Center Moves: A Peer-Reviewed Archive of Tutor Training Materials 

Vision Statement

Center Moves: A Peer-Reviewed Archive of Tutor Training Materials seeks to support and facilitate communication and community among writing and learning center administrators and tutors by developing a peer-reviewed archive of materials, updated biannually, that new and continuing administrators can draw upon and contribute to as their tutor education and training programs develop and evolve. 

Goals and Purpose

As writing and learning center administrators, we recognize the value of providing high-quality training to our tutors to ensure they have the necessary skills and knowledge to support all writers effectively. We also know that we rarely have opportunities to learn how other administrators conduct training; because of this, administrators, at all stages of our careers, often do not have significant support or models for the “moves” of tutor training and education. 

The purpose of Center Moves is to serve as an archive of peer-reviewed lesson plans and materials, grounded in scholarship, theory, or praxis, that administrators and tutors can use and modify to train new tutors and to support ongoing professional development for existing tutors. This archive will allow writing center administrators and tutors to share and access lesson plans that offer a variety of new topics, tools, methods, materials, activities, and resources for training tutors with varied ranges of experience to work with writers at all levels.

Issue Topics and Call for Proposals

Each issue of Center Moves will focus on two themes within writing and tutoring center training and praxis. The themes of the first issue include: 

1. Training tutors to work in synchronous online consultations

Submissions for this theme must be designed to prepare tutors to work with writers in a synchronous online learning environment. Proposals might discuss how to transfer in-person tutoring skills to online spaces, how to train new tutors to work remotely with limited oversight, how to help tutors manage technology, and/or how to help tutors implement tools or strategies that are useful for writers' learning in online spaces. 

2. Training tutors to work with sentence-level/lower-order/lower-gravity concerns

Submissions for this theme must be designed to prepare tutors to work with writers who want help with grammar, mechanics, and other sentence-level/lower-order/lower-gravity concerns. Proposals might discuss how to train tutors to work with sentence- and word-level questions, how to help tutors teach writers to become stronger editors of their own writing, how to guide tutors’ knowledge of grammar and mechanics, and/or how to help tutors make use of grammar-centric resources in consultations to support learning.

Submission and Peer Review Process: 

Proposal Submission Deadline and Form

All submissions for our first issue must be received by July 14, 2023. 

To submit your proposal, please complete our Proposal Form.

You can access a PDF of the Proposal Form Questions as you draft, and can also access our Center Moves Keyword Glossary for more information about the keywords in the form. 

About Center Moves

Center Moves is published and housed by the Rocky Mountain Writing Centers Association (RMWCA), a regional affiliate of the International Writing Centers Association (IWCA).

Editorial Board

• • Managing Editor—Erin Zimmerman, University of Nevada, Las Vegas

  • For First Issue, Acting Submissions Editor-- Juli Parrish, University of Denver
    

  • Submissions Editor—Olivia Tracy, University of Denver

  • Editors-at-large—Lisa Bell, Utah Valley University; Juli Parrish, University of Denver; Jamaica Ritcher, University of Idaho

Reviewers

• • Reviewers are invited by the editorial board for each issue based on their knowledge of and experience with the issue themes. 

  • Reviewers may include writing center tutors and administrators at various career stages who are in staff roles, contingent faculty roles, and tenured faculty roles.