of exploring North’s (1984) “better writers, not better writings” idea. The methodology consisted of surveys sent out to an introductory-level course students who have worked with Writing Fellows, non-participant observations of three group consultations, and follow-up interviews with peer tutors. Done as part of the Writing Fellow training program at the Writing Center in Nazarbayev University, a multilingual, English medium instruction university in Kazakhstan, it aims to expand the application of foundational Writing Center theories outside of the Anglophone world.
• Keywords: Peer Tutoring, Writing Center Theory, Writing Centers in Central Asia

Integrating the Inevitable: The Potential Impacts of Artificial Intelligence (AI) on Writing Center Pedagogy and Administration

• Presenter: Shuvro Das
• Abstract: While artificial intelligence (AI) writing tools like ChatGPT grab headlines, less attention focuses on AI’s quietly increasing integration in writing centers. As technology mediates more education, writing centers must carefully consider if and how to ethically employ AI to balance efficiency with humanistic pedagogy. This paper reviews emerging AI writing supports like automated feedback systems and intelligent tutoring programs. It assesses AI’s risks and potential to enhance writing center accessibility and instruction. Ultimately, the paper argues writing centers should strategically harness AI to supplement, not supplant, the diverse insights of peer tutors. Following an overview of relevant writing center scholarship, the paper examines common AI writing tools on the horizon. It discusses intelligent algorithms analyzing student drafts and offering diagnostic feedback, often focused on style and mechanics. The paper also explores intelligent tutoring platforms that allow students to submit writing and receive AI-generated responses. These technologies promise efficiency benefits but risk perpetuating deficit views of students, particularly minoritized populations. The paper weighs ethical dilemmas around privacy, plagiarism, and reliance on biased datasets in training AI systems. To balance cautions and opportunities, the paper proposes integrating AI narrowly to boost center capabilities without undermining tutors’ judgment. Examples include AI productivity tools easing administrative tasks like scheduling and data analysis. The paper argues AI should not replace human tutoring but potentially supplement it, such as using algorithms to scan drafts and identify patterns tutors can contextualize. Recommendations center on maximizing human oversight and localized customization when implementing AI. Ultimately, the paper calls for writing centers to thoughtfully negotiate AI integration to uphold equity and writing improvement. With care, AI and peer tutoring can coexist fruitfully. However, writing centers must resist staffing cuts and preserve space for diverse student writers and tutors to guide equitable AI adoption. This discussion aims to spark needed conversations on writing technology’s ethical possibilities for writing centers seeking to balance innovation with inclusive pedagogy.
• Keywords: Writing Center, Pedagogy, Artificial Intelligence

Into the Center: Evaluating the Effectiveness of Mission Statements in Writing Center Practice  

• Presenter: Hannah Salsbery
• Abstract: Using the results of my empirical research study, I will suggest gaps in the tutor experience in the post-pandemic writing center. It is not secret that writing center—and university—dynamics have changed since COVID-19. While the goals tutors have in their work may be the same, the tutors themselves, the university environment, and the student writers are all vastly different than they were pre-pandemic. I aim to provide a framework for how other writing centers can uncover any disconnect for their tutors in hopes of starting a conversation that makes improving tutor experiences a priority.
• Keywords: Tutor Experience, Post-COVID Writing Centers, Writing Center Practice

Promoting Student Autonomy in Academic Writing – An Assessment Method for Writing for Publication in STEM

• Presenters: Gabriella Sieiro Pavesi, Dr. Marília Mendes Ferreira
• Abstract: The Laboratory of Academic Literacy (LLAC) is a research center at a public university in Brazil in which trained undergraduate and graduate students offer individualized writing tutoring sessions, graduate writing courses for different disciplines, and conduct research in different aspects of academic literacy in English and French as L2, and Portuguese as L1. This work will present an autonomy-oriented approach to writing assessment applied at an academic writing in English graduate discipline offered by LLAC to STEM areas. The discussion also aims to shed light on the importance of institutionalized support for academic writing in English in Brazil (FERREIRA, 2020).
• Keywords: Writing for Publication; STEM; Assessment

