“Life is a journey meant for

meeting and interacting

with others...writing is a

journey meant for meeting

and interacting with

YOURSELF.”

Katrina Wiecek

Spring Transformational

Learning Tutor

Spring 2011 Newsletter

Managing Editor: Jeff Schaller

Layout Editor: Katie Kelly

Supreme Goddess: Carrie Brecke

RU Writing Center Auditorium Building

Room 650 Monday-Thursday

9 a.m. to 6 p.m. (312) 341-2206

writingcen-ter@roosevelt.edu

RU Writing? By Amanda Warren and Demi Utley

The passionate writers that come into the Writing Center have in-spired us to start a student organization to bring these creative minds to-gether. RU Writing wishes to allow writers of any major to bond over their own writing, as well as further their writing abilities. By forming a writing community where student writers of every background can participate, we hope to recognize and create an awareness of the diversity of writing at Roosevelt. RU Writing plans to host readings of student’s original work and invite some of our favorite authors to Roosevelt to speak. We are hopeful that these speakers can provide an informed insight into how allowing the public access to their writing has enhanced their lives, for oftentimes writing and editing is done in privacy. We will provide students with the opportunity to showcase their work in a safe, comfortable environment; to receive valuable feedback on their writing; and hopefully, enhance their writing abilities. Some of the events we may organize include tutor-ing students on their writing, attending readings throughout the city, and hosting as many writing-related events as we can. We invite writers to bring their writing to a more public sphere and experience the benefits of sharing their writing within a writing commu-nity. If you are a writer who wishes to further their abilities, join RU Writ-ing! We would love to have as many members who share interests simi-lar to ours. If you have any questions or are interested in joining please contact: Amanda Warren: awarren@mail.roosevelt.edu Demi Utley: dutley@mail.roosevelt.edu

From a Creative Writer’s Perspective… By Ukaisha Al-Amin

Tutor Profile: Gabrielle Worley By Natalie Hughes

“I write because I can’t imagine

doing anything else. I imagine

therefore I write.”

Ukaisha Al-Amin

Staff Tutor

Creative, Free, and Fun: the Writing Center Community

This was my first semester working in the writing cen-ter. A good friend of mine, who works there suggested I apply. I did and I thank them for showing me the opportunity. I’m not there every single day, but glad when I’m scheduled to work. The environment is extremely laidback, but professional. I think this is a good thing for students to know when they make an appointment with a tutor. Sometimes students get recommended to come to the writing center by their profes-sor and I know that alone can be daunting. If they walk in and see that the tutors are friendly, and understand (we’re stu-dents too!), then it makes for the beginnings of a productive session. Working in the writing Center as a MFA candidate has been interesting for several reasons. The first reason is that I get to talk about writing and books and get paid to do it. It’s nice to be able to have a dis-cussion with a fellow peer about a story that I’m writ-ing or book that I’m reading. I have found that I’ve gotten good suggestions for my writing and final projects as well as books to add to my reading list. Of course not everyone sits and talks about writing every second of every minute of every hour, but it’s the perfect place to do so. The second reason is being able to share what I know about narratives with tutees. Many stu-dents come into the Writing center with questions about grammar, and the proper formatting for a pa-per. These are very important aspects to any paper, but that’s not all that we do. Some of my tutees’ have been surprised that I ask them what they really want to say in the paper. Usually the explanation that they give is what they should have put in their paper to create a narrative or flow of ideas. I also like that we read thesis material, formal writing such as cover letters, resumes, letters, etc. Not only that but I think any type of writing especially stories are welcome. I love reading stories! Last, but certainly not the least, since I’m sure there will be more things to like about the Writing center as I con-tinue on as a tutor in the fall, are the events they’ve had and the ones that are up and coming. If you aren’t aware, the Writ-ing Center holds writing contests from fiction to poetry, Movie Nights with discussions- the most recent being Waiting For Superman, and other great things that are in the planning stages. So far my experience has been great, and I’m sure I’ll

Gabrielle Worley is a Political Science major at Roosevelt. She came to Roosevelt from Oak Park. She began working at the Writing Center in the spring of 2008. She left for a year to study abroad in Lebanon and returned to the Center this past fall.

Worley said that her favorite aspect of the Center is the community of tutors. “We can ask each other questions, work to-gether, and help each other find answers with no pressure to always be cor-rect,” Worley said. Worley felt that the laid back environment in the Center only helps to promote discussion among students and tutors and makes everyone feel less pressured about their writ-ing. She said that she has also benefited greatly in her writing. The training

she received when she began tutoring helped her to look more critically at her own papers she writes for school. After graduation, Worley hopes to return to Lebanon to work with the Iraqi refugee community and an organization that works for peace building.

