University of Louisville Writing Center Oral Histories

Dr. Alicia Brazeau earned her MA (2007) and PhD (2012) in the English department at UofL. As an MA Graduate Teaching Assistant (GTA) from 2005-2007, she held the position of writing consultant at the University Writing Center (UWC) under the guidance of former Director Carol Mattingly. Brazeau then returned to the UWC, where she served as Assistant Director from 2008-2012, while pursuing her PhD in Rhetoric and Composition. In her Assistant Director role, she was also responsible for running the Virtual Writing Center. She recalls the leadership challenges that occurred in the wake of Mattingly’s departure from the UWC, and how utilizing Mattingly’s approach toward constant reevaluation of practices contributed to her success. These leadership experiences also inform her current work at The College of Wooster, where she has served as Writing Center Director since 2012. She discusses the problems faced by having an entirely new staff when taking on this role, and how her reliance on the mentorship she received at the UWC allowed her to learn from her mistakes and create a strong foundation for her current program. Brazeau then discusses how she leans in on the interdisciplinary experiences she had at the UWC to inform how she assists writers and consultants from a variety of backgrounds. Finally, she describes the reward of learning from the students she tutored, and how those interactions helped her become a better instructor.

Dr. Smitherman Clark earned her PhD in the English department in 2007, where she held a position as a Graduate Teaching Assistant (GTA) from 1998-2003. As a GTA, Smitherman Clark was hired as one of the first Assistant Directors. She describes the early formation of the University Writing Center by Carol Mattingly, Ruth Miller, and English department PhD GTAs. Smitherman Clark was highly involved with the Writing Center Research Project (WCRP), particularly conducting oral histories of founding writing center scholars and promoting the WCRP at conferences. She discusses the writing center's space on Ekstrom's third floor and the technology used in the center, such as Google, transcription machines, and AccuTrack. She also talks about her experience in the PhD program with a focus on rhetoric and composition. Finally she discusses her current role as the Writing and Communication Center Director at the University of Central Arkansas.

Dr. Laura Detmering completed her PhD in Rhetoric and Composition at UofL and served as Writing Center Assistant Director from 2010-12. She currently directs Spalding University's Writing Center. In her first year as AD, she worked with Dr. Mary Rosner and in her second year, with Dr. Bronwyn Williams. She discusses her experiences of working with nontraditional students and helping create handout resources for various citation styles.

Dr Layne Porta worked in the UofL writing center initially as a MA student in 2013 and then returned as a PhD student to be an Assistant Director from 2016-2018. Dr. Gordon describes the challenges of learning to offer writing center help outside one’s area of expertise, and the importance of viewing consultations as collaboration rather than instruction. She discusses how she has incorporated lessons learned in the UofL writing center in her ongoing work at Rollins College, particularly the ideas that writing is an emotional act and that “every writer needs response,” two values she stresses when training consultants in her current role. Dr. Gordon also shares how she helped launch the partnership with Family Scholar House and took part in events like International Mother Language Day. She touches on how her time at the UofL writing center informed her decision to pursue writing center work and scholarship. Additionally, she recalls how she enjoyed working with Adam Robinson, Cassie Book, Amy Nichols, Ashly Bender, Jessica Winck, and Rachel Rodriguez.

Dr. Debra Journet was a faculty member in the English department from 1988-2015 and served as chair from 1995-2003. In this interview she discusses her initiative, as chair, to create the University Writing Center as a result of a SACS enforcing their 18 credit hour rule, which created a staffing crisis for English 101 and 102 and an excess of first-year MA GTAs. Journet negotiated with the A&S Dean, Provost, and English department to create a Writing Center, seven TT lines, and an agreement across the English department for all faculty to teach FYC. She discusses the hiring of Carol Mattingly as a senior faculty member and founding Writing Center Director. She discusses her perception of the writing center as a place where non writing trained faculty can send students for help with grammar, lightening their load. She also discusses her talk at the Association of the Departments of English.

Dr. Jamila Kareem earned her PhD in the English department at UofL in 2017, where she held a position as a Graduate Teaching Assistant (GTA) from 2013-2017. As a GTA, she served as a writing consultant and, later, as Assistant Director of the Virtual Writing Center (2015-2016). She also served as Assistant Director of Composition from 2016-2017. Kareem recalls her experiences working with Director Bronwyn Williams and former Associate Directors Adam Robinson and Cassie Book. This includes Kareem’s recounting of the technical hurdles faced during her time in the University Writing Center’s (UWC) original third floor location in Ekstrom library. Kareem illustrates the benefits of using tools like WC Online, which allowed her to assist writers by easily accessing documents during video appointments and maintaining detailed records of each appointment. She then describes the emotional and intellectual reward of consulting in the UWC, especially when she was able to help writers alleviate anxiety and achieve their writing goals. By looking beyond the writing and working with the writer as an individual, Kareem was able to effectively help writers grapple with difficult topics. Finally, she fondly recalls the level of comfort and safety she felt while consulting under the guidance of Bronwyn, Adam, and Cassie.