Seeking Points of Connection: Embedded Tutoring Support for Online Asynchronous Courses

• Presenter: Leah Bowshier
• Abstract: This presentation describes an embedded tutoring program pilot that emerged from a collaboration between Writing Across the Curriculum, General Education, and the THINK TANK Writing Center at the University of Arizona. Using an experience with a 200-student asynchronous religion course as an example, this session focuses on integrated models for supporting writing in online classes. Viewers will hear about successes and challenges of adapting to this modality and, more specifically, the online workshops that emerged as synchronous spaces for students to connect with tutors and peers. Participants will also learn about considerations for repurposing these frameworks for their institutional contexts.
• Keywords: Embedded Tutoring, Workshops

Student Centered Design: Improving the Writing Center Through a Usability Testing Approach

• Presenter: D-Jay Bidwell
• Abstract: In my experience, the university or college writing centers are not the most popular places on campus regarding tutoring resources. However, is there a way to change this and make the writing center a destination students will want to visit during the writing process? Moreover, in the wake of the COVID-19 pandemic, more writing centers offered virtual tutoring opportunities to help students with their writing. This presentation looks at how conducting usability tests can help improve the writing center and enhance the student’s experience with in-person tutoring sessions and virtual tutoring sessions.
• Keywords: Usability, Student Centered, UX

The Strategic Feedback Practices of Asynchronous Writing Tutors

• Presenter: Eric Camarillo
• Abstract: To better understand this neglected aspect of writing center tutoring, I interviewed 7 tutors who conduct asynchronous tutoring. My proposed presentation will share some of my findings from these interviews, including how writing consultants approach the asynchronous session and their strategies for leaving feedback. I’ll provide a brief overview of the research sites, the participants, and my methods for conducting the study. Attendees will leave with a more empirical understanding of how asynchronous writing consultations function and the choices tutors make when providing this mode of tutoring. While a relatively small study, my research moves the field of writing centers closer to understanding the potential innovation we’ve ignored for too long.
• Keywords: Asynchronous, Strategies, Interviews

Towards Evidence-Based Practices for Asynchronous Tutoring: A Survey of Empirical Research and Call for Future Investigations

• Presenter: Sarah Fredericks
• Abstract: This talk surveys empirical scholarship on asynchronous tutoring to help writing center practitioners develop evidence-based methods, outcomes, and best practices. Beginning with an overview of replicable, aggregate, data-supported (RAD) research in Writing Center scholarship, this presentation synthesizes findings from overlapping evidence-based studies to help us better understand the affordances and challenges of asynchronous tutoring. Next, it offers actionable suggestions to improve current practices. Finally, the talk points out clear gaps in existing research, scaffolds a basic framework for future studies to address these gaps, and challenges the audience to take up these proposed topics of research in their own Centers. 
• Keywords: Asynchronous Tutoring, Evidence-Based Practices, RAD Research

TutorMe to Participate: Re-envisioning the Tutoring of Writing

• Presenter: Adrienne Lamberti
• Abstract: This presentation will describe what my university department has accomplished so far in re-envisioning a “writing center” as an entity both within and beyond university contexts (O’Loughlin, 2023), a community-focused makerspace similar to how libraries have redefined their professional identities and mission. That is, our initiative understands writing center work as undergoing an identity transformation. Audiences whose institutions offer multiple learning center spaces especially may be interested in this presentation’s take-aways about the boundary-setting typical of identity change (Young, 2019). Considering that my university already features an academic learning center (ALC), it was necessary for my department to both tease out what distinguishes our writing space and demonstrate why its occasional moments of overlap with the ALC were necessarily redundant. Without careful negotiation with other institutional parties at the conceptual and planning phases, differing opinions only “inflate both the obstacles and sticking points” during project development—not to mention “work against the environment of collaboration that a learning commons is supposed to represent” (n.p.; emphasis added).
• Keywords: Identity, Learning Space, Re-Envisioning Writing

