rowid,id,year,session_id,ord,role,role_group,name_as_printed,affiliation_as_printed,paper_title,person_id,institution_id,source_document_id,page
31247,38163,2014,pdf:2014:E.27,2,Speakers,speaker,Hidy Basta,"Antioch University, Seattle",’They Hate/Love My Work’: Graduate Students’ Emotional Response to Feedback and Its Role in the Revision Process,p:hidy-basta,ror:058gcv483,pdf-2014-2014__program__program.pdf,161
34164,41122,2015,pdf:2015:E.42,3,Speakers,speaker,Hidy Basta,"Antioch University, Seattle, WA",Risk-Taking and Creativity in Students’ Writing: The Role of Peer Tutoring Sessions,p:hidy-basta,ror:058gcv483,pdf-2015-2015__program__thurs.pdf,93
40257,47295,2017,pdf:2017:F.52,1,Chair,chair,Hidy Basta,Antioch University Seattle,,p:hidy-basta,ror:058gcv483,pdf-2017-2017__program__2017program.pdf,209
48383,55389,2020,pdf:2020:F.10,3,Speakers,speaker,Mandy Macklin,"Antioch University Seattle, WA",Lost in Uptake Translation: Examining the Role of Commonplaces in Students’ Genre Negotiations,p:mandy-macklin,ror:058gcv483,pdf-2020-2020__02__2020CCCCFri.pdf,6
51116,57651,2021,pdf:2021:O.69,1,Chair,chair,Jesse Priest,Antioch University Seattle,Translating (and Interrogating) Institutional Learning Outcomes for Effective WPA Work,p:jesse-priest,ror:058gcv483,pdf-2021-2021__04__2021-CCCC-program_4-15-21.pdf,134