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Writing and Learning Commons (WaLC) Writing Tutoring Program (WTP) 2012 Self Study

APPENDICES

List of Appendices

A. Mission, Goals, and Services B. Usage Reports (and Satisfaction Rates) by Semester C. Detailed Organizational Chart and Permanent Position Definitions D. Fulltime Staff Resumes/CVs E. Job Descriptions for Graduate Tutors and Writing Fellows F. QEP and Writing, Reading, and Critical Studies Program: Rubrics and Outcomes G. Surveys and Satisfaction Rates: Writing Fellows H. Policies and Appointments I. Faculty Services and Workshop Descriptions J. Online Services: Meebo and Smarthinking Information, Usage K. NSSE and the CSWC: Survey Means Comparisons (Writing Portion) L. Writing Fellows Program Information and Forms M. Website: Sitemap, Resource List, and Usage Rates/Analytics N. Additional Training Materials: Syllabi for English 220/221, Graduate Staff Meetings O. Peer Institution Comparisons P. Budget Information: Funds, Expenditures, Salaries, etc. Q. Survey of Student Files: Topics of Sessions and Student Needs


Appendix A: Mission, Goals, and Services

APPENDIX A

Mission, Goals and Services

WaLC Mission: The Writing and Learning Commons seeks to enhance the academic environment and raise the level of academic discourse at Western Carolina University by providing tutoring, academic skills consultations, workshops, online learning resources, and faculty consultations.

WaLC Goals:

Support faculty members’ efforts to maintain academic rigor Build students’ confidence in their ability to achieve academic success Provide engaged learning opportunities for students and faculty members Promote students’ intellectual versatility and flexibility across the disciplines Collaborate with faculty to support QEP and UNC Tomorrow initiatives Challenge students to be active learners Help students understand their responsibilities for learning, reading, and writing in the

academy Advance the principle that writing, learning, and teaching are recursive and interconnected

processes Train and support a workforce of tutors and peer educators who model and facilitate

effective learning practices

WaLC Services:

Writing tutoring Course-specific tutoring One-on-one and group tutoring Writing and research skills workshops Learning skills workshops Faculty consultations on writing assignment design Tutoring in English as a Second Language (ESL) Writing Fellows - a curriculum-based peer tutoring program that places trained

undergraduate tutors in eligible courses Online, open-access writing, research, and learning resources Instant messaging service for simple writing queries Academic skills consultations Extensive training for student employees Documentation of students’ tutoring visits, communicated to course instructors weekly Support to faculty and staff campus-wide, especially English, Graduate School and content-

specific departments


Appendix A: Mission, Goals, and Services

Writing Fellows Program Description: The Western Carolina University Writing Fellows program—the first of its kind in the UNC system— provides focused, course-specific support for undergraduate writing. It supports the QEP by helping students learn to communicate effectively and responsibly. Peer tutors, called Fellows, are hired by the Writing and Learning Commons (WaLC). Fellows are trained to work with students on their writing, and assigned to one course. Each Fellow works closely with 10 to 15 students on the writing assignments in that class. Fellows read drafts of each paper, write thorough endnotes, and conference with each student to develop revision strategies. Fellows also meet with the instructor to discuss assignments and requirements. Once students have worked with their Fellow, they revise their papers before submitting a final draft to the instructor. The instructor then grades the final draft. Instructors have access to all student drafts and Fellows’ comments. The Writing Fellows Program began in 2007 and works with a wide variety of majors and departments, providing an additional level of one-on-one support and facilitating the revision process for many students across campus. Writing Fellows are talented undergraduates with a passion for writing and helping others. The WCU Writing Fellows Program encourages a university-wide writing culture, promotes collaborative learning, complements existing WaLC services, and empowers students to become intentional, effective writers. The program is overseen by the Associate Director of the WaLC.

WaLC Ethics The following Code of Ethics was established by the Association for the Tutoring Profession and is supported by the College Reading and Learning Association. Best Interest: Tutors will be committed to acting in the best interest of students. They will not

complete students’ assignments for them. Responsibility: Tutors will take responsibility for their own behavior and work to resolve

conflicts that may arise between themselves and the students and faculty with whom they work. Integrity: Tutors will practice and promote accuracy, honesty, and truthfulness; they will

maintain academic integrity and uphold the Code of Student Conduct. Writing Assistants and Writing Fellows will look for instances of plagiarism, discuss the importance of doing original work, and offer solutions to the problem, such as effective note taking and proper documentation of sources.

Fairness: Tutors will exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.

Commitment: Tutors will fulfill commitments made to students, faculty, and the program. Respect for Others’ Rights and Dignity: Tutors will respect the dignity and worth of all

people and the rights of individuals to privacy, confidentiality and self-determination. Excellence: Tutors will strive to maintain excellence by continuing to improve their skills and

to engage in applicable professional development activities. Respect for Individual Differences: Tutors will respect cultural, individual, and role

differences, including those based on age, sex, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language and socioeconomic status.

Professionalism: Tutors will not engage in inappropriate relationships with the students they serve. Tutors also will not suggest a grade for an assignment or engage in negative talk about an instructor’s teaching methods, grading policies, assignments, or personality.

Confidentiality: Tutors will maintain the highest privacy standards in terms of protecting personal information relative to those they serve.

http://www.myatp.org/ethics.htm

http://www.crla.net/itpc/code_of_ethics.htm

http://www.wcu.edu/26163.asp



Appendix B: Usage Reports

APPENDIX B

Usage Reports (and Satisfaction Rates) by Semester

The following tables show the WTP’s usage statistics for the last three years. Also see Appendix G.

Fall 2008 Number of

students 615 Number of

visits 1688 Hours tutored 1133.47

By Class Students Visits Hours

Freshman 41 92 63.75

Sophomore 39 58 50.07

Junior 68 167 117.45

Senior 386 752 591.66

Graduate 79 559 81.67

Other/ blank 2 60 228.87

615 1688 1133.47

Students Visits Hours

By Gender Male 305

Female 325

Satisfaction Useful assist. 594 1257 938.58

Still have questions 11 13 10.48

Not satisfied 2 2 0.76

Study only 5 5 13.79

Blank 53 103 169.86

Spring 2009

Number of students 417

Number of visits 993

Hours tutored 781.69




Junior 29 75 72.66

Senior 281 558 403.37

Graduate 57 269 236.23

Other/blank 1 1 0.85

417 993 781.69


By Gender Male 198

Female 226


Still have questions 4 4 2.53


Study only 4 5 9.68

Blank 29 40 83.28



Summer 2009

Students 94 Visits 254 Hours 149.3


Freshman 53 30.72


Junior 34 93 49.98

Senior 32 71 43.82

Graduate 3 5 4.73

94 254 149.28


By Gender Male 46

Female 49


Still questions 7 7 2.54


Study only 0 0 0

blank 4 4 8

Fall 2009

Students 687 Visits 1454 Hours tutored 1146.93


Freshman 44 127 109.44

Sophomore 78 145 104.86

Junior 176 380 279.47

Senior 325 610 437.43

Graduate 63 188 211.52

other/blank 1 4 4.19

687 1454 1146.91


By Gender Male 41%

Female 59%




Study only 6 7 25.28

Blank 48 78 153.5

Spring 2010 Students 608 Visits 1254 Hours tutored 862.15


Freshman 34 118 85.81


Junior 144 308 208.66

Senior 326 591 388.86

Graduate 46 117 100.73

other/blank 0 0 0

608 1254 862.13

By Gender Male 267

Female 350




Study only 2 2 0.91

blank 52 69 130.73



Summer 2010





Junior 6 11 4.39

Senior 33 46 21.91

Graduate 11 23 24.51

92 142 81.77


By Gender Male 33

Female 62



Not satisfied 1 1 1

Study only 0 0 0

blank 3 2 2.5

Fall 2010

Students 675 Visits 1419 Hours Tutored 1011.96


Freshman 76 185 157.13

Sophomore 185 358 241.44

Junior 133 286 183.44

Senior 197 398 254.42

Graduate 83 188 171.81

675 1419 1011.96


By Gender Male 280

Female 404




OA logout 1 1 0.52

Study only 4 4 0.78

blank 48 51 48.5

Spring 2011



Freshman 89 159 131.99

Sophomore 151 271 184.31

Junior 110 202 125.83

Senior 200 359 235.7

Graduate 51 103 74.82

601 1094 752.65

By Gender Male 261

Female 349




Study/other 4 4 2.58

tutor signout 9 10.4 9

blank 21 21 21



Summer 2011





Junior 5 11 9.75

Senior 23 51 43.78

Graduate 6 17 16.5

68 154 126.2


By Gender Male 35

Female 34




Blank 20 22 20

84 154 126.2

Fall 2011

Students 534 (Plus 661

Visits 1053 Writing 1283

Hours tutored 782.69 Fellows) 879.86

By Class # of students

# of visits

hours tutored

Freshman 215 431 312.98

Sophomore 86 164 135.65

Junior 85 146 100.47

Senior 114 217 165.3

Graduate 31 91 65.28

other/blank 3 4 3.01

534 1053 782.69

+Writing Fellows 661 1283 879.86


By Gender* Male 205

Female 334

Satisfaction* Useful assist. 491 936 680.27



OA logout 21 23 27.47

Study only 1 1 0.35

blank 61 72 60.28 *Not including Writing Fellows. Beginning in Fall 2011, Writing Fellows is measured separately in TutorTrac. See Appendix G for satisfaction rates in this program.