Vitality Through Community: The Case of a Canadian Graduate Writing Circle 

• Presenters: Rebecca DeWael, Dr. Karen Rosenberg
• Abstract: The authors launched weekly graduate writing circles in March 2023 at McMaster University in Ontario, Canada, which are vital spaces that allow students to make progress on their writing projects. We have also found that these circles act as a site of community building, as students from across disciplines come together to support each other despite the often isolating realities of the graduate student experience. In a deep reflection on the intersections between writing center scholarship and the on-the-ground critiques of neoliberalism that inform Canadian university union organizing, this paper explores how we can use writing circles to support and contribute to the activist work of graduate students struggling for economic, racial, and gender justice.
• Keywords: Writing Group, Graduate Student Support, Community Building

Who Owns a Writing Center?: An Example of Collaboration to Support Traditional & Non-Traditional Learners

• Presenters: Brian Hyer, Sherri VandenAkker
• Abstract: This asynchronous presentation will detail how the Academic Success Center and the Department of Literature, Writing, & Journalism collaborated in order to combine two separate “writing centers” on the Springfield College campus into a single, unified “writing center.”  The presenters will discuss how the use of a single tutoring platform and a unified website aided in the collaboration, and how centralizing the college’s writing resources helped to support diverse student populations who live in various locations and possess varying skill levels.
• Keywords: Collaboration, Diverse Students, Centralizing

Writing Support for Arabic Language Learners in the Writing Center

• Presenters: Rasha Alkhateeb, Eiman Abushihab
• Abstract: Qatar University’s Arabic for Non-Native Speakers Center draws students from diverse Arabic literacy backgrounds. While the University’s Academic Support Center helps, students will likely benefit from content-specific language learning instructional practices that a Writing Center housed in the Arabic for Non-Native Speakers Center can offer. This presentation will provide strategies for supporting multilingual learners to complete course assignments, improve their overall Arabic literacy, and to communicate with Qatari society. This presentation will also focus on using culturally responsive pedagogies to affirm multilingual writers. Students’ linguistic repertoires should be welcomed in their Arabic language learning and in writing center praxis.
• Keywords: Arabic Language Learners, Multilingual Writers, Writing Center

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Synchronous Sessions: Thursday, April 11, 2024

Welcome and Keynote      10:00-11:30AM EST

• Keynote Title: Not by Bread Alone: Writing Centre Vitality as a Function of Love and Desire
• Keynote Speaker: Tait Caleb Bergstrom
• Overview: If writing is a social act humans perform in community with other humans to understand and shape the world, then the vitality of a writing center emerges not only from supporting what humans need to do with writing but how they want and love through it. This question of love and desire is especially pressing as centers face new questions about their relevance in an environment destabilized by emerging technologies like generative AI. In this talk, I will share my own center’s context and how we expanded operations at a STEM-focused research institution by renewing our commitment to human connection.  
• Keywords: Interactional Sociolinguistics, Love, Desire

Asynchronous Presenter Palooza – Interactive Q&A Breakouts 11:40am-12:25pm EST

• Presenters (in alphabetical order): 
  • Rasha Alkhateeb and Eiman Abushihab
  • Dr. Met’eb A. Alnwairan, Dr. Saeed Alharthi, Dr. Abdullah S. Darwish, and Dr. Mohamed A. Yacoub
  • Jaqueline Borchert
  • Rebecca DeWae and Dr. Karen Rosenberg
  • Maria Eleftheriou and Muhammad Ahmer
  • Galiya Saktaganova
  • Gabriella Sieiro Pavesi and Dr. Marília Mendes Ferreira
• Overview: This session is designed to offer conference attendees the chance to meet with our asynchronous presenters. Each presenter or presenter group will be added into their own Zoom breakout room during this session. Attendees can hop between breakout rooms to ask questions or hear more about each presentation. This is also a great opportunity for networking! 

