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Welcome to RMWCA!

The Rocky Mountain Writing Centers Association (RMWCA) is the regional chapter of the International Writing Centers Association for the states Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming.  This regional network acts as a support and resource for administrators and tutors and gathers at the Rocky Mountain Writing Centers Conference to celebrate and learn from those who tutor writing.

About Us

The Rocky Mountain Writing Centers Association provides support, encourages scholarship, and promotes community among writing center professionals working in educational settings. Our primary commitment is to serve writing tutoring programs in our region while inviting participation from colleagues nationally and internationally. We define writing centers broadly, acknowledging the intersections of writing, reading, and academic support in the various institutional settings in which this work occurs. The organization is organized exclusively for educational purposes under section 501(c)(3) of the Internal Revenue Code.

Association membership includes directors, staff, tutors, and those associated with writing tutoring programs at all levels of public and private education within all or parts of the states of Arizona, Idaho, Nevada, New Mexico, Utah, Colorado, Montana, and Wyoming. Voting members include those who pay individual membership dues or representatives of members whose programs pay institutional dues.

Member Benefits

  • Access to robust travel and research grants
  • Seed money and grants for sub-regional conferences and gatherings
  • An annual webinar series led by experts in our region
  • Discounted registration for the RMWCA conference

As of July 1, 2018, membership rates EW

  • $100 for higher education writing centers*
  • $50 for high school writing centers*
  • $30 for individuals

*everyone associated with that writing center will be considered a member of RMWCA

Upcoming Events

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  • Thu, September 21, 2023 7:58 AM | Anonymous member (Administrator)

    Teaching English in the Two-Year College invites proposals for a special issue on writing centers in two-year colleges, guest-edited by Clint Gardner of Salt Lake Community College and Sarah Z. Johnson of Madison College.

    Nearly twenty years ago TYCA published its Position Statement on Two-Year College Writing Centers.  The position statement was a collaborative effort of writing center professionals who attended the Two-year College Writing Center Special Interest Group at the International Writing Centers Association Conference. It was later adopted as well by IWCA (International Writing Centers Association), the only position statement adopted jointly by both organizations. At the time, these guidelines were greatly anticipated, as many two-year college writing center administrators (who sometimes were simply English faculty who’d been told “go start a writing center”) recognized that two-year contexts presented a unique set of parameters and opportunities. The document held up well over the years, giving helpful advice to both experienced administrators and tutors, and presenting newcomers to the field a theoretical and practical framework to build their programs.

    However, the world has changed a lot in the intervening years—booms and busts in enrollment, various funding crises, and of course, a global pandemic. Through it all, writing centers remain essential to the success of many two-year writing programs and the students they serve. Yet the precarity remains as well.  

    As TYCA revises its Position Statement on Writing Centers in Two-Year Colleges to reflect this new-but-same reality, we invite proposals that explore the contexts and labor of two-year college writing centers. What insights do these programs bring to the field of writing center studies, and what perspective can they provide to all teachers of English in the first two years of college?

    Possible themes and topics of research include but are not limited to

    • Staffing structures
      o   What are the implications, advantages, and disadvantages of mixed-staffing models?
      o   Peer tutoring (making it more available and possible)
      o   Providing training and ongoing support for peer and/or professional tutors
      o   Embedded tutoring
    •  Peer tutor experience

    o   Nontraditional “peers”

    o   Writing Fellows in two-year colleges

    o   Inter-institutional transfer and peer tutors 

    • Labor issues

    o   Gendered nature of the field

    o   How are 2YC WCs administered?  What is their institutional location?

    •  How the WC is utilized in new models of basic writing
    •  History of community college writing centers
    • Demographic studies (of both users and staff)
    • Equity work of TYC writing centers (linguistic, racial, cultural, sexual and gender identity)
    • Impact of enrollment declines on 2YC WCs
    • Assessment, advocacy, and institutional recognition 

    We encourage proposers to share stories of both success and disappointment. Any writing center administrator can tell you stories of imposed reorganizations, budget cuts, and other disasters. We learn from it all, and though it isn’t as common in the literature, we invite colleagues to share the hard-won wisdom that comes from failure.

