When I transitioned to Manhattan College, my role was multifaceted: Assistant Professor of English, Director of Composition, and Director of the Writing Center. As a recent PhD graduate from UW – Madison, I was eager to begin. The administrative aspect of the position was clear from the outset, but I was drawn to the opportunity to build and shape programs. This role offered the chance to implement a programmatic vision, and I was ready to get started.
One of my initial actions, with the support of the English department, was to establish the Writing Center as an independent entity, separate from the Academic Support Services office. Previously, writing tutoring was offered alongside math, history, and other subjects as part of a general support service. Over two years, I worked to create a dedicated budget, double the number of tutors, secure a more visible and accessible space on campus, and introduce workshops. I essentially replicated the successful model I observed under Brad at UW – Madison. With the launch of our independent, full-time Writing Center, we assisted over 300 students in a single semester – a nearly 300% increase in student engagement.
However, I recognized that this rapid growth was not indefinitely sustainable. We had successfully established a thriving Writing Center. My responsibilities included tutor training, staff meetings, faculty workshops across various disciplines, reviewing session summaries, professional development, and addressing day-to-day operational issues. In addition to this, I had my duties as Director of Composition, teaching responsibilities, and the expectation to conduct research. It became clear that a new phase of development was necessary, one that would require additional resources and a more strategic approach to long-term viability.
Gavin
Around this time, Manhattan College experienced significant administrative changes with the arrival of a new President, Provost, and Dean. Each new administrator took notice of the revitalized Writing Center and expressed their approval. Shortly after the establishment of our independent Writing Center, the Provost suggested that it would be a valuable addition to a new initiative he was developing: the Center for Academic Success. He envisioned this center, distinct from the existing Academic Support Services, as a type of Learning Commons on campus. This Learning Commons, or another term for a comprehensive learning support hub, would offer not only tutoring in various subjects but also supplemental instruction from upperclassmen serving as dedicated peer educators in specific courses. I acknowledged that this was something worth considering. I reached out to Brad, consulted with my Dean, and spoke with the previous Director of the Writing Center, who was then a full-time faculty member in the English department.
I also reached out to the Writing Center Mailing List to gather broader perspectives and insights from the wider academic community.
Brad’s advice was invaluable, and the responses from the Writing Center Mailing List were eye-opening, to say the least. I recall vividly opening my inbox one morning to find over twenty replies to my inquiry about integrating the Writing Center into the proposed Center for Academic Success. One particularly detailed response recounted a cautionary tale that many in the field have likely heard: a faculty member, also hired to direct a Writing Center, faced a similar situation. A power dynamic led to the Writing Center being absorbed into a Learning Commons structure, resulting in a loss of autonomy and ultimately forcing her to leave her institution. This narrative highlighted the potential risks associated with such transitions and the importance of preserving the integrity of established support services.
I valued my position at Manhattan College and was deeply invested in the institution, particularly in the Writing Center. I contacted Brad again, and he helped me analyze the implications of the Provost’s proposal to integrate the Writing Center into the Center for Academic Success. He framed it as an opportunity to safeguard the Writing Center by advocating for a full-time Director. This reframing was crucial. It shifted the conversation from potential loss of independence to an opportunity for growth and stability. My priority became ensuring that the established best practices of the Writing Center remained intact and that the integration into the Center for Academic Success would necessitate the hiring of a dedicated expert to lead the Writing Center on a full-time basis.
And that is precisely what transpired.
While our Writing Center became part of a Center for Academic Success – effectively a Learning Commons or another way to describe an integrated academic support system – this integration proved to be a strategic move that ultimately strengthened the Writing Center’s position and ensured its long-term sustainability. Our new full-time Writing Center Director, reporting to the Director of the Center for Academic Success, has not only maintained the existing services but has actively expanded them. New initiatives include specialized workshops for students, satellite Writing Center locations to increase accessibility across campus, and a particularly innovative event: “Writing Center on the Quad Day.” This event brings all Writing Center services outdoors to Manhattan College’s central quad, placing writing and learning support literally at the heart of campus life on a beautiful autumn day in New York.
“Writing Center on the Quad Day” was an initiative I truly wish I had conceived myself.
It’s important to acknowledge that this particular model may not be universally applicable or the optimal solution for every institution. However, for Manhattan College, the integration into a Center for Academic Success has demonstrably provided the necessary resources for a Writing Center to effectively serve writing across the curriculum, operating from a strategically positioned office designed for comprehensive academic support. Our Director actively participates in conferences and leads outreach programs across campus to promote writing and learning support. Consequently, working as a Writing Center Consultant has become one of the most sought-after student positions on campus. While some, including faculty, may not fully understand the intricacies of the Writing Center’s operations, there is no longer any stigma associated with seeking its services. Our data consistently shows growth – not just in usage, but in continuous expansion. Each semester sees more students utilizing the Writing Center than the last, indicating a positive trend of increasing engagement and impact.
Even after transitioning my responsibilities to our new full-time Director, I remained subscribed to the Writing Center Mailing List. I valued staying connected to the broader conversations within the field. Recently, a query about hiring non-native English-speaking tutors caught my attention. Reading the question – “is this a good idea?” – my immediate thought was, “yes, absolutely, why wouldn’t you want to hire non-native English tutors,” especially when serving a diverse student body that includes non-native English speakers. I was pleased to see the first response came from Manhattan College’s Writing Center Director, who identified herself as an “ESL” student in her past, then a Writing Center tutor, and now a Director specializing in serving students from diverse linguistic backgrounds. Her insightful response immediately resonated with me, and I emailed her directly to commend her excellent contribution to the discussion. This ongoing dialogue within the Writing Center community and the continued success of Manhattan College’s Writing Center within the Learning Commons framework underscore the value of strategic adaptation and a commitment to evolving to meet the diverse needs of students.