Tutors’ Feedback at LLAC-USP and the Development of Academic Literacy in English 12:35-1:20pm EST

• Presenter: Marina Mahfuz
• Abstract: The Laboratory of Academic Literacy (LLAC-USP) aims to help undergraduate and graduate students to improve writing of their academic texts, such as research papers, summaries and essays in English. This research analyzes how feedback given by tutors to undergraduate students at the Laboratory contributes to the progress of their academic texts in English.
• Keywords: Writing Feedback, L2 Writing, Academic Writing

Tutor Training Without an Education Course: Opportunities and Struggles 1:30-2:15pm EST

• Presenter: Amanda Presswood
• Abstract: Writing center training courses often serve a vital role in tutor education including complicating writing center lore, introducing tutors to writing and writing center research, and helping tutors understand diversity in the writing center. However, not all writing center administrators have the opportunity to require their tutors take an education course.  For some the inability to train writing center tutors within the space of a tutor education course provides a unique challenge. This begs the question: if writing center administrators do not have a designated course, how then can they make sure that their tutors get the education they need in order to be successful writing tutors?
• Keywords: Tutor Training, SLAC, Writing Center Administration

Mediated Practices: Reckoning with Technological Advances in the Writing Center 2:45-4:00pm EST

• Presenters: Carolyn Wisniewski, Bri Lafond, and Antonio Hamilton
• Abstract: Increasingly, scholars have examined how online technologies shape tutorial interactions (Wisniewski et al., 2020), support philosophical and pedagogical values (Bhattarai et al., 2023; Worm, 2020), and should be critically assessed and carefully implemented to achieve inclusivity and accessibility (Camarillo, 2019 & 2022; Dembsey, 2020; Martinez & Olsen, 2015). This interactive workshop will consider how technology is integrated into attendees’ writing centers and tutoring practices and how to proactively address future technologies that may threaten the efficacy of writing centers. Attendees will acquire strategies to facilitate conversations with their own tutors about technology-oriented concerns within their writing centers.
• Keywords: Online Writing Tutoring, Emergent Technologies, Reflection

Break  4:00-5:00pm EST

• Enjoy a break before the next two presentations. Consider using this time to watch the asynchronous recordings!

Thinking Like a Student: A Productive Method for Conducting Writing Center Work 5:05-5:50pm EST

• Presenter: Vienna Alexander
• Abstract: “Thinking Like a Student” is a method for conducting writing center work, and it revolves around three critical concepts that are associated with students: inquiry, communication, and adaptability. These principles encourage writing centers to ask questions about student needs and how centers can improve, effectively communicate with the student population, and make necessary changes and additions to the center’s services and resources. In the session, participants will consider these questions by assessing current ways their center addresses these concepts and finding new ways to innovate and improve. By “Thinking Like a Student,” writing centers can better understand and meet student needs.
• Keywords: Inquire, Communicate, Adapt

Bridging the Gap: Developing a Centralized Writing Center at an R1 University 6-6:45pm EST

• Presenters: Joanna Johnson, Chloe Crull, and Nick Stillman
• Abstract: This session gives an account of a newly-developed Writing Center at a prominent R1 university. Presented as an ethnographic narrative, it outlines unifying diverse writing assistance services and addresses challenges in writing support. These challenges encompass navigating budgetary constraints, soliciting widespread support, strategizing marketing endeavors, recruiting qualified personnel, and formulating pedagogically sound training initiatives. The goal is to furnish institutions with a comprehensive developmental blueprint for the sustainable growth and evolution of their respective Writing Centers. By sharing our experiences, the session aims to foster dynamic dialogue and catalyze innovative practices within the broader Writing Center community.
• Keywords: Newly-Created, Centralized, Ethnographic

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Synchronous Sessions: Friday, April 12, 2024