“All beautiful writing starts while you’re asleep and dreaming.”

Amanda Warren Staff Tutor

Connecting to Students through Writing

By Gabrielle Worley

Through my work in the Writing Center I have had the opportunity to meet a range of people I would not have had the chance to meet otherwise. For me, this has been one of the greatest joys of working in the Writing Center. I studied abroad last year, and this year I have been so involved in my volunteer work outside the university that I did not get deeply involved in any student or-ganizations. This situation left little opportu-nity for me to meet people outside of class and outside of my political science major. However, a diverse group of students come into the Writ-ing Center. I have worked with students from all different majors and ages and gotten to read and discuss their deepest interests and opin-ions with them. It has been such a surprise to find that I not only learned so much about writ-ing, but also about the many different people and ideas within Roosevelt University. Stu-dents come in to get help with their writing, and they usually assume that I have some special knowledge to offer them. While I do hope to share something useful with every student who I work with, the truth is that every student who I have worked with has also had something to teach me. Through the papers I’ve read and the conversa-tions I have had with students, I have learned about so many different subjects. Students come in with papers on subjects ranging from philosophy and psychology to business and music composition. One of the most interesting sessions that always sticks out in mind occurred during my sophomore year. A woman came in with a long thesis about the problem of diabetes in the African-American community. The most interesting aspect of her paper was a very personal problem that she had discovered within her own family: the issue that soul food is a way for women to show love to their families, while at the same time it contributes to the problem of diabetes in the African-American com-munity. The Writing Center has not only connected me to a diversity of majors and subjects, but also to a diversity of students from different countries. I have worked with many ESL students. I have even been able to use my study abroad experience to expand our discussions past grammar to shared stories about learning a new language. My work in the Writing Center has contributed greatly to my understanding of the writing process and helped me to grow as a writer, tutor and communicator in general. However, I am most grateful for the op-portunities I have had to connect to Roosevelt’s diverse student body and feel that I am a part of it.

Tutor Profile: Laverne Reed By Natalie Hughes

Native Chicagoan Laverne Reed came to Roosevelt to study Psychology and Sociology. She is originally from the Westside and after graduation she plans to open a day-care and afterschool program in that same area of the city. She would also like to continue her education by receiving a Masters in Criminal Justice. Reed began working at the Writing Center three years ago and has acted as receptionist ever since. She said that her favorite thing about working in the Center is the fact that she meets people from all over the world, since many international students use the Center’s services. Each day she watches fellow students come in to re-ceive help, but has never been a stranger to the tutoring process herself. “I have used the tutors ever since I started working here,” Reed said. She said that she is very thankful for her time spent in the Center and how it has helped her develop her own writ-ing style. She notices how much more easily she writes pa-pers now. “I am able to write a thesis statement with no prob-lems; I have learned a lot since I’ve been here,” Reed said.

“Writing is what I do to escape whatever prob-lems I have. On paper, there’s always a way to

solve or escape the problem.” Karissa Martin

Spring Transformational Learning Tutor

Writing Center Ethos:

Voice > Grammar

Writing is More than Grammar By Rebecca Mendez

Many may think that writing is all about grammar, and is only useful in English class. However, writing is very diverse and a very useful tool for communication. Writing helps us share and ex-press something we think, care, know, or learned about. Though writing is a long process, just about anything else we do is, too. When I began at the Writing Center, I never expected to have a writer who wanted me, specifically, to help them. Then a writer came to me with a paper with a lot of corrections. The profes-sor's comments and editing really overshadowed her ideas. I told her that the grammar is not what makes the paper great, but the ideas she had to share. Once you looked past the ink, it was clear what she had to say. Some of her ideas were different, and because she is ESL the professor did not truly try to understand her perspec-tive. I told her that her ideas were great and to not be discouraged if it was not what the professor expected. From there on, she was con-fident about what she thought and how she expressed herself. I was very proud to see that kind of growth in her. We go beyond grammar and spelling because the important part about the writing process is that you grow and learn something new about yourselves. Every time we write something, it serves as an opportunity to practice and improve the way we think and how we write. At the Writing Center, we encourage you to be the best writer you can be. The Writing Center can help you write and discuss many types of papers such as: research papers, short stories, lab reports, graduate school essays and many more. We welcome you to come whether you have a finished draft or just want to talk about your ideas!