Appendix B tables and usage rates continue on the next page…



Usage of Writing Tutoring by College, Class, and Gender

August 2008 – August 2011

College: Arts and Sciences 14.8% Health and HS 18.9% CEAP 17.8% Fine Arts 3.8% Kimmel 2.9% Grad School 24.3% Business 10.3% Undeclared/general 5.6% Other/unidentifiable 1.4% Compared with CAMPUS? All except A & S within 5 percentage points of full 2010 student body ratios

(http://www.wcu.edu/WebFiles/PDFs/Student_Body_Profile_FINAL_-_included_duplicated_headcount.pdf).

Class: Gender: Fresh 9.4% Male 43% Soph 11.7% Female 57% Jun 16.6% (comparable to campus 2010 stats)

Sen 37.0% Grad 24.3% Other/unknown 1%

For information on WRITING FELLOWS usage and survey/satisfaction results, see Appendix G.

http://www.wcu.edu/WebFiles/PDFs/Student_Body_Profile_FINAL_-_included_duplicated_headcount.pdf


Appendix C: Organizational Charts and Position Descriptions

APPENDIX C

Organizational Chart and Permanent Position Definitions

Position Definitions and Duties:

Chesney Reich, WaLC Director. Chesney hires, trains, and supervises all student tutors for course-specific content, Academic Skills Consultants, and WaLC Ambassadors. She maintains the WaLC’s budget and oversees the use and allocation of resources, teaches COUN 230 (Intro to Peer Tutoring), and provides administrative support for TutorTrac. Chesney serves on the QEP Assessment Committee, the Registrar’s Advisory Board, and the Student Athlete Affairs Committee. Leah Hampton, WaLC Associate Director. The WaLC’s Associate Director oversees the WTP. Leah oversees the training and supervision of all writing tutors, conducts all in-class writing workshops, and maintains all online mini-courses. Leah also coordinates the Writing Fellows program, including recruitment, training, and supervision of Fellows, consultations with faculty, teaching English 220/221, and general administration duties. Carrie Hachadurian, Administrative Support Associate. Carrie performs office reception duties and supervises all student office assistants; schedules student appointments; creates tutor schedules; takes care of purchasing and monitors budgets; provides technical support for Smarthinking and TutorTrac; and oversees open houses and orientation days.


Appendix D: Staff Resumes

APPENDIX D

Fulltime Staff Resumes/CVs














Appendix E: Job Descriptions for Tutors

APPENDIX E

Job Descriptions for Graduate Tutors and Writing Fellows

Graduate Tutors from English Department:

Job Requirements: Research Assistants (RAs) work 20 hours/week. RAs must have excellent written and oral communication skill, advanced research skills, and a demonstrated interest in one-on-one teaching and collaborative learning. RAs must be highly ethical and able to multi-task. Training Requirements: During their first year, Research Assistants in the English Department’s M.A. program observe a section of English 101 in the Fall and 202 in the Spring, work 14 hours/week in the university’s Writing and Learning Commons (WaLC), and take English 514 in preparation for teaching in their second year. Research Assistants from the English Department’s M.A. TESOL program work 20 hours/week in the WaLC and are not required to do observations or take English 514. RAs participate in training the first week of the semester, followed by weekly meetings with the WaLC director and/or associate director, as well as on-the-job training and mentoring. RAs are required to follow all procedures and policies in the handbook provided by WaLC associate director. Research Duties: RAs collaborate with students of all class levels and majors at any stage of the writing process in individual tutoring sessions, workshops, and online help sessions. Research duties include:

Researching appropriate scholarship on writing program administration and applying these methods to client sessions, workshops, and updates to WaLC research and writing tools.

Researching appropriate pedagogical and linguistic methods and/or theory from their coursework and applying these methods/theories to client sessions.

Learning the styles supported by the WaLC: APA, MLA, Turabian, and AMA.

Paying attention to plagiarism problems and teaching clients effective research methods.

Providing meaningful feedback to students and documenting client sessions. Educational Goals: RAs are preparing for their second-year teaching responsibilities in composition classes and/or elsewhere. Their hours in the WaLC and class observations give them firsthand knowledge of how classes are taught and how to work with a variety of students. This in turn helps prepare them for a career in teaching by:

Strengthening their ability to read, synthesize, analyze, and communicate.

Deepening their knowledge and understanding of variables that affect learning and teaching.

Enhancing their ability to work independently and as a member of a team.

Providing a forum to share scholarly and professional ideas, assignments, projects, and plans.

Providing an opportunity to apply the methodology and theory in their discipline to real-life interactions with students, their own research, and the WCU community.

Performance Standards: RAs meet with the WaLC associate director to discuss responsibilities and establish performance expectations. RAs adhere to assigned schedules and attend all staff meetings and training sessions. The WaLC associate director conducts formal evaluations for each RA and provides appropriate documentation of evaluation results to the RA and the graduate program director in English.



In-House (and/or non-English) Writing Tutors: Job Requirements: Research Assistants (RAs) work 20 hours/week. RAs must have excellent written and oral communication skill, advanced research skills, and a demonstrated interest in one-on-one teaching and collaborative learning. RAs must be highly ethical and able to multi-task. Training Requirements: RAs participate in training the first week of the semester, followed by weekly meetings with the WaLC director and/or associate director, as well as on-the-job training and mentoring. RAs are required to follow all procedures and policies in the handbook provided by WaLC associate director. Research Duties: RAs collaborate with students of all class levels and majors at any stage of the writing process in individual tutoring sessions, workshops, and online help sessions. Research duties include:

Researching appropriate scholarship on writing program administration and applying these methods to client sessions, workshops, and editorial updates to WaLC research and writing tools.

Researching appropriate methods and/or theory from their coursework and applying these methods/theories to client sessions.

Learning the documentation styles supported by the WaLC: American Psychological Association (APA), Modern Language Association (MLA), Turabian, and American Medical Association (AMA).

Paying attention to plagiarism problems and teaching clients effective research and note taking methods.

Providing meaningful feedback to students and documenting client sessions.

Educational Goals: RAs’ hours in the WaLC and class observations give them firsthand knowledge of how classes are taught and how to work with a variety of students. This in turn helps prepare them for a career in their discipline by:

Strengthening their ability to read, synthesize, analyze, and communicate.

Deepening their knowledge and understanding of variables that affect learning and teaching.

Enhancing their ability to work independently and as a member of a team.

Providing a forum to share scholarly and professional ideas, assignments, projects, and plans.

Providing an opportunity to apply the methodology and theory in their discipline to real-life interactions with students, their own research, and the WCU community.

Performance Standards: RAs meet with the WaLC associate director to discuss responsibilities and establish performance expectations. RAs adhere to assigned work schedules and attend all staff meetings and mandatory training sessions. The WaLC director or associate director conducts formal evaluations for each RA and provides appropriate documentation of evaluation results to the RA. [NOTE: This job description also applies to any hourly (non-contract, non-assistantship) tutors.]



Writing Fellows:

Writing Fellows are carefully selected and trained peer tutors who address undergraduate writing needs by providing focused support in classes where instructors assign at least two academic papers. Writing Fellows are assigned to instructors who have requested assistance with responding to student writing. Fellows work closely with 10-15 students, reading drafts of their papers; writing thorough endnotes; and holding individual, thirty-minute conferences to discuss revision strategies. Fellows are expected to exercise discretion, good judgment, and professionalism when addressing the individual needs of each writer; Fellows treat their peers’ work with respect and confidentiality. Fellows also serve as peer mentors, demonstrating strong critical thinking and communication skills. Additional duties include classroom observations, staff meetings, and regular meetings with the assigned faculty member. Fellows will collaborate with the Writing Center associate director, the assigned instructor, and other Fellows. Fellows are chosen in a highly competitive application process. Candidates must demonstrate exceptional oral and written communication skills, intellectual curiosity, attention to detail, mature judgment, and an interest in helping others become better writers. Fellows will be required to enroll in two one-credit courses on the theory and practice of peer tutoring. Positions include Senior Fellows who have completed the two training courses and will serve as peer tutors; New Fellows who will serve as peer tutors while completing the two training courses; and Apprentice Fellows who observe tutoring sessions and provide limited tutoring while completing the two training courses. Fellows are expected to:

Attend an orientation session and pre-semester meetings, and/or staff training the first week of the semester.

Introduce themselves to their assigned class and ensure that their contact info and program info are made available.