Welcome and Keynote      10:00-11:30AM EST

• Keynote Title: Courageously Curious
• Keynote Speaker: Maureen McBride
• Overview: “The new normal.” “Future ready.” “Resilient.” The slogans and sayings that permeate our lives as writing professionals demand evidence-based answers, innovative strategies, and endless energy. New challenges such as ChatGPT generate questions about the relevance, not just of writing instruction or writing support, but writing itself. Asking how we can remain vital to our academic communities, to the institutions we are part of, and the students we seek to support, Maureen McBride reflects on how being courageously curious can create spaces for diverse voices, ideas, and perspectives that help us to reimagine our work and reflect our worth.
• Keywords: Vital, Courageous, Collaboration

Asynchronous Presenter Palooza – Interactive Q&A Breakouts 11:40am-12:25pm EST

• Presenters (in alphabetical order): 
  • Leah Bowshier
  • Eric Camarillo
  • Shurvo Das
  • Sarah Fredricks
  • Adrienne Lamberti
  • Amy Levin Plattner
  • Nadia Moraglio
• Overview: This session is designed to offer conference attendees the chance to meet with our asynchronous presenters. Each presenter or presenter group will be added into their own Zoom breakout room during this session. Attendees can hop between breakout rooms to ask questions or hear more about each presentation. This is also a great opportunity for networking!

Working with Multilingual Writers: Exploring the “Cultural Informant Model” for Writing Center Tutor Training 12:35-1:20pm EST

• Presenter: Renée G. Robbins
• Abstract: This workshop serves as a starting point for writing center staff who may be less familiar with supporting multilingual (ML) writers. Sharon Myers’ (2003) “cultural informant model,” is used to contextualize the specific needs and strengths of ML writers. This model centers the dialogic relationship between the tutor’s and student’s linguistic and cultural knowledge in order to equip tutors with the specialized skills needed to effectively work with ML writers. While tutors are typically trained to focus on higher order concerns, the cultural informant model frees tutors to consider the ways that sentence-level concerns affect a ML student’s writing journey.
• Keywords: Multilingual, Cultural Informant Model, Linguistic and Cultural Knowledge

Expanding Access Through Online Tutoring: The Art of Asynchronous Feedback 1:40-2:55pm EST

• Presenter: Okunola Odeniyi
• Abstract: This session delves into effective asynchronous tutoring, highlighting its benefits in offering flexible learning, accommodating diverse students’ needs, and enhancing access for marginalized groups. Participants will practice giving written feedback that fosters critical reflection, independence, and engagement. They will also engage in peer review to gain insights from diverse perspectives on how to improve the quality of their written feedback and participate in discussions to exchange ideas about best practices for asynchronous tutoring. By the end of this session, participants should feel empowered to provide inclusive and impactful support to writers who opt for asynchronous tutoring. 
• Keywords: Asynchronous Tutoring, Written Feedback, Inclusive Tutoring

Fostering Development of Multilingual Learners’ Writing through Genre-based and Culturally-sensitive Tutoring 3:05-3:50pm EST

• Presenters: Olga Makinina and Gillian Beresford
• Abstract: This workshop will explore how the writing of multilingual learners’ can be strengthened through addressing their affect, identity, and linguistic and cultural background in one-on-one tutoring. The content is informed by the findings of a collaborative critical reflection by writing instructors and director of the resource center for multilingual students at a Canadian university based on patterns observed in our experience working with students. The workshop will include discussion and interactive activities that draw upon attendees’ insights and highlight effective tutoring practices to support the affirmation of multilingual writers’ voice in the context of writing identity/agency building and genre-based pedagogies.
• Keywords: Multilingual Writers, Identity, Culture

Stick the Landing: Preparation & Professionalization in Search of the Ideal Workplace 4:00-4:45pm EST

• Presenters: Elle Tyson and Duane Theobald
• Overview: Preparing to go on the job market, either initially after graduate school or after time spent at an institution, can be incredibly daunting. There is often diligent, intentional work that must be done to position yourself in the best possible place for success. Join us for this OWCA-led session geared around developing both the materials and skill sets to help land that dream job/position.

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How to Attend

2024 Conference Information

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2025 CFP

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