Schedule of Events

My project launches a dynamic initiative, delving into potential transformative remedies that address a critical gap in first year writing skills in regards to college writing preparedness. I observed this with the first year students I had this past semester as many struggled with thesis statements, analysis, quote embedding, citations, the various types of essays etc. So although first year college composition instructions are available, further support is needed for all students in addition to their writing courses to adequately prepare them for college writing. Therefore, I want to encourage transformation of our current practices, and I suggest process-based writing could be implemented in our Writing Center with specific one-on-one or group sessions dedicated to the different modes of writing. To explore this first-year writing issue, I conducted background research and utilized an interview with the CLU English department composition coordinator to prepare my discussion. I then hosted a roundtable discussion at the 2024 SoCal Writing Centers Association Conference to see if other institutions have this problem and discussed how we can further support our students. This forty-five minute discussion allowed consultants from CSUN, UCSD, Concordia, and Soka University to share the successful techniques that they utilize in their writing centers. From this, the techniques of color coding, breaking down a prompt, asking thought-provoking questions, and outlining in detail were shared. The discussion allowed consultants to connect and to be inspired by each other to reflect on our techniques in regard to our pedagogy and dedication to education.

 
Hearing the term student-athlete we think of students taking advantage of the education infront of them while also getting to participate in a sport they have been playing for years at a collegiate level. However, being a student-athlete is not always a easy as it sounds. When you play sports at the collegiate level  it is easy to get wrapped up in your sport that you forget that your school work comes second. It could be a struggle to balance both athletics and academics that you tend to focus your attention on only one. This struggle  is why it is important to hear from students-athletes and listen to their needs. The goal of my research was to identify what it is students believe they need most and in what ways we can meet them halfway. I met with two first year student-athlete writers on the Cal Lutheran softball team who are transitioning to these new schedules trying to find a balance. The questions I asked were broken down into three categories: background questions, writing process questions, and questions about off-season and in-season performance in the classroom. Thes questions helped me take into consideration these students’ mental state, class workload, home life, and work ethic to see what they are capable of or is something they lack. I was able to find similarities between how they spread their time out during the season and what they think would benefit them most.