Tutor Profile: Jillian Smith By Natalie Hughes

Jillian Smith, of the Chicago suburb Mokena, came to Roosevelt University to study Music Composition. After she gradu-ates this spring, she plans to head straight to grad school for Music Education. Smith began working in the Writing Center as part of Director Carrie Brecke’s Writing for Social Justice class in the fall semester of 2009. For that semester, Smith was a tutor, but she returned this year to act as a tutor and an administrative assistant, taking on the task of scheduling the work hours of up to 50 tutors. Smith’s favorite part of working at Roosevelt’s Writing Center was the com-munity she joined upon working there. “I didn’t really get to know anyone outside of my discipline at first, and if it weren’t for the Writing Center, I never would have,” Smith said. She spoke happily of the friends she’s made during her time at the Center and said that she can count on her co-workers to always brighten her days. “The Writing Center has such a great environment that I go there even when I’m not working,” Smith said. She also spoke of how she’s bene-fited from working at the Center over the past two years. She is proud of the work she did and thinks that the philosophy of the Center has helped her blossom as a writer. “The philosophy of the Writing Cen-ter is that a person’s voice trumps structure and grammar,” Smith said. “Voice is the most important thing in writing and I’ve al-ways believed that.”

“Writing is a powerful and beautiful way to communicate. It has the ability to convey a vas range of

emotions and feelings in a meaningful way.”

Jerica Hayes Staff Tutor

HAVE A DISCUSSION ABOUT YOUR WORK!!

From the Director: “This I Believe” By Carrie Brecke

The Writing Center (WC) is the focal point of my academic life. It is in this community that all my work is grounded. What I do at the WC as an administrator/teacher/mentor is rooted in my beliefs as a feminist educator. This means, among other things, that I be-lieve an educational environment (which the WC is) should be char-acterized as a net of relationships among people who care about each other’s learning as well as their own. In addition, there should be an awareness of the power dynamics intrinsic to such environ-ments both between participants and in the very fabric of the rules upon which relationships are based—including our relationship to language and the rules of language. Writing is bound by powerful rules. Writing is a political act. Through writing, individuals and groups form identities and assert agency. Tutoring nurtures voice (identity) and agency in the tutors, in the writers who are tutored, and, I must add, in myself. Tutoring is a form of liberatory leadership: tutors are role models, collaborators, conspirators, and activists. As such, I must be a liberatory leader, and in this I hold the tutors responsible for the WC community. Community (at the risk of sounding corny) begins with communica-tion, with dialogue—the give and take of utterance/assertion and listening/hearing. In a diverse environment such as Roosevelt, the conversation at the heart of tutoring (someone speaking and some-one listening) can, ultimately, be a “practice of freedom” (Freire 1970).

Writing is a social activity. So, a writing center should be a social space—should be a space where students are engaged in conversa-tion. We are closing in on 5,000 tutoring sessions since we opened four years ago—that is nearly 5,000 conversations about writ-ing. But our success can-not be measured in the number of sessions alone. As I said above, a vibrant sense of community is es-sential for a healthy educa-tional environment. The

staff tutors and I sustain the following initiatives at the WC: mentor-ing student tutors; outreach (tutoring at the Social Justice High School); in-house readings; writing contests; weekly readings, re-sponses, and discussion of articles about tutoring and/or writing; in-house workshops on tutoring and writing issues; discussions with composition faculty around mutual readings; a blog; a Facebook page; end-of-the-semester reviews; and an annual newsletter. But most importantly, the WC success can be measured in its tutors. Stop in and have a conversation with these remarkable students. They are awesome.

Graduating from the Writing Center

Marynia Kolak Another native Chicagoan who works in the Writing Center is Marynia Kolak. Kolak has a B.S. in Geology and will be graduating this April with an M.F.A in Creative Writing with a certificate in teaching writing. She came to the Writing Center two years ago after receiving some encouragement to do so from another Center vet, Dustin Flickinger. “He encouraged me on board, and I hope to keep the tradition of recruiting among M.F.A. students in the future,” Kolak said. During her years at the Center, Kolak has consistently enjoyed the community it has to offer. “Where else can I talk theory, writing, and life without blinking an eye?” Kolak pondered. “And it’s with incredibly smart, savvy colleagues.” She finds the staff to be a perfect balance considering the diverse majors and backgrounds that each tutor comes from. Kolak said that there’s “always something new to fall in love with.” She also found tutoring to be a constant, but fun challenge that keeps her on her toes. “I have learned so much about the nuts and bolts of teaching and learn-ing—something that would have taken at least three times as long in the tradi-tional, teacher-student environment to learn,” Kolak said. She also noted how much her own writing has changed since working in the Center. She takes a more collaborate approach to success and believes in “knowledge building rather than knowledge holding.” After graduation, Kolak hopes to secure some full-time employment, hopefully teaching one or two writing courses. She’s also looking to apply to PhD programs in both the United States and in Europe.