Communicate regularly with the instructor to whom they are assigned and assist as needed with assignment design.

Read student drafts closely and write thoughtful, detailed endnotes.

Meet individually with students in half-hour sessions to discuss drafts and suggestions for revision, referring students who need additional support to the WaLC or elsewhere.

Attend regularly scheduled staff meetings.

Complete the required tutor training courses (ENGL 220 & 221).

Report any concerns (including conflicts of interest) to the instructor and/or program administrator.

Respond promptly to messages from instructors, students, and the program administrator.

Attend one or more class meetings to introduce the program, if schedules permit.

Complete a thoughtful self-evaluation and reflection of the Fellowing experience.

Adhere to all WaLC and Writing Fellows policies and procedures, as outlined in this handbook. Fellows are not expected to:

Proofread papers or focus solely on sentence-level errors.

Write papers for students or engage in any form of plagiarism.

Undermine or criticize the instructor or assignment.

Grade student work or suggest a grade.

Work over major holidays, such as Thanksgiving or Easter breaks.

Fellows help students communicate effectively and responsibly, one student at a time. Although a Fellow's suggestions can help to strengthen student writing, Fellows cannot guarantee perfection or drastic improvement; it is the student’s responsibility to act on a Fellow’s advice and work towards his/her individual writing goals.


Appendix F: QEP and WRCS Outcomes

APPENDIX F

QEP and Writing, Reading, and Critical Studies Program

Rubrics and Outcomes

See Section II.A (Alignment) of the Self Study for information on how these rubrics and outcomes are used by WTP.

Quality Enhancement Plan Learning Goals and Outcomes:


Appendix F: QEP and WRCS Outcomes

QEP Metrarubric for Effective Communication:

Writing, Rhetoric, and Critical Studies (WRCS) Program Learning Outcomes

Students will:

Identify and employ all stages of the writing process, individually and collaboratively, using appropriate technologies and document design

Identify and demonstrate clear purpose and attention to designated audience to address and solve complex problems within and between their discourse communities

Individually and collaboratively utilize appropriate, scholarly research processes to locate effective resources for a defined communication purpose

Exhibit clear, sound reasoning in their analysis and synthesis of both individual and scholarly information

Exhibit an understanding of the power of rhetoric as it affects diversity, public policy, and their role as responsible citizens


Appendix G: Satisfaction Rates, Writing Fellows

APPENDIX G

Satisfaction Rates: Writing Fellows

Every semester, students in courses with Writing Fellows assigned fill out a series of surveys. The data in this

appendix gives an overview of program-wide rates of satisfaction and usage for the last three semesters. (No

quantitative data is available for semesters prior to Fall 2010.)

More detailed data is available on individual courses but is not included here to maintain brevity.

FALL 2010

Total students served: 166 Average # appts. per student: 2 Total courses served: 6 Total faculty served: 7 Colleges served: 4 Total respondents to survey: 128 Survey response rate: 78% 1. My Writing Fellow’s feedback helped me improve my papers for this class.

87% agree or strongly agree with this statement. Total score program wide: 4.35 out of 5

2. I submitted complete drafts and made an honest effort to learn from my conferences.


3. I noticed improvement in the following areas: Confidence about my writing: 52 (41%) Argumentation/logic: 27 (21%) Citation and use of sources: 42 (33%) Course content/major: 27 (21%) Brainstorming/getting started: 38 (30%) Time management skills: 17 (13%) Introductions: 42 (33%) Style and “flow”: 74 (58%) Conclusions: 41 (32%) Understanding of audience: 51 (40%) Organization: 70 (55%) Other (unspecified): 5 (4%) Grammar/mechanics: 68 (53%) None/ no answer: 3 (2%)

4. After working with a Fellow, I plan to use the Writing Center more often.




SPRING 2011 Participation** Total students served: 166 Average # appts. per student: 2 Total courses served: 6 Total faculty served: 7 Colleges served: 4 Total respondents to survey: 133 Survey response rate: 80% 1. My Writing Fellow’s feedback helped me improve my papers for this class.

86% agree or strongly agree with this statement. Total score program wide: 4.25 out of 5 2. I submitted complete drafts and made an honest effort to learn from my conferences.

95% agree or strongly agree with this statement. Total score program wide: 4.45 out of 5 3. I noticed improvement in the following areas:

Confidence about my writing: 49 (37%) Citation and use of sources: 46 (35%) Brainstorming/getting started: 29 (22%) Introductions: 52 (39%) Conclusions: 47 (35%) Organization: 75 (56%) Grammar/mechanics: 69 (52%) Argumentation/logic: 30 (23%) Course content/major: 18 (14%) Time management skills: 17 (13%) Style and “flow”: 85 (64%) Understanding of audience: 43 (32%) Process/revision strategies: 58 (44%) Other (unspecified): 5 (4%)



**TutorTrac measurements; numbers may be inaccurate due to issues with Writing Center sign-in computers.



FALL 2011 Participation Total students served: 127 Average # appts. per student: 2 Average appt. time: 23 minutes Total courses served: 4 Total faculty served: 5 Colleges served: 2 Total respondents to survey: 111 Survey response rate: 87% 1. My Writing Fellow’s feedback helped me improve my papers for this class.

86% agree or strongly agree with this statement. Total score: 4.3 out of 5 2. I submitted complete drafts and made an honest effort to learn from my conferences.

90% agree or strongly agree with this statement. Total score : 4.43 out of 5 3. I noticed improvement in the following areas:

Confidence about my writing: 43 (39%) Citation and use of sources: 76 (68%) Brainstorming/getting started: 24 (22%) Introductions: 36 (32%) Conclusions: 35 (32%) Organization: 63 (57%) Grammar/mechanics: 53 (48%) Argumentation/logic: 19 (17%) Course content/major: 13 (12%) Time management skills: 10 (9%) Style and ―flow‖: 36 (32%) Understanding of audience: 39 (35%) Process/revision strategies: 43 (39%) Other (unspecified): 5 (4%)


59.4% agree or strongly agree with this statement. Total score: 3.73 out of 5

See Appendix B for usage and client satisfaction rates of in-house writing tutoring.


Appendix H: Policies

APPENDIX H

Policies and Appointments

Policies: All WCU students are expected to comply with University Policies and the Code of Student Conduct. Additionally, to ensure orderly and effective services for our students, we expect all participants to familiarize themselves with the following WaLC policies. Non compliance with any of these may result in dismissal from a tutoring session and/or loss of tutoring privileges. Active participation: We expect students to be active participants in the learning process. The WaLC’s services are intended to supplement class instruction but not to replace missed class content. Tutors will not write your papers for you, complete your homework assignments, or re-lecture material that you missed because of absences from class. Students who participate in tutoring to earn extra credit for a class also are required to comply with this policy. Students are not allowed to log in to TutorTrac unless they are actively engaged in a tutoring session, and students may not drop-off papers and expect them to be assessed without a corresponding in-person appointment. What to bring to your writing appointment:

Assignment sheet or the requirements for your paper Two hard copies of your paper or one hard copy and your laptop. If you’ve e-mailed your

paper and assignment in advance, you need to bring only one hard copy or your laptop. A list of issues you would like to address in the session. Visit our Evaluating Your Own

Writing page to help you determine what you’d like to work on during your session. Disruptive Behavior: Any behavior that disrupts or obstructs the learning process will not be tolerated. Possible examples of disruptive behavior include but are not limited to: excessive complaints about the class or professor, repeated interruptions, and inappropriate use of computers or other electronic devices. Cell Phone Use: Cell phone use is prohibited in the WaLC. If you are expecting an important call, please notify your tutor before your session begins; then, set your phone to vibrate and excuse yourself from the center before you answer a call. Use of WaLC Facility and Materials: WaLC tutors are required to conduct their tutoring sessions in the WaLC (30 Hunter Library) during standard hours of operation. Students who schedule appointments during the last hour of the day are expected to conclude their business, log out of TutorTrac, and exit the Center at closing time. Students and tutors will receive a ten-minute warning before the center closes. Tutoring sessions that take place outside of the WaLC without prior approval by the Director will not be logged in TutorTrac and will not be counted as WaLC-sanctioned tutoring sessions. Course textbooks, computers, and other materials housed in the WaLC are intended for tutors’ use and may not be removed. Students are permitted to use these materials only if they are engaged in a session with a tutor who determines that these materials are necessary for the session.







Appointment Scheduling: Writing Appointments:

Making an appointment will guarantee you a collaborative session with a graduate tutor. Students are strongly advised to make appointments in advance. Drop-ins are granted on a

case-by-case basis, based on tutor availability and other factors. Distance students are eligible for tutoring appointments, but precedence is given to resident

students. To schedule a writing appointment, call 828-227-7197. Our receptionist will ask you a series

of questions that will allow us to schedule your appointment for an appropriate amount of time and with a tutor who can address your needs. Be sure to give yourself plenty of time to revise your paper after your appointment. Your tutor can make a recommendation about revision plans.

