The Psychosociocultural Perspective: Academic Families and Student Mentoring

Professor Alberta Gloria, flanked by the Writing Center's John Anderson and Rachel Carrales

Professor Alberta Gloria, flanked by the Writing Center's John Anderson and Rachel Carrales

On Friday, February 11 we had our monthly staff meeting, which, as we usually do in the spring semester, addressed social justice in Writing Center work.  UW-Madison Professor Alberta Gloria, an award-winning researcher, teacher and mentor from the department of Counseling Psychology, spoke with us at length.  Her presentation was entitled “Research and Practice Implications of a Psychosociocultural Perspective: Latin@s in Higher Education.”  The title may seem somewhat daunting; Prof. Gloria’s impassioned lecture was anything but.  She spoke eloquently about a holistic process of mentoring, and while her talk was directly about our goals as teachers, her ideas resonate strongly with larger questions of writing and writing center practice.

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The Rest is Silence

silence2I find my work as the T.A. Assistant Director immensely satisfying in no small part due to how much I love listening to myself talk. With great power comes the need to constantly explain things to other people, to run or participate in meetings, and to offer my wisdom to all those who seek it (and to those who don’t, as well).

Therefore, as someone in love with the sound of his own voice, I am well aware of the irony involved in a training meeting I led last week, entitled “Less of Me, More of You: Productive Silence as Student Development.”

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Writing Center Tutors: What Kind of Students Are We?

Recently, I conducted a quick poll of our 53 graduate student tutors. Of the 36 who responded to my informal e-mail, 25 said they visit the Writing Center as students. 23 of those come sporadically, while two visit regularly. Of the 11 who said they don’t use the Center, three expressed shame at this fact (as they should).

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