Ben Rafoth Graduate Research Grant  || IWCA Dissertation Grant || IWCA Future Leader Award || IWCA Outstanding Article Award || IWCA Outstanding Book Award || IWCA Research Grant  || Muriel Harris Outstanding Service Award 

the Ben Rafoth Graduate Research Grant

2024: Isabelle Lundin for a study of  walk-in tutoring

2023: Philip Montgomery, “Writing Center Language Policy: Negotiating Language Ideologies through Tutor Training and Consulting Practices”

2022: Olalekan Tunde Adepoju, “Difference in/at the Center: A Transnational Approach for Mobilizing International Graduate Writers’ Assets during Writing Instruction”

2021: Marina Ellis, “Tutors’ and Spanish-Speaking Students’ Dispositions Toward Literacy and the Effect of Their Dispositions on Tutoring Sessions”

2020: Dan Zhang, “Expanding the Discourse: Embodied Communication in Writing Tutorials”
Cristina Savarese, “Writing Center Use Among Community College Students”

2019: Anna Cairney, St John’s University, “The Writing Center Agency: An Editorial Paradigm in Support of Advanced Writers”

Joe Franklin, “Transnational Writing Studies: Understanding Institutions and Institutional Work Through Narratives of Navigation”

Yvonne Lee, “Writing Toward Expert: The Writing Center’s Role in the Development of Graduate Writers”

2018: Mike Haen, University of Wisconsin-Madison, “Tutors’ Practices, Motives, and Identities in Action: Responding to Writers’ Negative Experiences, Feelings, and Attitudes in Tutorial Talk”

Talisha Haltiwanger Morrison, Purdue University, “Black Lives, White Spaces: Toward Understanding the Experiences of Black Tutors at Predominantly White Institutions”

Bruce Kovanen,”Interactive Organization of Embodied Action in Writing Center Tutorials”

Beth Towle, Purdue University, “Critiquing Collaboration: Understanding Institutional Writing Cultures through an Empirical Study of Writing Center-Writing Program Relationships at Small Liberal Arts Colleges”

2016: Nancy Alvarez, “Tutoring While Latina: Making Space for Nuestras Voces in the Writing Center”

2015: Rebecca Hallman for her research on writing center partnerships with disciplines across campus.

2014: Matthew Moberly for his “large-scale survey of writing center directors [that will] give the field a sense of how directors across the country are answering the call to assess”

2008*: Beth Godbee, “Tutors as Researchers, Research as Action” (presented at IWCA/NCPTW in Las Vegas, w/Christine Cozzens, Tanya Cochran, and Lessa Spitzer)

*The Ben Rafoth Graduate Research Grant was introduced in 2008 as a travel grant. It was not awarded again until 2014, when the IWCA officially replaced the “Graduate Research Grant” with the “Ben Rafoth Graduate Research Grant. At that time, the award amount was increased to $750 and the grant was expanded to cover expenses beyond travel.

IWCA Dissertation Grant 

2024: Gillian Saunders,”Undergraduate Students’ Experiences with Academic Writing Supports in Canadian Higher Education: An Academic Discourse Socialization Approach,” University of Victoria

2023: Sarah Kugler, “Audience, Power, Identity, and Language Ideologies in Graduate Writing Consultations,” University of Kansas

2022: Emily Bouza, “Community Values Mapping as a Tool to Engage Departments in Social Justice-Centered WAC and Writing Center Partnerships,” James Madison University

2021: Yuka Matsutani, “Mediating the Gap Between Theory and Practice: Conversation Analytic Study of Guidelines for Interaction and Tutoring Practices at a University Writing Center,” University of Hawaii at Manoa

2020: Jing Zhang, “Talking about Writing in China: How Do Writing Centers Serve Chinese Students’ Needs?” Indiana University of Pennsylvania

2019: Lisa Bell, “Training Tutors to Scaffold with L2 Writers: An Action Research Writing Center Project,” Brigham Young University

2018: Lara Hauer, “Translingual Approaches to Tutoring Multilingual Writers in College Writing Centers” and Jessica Newman, “The Space Between: Listening with Difference in Community and University Writing Center Sessions”