Dr. Dan Keller served as Writing Center Assistant Director from 2004-06, while working on his PhD. He initially worked with the Writing Center Research Project when he started at UofL. He discusses his time working in the Writing Center and describes working with mostly undergraduate students at the time.

Dr. Jennifer Marciniak earned her PhD in the English department in 2019, where she also held a position as a Graduate Teaching Assistant (GTA). As a GTA, Marciniak served as an Assistant Director of the Virtual Writing Center (VWC) for two years (2012-2014). In her role, she tutored distance education students, conducted the first virtual dissertation writing retreat, and reached out to faculty. In this interview, Marciniak mentions several formative examples of her tutoring, including working with personal statements, students with disabilities, and nontraditional learners. She describes vivid memories of the consultants' office at the Ekstrom 3rd floor location. She also mentions the technologies used for virtual and in-person tutoring including Tutor Track, iPads, and Google Hangouts. Finally, Marciniak reflects on the impact of the UWC in her professional trajectory.

Dr. Rebecca Hallman Martini worked in the UofL writing center from 2010 to 2012 while earning her M.A. In this interview, she reflects on a wide range of topics, such as starting the satellite writing center on the Health Science Campus, learning best practices under the direction of Dr. Bronwyn Williams, and cultivating a welcoming environment for visitors to the writing center. She discusses the communal nature of the writing center space and how it changed with developments like the introduction of student artwork. Dr. Hallman Martini also addresses how her time at UofL influenced her eventual dissertation, an ethnographic study of a writing center, citing her experience as the reason she chose to pursue a PhD. Finally, she talks about how she entered the writing center early in its relationship with technology, so she shares how the center handled asynchronous sessions through TutorTrac and material from the Purdue OWL before developing its own in-house handouts and resources.

Carol Matingly served as the Director of the University Writing Center from 2000-2007. She is a graduate of the UofL English PhD program. She was recruited for the Director position by Debra Journet, who was her dissertation director, while Dr. Mattingly was at Louisiana State University. Dr. Mattingly helped conceptualize the new University Writing Center, including the selection and design of the space on the 3rd floor and working with the sculpture designer. Soon after she began the position, the Writing Across the Curriculum program was moved administratively to the University Writing Center's purview, which included responsibility for evaluating transfer credits and administering workshops for faculty and students. Dr. Mattingly describes the slow build up of cliente, her relationship with the English department, promoting the writing center to faculty across the university, the community amongst consultants, students' rejection of free regular coffee, and her approach to the writing center practicum (English 604). She also discusses the origin and purpose of the Writing Center Research Project (WCRP).

Dr. Amy McLeese Nichols earned her MA and PhD in the English department (graduated in 2019), where she held a position as a Graduate Teaching Assistant (GTA) from 2012-2017. As a GTA, she served as the Assistant Director of the University Writing Center (UWC) from 2015-2017. In this interview, she describes how, through her Assistant Director role, she worked with Bronwyn Williams (UWC) and Brian McAdams (Family Scholar House [FSH]) to connect the UWC and FSH. She initiated and facilitated both writing tutoring and workshops at FSH. McLeese Nichols describes the intentionality behind this community partnership, including prioritizing sustainability, going slowly, identifying and working with the partner's needs, and developing trust. She discusses how her experience and knowledge with the UWC and community literacy informs her current work as the Writing Center Director at Berea College. At Berea, she applies her knowledge of community literacy through offering onsite tutoring "identity-based" centers on Berea's Campus and draws on the UWC's value making the writing center a welcoming and hospitable place. Finally, she compares the UWC's third and first floor location, noting the benefits of the first floor's ability to foster interactions between consultants and administrators.

Dr. Brice Nordquist was a PhD student working in the Writing Center at UofL from 2009-2014. After working as a consultant, he held an Assistant Director position in the Writing Center and was the first Assistant Director of the Virtual Writing Center. As the first Assistant Director of the Virtual Writing Center, he discusses the implementation of digital consultations in the facility and the learning experience that came with it. He also describes the original software the Writing Center used for its virtual consultations and its limitations compared to current options. Nordquist emphasizes the significance of building relationships among consultants as well as students in the Writing Center and details how the facility enables relationships between graduate students at all levels of their education. Nordquist also mentions that the communal environment of the Writing Center created reoccurring conversations between consultants and students, allowing consultants to have profound conversations with writers about what they want to gain from their work and time in college. He discusses the impact that long -term, ongoing relationships with writers had on his career path and current academic work as a composition instructor who specializes in community writing because the relationships that he built in the Writing Center helped him image the possibility of community learning programs that blur the lines between academic and personal writing.