“The Writing Center is a community of support and

collaboration, and I'm proud to be a mem-ber of that

community.” Natalie Hughes

Staff Tutor

Roosevelt Tutors Engage Chicagoland Writing Conference By Marynia Kolak

To kick off a busy semester at the Writing Center, some tutors attended and presented at the Spring 2011 Chicagoland Writing Center Association Conference. This year's conference, taking place on College of Lake County grounds over the second weekend of February, explored the theme of empowering choices. Two groups from Roosevelt University prepared presentations to share with fel-low writing center fans – one, a group panel facilitated by Natalie Hughes, Jill Smith, Bernie Cox, and Marynia Kolak; the other, a paper presentation by Bernie Cox. The Roosevelt presentations were the only tutor-led panels of their kind at the writing conference, and both enjoyed large, engaged audi-ences.

The Roosevelt group panel discussion entitled "Culture, Choice, and Voz, Voix, Voice" high-lighted the opportunity of working with ESL writers. The first part of the discussion exposed the tradi-tional American college essay for what it is – a traditional, uniquely American essay that demands the writer explains their point immediately. This is in contrast to other culturally-accepted traditions of collegiate writing that instead demand mystery, rich language, and a progressive building to the point (common in many Asian and Eastern European communities). This aha-moment for the writer/tutor—termed the "Copernicus Effect" by our group—realizes that the rules of what "good writing" is may be skewed by our biased observations. To demon-strate the Copernicus Effect in a collaborative, physical way, the audience and panel leaders took on the analo-gous roles of orbiting planets and Sun (and astrono-mer, Copernicus).

The second portion of the group panel explored concrete methods for assisting the ESL writer in im-proving their writing, including grammatical tips, arti-cle-use flowcharts, and ideas for thoughtful communi-cation. The question and answer conclusion allowed audience members to share their ESL-tutoring experi-ences and gain insight and further build knowledge from a room filled with writing center staff.

Bernie Cox's presentation "Frustrating the Yes and Empowering the Know" focused on the im-portance of subject position in tutoring sessions. The subject position looks at the individual as unique and shaped by her own experiences. Connecting with a writer therefore necessitates some work, on the part of the tutor, to better understand the writer's subject position, so that a writing ses-sion can be customized to the needs of that writer. Audience members were paired off to learn each other's subject positions, and then offer a way of understanding material covered in Cox's presenta-tion—using the knowledge gained from interviewing their neighbor.

In addition to the Roosevelt group and individual presentations, the Saturday morning and af-ternoon were filled with opportunities to learn not only about better methods of tutoring and teach-ing writing, but of learning about other writing centers. A breakfast coffee-talk hour allowed for rigor-ous discussions in groups of 4 or 5, with members from a variety of writing centers across the Chica-goland area. Sessions by the College of Lake County and DePaul University, in addition to Roosevelt, offered a host of topics any tutor would delight in—better understanding the role of the tutor, a writ-ing center, and student writer; tips for developmental writing; learning neurolinguistic tools to bring a writer to ease. Alternative forms of schooling and "edu-punk" was presented over a savory lunch.

By the end of the conference day, Roosevelt tutors realized that their progressive approach to writing center pedagogy made them "comp-punks." The conference participation re-inspired them towards more thoughtful, respectful, writer-centric tutoring. It also served as a reminder that the ad-ministrative support, writer's community, and ideology of the Roosevelt Writing Center is something to be terribly proud of.