2017:  Katrina Bell, “Tutor, Teacher, Scholar, Administrator: Perceptions of Current and Alumni Graduate Consultants,” Southern Illinois University

IWCA Future Leader Award

2024 Recipients:

• Nikkola Brown, Undergraduate Peer Tutor, Salem College
• Thais Rodrigues Cons, Graduate Tutor, University of Arizona
• Nicole Koyuki Golden, Graduate Assistant Director, Michigan State University
• Emily King, Graduate Assistant Director, Ball State University

2023 Recipients:

• Maria Luisa Partida, Laredo College
• Saurabh Anand, University of Georgia
• Meng-Hsien (Neal) Liu, University of Illinois Urbana-Champaign
• Ekta Anand, Vanderbilt University

2022 Recipients:

• Megan Amling, The Ohio State University
• Kaytlin Black, Duquesne University
• Elizabeth Catchmark, University of Maryland
• Cameron Sheehy, Vanderbilt University

2021 Recipients:

• Tetyana (Tanya) Bychkovska, Northern Arizona University
• Emily Dux Speltz, Iowa State University
• Valentina Romero, Bunker Hill Community College
• Meara Waxman, Wake Forest University

2019 Recipients:

• Maria Carvajal, University of Illinois, Urbana Champaign
• Daniel Persia, CAPA-Centro de Assessoria de Publicação Acadêmica (Academic Publishing Advisory Center)
• Issac Wang, Purdue University
• Finley Williams, Lane Tech High School

2018 Recipients:

• Eduardo Mabilog, Nevada State College
• Yuka Matsutani, University of Hawaii at Manoa
• Loren Roberson, University of Memphis
• Emma Saturday 

2017 Recipients:

• Candice Chambers
• Avree Ito-Fujita
• Elijah Simmons
• Trisha Callihan
• Adrian Russell

2016 Recipients:

• Carrie Aldrich, University of Iowa
• Jordan Jenkins, Pitzer College
• Aimee Jones, Florida State University
• Michael Reich, Purdue University

IWCA Outstanding Article Award

2025: Towle, Beth A. (2024) “Accidental Outreach and Happenstance Staffing: A Cross-Institutional Study of Writing Center Support of First-Generation College Students,” The Writing Center Journal: Vol. 41 : Iss. 3, Article 6. DOI: https://doi.org/10.7771/2832-9414.1000

Wisniewski, Carolyn. (2024) “Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, and Values for Response to Writing,” Journal of Response to Writing: Vol. 10: Iss. 1, Article 1. Available at: https://scholarsarchive.byu.edu/journalrw/vol10/iss1/1

2024: Lundin, Isabelle M., Victoria O’Connor, and Sherry Wynn Perdue. (2023) “The Impact of Writing Center Consultations on Student Writing Self-Efficacy,” The Writing Center Journal: Vol. 41 : Iss. 2, Article 2. DOI: https://doi.org/10.7771/2832-9414.1937

2023: Salazar, Jesús José. (2021) “The Meaningful and Significant Impact of Writing Center Visits on College Writing Performance,” The Writing Center Journal: Vol. 39 : Iss. 1, Article 3. DOI: https://doi.org/10.7771/2832-9414.1958

Tang, Jasmine Kar. “Asians are at the Writing Center.” Praxis: A Writing Center Journal, 19.1 (2022). https://issuu.com/titospanks/docs/19.1_special_issue

2022: Allison A.Kranek and Maria Paz Carvajal Regidor. “It’s Crowded in Here: ‘Present Others’ in Advanced Graduate Writers’ Sessions.” Praxis: A Writing Center Journal, 18.2 (2021): 62-73.

2021: Maureen McBride and Molly Rentscher. “The Importance of Intention: A Review of Mentoring for Writing Center Professionals.” Praxis: A Writing Center Journal, 17.3 (2020): 74-85.

2020: Alexandria Lockett, “Why I Call It the Academic Ghetto: A Critical Examination of Race, Place, and Writing Centers,” Praxis: A Writing Center Journal 16.2 (2019).

