Embarking on my journey at Manhattan College, I took on a multifaceted role: Assistant Professor of English, Director of Composition, and Director of the Writing Center. Fresh from my PhD program at UW – Madison, I was eager to contribute. Despite understanding the significant administrative demands, I was drawn to the prospect of building something impactful. This position offered a unique opportunity to implement a programmatic vision, and I was ready to begin immediately. One of my initial actions, with the support of the English department, was to separate our Writing Center from the Academic Support Services office. Previously, writing tutoring was combined with tutoring in subjects like math and history, creating a general help center. Over two years, I worked to establish a separate budget, double the tutor staff, secure a more visible and accessible space on campus, introduce workshops, and essentially replicate the successful model I had learned from Brad at UW – Madison. Upon launching our new, independent, and full-time Writing Center, we assisted over 300 students in a single semester – a nearly 300% increase in engagement.
However, I recognized that this pace was unsustainable. We had successfully built a thriving Writing Center. My responsibilities included tutor training, staff meetings, faculty workshops across disciplines, managing session summaries, professional development initiatives, and resolving daily operational issues within the Writing Center. Alongside this, I had my Director of Composition duties and, of course, teaching and research obligations. It became clear that a new phase was necessary, one that required additional resources and a more strategic approach to leadership.
Gavin
Around this time, Manhattan College underwent a significant administrative transition with a new President, Provost, and Dean. Each new leader observed the revitalized Writing Center and expressed positive feedback. Shortly after the establishment of our independent center, the Provost suggested integrating it into a new initiative called the Center for Academic Success. He envisioned this center, distinct from Academic Support Services, as a Learning Commons where students could access tutoring across various subjects, as well as supplemental instruction from upperclassmen serving as dedicated tutors for specific courses. I acknowledged this proposal and decided to seek counsel. I contacted Brad, consulted with my Dean, and spoke with the former Director of the Writing Center, who was then a full-time English department faculty member.
I also reached out to the Writing Center Mailing List to gather broader perspectives.
Brad’s insights were invaluable. And my appreciation extends beyond his hosting this blog. The responses from the Writing Center Mailing List were, frankly, alarming. I vividly remember opening my inbox one morning to over twenty replies to my inquiry about moving the Writing Center into the Center for Academic Success. One particularly detailed response recounted a cautionary tale: a faculty member, also hired as a Writing Center Director, faced a similar situation. A power struggle ensued, leading to the Writing Center being absorbed into a Learning Commons, resulting in the loss of independence and, ultimately, the director’s departure from the institution.
I was committed to Manhattan College. I had invested considerable effort into building the Writing Center. I contacted Brad again. He helped me understand the implications of the Provost’s proposal to integrate the Writing Center into the Center for Academic Success. He illuminated the opportunity to safeguard the Writing Center by advocating for a dedicated, full-time Director. Consequently, I focused on ensuring the continuation of our established practices and stipulated that the integration into the Center for Academic Success would necessitate hiring a learned expert to lead the Writing Center full-time.
And that is precisely what transpired.
While our Writing Center became part of the Center for Academic Success (akin to a Learning Commons), this transition paradoxically became a means of preserving its autonomy. Our new Writing Center Director, reporting to the Director of the Center for Academic Success, not only maintained our existing services but actively expanded them. She introduced new student workshops, established satellite Writing Center locations, and launched “Writing Center on the Quad Day,” an initiative I particularly admire. This event brings all Writing Center services to the heart of campus on Manhattan College’s quad during a beautiful autumn day in New York, literally placing writing at the center of campus life.
I truly wish I had conceived of that idea.
This approach may not be universally applicable, but for Manhattan College, it has undeniably provided appropriate resources for a Writing Center that effectively supports writing across the curriculum, operating from a uniquely positioned office. Our Director actively participates in conferences and leads outreach initiatives across campus, promoting writing in all disciplines. As a result, working as a Writing Center Consultant has become the most sought-after student job on campus. While some, including faculty, may not fully grasp the Writing Center’s precise functions, there is no longer any stigma associated with seeking its assistance. Our usage data consistently demonstrates growth – not just in overall use, but continuous expansion. Each semester sees more students utilizing the Writing Center than the last.
Even after transitioning the Writing Center leadership to our new full-time Director, I remained subscribed to the Writing Center Mailing List. I occasionally checked in. Recently, I encountered a query regarding the hiring of non-native English-speaking tutors. Reading the question – is this a good idea? – my immediate thought was affirmative. Of course! Why wouldn’t you want non-native English tutors, especially when serving a diverse student body that includes non-native English speakers? I found myself agreeing wholeheartedly with the first response, authored by a Writing Center Director who herself was initially an “ESL” student, then a Writing Center tutor, and now a Director specializing in serving students from diverse linguistic backgrounds. Then I realized it was written by Manhattan College’s Writing Center Director. I promptly emailed her to commend her insightful and learned response.