    Proposal Guidelines

    • Proposals should (a) be grounded in relevant theory and recent scholarship and (b) have a practical application for tutoring, teaching, tutor-training, or program design and administration.
       Proposals should include a works-cited list that illustrates the types of scholarship that the finished piece will draw from.
    • The audience for proposals and finished articles should be instructors and program administrators who teach English in the first two college years at institutions that serve a broad range of learners from diverse social, cultural, and linguistic backgrounds.
    • For full-length articles (~4000 words) proposals should be no more than 500 words long, not including the works-cited list.
    • TETYC has long published Instructional Notes and for this issue, we invite undergraduate peer and professional tutors to propose short pieces exploring evidence-based, research-situated discussions of innovative tutoring practices and approaches.

    Special Issue Timeline

     1. Authors should submit proposals to the TETYC Editorial Manager submission system by November 15, 2023. TETYC’s general submission guidelines are available here.

     2. Proposals will be selected in January 2024.

     3. Authors with accepted proposals must submit complete manuscripts to the TETYC Editorial Manager submission system by July 1, 2024.

     4. Authors will tentatively receive reviewer feedback by September 2024.

     5. Final manuscripts will be due to the TETYC Editorial Manager submission system by March 2025.

     6. Articles will be published in the December 2025 issue of TETYC.

    For questions, please contact

     Relevant Scholarship

    Aikens, K. (2019). "Prioritizing Antiracism in Writing Tutor Education." Johnson, K.G. & Roggenbuck, T. How We Teach Writing Tutors. Writing Lab News Letter.

    Azima, R., Hixson-Bowles, K., & Simpkins, N. (2022). “Starting from Square One”: Results from the Racial Climate Survey of Writing Center Professional Gatherings. The Writing Center Journal, 40(1), 5–26.

    Bennett, K. C. (2022). "Critiquing the Normative Discourse Circulated by Two-Year College Writing Center Websites through Critical Disability Studies and Technical and Professional Communication." Teaching English in the Two Year College, 49(3), 238-256.

    Blazer, S. & Fallon, B. (2020). "Changing Conditions for Multilingual Writers: Writing centers for Destabilizing Standard Language Ideology." [Special Issue: Promoting Social Justice for Multilingual Writers on College Campuses]. Composition Forum 44.

    Daniels, S., Babcock, R. D., & Daniels, D. (2015). “Writing Centers and Disability: Enabling Writers through an Inclusive Philosophy.” Praxis.

    Efthymiou, A. (2021)."What Else Do They Take with Them?(And What Do They Leave Behind?): Understanding Writing Center Conferences as Opportunities for Tutor Transfer." WLN: A Journal of Writing Center Scholarship, 46(1-2), 10-18.

    Herzl-Betz, R. & Virrueta, H. (2022). "Perdiendo Mi Persona: Negotiating Language And Identity At The Conference Door." [Special Section: Undergraduate Research Experiences]. Pedagogy 22.1 [Special Issue: Undergraduate Research as a Future of English Studies], 169-172. 

    Missakian, I.L. (2015). Perceptions Of Writing Centers In The Community College:  Ways That Students, Tutors, And Instructors Concur And Diverge. (Doctor dissertation, University of California, Irvine). ProQuest Dissertations & Theses Global, 3717093.

    Munn, V.L. (2011). Moving Beyond Basic Skills In Community Colleges: The Beliefs And Practices Of Culturally Responsive Peer Mentors.  (Doctoral dissertation, University of California at Los Angeles).  ProQuest Dissertations & Theses Global, 3483186.

    Naydan, L.M. (2021). "What are You?: Rethinking Frames for Contingent Writing Center Work." Speaking Up, Speaking Out: Lived Experiences of Non-Tenure-Track Faculty in Writing Studies (pp. 59-69).

    Pantoja, M.V. (2010) An Analysis Of Writing Tutoring Assessment In Four Community College Writing Centers. (Doctoral dissertation, University of Arizona). ProQuest Dissertations & Theses Global, 3410759.

    Perdue, S. W., & Driscoll, D. L. (2017). "Context Matters: Centering Writing Center Administrators’ Institutional Status and Scholarly Identity." The Writing Center Journal, 36(1), 185–214.

    Sévère, R. (2019). "Black Male Bodies in the Center." Denny, H.; Mundy, R; Naydan, L.M.; Sévère, R. & Sicari, A. (Eds.), Out in the Center: Public Controversies and Private Struggles, Louisville, University Press of Colorado (pp. 43-50).

    Valentine, K. and Torres, M.F. (2011). "Diversity As Topography: The Benefits And Challenges Of Cross Racial Interaction In The Writing Center".  Writing Centers And The New Racism: A Call For Sustainable Dialogue And Change. Ed. by Greenfield, L. and Rowan, K.  USU Press. 192-210

    Valles, S.B., Babcock, R.D., & Jackson, K.K. (2017) “Writing Center Administrators and Diversity: A Survey.”  The Peer Review, 1.1. 