Comp-Punk

Tutoring

Techniques

Make-Shift Solution By Brittani Brown

Tutoring can be a very rewarding experience. Throughout my time as a tutor in the Writing Center, I have encountered different types of students and writ-ing. There are also different intentions presented by each student. There are a few things I stand strong on during a session: never possess a writing utensil during a session, refrain from line by line editing, allowing the students to think for themselves, and help them to un-derstand why I make the suggestions I make. I have had many sessions since I have started tu-toring, but the most memorable session was when I met with a student who had no idea as to why he had to come into the Writing Center. He was told by his professor that he would receive extra points if he turned in a verification form after a session, which was all he heard during their whole conversation. When he came in, he had this “I know my paper is already an A paper, so it needs little to no revision” attitude. When students have this mindset, I find it hard to work with them. The suggestions I made were quickly turned down each time and he had no inter-est in me reading his essay from that point on. I figured that I wasn’t going to get through to him using my traditional approach, so I quickly came up with a “make-shift” solution. I asked him to read his essay out loud, as I find it a very effective way to get the student totally involved in the session. Also, I hate to hear myself talking more than the student. He was a little hesitant at first, and then he got the hang of it. While reading his pa-per, he began to find errors himself. He asked questions on how he could improve a few things throughout the paper and at the end of the session, he apologized for the way he initially approached the session. It is very im-portant to me that students walk away from the sessions satisfied with the help they received from me. I also think that the communication between the student and tutor is very important. Getting to know the student be-fore the session can set the tone for the session; it also brings about a sense of comfort and trust, which will al-low the session to be a successful one.

Tutor Profile: Brittani Brown By Natalie Hughes

Brittani Brown came to the Writing Center in the Fall of 2009 while taking Carrie Brecke’s Writing for Social Justice Class. After that semester, Brown came on as a staff tutor.

Brown will be graduating with a Psychology major and Sociology minor. She came to Roosevelt from Chicago sub-urb of South Holland.

Brown said that her experience at the Writing Center has been rewarding. She enjoys knowing that she has helped other students develop their writing skills and progress in some way. “I’m really glad that I could help people think for themselves,” Brown said. Brown said that she likes the fact that the Center promotes a free-thinking approach to writing, and she is glad that tutors aren’t there to push ideas on peo-ple. Since starting as a Writing Center tutor in 2009, Brown said that her writing has changed. She learned to develop ideas more fully. “Working here has allowed me to think even more about what I write and has pushed me to become a better writer in general,” Brown said. After graduation, Brown plans to work with the Department of Children and Family Services.

“Writing is like teaching writing— you’re never really sure what you have until you can no longer revise.”

Matt Pavesich Writing Teacher & Interim Director

Finding Fulfillment Through Tutoring

By Fonda Ginsburg

I had a tutoring session last week where a student was working on a senior thesis. She was getting frus-trated because the professor gave her a list of comments with contradictions. In one paragraph the professor told her to explain her chart on minimum wage and the cost of living, but in the next paragraph where she used a similar chart, the professor commented on how useful the information was. The student was not quite sure how to break away from the statistical information. In my opinion, the paper sounded way too technical. When I asked her to explain the information to me verbally, it was conversational and I was more engaged. I suggested that she writes the information exactly the way she ex-plained it to me in her own words.

This tutoring approach helped her to understand ideas in her writing that she had never thought about be-fore. She was very excited about translating her words to the paper after I put it in the context of explaining the data on paper exactly how she would to a friend in a phone conversation. Next we worked on how to integrate her sources. She had a stack with her, but she was not sure which quotes to utilize or where to insert them. I pulled out a quote from one article in which a person making $11.25 per hour stated that he can barely afford rent, utilities, and other expenses. I found the section in her paper where she wrote about people who struggle to pay their bills each month, and I suggested that she can use that quote as an example to back up her initial claim.

I explained how to use this formula for each quote: follow a claim with evidence to back it up. This evidence strengthens her argument and gives her claims more validity. Combining this technique with a conversa-tional approach to statistical information has given the student a newfound motivation for finishing her senior thesis. The student feels more confident, and she walked away feeling extremely grateful for my help. She asked me if I ever taught before. I told her that I used to work as a teacher, and she told me that I am very good at it. This brought a smile to my face. Working at the RU Writing Center provides me with an exciting outlet for teaching at the individual level, and I am happy that my past teaching experience has paid off while working here.

“Writing opens doors to places you never knew existed.”

Demi Utley Staff Tutor

“In writing everything happens for a reason, even if you’re not entirely sure what that reason is, at least you know it’s there.”

