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dc.creatorWebster, Kelly
dc.creatorHansen, Jake
dc.date.accessioned2017-11-01T16:50:06Z
dc.date.available2017-11-01T16:50:06Z
dc.date.issued2014
dc.identifierdoi:10.15781/T2T14V55C
dc.identifier.urihttp://hdl.handle.net/2152/62378
dc.descriptionAt the University of Montana Writing Center, we enter each semester encouraged by the promise of academic renewal: another chance to make our writing center a gathering ground for positive change. As writing center administrators, we also begin the semester uncomfortably aware of past less-thansuccessful institutional collaborations, and we look forward, determined to try again. Ideally, our collaborations should allow for the “possibility of mutual learning” and “a pedagogy of becoming” (Geller et. al 59), leaving room for students, tutors, and faculty to reach new insights and question old assumptions.en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 12, No 1
dc.subjectWebsteren_US
dc.subjectHansenen_US
dc.subjectcourse-embeddeden_US
dc.titleVast Potential, Uneven Results: Unraveling the Factors that Influence Course-Embedded Tutoring Successen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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