    Vick, N., et al. (2015) "The Effectiveness Of Tutoring On Developmental English Grades." Community College Enterprise, 21(1), 11-26.

    Wells, J. (2016). "Why We Resist 'Leading the Horse': Required Tutoring, RAD Research, and Our Writing Center Ideals." The Writing Center Journal, 35(2), 87–114.

  • Fri, May 08, 2020 9:47 AM | Anonymous member (Administrator)

    The Rocky Mountain Writing Centers Association is pleased to announce that its members have selected Theories and Methods of Writing Center Studies: A Practical Guide edited by Jo Mackiewicz and Rebecca Day Babcock.  Members and other insterested parties will be gathering online throughout the summer to discuss the book.  Mackiewicz and Babcock have agreed to join the final session.  See our Events page for more information.

  • Wed, September 25, 2019 8:01 AM | Anonymous member (Administrator)

    The International Writing Centers Association announced on September 24, 2019 the candidates selected to fill posts on the IWCA board.  Among those selected were RMWCA members Elizabeth Kleinfeld and Eduardo Mabilog.  Elizabeth currently serves as RMWCA Treasurer, and Eduardo is a peer consultant at Nevada State College.  Congratulations to Elizabeth and Eduardo!

  • Mon, September 09, 2019 1:37 PM | Anonymous member (Administrator)

    The Executive Board of the Rocky Mountain Writing Centers Association is proud to announce that it has officially endorsed International Pronouns Day 2019:

    “We endorse International Pronouns Day, which seeks to make respecting, sharing, and educating about personal pronouns commonplace. Referring to people by the pronouns they determine for themselves is basic to human dignity. Being referred to by the wrong pronouns particularly affects transgender and gender nonconforming people. Together, we can transform society to celebrate people’s multiple, intersecting identities. We encourage colleges, schools, workplaces, and local organizations to hold educational and empowering events on International Pronouns Day.”

    International Pronouns Day 2019 will be held on October 16, 2019.  We encourage RMWCA individual and institutional members to visit the IPD website for useful links about the day:

  • Mon, July 29, 2019 9:01 AM | Anonymous member (Administrator)

    RMWCA President Elect Lisa Bell has been awarded the 2019 IWCA Dissertation Grant for her project “Training Tutors to Scaffold with L2 Writers: An Action Research Writing Center Project.”  Congratulations to Lisa! 

  • Mon, June 24, 2019 8:53 AM | Anonymous member (Administrator)

    On Thursday, June 20, 2019, writing center directors from all across Utah gathered in Logan, Utah at Utah State University to exchange ideas and discuss writing center theory and practice.  Topics included community outreach and marketing; tutor recruitment and development; supporting discipline-specific centers; online tutoring; accessibility and inclusion; obtaining financial support; collaborating with high schools; and graduate student involvement. The symposium concluded with a robust question and answer session, and a luncheon in USU's posh Skyline Restaurant. The event was completely funded by USU, and organized by USU Writing Center staff.  Attendees were very appreciative of the generosity of both the school and the staff. While the event was not officially sponsored by RMWCA, the association still encourages such events around the region, and seed money is available in order to help development. If you are interested in hosting a similar event (or any sub-regional event), please contact your RMWCA State Representative, or any of the Executive Board Members for more information.

    In order to support further sharing, the organizers set up a Google Drive where anyone involved in writing center work (within Utah, the RMWCA region, or beyond) may drop materials.  Session notes may be found in the "Utah Writing Center Director Symposium '19" folder. The notes are very thorough, and should prove useful to those who could not attend the symposium.

  • Thu, June 06, 2019 8:49 AM | Anonymous member (Administrator)

    We've got some exciting news!  RMWCA has developed a new system to award research and travel grants, as well as seed money grants.  While we have previously given by travel and seed money grants, RMWCA has not awarded research grants. Our process for awarding the grants was also pretty informal. We've formalized the process in order to ensure that grants can be awarded in a timely and equitable fashion in future.

    As an organization, one of the key goals of RMWCA is "to facilitate community and professional development among RMWCA members."  Research and travel grants do not be paid back. Seed money grants are used to develop local/regional conferences within RMWCA boundaries and need to be paid back within in 90 days after the event. All members of RMWCA are eligible to apply for the grants. The selection committee will consist of the RMWCA Executive Board, and there are two deadlines for the grants:  January 15and August 15of each year. Applications will be evaluated and funds will be dispersed based on the following criteria:

    • RMWCA membership
    • Financial need
    • Representation of an underrepresented demographic
    • Not having received funding within the previous year
    • Quality of application
    • Benefit for general membership (outcomes, inclusion, etc.)