If your paper is more than six pages long (double-spaced), you will need to submit your paper in advance. Follow the instructions provided by the WaLC receptionist. If we do not receive your paper in time for your tutor to read it, your appointment will be cancelled.

Appointment Attendance: WaLC tutors are students, too, and they have busy schedules! Please respect their time: keep your appointments; show up on time; and come prepared with all necessary materials (see Active Participation policy). Students who repeatedly miss or arrive late for appointments may lose their tutoring privileges (see Appointment Cancellation Policy for more information). Appointment Cancellations:

To cancel a Writing appointment, call 828-227-7197. If you are unable to keep a scheduled appointment and you do not cancel the appointment

in advance, your appointment will be labeled ―missed.‖ After three ―missed‖ appointments, you will not be allowed to schedule future appointments until you have visited the WaLC to speak with the Director.

What to bring to your writing appointment:

Assignment sheet or the requirements for your paper Two hard copies of your paper or one hard copy and your laptop. If you’ve e-mailed your

paper and assignment in advance, you need to bring only one hard copy or your laptop. A list of issues you would like to address in the session. Visit our Evaluating Your Own

Writing page to help you determine what you’d like to work on during your session.

Writing Tutoring FAQs for Students: Q. Does my paper have to be finished before I come in? A. No, you can visit us during any stage of the writing process. Sometimes it's even more helpful to come before you begin. For any visit, always bring your assignment instructions. Tutors can assist you with brainstorming for ideas, organizing thoughts, and formulating a thesis. These appointments are collaborative in nature and often get writers off to an enthusiastic and productive start.



Q. Do I need to make an appointment? A. Yes, we prefer that you schedule a time to come in. When you schedule an appointment, your tutor will be more prepared and able to help you. However, if you need help at any time, drop by. We will make every effort to assist you. Q. What if I can't keep an appointment? A. If something comes up, call us at 227-7197 to reschedule or cancel so we can offer your appointment time to another student. Q. May I drop my paper off and pick it up later? A. No, students must be present to work with a tutor. We do not provide copy-editing services; our sessions are interactive and collaborative. Q. How much of my paper will a tutor write? A. Tutors will ONLY make suggestions about how to resolve any issues in your paper. Larger issues include a writer's thesis, organization, and evidence. Smaller, fine-tuning issues include sentence structure, word choice, grammar, and punctuation. It's up to you, the student, to understand the tutor's suggestions and to revise your paper based on your new understanding. Ask questions and make notes for yourself for later. The more a tutor knows what you're thinking, the more helpful the tutor can be. Q. Will I have my ideas criticized or my paper edited to shreds? A. No, tutors strive to be positive and help you improve as a writer. We want you to enjoy both the writing process and your time here. Your tutor will make sure your ideas and questions come first. Q. Will revising my paper based on a tutor's suggestions guarantee me an A? A. No, a tutor's suggestions can only help to strengthen the paper, not perfect it. Tutors cannot grade (or influence how your professor grades) your paper. Q. What if my experience at the Writing Center isn't positive? A. Just as students have different personalities and working styles, so do tutors. We value our diversity as a staff and recognize that not all students will connect well with every tutor. If your experience is neither pleasant nor helpful, please contact Leah Hampton at 227-3426 or at [email protected]. She will try to connect you with a more compatible tutor for your next visit. Q. I would like to be a writing tutor. What positions are offered? A. All our writing tutors are students at WCU. Graduate assistants provide one-on-one tutoring in the center, while undergraduate students work in the Writing Fellows program. If you are interested in applying for a graduate assistantship, please contact Leah Hampton (828-227-3426; mailto:[email protected]). To become a Writing Fellow, follow the link above to our program information page.


mailto:[email protected]




Appendix I: Faculty Services

APPENDIX I

Faculty Services and Workshop Descriptions

Services:

The following services are available to all instructors, including graduate TAs:

Weekly TutorTrac reports listing details of any students who have come to the WaLC for tutoring

An online ―Faculty Toolbox‖ with tips on designing and grading writing assignments, anti-plagiarism resources, and links to all our online mini-courses and tutorials (see Sitemap in Appendix M)

One-on-one consultations and assignment reviews with the WaLC Associate Director

Writing Fellows program

In-class workshops led by a member of WaLC staff (see below)

Workshop Descriptions: The following writing workshops are offered to any instructor, and can be tailored upon request to fit a specific requirement or student population. Walk the WaLC: Using Campus Resources to Maximize Your Success Do your students believe tutoring services are only for students who are struggling academically? This workshop shatters the remedial stigma associated with tutoring and helps students define realistic expectations for services offered by the Writing and Learning Commons and the Math Tutoring Center.

Top 10 Grammar Mistakes in College Papers A rundown of comma rules, homonym tips, and common style and grammatical problems.

Tackling the ___________________________ (Insert any assignment type, e.g. book review, research paper, annotated bibliography) A tailor-made workshop to assist students with planning, revising, and editing specific types of writing projects.

Raising Your Game: Rules for Writing in College Recommended for first-year transition courses, this workshop helps students understand the rhetorical situations of the college classroom, introduces them to academic writing, and explains some of the differences between high school and college papers.

Avoiding Plagiarism Information on research methods, crediting authors, and summarizing, paraphrasing, and quoting effectively.

Peer Review Workshop WaLC staff can lead your students in a peer editing session, with tips and strategies for being and learning from a ―second pair of eyes.‖

Research and Documentation (MLA, APA, AMA, or Turabian) Any style, at any level, from freshman to graduate. WaLC staff can go over the brass tacks of simple citation, the theory behind and approach to advanced research in a given discipline, and/or anything in between.


Appendix J: Online Services

APPENDIX J

Online Services: Meebo and Smarthinking Information, Usage

Smarthinking

For students who cannot attend tutoring sessions in the WaLC, tutoring support is available through Smarthinking, a free, online academic tutoring service for subject areas and writing. Students can also use the WaLC's online writing resources and learning resources (see Appendix M).

The Writing and Learning Commons, Office of the Provost, and Educational Outreach sponsor Smarthinking online academic support in the following disciplines: Math, Bilingual Math, Biology, Intro Human A&P, General Chemistry, Organic Chemistry, Physics, Economics, Accounting, Introduction to Finance, Statistics, Spanish, Nursing, Allied Health, and Writing. Smarthinking is not available to residential students who have ready access to the on-campus Writing and Learning Commons and the WCU Math Tutoring Center. Smarthinking tutors hold Masters or PhD degrees in the subject areas for which they provide support. They undergo extensive training and on-going professional development. All distance education and Asheville program students have been pre-registered by Smarthinking. Students can receive feedback on any aspect of academic writing, including help with organization, idea development, documentation, writing style, punctuation, and grammar. Nursing and Allied Health students can submit essays by choosing Nursing or Allied Health essays from the Submit Your Writing drop-down menu. Smarthinking Usage Report for 2011:

[continued on the next page…]


Appendix J: Online Services

Meebo Chat Line The WaLC began a pilot of an online chat line for quick writing queries in the Fall of 2011. Faculty, staff, students, and members of the public can go to http://www.wcu.edu/29407.asp to access our chat line and ask a question. Instructions are provided on this page. Graduate writing tutors take turns monitoring the chat line, which currently operates Sunday thru Thursday. The Fall 2011 pilot included only a very small number of queries from students, but hours were limited due to WTP staffing issues. Further, the service has only recently been advertised to the student body and the faculty, so we anticipate an increase in usage in future semesters.



Appendix K: NSSE and CSWC

APPENDIX K

NSSE and the Consortium for the Study of Writing in College:

Survey Means Comparisons (Writing Portion)

Results from the CSWC portion of the National Survey of Student Engagement (NSSE) are reprinted below. See Section III. B of the Self Study for more information on these studies.

Note that WCU scores well above the mean (indicated by the “***”) on several key areas of writing and revision.


Appendix K: NSSE and CSWC

WCU CSWC Carnegie Class NSSE 2009


Appendix L: Writing Fellows Program Info

APPENDIX L

Writing Fellows: Program Information and Forms

See Appendix E for Writing Fellows job description.

The Western Carolina University Writing Fellows program—the first of its kind in the UNC system— provides focused, course-specific support for undergraduate writing. It supports the QEP by helping students learn to communicate effectively and responsibly. Peer tutors, called Fellows, are hired by the Writing and Learning Commons (WaLC). Fellows are trained to work with students on their writing, and assigned to one course. Each Fellow works closely with 10 to 15 students on the writing assignments in that class. Fellows read drafts of each paper, write thorough endnotes, and conference with each student to develop revision strategies. Fellows also meet with the instructor occasionally to discuss assignments and requirements. Once students have worked with their Fellow, they revise their papers before submitting a final draft to the instructor. The instructor then grades the final draft. Instructors have access to all student drafts and Fellows’ comments. The Writing Fellows Program began in 2007 and works with a wide variety of majors and departments, providing an additional level of one-on-one support and facilitating the revision process for many students across campus. Writing Fellows are talented undergraduates with a passion for writing and helping others. The WCU Writing Fellows Program encourages a university-wide writing culture, promotes collaborative learning, complements existing WaLC services, and empowers students to become intentional, effective writers.

