Who We Are
Promoting Excellence in Graduate Studies (PEGS), a Title-V PPOHA institutional grant awarded to CSUDH (2010-2014), was a multi-faceted program for graduate students designed to 1) improve their critical thinking, 2) strengthen their research and writing skills, 3) enhance their intellectual development, 4) promote graduate-level scholarship, and 5) strengthen graduate students’ ties to the academic community.
The Graduate Writing Institute for Excellence (GWIE), the second consecutive Title-V PPOHA institutional grant awarded to CSUDH (2014-2019), represents CSUDH’s first-ever Graduate Writing Center, built upon the foundation laid by PEGS. As such, PEGS’ GWIE continues to provide both programs and services designed to promote academic excellence, encouraging interaction and collaboration among and between a variety of stake-holders, from various campus organizations and entities to individual students and faculty.
PEGS’ GWIE is a graduate writing center dedicated to promoting academic excellence with graduate-level reading, writing, and research. The student programs and services are designed to enhance critical thinking and communication skills and provide unique empowerment opportunities for life-long learning, all toward helping graduates make a positive impact, both locally and globally.
PEGS’ GWIE pedagogical philosophy emphasizes the conversational nature of reading and writing. Tutorial sessions, therefore, are not directive. Instead, they are dialogic, wherein the tutor critically responds to the writing as well as the writer. For example, GWCs (Graduate Writing Consultants) will ask questions designed to help students clarify their ideas — first verbally, then textually — periodically modeling various aspects of the reading/writing process itself via scaffolding. Such a student-centered approach provides structured opportunities to interact with others collaboratively, all toward the goal of discovery: the student’s own, unique voice, as well as his/her academic authority.
PEGS’ GWIE encourages academic and professional communities through facilitation of Cross-Aged, Peer-Assisted Learning (CAPAL), supplemental, instructional methodologies involving more knowledgeable, more experienced students assisting less knowledgeable, less experienced students with various academic conventions, concepts, and criteria or other class-related assignments. This learning model applies to both tutors and faculty, who collaborate with each other as well. Accordingly, CAPAL involves promoting deeper levels of learning using minimal intervention with the expectation that instruction will gradually lessen as the student acquires greater understanding.