2019: Melody Denny, “The Oral Writing-Revision Space: Identifying a New and Common Discourse Feature of Writing Center Consultations,” Writing Center Journal 37.1 (2018): 35-66. 

2018: Sue Mendelsohn, “‘Raising Hell’: Literacy Instruction in Jim Crow America,” College English 80.1 (2017): 35-62. 

2017: Lori Salem, “Decisions…Decisions: Who Chooses to Use the Writing Center?” Writing Center Journal 35.2 (2016): 141-171. 

2016: Rebecca Nowacek and Bradley Hughes, “Threshold Concepts in the Writing Center: Scaffolding the Developments of Tutor Expertise.” In  L. Adler-Kastner and E. Wardle (Eds), Naming What We Know: Theories, Practices and Models, Utah State UP, 2015. 

2015: John Nordlof, “Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work,” Writing Center Journal 34.1 (2014): 45-64.

2014: Anne Ellen Geller and Harry Denny, “Of Ladybugs, Low Status, and Loving the Job: Writing Center Professionals Navigating Their Career,” Writing Center Journal 33.1 (2013): 96-129. 

2013: Dana Driscoll and Sherry Wynn Perdue, “Theory, Lore, and More: An Analysis of RAD Research in The Writing Center Journal, 1980-2009,” Writing Center Journal 32.1 (2012): 11-39. 

2012: Rebecca Day Babcock, “Interpreted Writing Center Tutorials with College-Level Deaf Students,” Linguistics in Education 22.2 (2011): 95-117..

2011: Bradley Hughes, Paula Gillespie, and Harvey Kail, “What they Take with Them: Findings from the Per Writing Tutor Alumni Research Project,” Writing Center Journal 30.2 (2010): 12-46. 

2010: Isabelle Thompson, “Scaffolding in the Writing Center: A Microanalysis of an Experienced Tutor’s Verbal and Nonverbal Tutoring Strategies,” Written Communication 26.4 (2009): 417-53. 

2009: Elizabeth H. Bouquet and Neal Lerner, “Reconsiderations: After ‘The Idea of a Writing Center,’” College English 71.2 (2008): 170-89. 

2008: Renee Brown, Brian Fallon, Jessica Lott, Elizabeth Matthews, and Elizabeth Mintie, “Taking on Turnitin: Tutors Advocating Change,” Writing Center Journal 27.1 (2007): 7-28. 

Michael Mattison, “Someone to Watch Over Me: Reflection and Authority in the Writing Center,” Writing Center Journal 27.1 (2007): 29-51. 

2007: Jo Ann Griffin, Daniel Keller, Iswari P. Pandey, Anne-Marie Pedersen, and Carolyn Skinner, “Local Practices, National Consequences: Surveying and (Re)Constructing Writing Center Identities,” Writing Center Journal 26.2 (2006): 3-21. 

Bonnie Devet, Susan Orr, Margo Blythman, and Celia Bishop, “Peering Across the Pond: The Role of Students in Developing Other Students’ Writing in the US and UK.” In L. Ganobcik-Williams (Ed.), Teaching Academic Writing in UK Higher Education: Theories, Practices and Models (pp. 196-211). Palgrave MacMillan, 2006. 

2006: Anne Ellen Geller, “Tick-Tock, Next: Finding Epochal Time in The Writing Center,” Writing Center Journal 25.1 (2005): 5-24. 

2005: Margaret Weaver, “Censoring What Tutors’ Clothing ‘Says’: First Amendment Rights/Writes Within Tutorial Space,” Writing Center Journal 24.2 (2004): 19-36. 

2004: Neal Lerner, “Writing Center Assessment: Searching for the ‘Proof’ of Our Effectiveness. In M. A. Pemberton and J. Kinkead (Eds.), The Center Will Hold (pp. 58-73). University Press of Colorado, 2003.

2003: Sharon Thomas, Julie Bevins, and Mary Ann Crawford, “The Portfolio Project: Sharing Our Stories.” In P. Gillespie, A.Gillam, L. F. Brown, and B. Stay (Eds.), Writing Center Research: Extending the Conversation (pp. 149-166). Erlbaum, 2002.