Applications for faculty and student participants appear on the next page(s)….








Appendix M: Website

APPENDIX M

Website: Sitemap, Resource List, and Usage Rates/Analytics

WaLC SITEMAP

HOME

1. WaLC FAQs 2. About the WaLC [mission]

A. Ethics 3. Student Employment Opportunities

A. Course Tutor Responsibilities and Qualifications i. apply for a position

--application tips ii.learning outcomes for tutors iii. Tutor certification

B. ASC resp. and quals i. learning outcomes for ASCs

C. OA resp. and quals i. learning outcomes for OAs

4. Contact the WaLC 5. Appointments

A. Policies 6. Hours 7. Chat with a Writing Tutor 8. For Distance Students 9. Course Tutoring

A. Meet the ASC’s B. What to Expect from Course Tutoring C. Learning resources (includes multiple children)

10. Faculty Tools A. Workshops and visits B. FAQ’s for Faculty C. Subject tutors for your course

i. instructor agreement ii. recommend a tutor iii. syllabus statement iv. tutor expectations

D. Teaching Writing and Resarch i. plagiarism resources (+ children) ii. designing assignments iii. help with grading papers iv. process vs. product v. where to go for help vi. special info for distance ed vii. Writing Fellows

E. Special info for Thesis Directors 11. Writing Assistance

A. Research and Documentation i. APA ii. MLA iii. AMA


Appendix M: Website

iv. Turabian v. Helpful links and other formats vi. Plagiarism Help and general citation rules vii. Summarizing, Paraphrasing, and Quoting

B. Grammar Help C. Tackling Different Types of Papers (examples, outlines, and strategies)

i. essay tests ii. outlining iii. Thesis statements iv. Research papers (+ children) v. Abstracts vi. Annotated bibliographies vii. book reviews viii. theatre reviews ix. lab reports x. lit papers (+ children) xi. lit reviews xii. management briefcase xiii. Transition from High School to College

D. Writing in the Disciplines (Includes multiple children) E. Special Info for GRAD Students

i. Theses and dissertations ii. Helpful links and resources iii. Writing in grad school: how is it different? iv. How we can help v. Special tips for grad school applications

F. Writing Appointment FAQs

Minicourses (Available online or in hard copy on the WaLC’s resource cart.)

APA

MLA

Turabian

AMA

Avoiding Plagiarism

A Good Blueprint for Any Paper

Writing as a Process

Writing a Lab Report

Writing a Film/Book Review

Writing a Theatre Review

Writing an Annotated Bibliography

Compiling a Management Briefcase

Transitions

Editing for fragments, run-ons and commas

Finishing touches

Better reading strategies

Outlining

Usage Rates

Average number of hits per month, Fall 2011: 2,100

Most popular pages: Plagiarism Self Test, Plagiarism Resources, APA Guidelines, Home

Page, How To Make An Appointment, and Research and Documentation


Appendix N: Addt’l Training Materials

APPENDIX N

Additional Training Materials:

Syllabi for English 220 and 221, Graduate Staff Meeting Topics

English 220 and 221 are the training courses for Writing Fellows. Both are worth one credit hour.

SYLLABUS

ENGL 220.70: Introduction to Writing Fellows Tuesday 3:35 – 4:25, Coulter 202

Instructor: Leah Hampton email: [email protected] Phone: 227-3426 Office: Hunter 30 (in the WaLC)

Course objectives. Congratulations on your Writing Fellows appointment! Over the course of the semester, we will be exploring the theory and practice of curriculum-based writing tutoring. The purpose of this class is threefold: to provide practical strategies to prepare you for your work as a Fellow, to hone your critical thinking and writing skills, and to introduce you to writing center and composition scholarship. We will also review grammar and punctuation basics, but nota bene: as a Writing Fellow you will never act simply as a proofreader or copy editor. Rather, you will always engage with the substance of the paper, its overall development, argument, and form. We will address standards of professional conduct, including responding to student writing, holding conferences, documenting services, interpreting assignments, and collaborating with faculty.

Texts and Materials. All the texts below are required and available from the Writing Center library:

The Bedford Guide for Writing Tutors, Leigh Ryan and Lisa Zimmerelli

What the Writing Tutor Needs to Know, Margot Soven

The Elements of Style, Strunk and White

The Writing Fellows Handbook In addition, you will need: a couple of writing samples of your own work, course materials (syllabus, etc.) from your assigned class (if applicable), and a good dictionary/thesaurus.

Attendance and Participation.* Both attendance and attentiveness are essential for successful completion of the course. You are expected to complete all reading assignments and report to class prepared and on time. Any unavoidable absence (emergency, serious illness, death in the immediate family) should be brought to my attention as soon as possible. This course follows WCU guidelines for attendance and excused absences; see your Student Handbook for more information. Chronic absences and/or lack of participation may result in dismissal from the Writing Fellows Program.

Evaluation and Grading Criteria. Class participation/readings: 40%

Please come to class on time, prepared, and ready to learn. This is a discussion-based class; you will be expected to participate regularly. Always bring the scheduled reading with you.

Compliance with job responsibilities: 20% While I cannot ―grade‖ you on your job, part of this course includes record keeping and maintenance of your Fellow responsibilities. You should consider your Fellows duties as an outside ―project‖ in this course. This ―project‖ will provide you with examples and a frame of reference for the course content taught here. Thus, in order to succeed in this course, you are expected to adhere to the terms of the Fellows contract, maintain accurate records, and respond professionally and promptly to emails/calls from me, WaLC staff, the instructor to whom you are assigned, and the students you are Fellowing.




Semester Project: 30% You will abstract and review two articles on WPA, WAC, or CBPT. Details will be provided soon.

Final project: 10% Your final project will be a reflection on your role as a Fellow. Details will be provided at the end of the semester.

Assessment is on the following scale: A+ = 98 – 100; A = 92 – 97; A- = 90 – 91; B+ = 88 – 89; B = 82 – 87; B- = 80 – 81; C+ = 78 – 79; C = 72 – 77; C- = 70 – 71; D+ = 68 – 69; D = 62 – 67; D- = 60 – 61; F = below 60.

Protocol. Please be attentive, prepared, and courteous during class discussions. Some specific guidelines:

Turn off cell phones during class time. No texting.

When possible, please make a circle with the desks/chairs before class. Move desks back after class.

Feel free to make minor adjustments to our environment (lights, blinds, thermostat, etc.) so that you are comfortable and able to focus. You do not need permission for this.

Check your email regularly, according to University policy.*

Questions? In many ways, this class is your ―answer center.‖ If you have concerns or queries about any aspect of your Fellowship, course content, or just general best practices for interacting with students and faculty, this is the place to raise them. We are all learning together, and as any good peer reviewer knows, the person who asks the question is sometimes the bravest and smartest one in the room! Accommodations for Students with Disabilities*: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716 or 144 Killian Annex. You can also visit the office’s website: http://www.wcu.edu/12789.asp

*For further details on this and all university policies, consult the WCU Undergraduate Catalog or The Student Handbook. This course adheres to and is governed by all WCU rules and regulations.

Course Outline Due to the collaborative nature of this course, we may modify this schedule. You are responsible for noting any changes to the syllabus and being prepared for the day’s assignment. Week One (8/23): Course introduction, review syllabus

Sign contracts, distribute texts and handbook, and design class introductions.

Some background on CBPT and other acronyms

Discuss the introduction to Soven

If you are struggling in the first few weeks, chapters 3, 4, and 5 of BOTH texts offer a lot of help. Week Two (8/30): Nuts and Bolts Week Three (9/6):

READ: Soven ―Where We Tutor, How We Tutor‖ and the Writing Fellows Handbook.

Discuss Bedford ―Inside the Tutoring Session‖ and your role as a Fellow.

Assignment: Bring one of your own academic papers—one that has already been graded, and preferably one that has the instructor’s comments written on it.

FERPA quiz! Week Four (9/13): Fellows’ Golden Rule: If you can’t say something nice…

Discussion/Calibration exercise: analyze and respond to sample student paper.




READ: Soven, ―The Writing Process of College Students.‖ Week Five (9/20)

Punctuation and Grammar Inventory, discuss Soven reading

READ: Soven ―How to Conference and Write Comments‖

Passive voice, second person, homonyms, punctuation…

Boundaries? What if your students are not doing well? Week Six (9/27)

READ: WaLC’s website resources on documentation and plagiarism

Discuss WaLC documentation mini-courses for APA, MLA, and website

Discuss/assign Semester Project Week Seven (10/4)

Discuss first Fellowing experiences (grammar make up…) Week Eight (10/11)

Attend a tutoring session with a graduate student in the WaLC by this week

A senior Fellow visits…

Week Nine (10/18): Fall Break—no class. Week Ten (10/25)

Bedford ―Coping with Difficult Tutoring Sessions‖

Leftover citation and grammar issues Week Eleven (11/1):

Bedford ―Helping Writers Across the Curriculum‖ Week Twelve (11/8): Reflect, rant.

