Research is central to our work as a community, and all undergraduate and graduate consultants at the UWC engage in research and assessment, which informs our work in consulting with student writers and our programmatic structures. Our research includes secondary and primary research that supports the ongoing development and revision of our workshops, consulting resources, and pedagogical approaches.
Undergraduate and graduate consultants frequently present their research at regional, national, and international conferences (including ECWCA, IWCA, IWAC, CCCC) and are encouraged to publish their work (in venues such as WLN, Praxis, WCJ, The Peer Review, Dangling Modifier). Undergraduate and graduate consultants have collaborated with the Director on several IRB-approved research projects, and some consultants have published their work in peer-reviewed journals.
Alabi, Jaena, James C. W. Truman, Bridget Farrell, and +Jennifer Price Mahoney. “Embrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the Curriculum.” Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25, edited by Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, and Margaret J. Marshall, https://wac.colostate.edu/docs/books/iwac2018/chapter12.pdf.
+Brooks-Gillies, Marilee. “Constellations Across Cultural Rhetorics and Writing Centers.” Writing Centers and Relationality: Constellating Stories, a special issue of The Peer Review, 2018, http://thepeerreview-iwca.org/issues/relationality-si/constellations-across-cultural-rhetorics-and-writing-centers/.
+Brooks-Gillies, Marilee, Lisa Bell, J.M. Dembsey, and Duane Theobald. “Writing Center Administrator Guidance in Response to the COVID-19 Pandemic: A Position Statement.” The Peer Review, 2021, vol. 5, no. 2, https://thepeerreview-iwca.org/issues/issue-5-1/writing-center-administrator-guidance-in-response-to-the-covid-19-pandemic-the-progression-of-a-position-statement/.
+Brooks-Gillies, Marilee and Jessica Jorgenson Borchert. “Postpartum ‘Fit’: Making Space for Feminist Mothering and Mom Bodies in Academic Spaces.” Dress Practices as Embodied Multimodal Rhetoric, a special issue of the Journal of Multimodal Rhetorics, vol. 3, no. 2, 2020, http://journalofmultimodalrhetorics.com/3-2-issue-brooks-gillies-and-borchert.
*Fleck, Sydney. “Englishes, Racism, and Me: A Love Story.” Writing Centers and Relationality: Constellating Stories, a special issue of The Peer Review, 2018, http://thepeerreview-iwca.org/issues/relationality-si/englishes-racism-me-a-love-story/.
*Gramlich, JJ. “Talking Through: The Detriment of Avoidance Discourse in WC Allyship.” (Re)Defining Welcome, a special issue of The Peer Review, 2019, http://thepeerreview-iwca.org/issues/redefining-welcome/talking-through-the-detriment-of-avoidant-discourse-in-wc-allyship/.
Harrington, Susanmarie, Steve Fox, and +Tere Molinder Hogue. “Power, Partnership, and Negotiations: The Limits of Collaboration.” WPA, vol 21 no 2/3, 1998, pp. 52-64.
+Brooks-Gillies, Marilee. Kathryn J. Wilson Award for Outstanding Leadership and Mentoring of Undergraduate Research, IUPUI Center for Research and Learning, 2020.
+Brooks-Gillies, Marilee and *Varshini Balaji. Research Grant, International Writing Centers Association, 2019 ($500). Project title: “Listening Across Experiences: A Cultural Rhetorics Approach to Understanding Power Dynamics and Relationality within a University Writing Center.”
**Gellin, Laura M. Adapting Writing Center Pedagogy for Composition Classrooms: A Metacognitive Approach. 2010. Indiana University-Purdue University Indianapolis, MA thesis. https://scholarworks.iupui.edu/handle/1805/2793
**Hull, Kelin. Wayward Stories: A Rhetoric of Community in Writing Center Administration. 2019. Indiana University-Purdue University Indianapolis, MA thesis. https://scholarworks.iupui.edu/handle/1805/20366
**Sherven, Keva N. Worlds Collide: Integrating Writing Center Best Practices into a First Year Composition Classroom. 2010. Indiana University-Purdue University Indianapolis, MA thesis. https://scholarworks.iupui.edu/handle/1805/2232
**Worrell, Brandilyn. “I Knew Grad School was Gonna be Hard but . . .”: Community and Feedback in Graduate Writing Support. 2021. Indiana University-Purdue University Indianapolis, MA thesis. https://scholarworks.iupui.edu/handle/1805/26236
+Brooks-Gillies, Marilee. “Embracing Difficult Conversations: Making Anti-Racist and Decolonial Writing Center Programming Visible.” Building a More Linguistically Just Campus: Theory, Pedagogy, and Advocacy, edited by Eunjeong Lee, Jennifer Johnson, Norah Fahim, and Brooke Schreiber. (In press with Multilingual Matters’s New Perspectives on Language and Education Series, expected publication in November 2021)
+Brooks-Gillies, Marilee, *Varshini Balaji, **KC Chan-Brose, and **Kelin Hull. “Listening Across Experiences: A Cultural Rhetorics Approach to Understanding Power Dynamics and Relationality within a University Writing Center.” Praxis (expected publication in December 2021)
+**Hull, Kelin and +Marilee Brooks-Gillies. “Emotional and Embodied Relationality in Writing Center Administration: Attending to Institutional Status, In-Betweenness, and the (Re)Making of Community.” Affect & Emotion in the Writing Center, edited by Janine Morris and Kelly Anne Conannon. (Forthcoming with Parlor Press)
+Hull, Kelin and *Cory Pettit. “Making Community through the Utilization of Discord in a (Suddenly) Online Writing Center.” The Peer Review (expected publication in fall 2021).
*Segrest, Emily and *Chloe Coy. ““How Students’ Experiences with Writing Impact Their Perceptions of Writing Centers.” The Peer Review (expected publication in fall 2021).
+Brooks-Gillies, Marilee and *Varshini Balaji. “Becoming Decolonial Agents: Making and Remaking a Decolonial Mentoring Relationship in/alongside a Writing Center.” Decolonial Possibilities, edited by Andrea Riley Mukavetz and Lisa King (accepted).
+Brooks-Gillies, Marilee and ***Grace Moore. “Negotiating Relationships in the Writing Center: Removing Roadblocks and Building Bridges.” (under review).
* Indicates author was an undergraduate writing consultant throughout development and writing of the publication
** Indicates author was a graduate writing consultant throughout development and writing of the publication
*** Indicates author wrote the publication across experiences as both an undergraduate and graduate writing consultant
+ Indicates author is a former or current writing center administrator at IUPUI