Dr. Barrie Olson earned her PhD in the English department (2012-2014), where she served as a Graduate Teaching Assistant (GTA) and held the role of Assistant Director of the Writing Center from 2010-2012). During these two years, Olson worked with both Writing Center Directors Drs. Mary Rosner and Bronwyn Williams. She discusses the transition between directors. One of Olson's projects, under Bronwyn's direction, was to help design the first dissertation writing retreat, which she calls "a labor of love," which she later attended as a participant. Olsen also describes her motivation to help create a blog for the writing center, with the goal of making the writing center more visible and approachable. In reminiscing about her experiences, she cites the Ekstrom third floor space as being called the "tree house," and formative professional relationships with other Assistant Directors Laura Detmering and Ashly Bender. In Olson's current role, as a director of an educational non-profit, she draws on her writing center work in understanding disciplinary genres to translate expectations for K-12 literacy educators.

Dr. Iswari Pandey was a graduate student at UofL from 2000-2006. He describes the journey that led him to working in UofL’s Writing Center as a MA student and the learning curve he experienced working as a writing consultant for the first time. After completing his undergraduate and first graduate degree in Nepal, Iswari came to UofL and worked in the newly renovated tutoring facility under Dr. Carol Mattingly. He discusses how a compliment regarding his work with students, in addition to a series of gratifying circumstances helping writers, led him away from his primary interest in literary theory and on a career path in rhetoric and composition. After completing his MA, Iswari transferred to the PhD program at UofL and describes the role he played performing research for the National Writing Center Research Project—an endeavor that collected data on writing centers to assist newly forming departments establish themselves—and how his research turned into a publication for the Writing Center Journal. Iswari witnessed some of the first virtual appointments at the Writing Center and talks about adapting appointments to meet the needs of students in digital consultations. As a graduate student during a time digital use was growing, particularly with the rise in popularity of social media, Iswari details his thoughts on how digital writing has changed the way people think about rhetoric and writing practices.

Dr. Susan Popham was a PhD student working as a Graduate Teaching Assistant (GTA) in the Writing Center at UofL from 1999 into the early 2000’s. In addition to being a consultant in the Writing Center, she also held the position of Assistant Director. She worked under Dr. Carol Maddingly, who was the Director of the Writing Center at the time and talks fondly of her relationship and learning experiences with her supervisor. Popham discusses her interactions with other consultants at the Writing Center and the community that they built together to help students. During the time of the interview, she was teaching composition at another college and describes how her experiences in the Writing Center at UofL prepared her for her current role as a teacher of college writing. Popham had a unique experience as a graduate student at UofL because she witnessed large developments and evolutions in the Writing Center, which included the relocation of the facility from the upstairs portion of the library to its current location on the first floor. Moreover, during her time at UofL, she observed the revamp of the composition program and the creation of specialized courses on tutoring and methods for working with students in writing centers.

Dr. Kelli Prejean earned her PhD in English at UofL in 2005. She was a GTA was an Assistant Director and Writing Center Research Project Assistant Director.

Adam Robinson served as the Associate Director of the University Writing Center from 2010-2015. He earned his MA degree in the English department in 2008. He also worked in the UWC as a MA Graduate Teaching Assistant (GTA) and a professional tutor. He describes his process of learning to tutor and his emotions surrounding the process. He mentions the new initiatives brought in by Director Bronwyn Williams, such as the Dissertation Writing Retreat, Family Scholar House collaboration, and SIGS workshops. Finally, he discusses his role in revising the writing center"s promotional and resource material.

Dr. Hephzibah Roskelly earned her MA and PhD in the English department at UofL in the early 1970s. After graduating, she worked as a writing consultant at the University Writing Center (UWC) and a professor within the English department throughout the 1970s and 80s. Roskelly also served as the UWC Director in the 1980s. She is now Professor Emeritus of Rhetoric and Composition at UNC Greensboro, where she has taught since leaving UofL in 1989. In this wide-ranging interview, Roskelly describes the difficulties of establishing the UWC (formerly The Writing Clinic) practices at a time when writing center research was in its infancy. This includes a discussion on the hurdles of formulating an interdisciplinary approach. Under the guidance of UWC Directors Susan Helgeson and Kate Ronald, as well as Composition Director Joe Comprone, Roskelly was able to formulate a methodology for teaching composition and improving writing center practices that has allowed her to better assist writers throughout her extensive career. She also discusses the importance of reading comprehension, interpretation, and critical thinking as a means to help writers grow. Finally, Roskelly touches on a number of topics, including: recreating successful UWC approaches at UNC Greensboro, the benefits of technology in the writing center, the evolving structures of modern writing centers, and the importance of creating a sense of community.