2002: Valerie Balester and James C. McDonald, “A View of Status and Working Conditions: Relations Between Writing Program and Writing Center Directors.” WPA: The Journal of the Council of Writing Program Administrators 24.3 (2001): 59-82. 

2001: Neal Lerner, “Confessions of a First-Time Writing Center Director.” Writing Center Journal 21.1 (2000): 29- 48. 

2000: Elizabeth H. Boquet, “‘Our Little Secret’: A History of Writing Centers, Pre- to Post-Open Admissions.” College Composition and Communication 50.3 (1999): 463-82. 

1999: Neal Lerner, “Drill Pads, Teaching Machines, Programmed Texts: Origins of Instructional Technology in Writing Centers.” In E. H. Hobson (Ed.), Wiring the Writing Center (pp. 119-136). Utah State UP, 1998. 

1998: Nancy Maloney Grimm, “The Regulatory Role of the Writing Center: Coming to Terms with a Loss of Innocence.” Writing Center Journal 17.1 (1996): 5-30. 

1997: Peter Carino, “Open Admissions and the Construction of Writing Center History: A Tale of Three Models.” Writing Center Journal 17.1 (1996): 30-49. 

1996: Peter Carino, “Theorizing the Writing Center: An Uneasy Task.” Dialogue: A Journal for Composition Specialists 2.1 (1995): 23-37. 

1995: Christina Murphy, “The Writing Center and Social Constructionist Theory.” In J. A. Mullin & R. Wallace (Eds.), Intersections: Theory-Practice in the Writing Center (pp. 25-38). NCTE. 

1994: Michael Pemberton, “Writing Center Ethics.” Special column in Writing Lab Newsletter 17.5, 17.7–10, 18.2, 18.4–7 (1993-94). 

1993: Anne DiPardo, “‘Whispers of Coming and Going’: Lessons from Fannie.” Writing Center Journal 12.2 (1992): 125-45. 

Meg Woolbright, “The Politics of Tutoring: Feminism Within the Patriarchy.” Writing Center Journal 13.1 (1993): 16-31. 

1992: Alice Gillam, “Writing Center Ecology: A Bakhtinian Perspective.” Writing Center Journal 11.2 (1991): 3-13. 

Muriel Harris, “Solutions and Trade-offs in Writing Center Administration.” Writing Center Journal 12.1 (1991): 63-80. 

1991: Les Runciman, “Defining Ourselves: Do We Really Want to Use the Word ‘Tutor’?” Writing Center Journal 11.1 (1990): 27-35. 

1990: Richard Behm, “Ethical Issues in Peer Tutoring: A Defense of Collaborative Learning.” Writing Center Journal 9.2 (1987): 3-15. 

1989: Lisa Ede, “Writing as a Social Process: A Theoretical Foundation for Writing Centers.” Writing Center Journal 9.2 (1989): 3-15. 

1988: John Trimbur, “Peer Tutoring: A Contradiction in Terms?” Writing Center Journal 7.2 (1987): 21-29. 

1987: Edward Lotto, “The Writer’s Subject is Sometimes a Fiction.” Writing Center Journal 5.2 and 6.1 (1985): 15- 21. 

1985: Stephen M. North, “The Idea of a Writing Center.” College English 46.5 (1984): 433-46.

 IWCA Outstanding Book Award

2025: Perdigón, Andrea T., and Glenn Hutchinson (Eds.). Buscando las palabras while writing: Conversations between writing centers in Latin America and the US. Pontificia Universidad Javeriana, 2025.

2024: Giaimo, Genie Nicole. Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond. Utah State University Press, 2023. Project MUSE.

2024: Wetschanow, Karin, Erika Unterpertinger, Eva Kuntschner, et al. / Neue Perspektiven auf Schreibberatung. 1 ed. Wien : Böhlau: Wien / Köln /Weimar, 2023. 199 p. (Schreibwissenschaft, Vol. 3).

2023: Wonderful Faison and Frankie Condon (Eds.), Counterstories From the Writing Center. Utah State UP, 2022.