Sign up for Individual conferences with Leah. Review recordkeeping and comments.

SEMESTER PROJECTS DUE. Discuss in class!! Week Thirteen (11/15)

Discuss/assign Final Exam/project

READ: TBA Week Fourteen (11/22): Thanksgiving Break… class does not meet. Week Fifteen (11/29)

READ: TBA

Discuss end-of-class procedures, assessments Week Sixteen (12/6): Loose Ends and Reflection

Evaluations, discuss topics for 221 next semester.

Discuss final exam

Return UWC texts Finals Week

Work on final exams; consult with Leah as needed. Due by 12:00pm on December 15th.



SYLLABUS ENGL 221.70: Advanced Leadership for Writing Fellows

Tuesday 4:00 – 4:50; Coulter 202

Instructor: Leah Hampton email: [email protected] Phone: 227-3426 Office: Hunter 30-A

Course objectives. This course will build on the material you learned in English 220. We will explore in depth the theory and practice of curriculum-based writing tutoring. By the end of this semester, you will have:

developed practical strategies to prepare you for being a Senior Fellow next year;

sharpened your critical thinking, research, and writing skills;

read and discussed at least two different theoretical approaches to writing tutoring;

experienced some of the formats/styles used in discipline-specific writing and research; and

gained a background in the ethics and logistics of working with students in higher education. We will also review some grammar and punctuation, and you will have the opportunity to TEACH a class meeting.

Texts and Materials. All the texts below are required and available from the Writing Center library:

The St. Martin’s Sourcebook for Writing Tutors, Third Edition

Strunk and White’s Elements of Style, Illustrated 4th edition

The Writing Fellows Handbook In addition, you will need: a couple of writing samples of your own work, course materials (syllabus, etc.) from your assigned class, regular access to catamount email AND the WaLC’s website, and a good dictionary/thesaurus.

Attendance and Participation.* Attendance and attentiveness are essential for successful completion of this course. You are expected to complete all reading assignments and report to class prepared and on time. Any unavoidable absence (emergency, serious illness, death in the immediate family) should be brought to my attention as soon as possible. This course follows WCU guidelines for attendance and excused absences; see your Student Handbook for more information. Chronic absences and/or lack of participation may result in dismissal from the Writing Fellows Program.

Evaluation and Grading Criteria. Class participation/readings: 40%

Please come to class on time, prepared, and ready to learn. This is a discussion-based class; you will be expected to DO THE READING and participate regularly. Always bring the scheduled reading with you.

Compliance with job responsibilities: 20% While I cannot ―grade‖ you on your job, part of this course includes record keeping and maintenance of your Fellow responsibilities. You should consider your Fellows duties as an outside ―project‖ in this course. This ―project‖ will provide you with examples and a frame of reference for the course content taught here. Thus, in order to succeed in this course, you are expected to adhere to the terms of your Fellows contract, maintain accurate records, and respond professionally and promptly to emails/calls from me, WaLC staff, the instructor to whom you are assigned, and the students you work with.

Class Instruction: 20% You will lead at least one class discussion on the issues listed in the course schedule. See below for more details.

Final project: 10% Your final project will be a revision of part of the Writing Center’s website.

Assessment is on the following scale: A+ = 98 – 100; A = 92 – 97; A- = 90 – 91; B+ = 88 – 89; B = 82 – 87; B- = 80 – 81; C+ = 78 – 79; C = 72 – 77; C- = 70 – 71; D+ = 68 – 69; D = 62 – 67; D- = 60 – 61; F = below 60.




Protocol. Please be attentive, prepared, and courteous during class discussions. Some specific guidelines:

Turn off cell phones during class time. No texting.

When possible, please make a circle with the desks/chairs before class. Move desks back after class.

Feel free to make minor adjustments to our environment (lights, blinds, thermostat, etc.) so that you are comfortable and able to focus. You do not need permission for this.

Check your email regularly, according to University policy.*

Questions? In many ways, this class is your ―answer center.‖ If you have concerns or queries about any aspect of your Fellowship, course content, or just general best practices for interacting with students and faculty, this is the place to raise them. We are all learning together, and as any good peer reviewer knows, the person who asks the question is sometimes the bravest and smartest one in the room! Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact the Office of Disability Services for more information at (828) 227-3886 or [email protected] You may also visit the office’s website: disability.wcu.edu

*For further details on this and all university policies, consult the WCU Undergraduate Catalog or The Student Handbook. This course adheres to and is governed by all WCU rules and regulations.

TRAINING FOR GRADUATE TUTORS

Training for graduate tutors takes place via observations, staff meetings, readings, and other

activities.

General topics for the first/fall semester of a graduate assistantship in the WaLC are

discussed in the beginning of the Graduate Tutor Handbook (see Additional Materials Attachment to

this Self Study/Appendix.)

Topics for tutors’ second/spring semester include university governance, administrative

issues for writing centers, and information on how to transfer their tutoring practice into classroom

practice, should they decide to pursue a teaching career.



Appendix O: Peer Institution Comparisons

APPENDIX O

Peer Institution Comparisons

A survey of peer institutions was conducted in December 2011. Results are below.

NA = “no answer.” Answers from James Madison University, an aspirant school, are marked with an asterisk.

1. Enrollment

Undergraduate Graduate Location

Western Carolina University 7,450 1,979 Cullowhee, NC

Eastern Illinois University 10,200 1,800 Charleston, IL

James Madison University * 17,900 1,822 Harrisonburg, VA

Kennesaw State University 21,840 2,160 Kennesaw, GA

Plymouth State University 4,300 2,700 Plymouth, NH

St. Cloud State University 15,536 1,695 St. Cloud, MN

Western Illinois University 10,000 1,600 Macomb, IL

Winona State University 8,000 NA Winona, MN

2. Hours of Operation

Hours of operation Summer hours of operation

Western Carolina

University

9 a.m. to 7 p.m. (M-TH)

9 a.m. to 5 p.m. (F)

7 to 9 p.m. (Sun-W online chat only)

1 to 7 p.m. (M-TH)

1 to 5 p.m. (F) June through first

week of August

Eastern Illinois 9 a.m. to 3 p.m.; 6 to 9 p.m. (M-TH)

9 a.m. to 1 p.m. (F)

9 a.m. to 3 p.m. mid June to

early July; mid July to early Aug.

James Madison* Wilson Hall: 9 a.m. to 5 p.m. (M-TH); 9 a.m.

to 12 p.m. (F)

Libraries: 7 p.m. to 10 p.m. (Sun-W)

Online: by appointment only

NA

Kennesaw State 9 a.m. to 8 p.m. (M-TH)

9 a.m. to 1 p.m. (F)

1 to 5 p.m. (Sun)

10 a.m. to 6 p.m. (M-TH)

Plymouth State 9 a.m. – 9 p.m. (M-W)

9 a.m. – 5 p.m. (TH-F)

6 – 9 p.m. (Sun)

Jan. term = 9 a.m. to 5 p.m.

Closed June

Half time mid-July to mid-

August

Full time mid-August to start of

term (9 a.m. to 5 p.m.)

St. Cloud State Main location: 9 to 7 (M and W)

9 a.m. to 5 p.m. (T and TH)

10 a.m. to 4 p.m. (F) Noon to 5 p.m. (Sun)

Library – 10 a.m. to 4 p.m. (M-TH)

10 a.m. to 2 p.m. (M-TH) for 15

weeks

Western Illinois Simpkins Hall: 9 a.m. to 4 p.m. (M-F)

Library: 6 to 9 p.m. (M-TH); 6 to 8 (Sunday)

Res Halls (2): 6 to 9 p.m. (Sun-TH)

12 hours per week for 11 weeks.

Winona State 9 a.m. to 7 p.m. (M-TH)

9 a.m. to 2 p.m. (F)

Not open



3. Mission

Western Carolina U The Writing and Learning Commons seeks to enhance the academic environment

and raise the level of academic discourse at Western Carolina University by

providing tutoring, academic skills consultations, workshops, online learning

resources, and faculty consultations.

Eastern Illinois U The Writing Center of Eastern Illinois University is a place where students can

develop as independent writers and thinkers. We recognize that student writers

come to the center with individual needs and individual writing processes, and

we are committed to working with students from all disciplines, majors, and

academic backgrounds at any stage of the writing process.

James Madison U* We create access for all students to learning opportunities

that foster personal transformation and academic achievement.

Kennesaw State U The Kennesaw State University Writing Center strives to promote excellence in

writing across the university community. In the Writing Center, writers from all

disciplines and at all levels of ability learn how to improve their writing and their

writing processes through one-on-one instruction and group workshops. The

Writing Center serves faculty by supporting writing across the curriculum,

encouraging the processes of peer review and revision, and serving as a resource

center for the practical and theoretical aspects of composition and rhetoric.

