Establishing Best Practices: Guidelines for Starting or Improving an Embedded Tutoring Program in the Writing Center

References

1. Benson Jason, et al. “Navigating New Models: How Course Embedded Writing Tutors Support Students.” MWCA 2023: Challenging the Center, Recentering the Work, 2 Mar. 2023, online via Zoom.
   [Google Scholar]
2. Bleakney Julia, et al. “What Is the Impact of Embedded Tutors in Writing-Intensive Courses in the Disciplines?” Praxis: A Writing Center Journal, vol. 17, no. 3 2020, pp 3–15. EBSCOhost, https://research.ebsco.com/linkprocessor/plink?id=53aa121f-cfd3-3ad8-b383-7fa79ecb137f.
   [Google Scholar]
3. Cheatle Joseph, and Sanchez Cristian Lambaren. “Writing Center Ambassadors: Engaging Campus Organizations through Embedded Consultants.” Praxis: A Writing Center Journal, vol. 18, no. 3 2021, pp 41–51. EBSCOhost, https://research.ebsco.com/c/ylm4lv/search/details/mya4iegqa5?limiters=RV%3AY&q=writing%20center%20ambassadors%20engaging%20campus%20organizations.
   [Google Scholar]
4. Chaves Christopher, et al. “Taking It to the Class: The Impact of Embedded Tutoring.” Research and Planning Group for California Community Colleges 2016, https://files.eric.ed.gov/fulltext/ED579629.pdf.
   [Google Scholar]
5. Dansereau David, et al. “Research and Teaching: Building First-Year Science Writing Skills with an Embedded Writing Instruction Program.” Journal of College Science Teaching, vol. 49, no. 3 2020, pp 66–75. EBSCOhost, https://research.ebsco.com/linkprocessor/plink?id=1b1fd393-c128-3041-aafe-28a68666ba6e.
   [Google Scholar]
6. DeLoach Scott, et al. “Locating the Center: Exploring the Roles of In-Class Tutors in First-Year Composition Classrooms.” Praxis: A Writing Center Journal, vol. 12, no. 1 2014, www.praxisuwc.com/deloach-et-al-121.
   [Google Scholar]
7. Denny Harry, et al. “‘Tell Me Exactly What It Was That I Was Doing That Was So Bad’: Understanding the Needs and Expectations of Working-Class Students in Writing Centers.” The Writing Center Journal, vol. 37, no. 1 2018, pp 67–98.
   [Google Scholar]
8. Hall Emily, and Hughes Bradley. “Preparing Faculty, Professionalizing Fellows: Keys to Success with Undergraduate Writing Fellows in WAC.” The WAC Journal, vol. 22 2011, pp 21–40. EBSCOhost, https://doi.org/10.37514/wac-j.2011.22.1.03.
   [Google Scholar]
9. Hannum Dustin, et al. “Shifting the Center: Piloting Embedded Tutoring Models to Support Multimodal Communication across the Disciplines.” Praxis: A Writing Center Journal, vol. 12, no. 1 2014, www.praxisuwc.com/hannum-et-al-121.
   [Google Scholar]
10. Irvin L. Lennie. “What a Difference Three Tutoring Sessions Make: Early Reports of Efficacy from a Young Writing Center.” The Writing Lab Newsletter, vol. 39, no. 1–2 2014, pp 1–5, https://wac.colostate.edu/docs/wln/v39/39.1-2.pdf.
    [Google Scholar]
11. Jacobson JoJo, and Giblen Joan. “Intentional Tutoring: Fulfilling the UDL Promise for Historically Marginalized Students.” Learning Assistance Review (TLAR), vol. 28, no. 2 2023, pp 43–70. EBSCOhost, https://research.ebsco.com/linkprocessor/plink?id=71a7756a-79bc-3b5c-9eb5-d11b35d982dd.
    [Google Scholar]
12. Kastner Stacy, et al. “RAD Collaboration in the Writing Center: An Impact Study of Course-Embedded Writing Center Support on Student Writing in a Criminological Theory Course.” Praxis: A Writing Center Journal, vol. 15, no. 3 2018, www.praxisuwc.com/153-kastner-et-al.
    [Google Scholar]
13. Linden Kelly, et al. “Improving Student Success with Online Embedded Tutor Support in First-Year Subjects.” Student Success, vol. 13, no. 2 2022, pp 42–50, https://doi.org/10.5204/ssj.2338.
    [Google Scholar]
14. Marshall Heidi, et al. “Embedded Tutoring to Enhance Dialogic Feedback and Improve Student Self-Regulation.” Learning Assistance Review (TLAR), vol. 24, no. 2 2019, pp 87–97. EBSCOhost, https://research.ebsco.com/linkprocessor/plink?id=d5ec317b-9963-3d5f-a853-69546fa2159a.
    [Google Scholar]
15. Miller Laura K. “Can We Change Their Minds? Investigating an Embedded Tutor’s Influence on Students’ Mindsets and Writing.” The Writing Center Journal, vol. 38, no. 1–2 2020, pp 103–30. JSTOR, www.jstor.org/stable/27031265.
    [Google Scholar]
16. Missakian Ilona Virginia. Perceptions of Writing Centers in the Community College Ways That Students, Tutors, and Instructors Concur and Diverge 2015 U of California, Irvine, PhD dissertation.
    [Google Scholar]
17. Pagnac Susan, et al. “An Embedded Model: First-Year Success in Writing and Research.” Praxis: A Writing Center Journal, vol. 12, no. 1 2014, www.praxisuwc.com/new-page-1.
    [Google Scholar]
18. Pfrenger Wendy, et al. “‘At First It Was Annoying’: Results from Requiring Writers in Developmental Courses to Visit the Writing Center.” Praxis: A Writing Center Journal, vol. 15, no. 1 2017, www.praxisuwc.com/pfrenger-blasiman-and-winter-151.
    [Google Scholar]
19. Titus Megan L., et al. “Dialoging a Successful Pedagogy for Embedded Tutors.” Praxis: A Writing Center Journal, vol. 12, no. 1 2014, www.praxisuwc.com/titus-et-al-121.
    [Google Scholar]