2022: Travis Webster, Queerly Centered: LGBTQA Writing Center Directors Navigate the Workplace. Utah State UP, 2021.

2021: Shannon Madden, Michele Eodice, Kirsten T. Edwards, and Alexandria Lockett (Eds.),  Learning from the Lived Experiences of Graduate Student Writers. Utah State UP, 2020.

2020: Laura Greenfield, Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement. Utah State UP, 2019.

2019: Jo Mackiewicz, Writing Center Talk Over Time: A Mixed-Methods Study. Routledge, 2018.

Harry C. Denny, Robert Mundy, Liliana M. Naydan, Richard Sévère, and Anna Sicari (Eds.), Out in the Center: Public Controversies and Private Struggles. Utah State UP, 2018. 

2018: R. Mark Hall, Around the Texts of Writing Center Work. Utah State UP, 2017. 

2017: Nikki Caswell, Rebecca Jackson, and Jackie Grutsch McKinney, The Working Lives of Writing Center Directors. Utah State UP, 2016. 

Jackie Grutsch McKinney, Strategies for Writing Center Research. Parlor Press, 2016.

2016: Tiffany Rousculp, Rhetoric of Respect. NCTE Press, SWR Series, 2015.

2014: Jackie Grutsch McKinney, Peripheral Visions for Writing Centers. Utah State UP, 2013. 

2012: Laura Greenfield and Karen Rowan (Eds.), Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change. Utah State UP, 2011.

2010: Neal Lerner, The Idea of a Writing Laboratory. Southern Illinois UP, 2009.

2009: Kevin Dvorak and Shanti Bruce (Eds.), Creative Approaches to Writing Center Work. Hampton, 2008.

2008: William J. Macauley, Jr. and Nicholas Mauriello (Eds.), Marginal Words, Marginal Work?: Tutoring the Academy in the Work of Writing Centers. Hampton, 2007. 

2007: Richard Kent, A Guide to Creating a Student-Staffed Writing Center: Grades 6-12. Peter Lang, 2006. 

2006: Candace Spigelman and Laurie Grobman (Eds.), On Location: Theory and Practice in Classroom-Based Writing Tutoring. Utah State UP, 2005. 

2005: Shanti Bruce and Ben Rafoth (Eds.), ESL Writers: A Guide for Writing Center Tutors. Heineman/Boynton-Cook, 2004. 

2004: Michael A. Pemberton and Joyce Kinkead (Eds.), The Center Will Hold: Critical Perspectives on Writing Center Scholarship. Utah State UP, 2003. 

2003: Paula Gillespie, Alice Gillam, Lady Falls Brown, and Byron Stay (Eds.), Writing Center Research: Extending the Conversation. Erlbaum, 2002. 

2002: Jane Nelson and Kathy Evertz (Eds.), The Politics of Writing Centers. Heineman/BoyntonCook, 2001. 

2001: Cindy Johanek, Composing Research: A Contextualist Paradigm for Rhetoric and Composition. Utah State UP, 2000. 

2000: Nancy Maloney Grimm, Good Intentions: Writing Center Work for Postmodern Times. Heineman/Boynton-Cook, 1999. 

1999: Eric Hobson (Ed.), Wiring the Writing Center. Utah State UP, 1998. 

1997: Christina Murphy, Joe Law, and Steve Sherwood (Editors), Writing Centers: An Annotated Bibliography. Greenwood, 1996. 

1996: Joe Law and Christina Murphy (Eds.), Landmark Essays on Writing Centers. Hermagoras, 1995..

1995: Joan A. Mullin and Ray Wallace (Eds.), Intersections: Theory-Practice in the Writing Center. NCTE, 1994. 

1991: Jeanne Simpson and Ray Wallace (Eds.), The Writing Center: New Directions. Garland, 1991. 

1990: Pamela B. Farrell, The High School Writing Center: Establishing and Maintaining One. NCTE, 1989. 

1989: Jeanette Harris and Joyce Kinkead (Eds.), Computers, Computers, Computers. Special issue of Writing Center Journal 10.1 (1987). 