Dr. Robert Royer is a graduate of the English MA and PhD program. After he graduated from UofL with his bachelor's degree, he worked in the English department's Basic Writing Program, starting in 1979. When he first started in the "Writing Clinic" (later called the "writing center"), it was located in the basement of the Humanities building. Eventually he started in the English MA program as a Graduate Teaching Assistant, and he continued to work in the Basic Writing Program. He describes two models of the basic program: 1) instruction to approximately 15 students alongside breakout tutoring groups 2) workshop-style courses for 12-15 students. Dr. Royer also describes how, as a PhD student, he became interested in Computers and Writing and taught the first Basic Writing course using computer correspondence. He also talks about other tutoring at UofL at the time, including the Language Lab and with the Black Student Union. Dr. Royer believes his time in the writing center was extremely formative for him as a graduate student and writing teacher. He recalls the camaraderie of the staff and names Wanda Martin, Hepzibah Roskelly, Judith Killen, Kate Ronald, and Susan Helgeson as fellow staff members. He felt that they were given a degree of autonomy to enact the programs and pedagogy.

Dr. Shyam Sharma earned his MA and PhD in the English department (2006-2012). He served as a Graduate Teaching Assistant (GTA) and fellow, College of Business writing consultant, School of Interdisciplinary and Graduate Studies (SIGS) research assistant, and Assistant Director of Composition. As an MA GTA, Sharma first served as a writing consultant and was then asked by Dr. Roser (then Director) to serve as an Assistant Director. Sharma recalls the UWC's former space on Ekstrom library's third floor, which he found accessible to students, but some of his cohort complained about the cramped office space. He speaks from his experience coming to UofL as an international student from "South Asia" with extensive experience in English studies and teaching, but with little experience in American culture. His cohort peers and Writing Center Director showed him kindness and patience in helping him adapt to a new culture and education system. Finally, he describes his work to revise and replace the writing center's handouts, online tutoring, and website. With the website and online tutoring, he talks about the impact of web 2.0's affordances to online tutoring, particularly synchronous online sessions via Skype.

Dr. Carolyn Skinner earned her PhD in the English department in 2006, where she also served as a Graduate Teaching Assistant (GTA). As a GTA, she served as an Assistant Director of the University Writing Center, focused on Writing Across the Curriculum (WAC) (2003-2005). Dr. Skinner describes tutoring in the UofL School of Nursing, the "revelation" of working with international students, and how she intervened in the middle of a students' writing process. She also describes conducting in-class workshops as the WAC Assistant Director. She describes the heavy emphasis on printing student drafts and walk-in appointments, compared to the laptops and online appointment scheduling of many writing centers today. Dr. Skinner worked with several colleagues to write an article on the Writing Center Research Project (WCRP) data collected during her time at UofL. Dr. Skinner is currently an Associate Professor of English and Writing Program Administrator at The Ohio State University, Mansfield.

Dr. Ashly Bender Smith earned her PhD in the English department at UofL in 2015, where she held a position as a Graduate Teaching Assistant (GTA). As a GTA, she served as a writing consultant and, later, Assistant Director of the University Writing Center (2012-2014). She later worked at the UofL the College of Business as a BizComm writing consultant. She describes how writing center work in multiple settings, but particularly with Bronwyn Williams, has informed her ethos in providing feedback and understanding students as developmental writers. As an Assistant Director, she worked with Adam Robinson and Barrie Olsen to revise the website and online resources. Bender Smith describes how she came up with the "How I Write" blog series and recruiting some of the early guest authors for it, including Mike Rutherford and James Ramesey. She describes participating and leading several early Dissertation Writing Retreats and "Kick Back in the Stacks" events. She speaks fondly of her interactions with Bronwyn Williams as a Writing Center Director and dissertation advisor. She also speaks fondly of her work with Adam Robinson, Robin Blacket, Barrie Olsen, Amy Nichols, Carly Johnson, and Jessica Winck.

Dr. Jessica Winck earned her PhD in the English department at UofL in 2016. As a GTA, she served as the Assistant Director of the Writing Center from 2013-2014. In this interview, Dr. Winck reflects on her time at UofL, particularly her mentorship of MA writing consultants and the layout of the former writing center space on the upper floor of Ekstrom Library. She describes best practices she learned during her time as an AD, noting how her role helped reinforce the value of being an “interested reader” and drawing attention to writers’ strengths. She highlights the importance of encouraging writers’ ownership over their work, and how this can be facilitated by simple decisions like table layout and body language. Dr. Winck also discusses how she draws upon strategies from Dr. Bronwyn Williams in her current role as the Writing Center Director at the University of Maine-Augusta. She also recalls how a spirit of hospitality dictates her interactions with visiting writers and helps navigate the tension between supporting stated concerns and drawing attention to higher order issues. Finally, she reflects on supplemental tasks she undertook while at UofL, such as maintaining the writing center blog and updating handouts, before closing with a commendation of Dr. Williams’s insistence on respecting everyone who entered the writing center.