    To apply for the grants or seed money go to  You will need to log in to your RMWCA account to access the page.

    Thanks for RMWCA President Elect Lisa Bell for heading up the efforts to revise our process.

  • Fri, April 19, 2019 8:51 AM | Anonymous member (Administrator)

    Members of the Rocky Mountain Writing Centers Association (RMWCA) have selected Dr. Laura Greenfield’s new book Radical Writing Center Praxis: A Paradigm for Ethical Political Engagement from Utah State University Press for their upcoming 2019 RMWCA Summer Book Club. According to USU Press Dr. Greenfield’s book “...calls for a paradigm change in writing centers, imagining a field whose very reason for being is to facilitate justice and peace.” Clint Gardner, President of RMWCA, stated that Greenfield’s book has been “highly anticipated, and will undoubtedly be influential on writing center theory and practice for years to come. I’m really excited that RMWCA members selected such a ground-breaking book to discuss.”

    Jamaica Ritcher, RMWCA Outreach Coordinator explained the purpose of the Summer Book Club: "It's not uncommon for writing center administrators to feel somewhat isolated within their larger institutions, perhaps especially so during the quiet summer months. The Summer Book Club is proving to be an easy and really enjoyable way for us to stay connected with each other and with the latest in writing center scholarship." The RMWCA Summer Book Club began in 2018 with a discussion of R. Mark Hall’s Around the Texts of Writing Center Work. RMWCA members gathered online to discuss the book during the summer of 2018, culminating with a session with Mark Hall to discuss the work. Dr. Greenfield will also be taking part in the culminating session for 2019, where she will discuss the book with Summer Book Club participants. Gardner hopes to expand the number of discussions in 2019, but notes that RMWCA has not finalized the schedule yet. The final schedule will be determined shortly, and will be found at

    Dr. Laura Greenfield, (Ph.D. in English from Washington University in St. Louis) is the founding Director of the Transformative Speaking Program and Faculty Associate at Hampshire College in Amherst, Massachusetts. According to her Hampshire College website, Dr. Greenfield’s “research and teaching interests include speaking and writing program administration, with a particular focus on social justice frameworks; critical pedagogy and anti-oppression education, with a particular focus on race and gender; public speaking, composition, and rhetoric; sociolinguistics, with a particular focus on ESOL and racially stigmatized language use in the United States; and contemporary multicultural American literatures, with a particular focus on ‘hybrid’ or borderland identities.” Dr. Greenfield’s previous publications include International Writing Centers Association Outstanding Book Award winning Writing Centers and the Racism: A Call for Sustainable Dialogue and Change--co-edited with R. Karen Rowan (USU Press, 2011).

    RMWCA is a regional chapter (covering Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah & Wyoming ) of the International Writing Centers Association. This regional network acts as a support and resource for administrators and tutors and gathers at the Rocky Mountain Writing Centers Conference to celebrate and learn from those who tutor writing. More information about RMWCA and the Summer Book Club may be found at

  • Tue, March 26, 2019 2:30 PM | Anonymous member (Administrator)

    Here are files submitted for the TutorCon2019 File Share Archive.

    Your name Session Block Presentation letter

    Description of file uploaded

    Anne McMurtrey Block 1 A Power Point on Small-Group Tutorials

    Chris LeCluyse Administrator Workshop: Session Observations and Reflections (Consultants),

    Elizabeth Kleinfeld Block 2 A slides for "Creating a Culture of Self-Care in the Writing Center"

    Elizabeth Kleinfeld Block 5 C slides and worksheet for "Forming and Sustaining a Writing Practice",

    Abigail Dunn Block 1 H I uploaded the presentation I gave on the work that I did to help incarcerated students. I also attached the packet of "Academic Writing Tips" that we created and distributed to the incarcerated students.,

    Jess Fahlsing Block 3 H Attached are my powerpoint and copy of the presentation I gave. The presentation itself is entitled, "Diversity, Equity, and Inclusion Work at the University of Wyoming: A Case Study of (over)Work and Heightened Importance.",

  • Tue, January 08, 2019 12:21 PM | Anonymous member (Administrator)

    Jessica McDermott of has been duly elected as Colorado State Board Representative.  

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