1988: Muriel Harris, Teaching One-to-One: The Writing Conference. NCTE, 1986. 

1987: Irene Lurkis Clark,  Writing in the Center: Teaching in a Writing Center Setting. Kendall/Hunt, 1985. 

1985: Donald A. McAndrew and Thomas J. Reigstad. Training Tutors for Writing Conferences. NCTE, 1984. 

IWCA Research Grant

2024: Joshua Barsczewski, “Academic Normativity and Tutor Training”

Rebecca Hallman Martini, “Student Perspectives on Race, Access, and Advocacy”

Janine Morris, “Disciplinary Identity, Writing Centers, and Graduate Writing Tutors Across the Discipline”

Jasmine Kar Tang, “The Asian Tutors Project: The Experiences of Asian and Asian American Consultants at College Writing Centers in the U.S. Nation-State”

2023: Leigh Ryan, Kathy Cain and Pam Childers,”Centered Hearts, Centered Minds: The Former Writing Center Directors Research Project.”

Elizabeth Miller, “A Mixed-Methods Study on the Effectiveness of a Typology as a Method for Organizing Peer-Led Graduate Writing Groups”

Joseph Cheatle, “Organization Theory and Writing Centers”

2022: Corina Kaul with Nick Werse. “Writing Self-Efficacy and Writing Center Engagement: A Mixed Methods Study of Online Doctoral Students Through the Dissertation Writing Process”

2021: Rachel Azima, Kelsey Hixson-Bowles, and Neil Simpkins, “Experiences of Leaders of Color in Writing Centers”

Elaine MacDougall and James Wright, “Baltimore Writing Centers Project”

2020: Julia Bleakney, R. Mark Hall, Kelsey Hixon-Bowles, Sohui Lee, and Nathalie Singh-Corcoran, “IWCA Summer Institute Alumni Research Study, 2003-2019”

Amy Hodges, Maimoonah Al Khalil, Hala Daouk, Paula Habre, Inas Mahfouz, Sahar Mari, Mary Queen, “A Bilingual Research Database for Writing Centers in the MENA Region”

2019: Andrea Rosso Efthymiou, Hofstra University, “Tutors as Undergraduate Researchers: Measuring the Impact of the Extended Work of Writing Center Tutors”

Marilee Brooks-Gillies, Indiana University-Purdue University-Indianapolis, “Listening Across Experiences: A Cultural Rhetorics Approach to Understanding Power Dynamics within a University Writing Center”

Rebecca Day Babcock, Alicia Brazeau, Mike Haen, Jo Mackiewicz, Rebecca Hallman Martini, Christine Modey, and Randall W. Monty, “Writing Center Data Repository Project”

2018: Michelle Miley: “Using Institutional Ethnography to Map Student Perceptions of Writing and Writing Centers.”

Noreen Lape: “Internationalizing the Writing Center: Developing a Multilingual Writing Center.”

Genie Giaimo, Christine Modey, Candace Hastings, and Joseph Cheatle for “Creating a Document Repository: What Session Notes, Intake Forms, and Other Documents Can Tell Us About the Work of Writing Centers.”

2017: Julia Bleakney and Dagmar Scharold, “The Guru Mentor vs Network-Based Mentoring: A Study of the Mentoring of Writing Center Professionals.”

2016: Jo Mackiewicz for her forthcoming book Writing Talk Across Time

Travis Webster, “In the Age of Post-DOMA and Pulse: Tracing the Professional Lives of LGBTQ Writing Center Administrators.”

2015: Dawn Fels, Clint Gardner, Maggie Herb, and Lila Naydan, for their research on the working conditions of non-tenure line, contingent writing center workers.

2014: Lori Salem, John Nordlof, and Harry Denny, “Understanding the Needs and Expectations of Working Class College Students in Writing Centers”

2013: Lucie Moussu, “Long-term Impact of Writing Centre Tutoring Sessions”

Claire Laer and Angela Clark-Oats, “Developing Best Practices for the Support of Multimodal and Visual Student Texts in Writing Centers: A Pilot Study”

2012: Dana Driscoll & Sherry Wynn Perdue, “RAD Research in the Writing Center: How Much, By Whom, and with What Methods?”