Sam Becker Staff Tutor

Finding Seoul Through the Writing Center By Christine Shea

When I embarked on the so-called college experience, I was quite frightened. Not for the rea-sons you might think—I was afraid that I would get a degree in some field and then by the time I would graduate, I would either hate my chosen area of study or I would not be able to find a job. I had seen many friends go through either or both scenarios and I did not want my name added to those lists. I hemmed at hawed over what to do in my studies and finally focused on my first love—English. As an English major, I was fortunate enough to be a part of RU’s Writing Center—a space where students of all ages can come to have a tutoring session with a fellow student. While I was a writing tutor at RU’s Writing Center, I learned so many things—and not all of them have to do with grammar and constructing better sentences (although I did plenty of that). I learned how to listen to people—Really listen, not just wait for your chance to speak. This is something I will take to any posi-tion I happen to have. I worked in both face-to-face and online sessions inside The Writing Center. Every tutoring ex-perience brought new challenges, or as I came to know them, opportu- nities for greatness. I recall meeting with an Eng 100 Composition student who was less than pleased to be in The Writing Center. We met first through a group session, and she was not only unpre-pared for our session, she thought she was sent to the Writing Cen- ter as a punishment. Through the course of the 50-minute session, I saw her roll her eyes at my suggestions and heard her overall lack of enthusiasm for being in the space. To my sur- prise, she made an ap-pointment to work with me later on in the week. When the day of the appointment ar-rived, she was a com- pletely different stu-dent. Instead of acting punished, she was inter-ested on how she could improve. While working on her paper, her professor happened to walk into The Writing Center and he saw her smiling. He later told me that he had never once seen her smile while working on a writing assignment, or ever in his class for that matter. At the time, I took it as a personal compliment, but now I see it in a much different light. The Writing Center gives students and writers the keys to the kingdom. It enables, empowers, and provides a definite sense of freedom that you may not completely understand at first. This was something far greater than myself, and it was ultimately the spark that launched this former writing tutor all the way over to Seoul, Korea to teach English. I remember telling this story while I was interviewing with my current boss at E-Spirit English Academy in Seoul. He was impressed with my grammatical knowledge, but truly appreciated my training as a tutor. I am not here to assimilate any Korean child into American culture. They should be proud of who they are as Koreans—but be open to learning a new form of communication through English. While I know the education I received at Roosevelt prepared me for this new venture, it was The Writing Center that pushed me to see all that I was capable of and much more. I have been given the tools to succeed and I must pass them on to every student who walks into my classroom so that, in turn, they may give those keys to another. This is the virtuous circle that peer tutoring offers and once you have been welcomed into that experience, you are forever changed as well as eternally grateful.

"The frustration of not knowing what to write is only the passion

within you awaiting to be released. And like a butterfly

emerging from its cocoon, your words will soar and breathe life

into your soul." Rebecca Mendez

Staff Tutor

I think something that people most often forget about writing is that it's a constant revising process. It doesn't just happen

all at once, no matter who you are. And if you're doing something and it doesn't require any sort of struggle,

what's the point in doing it? How do you grow? If we don't know what

it's like to struggle with something, we can't know what it's like to reach a goal and feel a sense

of accomplishment. Without struggle there is no accomplishment.

Jill Smith Staff Tutor

“Writing allows others to see beyond your personality and everyday

interaction because it brings about a voice which is mostly seen and rarely

heard in everyday conversation.” Rasheed Sangaola

Spring Transformational Learning Tutor

“Writing is continous renewal of one’s self.”

Bree Bonnema Spring Transformational Learning Tutor

The People

Director Carrie Brecke Interim Director Matt Pavesich

Staff Tutors Ukaisha Al-Amin Samantha Becker Brittani Brown Patrick Garrett Fonda Ginsburg Jerica Hayes Natalie Hughes Katie Kelly Marynia Kolak Rebecca Mendez Timothy Moore Ryan Norris Jeffrey Schaller Jillian Smith Kara Taylor Demi Utley Amanda Warren Gabrielle Worley

Fall Transformational Learning Tutors

Jasmine Ali Rachel Beiersdorf Sydney Browning John Croghan Pedro DeJesus Katie Kelly Lisa Kelly Luis Munoz Hannah Nelms Sean Noda Vanessa O’Malley Alexandria Owens Ashleigh Peters Nicolae Popa Ashley Prochaska Nicholas Simoni Shanna Stevens Chris Sutter Kaylin Turner Sebastian Vivanco Andrew Wright

Spring Transformational Learning Tutors

Bree Bonnema Laura Bychowski Jacob Cole Jane Fidman Cherise Johnson Karissa Martin Jess Mysinger Becca Novotny Hannah Pilla Marisela Ruiz Rasheed Sanyaolu Austin Shoudel Conor Swenson Devon Thompson Emily Walsh Katrina Wiecek Jessica Wierman Emily Wilkie

Volunteer Bernie Cox

Receptionist Laverne Reed

Intern Esley Stahl