Plymouth State U The Writing Center is staffed by a diverse group of students and professionals

from various disciplines. We help all writers at any stage of the writing process,

whether brainstorming ideas, creating outlines, reviewing a draft or partial draft,

responding to professors’ comments, checking mechanics and grammar, or citing

sources. We work with writers of all levels, and we strive be friendly and

supportive at all times.

We serve all members of the PSU community: undergraduates, graduates,

faculty, and staff. We also provide outreach to members of the non-PSU local

community.

St. Cloud State U To maintain a fundamental philosophy of collaboration and inclusion. Within

this core philosophy, to offer individualized help and encourage independence in

all writers who use the center, respecting the writers’ authority and ownership of

their own written work.

To offer its graduate and undergraduate student staff a venue for professional

development, primarily, supporting their individualized development as effective

peer consultants.

To respond to SCSU community writing needs in a timely, creative, and ethical

manner to promote excellence in scholarship on all levels.

Western Illinois U The mission of the University Writing Center, which serves the Macomb and

Quad Cities campuses, is to offer students at any academic level collaborative,

one-on-one consultation on writing projects from any discipline at any point in

the writing process.

Winona State U The Writing Center offers WSU students free, individualized instruction in all

aspects of writing. The mission of the Writing Center is to help students in all

disciplines use writing as an effective tool for learning, communication, self-

expression, and critical thinking. To this end, staff in the Writing Center work

closely with students, faculty, and administrators to help students become

capable, successful writers



4. Learning Outcomes?

Western Carolina University In development

Eastern Illinois University Not overall learning outcomes, no

James Madison University* NA

Kennesaw State University No

Plymouth State University NA

St. Cloud State University We don’t have them or use them.

Western Illinois University No

Winona State University No

5. How is your center situated within the university? To whom do you report?

Western Carolina Provost’s Office/Academic Affairs VC for Undergraduate Studies WaLC.

We are not officially affiliated with any academic department, and fulltime staff do

not carry faculty loads or responsibilities.

Eastern Illinois The WC is funded by the English department and staffed exclusively by graduate

assistants in English. Though situated in the English department, we provide

annual reports to the Provost’s Office, the Deans of the four colleges, the English

department chair. As Director, I also serve on the Committee for the Assessment of

Student Learning and on the Committee of Retention Efforts.

James Madison* NA

Kennesaw State Physically, we are located in the English building. Until about three years ago, we

technically reported to the English department chair, although we were not funded

through the department (but rather through the dean of Humanities and Social

Sciences). Now we report directly to our dean.

Plymouth State Our center is located in the Lamson Learning Commons (a building previously

known as Lamson Library). The writing center director reports to the Dean of

Library & Academic Support Services.

St. Cloud State We are in the English Dept.; however, I report to the Dean of the College of

Liberal Arts.

Western Illinois housed in the Department of English and Journalism. I report to the chair.

Winona State The Director is a member of the English Dept. and works with the Chair of the

English Dept. and the Dean of the College of Arts and Letters.

6. What is your organizational structure?

Western Carolina 3 fulltime staff: Director (non-faculty EPA), Associate Director (non-faculty

EPA), and Administrative Assistant (SPA).

Eastern Illinois We have a Director and Assistant Director. Both are tenure-track faculty. We earn

reassigned time for our duties. We teach the Writing Center Theory and Practice

course (ENG 5500) in the fall together and then teach two sections of courses other

than 5500. In the spring, we both teach two courses typically. I also serve as the

Director of WAC.

James Madison* NA

Kennesaw State Director (tenured Associate Professor; 2/2 course release (3:3 is typical load), 12-

month appointment; renewable every five years )

Assistant Director (Lecturer (non-tenured but full-time, permanent faculty with 5:4



load); 4:3 course release; 12-month appointment

Coordinator (Staff position; full-time; this is a brand new position for the Center

starting this month)

Tutoring staff: Graduate and undergraduate student assistants (paid hourly);

graduate teaching assistants (work in Center in first year of three-year

assistantship); one part-time faculty member who teaches in Center for 10 hours

per week as the equivalent of teaching one class. We also employ a few alums

(former student assistants) who work in the Center hourly either as a supplement to

or while they look for full-time jobs.

Plymouth State The director is an 86% position; the asst director is part-time hourly and no

benefits. She works twelve hours each week. We also have a graduate writing

assistant who works 15 hours/week. He works with both graduate and

undergraduate writers, although he’s funded exclusively through the College of

Graduate Studies. (The Graduate Writing Assistant position has existed at PSU for

probably twelve years, but it wasn’t until last year that the position was moved to

the WC with supervision by the WC director. Having this extra person is

enormously helpful.) We have twelve undergraduate writing consultants who work

between five and ten hours weekly. Four staff members are paid by tuition

reduction for talent grants and one is paid by tuition reduction for a fellowship

St. Cloud State Director (2/3 faculty reassignment to the writing center).

2 assistant directors (2nd

year grad assistants—20 hours per week)

13 Graduate Assistant writing consultants—20 hours per week

13 Undergraduate writing consultants—3 to 20 hours per week

4-5 reception and clerical staff—3 to 20 hours per week

Western Illinois Director is a tenure-track faculty member on 50% teaching load. The writing

center has one ½ time secretary, 14 graduate assistantships (8 funded by English

and Journalism, 4 by FYE, and 2 by University Advising and Academic Support

Services), 4 undergraduate writing consultants (2 by E & J and 2 by FYE), and 4

receptionists funded by federal work study.

Winona State We are staffed by a Director who receives some reassigned time, graduate teaching

assistants and advanced undergraduates who receive internship credits.

7. Any FT staff engaged in significant University work outside your center?

Western Carolina No. Both director and associate director are staff positions, though both do teach

one class per semester.

Eastern Illinois See answers 5 and 6

James Madison* NA

Kennesaw State The director also teaches in the graduate program and coordinates the English

department TA program and serves as Associate Director of the College’s WAC

program (these just happen to be additional things I do; they are not a part of my

WC role). The asst director teaches one first-year comp course each semester.

Plymouth State The director is the only full-time staff member and occasionally will teach a

course as an adjunct, for which she is compensated separately from her WC

salary.

St. Cloud State The director teaches 1/3 time and directs the writing center 2/3 time

Western Illinois Just the director, who is on a 50% teaching load.

Winona State Yes, the Director teaches a 2/3 load.



8. Does your institution have a tutoring center? If so, what is your relationship to it?

Western Carolina The Writing and Learning Commons contains both a course tutoring and a writing

center. The two centers merged in 2011 as part of a budget reduction effort.

Eastern Illinois EIU has a Reading Center and a Student Success Center that is associated with

helping students who go on academic probation, etc. Our relations are friendly, but

as a WC we’re pretty autonomous.

James Madison* Yes; The Learning Centers include the English Language Learning Service; PASS/

Supplemental Instruction; Science and Math Learning Center; and the Writing

Center.

Kennesaw State We have an ESL Center for International students and non-native speakers. We

occasionally talk with that director about how to best serve our growing ESL

population. There is a math lab and psychology lab (mostly for APA help). We are

working with math lab on a joint orientation for first-year students but otherwise

have no relationship with these two entities. Only the Writing Center is considered

a real ―Center,‖ which in the College of HSS has certain benefits and expectations.

Plymouth State We have a center known as PASS, Plymouth Academic Support Services. Their

center is next-door to us on the lower level of Lamson Learning Commons.

St. Cloud State Yes. We are not related in organizational structure, although we do meet from

time to time concerning support service business.

Western Illinois Yes. We are separate units but are currently working jointly to get a foothold in

the library.

Winona State Yes, we have a unit called Tutoring Services. We work with them on issues of

writing and do our best to support one another’s efforts.

9. What services does your center provide?

WCU E. Illin. J. Mad. Kenn. State Ply. State S Cloud W. Illin Winona

Individual

tutoring

x X x x x x x x

Small group

tutoring

x x x x x x x x

Writing Fellows

program

x x X (intermittent)

In-class

presentations/

workshops

x x x x x x x x

Online tutoring x x x x

Online chat x X (pilot)

Graduate thesis

consultation

x x x x x x x

Faculty

consultations

x x x x x x x

Other workshops in

Center and for

specific

programs: Adult Learner, specific grad

programs,

orientation, etc.

Community

outreach to

schools and

senior ctr (intermittent)

Small

group

facilitatio

n in large

sized FYC

classes



10. What populations can access your services? WCU E.

Illinois

J.

Madison

K.

State

P. State St.

Cloud

W.

Illinois

Winona

Full-time/campus x X x x x X x x

Online/ distance x X x x x X x

Part-time x X x x x X x x

Undergrad x X x x x X x x

Graduate x X x x x X x x

Athletes x X x x x X x x

Student with

documented

disabilities

x X x x x X x x

At-risk students x X x x x X x x

Other (and/or ALL

students)

x x x alumni x x x x

11. What kinds of appointments/sessions do you provide?

WCU E. Illinois J.