Christopher Ervin, “Ethnographic Study of the Coe Writing Center”

Roberta D. Kjesrud & Michelle Wallace, “Questioning Questions as a Pedagogical Tool in Writing Center Conferences”

Sam Van Horn, “What Are the Relationships Between Student Revision and Usage of a Discipline-Specific Writing Center?”

Dwedor Ford, “Creating Space: Building, Renewing, and Sustaining Writing Centers at HBCUs in North Carolina”

2011: Pam Bromley, Kara Northway, & Elina Schonberg, “When Do Writing Center Sessions Work? A Cross-Institutional Survey Assessing Student Satisfaction, Knowledge Transfer, and Identity”

Andrew Rihn, “Students Work”

2010: Kara Northway, “Investigating Student Assessment of the Effectiveness of Writing Center Consultation”

2009: Pam Childers, “Finding a Model for a Secondary School Writing Fellows Program”

Kevin Dvorak and Aileen Valdes, “Using Spanish while Tutoring English: A Study of Writing Center Tutoring Sessions Involving Bilingual Tutors and Students”

2008: Rusty Carpenter and Terry Thaxton, “A Study of Literacy and Writing in ‘Writers on the Move’”

Jackie Grutsch McKinney, “A Peripheral Vision of Writing Centers”

2007: Elizabeth H. Boquet and Betsy Bowen, “Cultivating High School Writing Centers: A Collaborative Research Study”

Dan Emory and Sundy Watanabe, “Starting a Satellite Writing Center at the University of Utah, American Indian Resource Center”

Michelle Kells, “Writing Across Cultures: Tutoring Ethnolinguistically Diverse Students”

Moira Ozias and Therese Thonus, “Starting a Scholarship for Minority Tutor Education”

Tallin Phillips, “Joining the Conversation”

2006: Tammy Conard-Salvo, “Beyond Disabilities: Text to Speech Software in the Writing Center”

Diane Dowdey and Frances Crawford Fennessy, “Defining Success in the Writing Center: Developing a Thick Description”

Francis Fritz and Jacob Blumner, “Faculty Feedback Project”

Karen Keaton-Jackson, “Making Connections: Exploring Relationships for African American and Other Students of Color”

Sarah Nakamura, “International and US-educated ESL Students in the Writing Center”

Karen Rowan, “Writing Centers in Minority-Serving Institutions” Natalie Honein Shedhadi, “Teacher Perceptions, Writing Needs, and A Writing Center: A Case Study”

Harry Denny and Anne Ellen Geller, “Description of Variables Affecting Mid-Career Writing Center Professionals”

2005: Pam Cobrin, “The Influence of Tutor Visions of Revised Student Work”

Frankie Condon, “An Extracurriculum for Writing Centers”

Michele Eodice, “An Extracurriculum for Writing Centers”

Neal Lerner, “Investigating the Histories of The Writing Laboratory at University of Minnesota General College and the Writing Clinic at Dartmouth College”

Gerd Brauer, “Establishing a Transatlantic Discourse on Grade School Writing (and Reading Center) Pedagogy”

Paula Gillespie and Harvey Kail, “Peer Tutor Alumni Project”

Z. Z. Lehmberg, “The Best Job on Campus”

2002: Julie Eckerle, Karen Rowan, and Shevaun Watson, “From Graduate Student to Administrator: Practical Models for Mentorship and Professional Development in Writing Centers and Writing Programs”

2001: Carol Chalk, “Gertrude Buck and the Writing Center”

Neal Lerner, “Searching for Robert Moore”

Bee H. Tan, “Formulating an Online Writing Lab Model for Tertiary ESL Students”

2000: Beth Rapp Young, “The Relationship Between Individual Differences in Procrastination, Peer Feedback, and Student Writing Success”

Elizabeth Boquet, “A Study of the Rhode Island College Writing Center”

1999: Irene Clark, “Student-Tutor Perspectives on the Directive/Non-Directive Continuum”