Madison

K.

State

P. State St.

Cloud

W.

Illinois

Winona

Walk-ins x x x x x X x x

Scheduled

appointments

x x x x x X x

Standing

appointments

(―regulars‖)

x x x x X x

Unlimited

appointments

x x x

Limited: only a

certain number

per student

X (one per day

with limited

online

appts)

X (one visit

per day, up

to 2 visits

per week)

X

(one

per

day, 3

per

week)

x x

Online

appointments

(see Other) x x x

―Hotline‖ or

online quick help

x x

Group papers/

group work

x x x x x x x x

Others (please

specify)

Smarthinking Video

sessions

with

shared

docs



12. How many students are employed by your unit?

Undergraduate

consultants/tutors

Graduate

consultants/tutors

Clerical TOTAL

Western Carolina 11 9 8 28

Eastern Illinois 0 11 NA 11

James Madison* 13, plus 12 Writing

Fellows

4 4 33

Kennesaw State 5 9 NA 14

Plymouth State 12 (five are paid by tuition

reduction) 1 NA 13

St. Cloud State 13 13 4 to 5 30

Western Illinois 4 14 4 22

Winona State 6 18 NA 24

13. On average, how many student clients each semester/year? How many visits?

# of visits per

semester/ year

# of students served per semester/year

Western Carolina 2300/year 1000/year (NOT including in-class visits)

Eastern Illinois 1500 to 1700/yr NA

James Madison* NA

3000/yr

Kennesaw State 5000/yr 2000-3000/yr

Plymouth State 1300/ semester 700/ semester

St. Cloud State 6000/yr 2500/yr

Western Illinois 3398/yr NA

Winona State 1300/ semester NA

14. What kinds of resources are available on your website?

WCU E. Illinois J.

Madison

K.

State

P.

State

St. Cloud W.

Illinois

Winona

Tutorials

(grammar,

citation, etc)

x x x N/A

Advice on

writing

assignments

x x x x x N/A

Faculty

information

x x x x x x N/A

Links to outside

sources (Purdue

OWL, etc)

x x x x x x x N/A

Other Study

skills,

job info

Mission &

Philosophy,

Resources

page

Grammar

and

punctuation

self tests

Handouts,

reference

books

N/A



15. Do you subscribe to any professional standards or hold any certifications?

Western Carolina CRLA in development for Writing Fellows. All other standards are in-house.

Eastern Illinois Part of the International Writing Centers Association (IWCA) and the Midwest

Writing Centers Association (MWCA).

James Madison* NA

Kennesaw State No

Plymouth State Yes, we subscribe to professional standards. Regarding certifications, the PASS

center (next-door) offers level one CRLA tutoring certification and we could

piggyback on that, but we haven’t chosen to do so. Our consultant credentials have

never been questioned by a prospective student, parent, or any client.

St. Cloud State No, but all students are required to read and agree to follow 2 sets of standards—

―Guidelines for Professional Behavior in the Writing Center‖ and ―Staff Guidelines

for Ethical Use of Write Place Technology.‖

Western Illinois No

Winona State No

16. How are your tutors trained?

WCU E.

Illinois

J.

Madison

K.

State

P. State St.

Cloud

W. Illinois Wino

na

Handbook/

manual

x x x x x x x

Staff meetings x x x x x x x

Credit-bearing

training course

Fellows

only x x x x x

Readings/

scholarship

x x x x x x x x

Observations/

mentoring

x x x x x x x x

Online x x x Other (please

specify)

Staff field trip

to NEWCA

each spring

3-day

orientation

17. How are your tutors evaluated?

WCU E.

Illinois

J.

Madison

K.

State

P. State St.

Cloud

W.

Illinois

Winona

Surveys/

SurveyTrac

x

Student evals x x Intermittent x

Observations x x x x x x x

Grades

Informal

feedback

x x x x x x x x

Other Self-eval forms



18. List any major publications or scholars that inform your center’s approach.

Western Carolina Bedford Guide for Writing Tutors, St Martin’s Sourcebook for Writing Tutors; see

assessment self study for more.

Eastern Illinois Our center espouses the ideas set forth by Jeanne Simpson (the first Director of the

EIU Writing Center) in her ―Statement on Professional Concerns‖ published in The

Writing Center Journal in 1985.

James Madison* NA

Kennesaw State We use the Bedford Guide to Writing Tutors in our training. Students also read Jeff

Brooks’ ―Minimalist Tutoring,‖ North’s ―The Idea of a Writing Center,‖ and perhaps

a selection by Harris or Bruffee. Writing Lab Newsletter available to all the staff.

Plymouth State We subscribe to The Writing Center Journal and The Writing Lab Newsletter. We

read articles/books by any scholars who support a nondirective approach to writing

consultation.

St. Cloud State Undergrads take an undergrad course that includes Bruce and Rafoths ESL tutoring

guide, Rafoth’s tutoring guide, and St. Martin’s Sourcebook for Writing Tutors. The

Grad course uses Bruce and Rafoth’s ESL tutoring guide, The Longman Guide to

Writing Center Theory and Practice, and Joseph Williams latest edition of Style.

Western Illinois Stephen North, Charles Bazerman, Mark Waldo

Winona State NA

19. How would you describe your unit’s approach to writing tutoring/instruction?

Western Carolina See assessment self study report.

Eastern Illinois To take North’s phrase, which we use on our PR materials, ―We are here to talk to

writers.‖ Probably the best way to describe our ethos is ―Talking in the Middle‖ by

Muriel Harris.

James Madison* NA

Kennesaw State Much like our composition program, we view writing as a process. We emphasize

how that process guides what we do in sessions with students and what we

encourage them to do when they leave the Center. We strive to help students see

that their writing matters and that it is, ultimately, their writing.

Plymouth State We embrace a nondirective, collaborative approach. We are non-authoritative and

refer to ourselves as consultants rather than tutors. We model with writers how to

use resources such as writing guides and websites to access help with writing.

St. Cloud State We are essentially non-directive and scaffolding.

Western Illinois Discipline-based

Winona State Process-based and student driven. We have the idea that, as North says, we help

make better writers and not necessarily better texts.



20. How is your unit funded?

Western Carolina Student fees, Provost allocations, Grad School and English dept (for grad tutors)

Eastern Illinois English department

James Madison* NA

Kennesaw State We receive at least 60% of our budget from a fee assessed to all English 1101

students. In return for the fee, we visit and offer an extended outreach presentation

to each 1101 class.

Plymouth State We are institutionally funded, roughly 90% by Undergraduate Studies and 10% by

the College of Graduate Studies.

St. Cloud State 45% from Graduate College 35% from Academic Affairs, 5% from College of

Liberal Arts, 5% from the Diversity Committee, 10% from Multicultural Student

Services.

Western Illinois Three funding sources E&J, FYE, and UAASS.

Winona State Funding for the graduate assistantships comes from the Provost’s Office. This is

our only source of funding.

21. What is your estimated annual operating budget (not including perm staff salaries)?

Western Carolina $42,000 (includes all operating costs and student wages—including course-specific, non-

writing center tutors--except one grad assistantship)

Eastern Illinois $1575

James Madison* NA

Kennesaw State Approximately $100,000 (probably a little less). This depends on fee revenue

(explained above).

Plymouth State Because we are housed in the Lamson Learning Commons, our operating budget

falls under the LLC umbrella. The Writing Center budget and expenditure

summary only includes my salary, my assistant’s, student wages, and general

supplies. See answer below for details.

St. Cloud State $240,000

Western Illinois We do not have our own budget.

Winona State NA

22. What percentage of your budget is allocated to student wages, supplies, etc.?

Western Carolina 83% to student wages, the rest to printing, supplies, and services

Eastern Illinois NA

James Madison* NA

Kennesaw State Approximately 60% goes to tutor wages. Another 20% to our Coordinator. The rest

goes to supplies, printing, furniture, books for our WC library, etc.

Plymouth State Student hourly - $6000; student work study - $2000; part-time (professional) hourly

- $8000; Supplies - $1000

St. Cloud State Student wages—80%

Supplies, WConline subscription, professional subscriptions, misc.—10%

Technology (equipment replacement, software)—10%

Western Illinois N/A

Winona State All of it



23. How much do you pay your tutors?

Hourly tutors Graduate assistants Writing fellows Other

Western Carolina $12/hr (graduate

hourly)

$8,000 per year (via us

or English dept)

$800 or $900

per semester

Clerical staff earn

minimum wage

Eastern Illinois N/A Routed through the

graduate program—

tuition waived plus

monthly stipend

N/A N/A

James Madison* NA NA NA NA

Kennesaw State $9/hr (undergrad

tutors)

$10/hr (graduate

hourly – non

TAs)

Tuition waiver plus

$2000 per semester for

10 hours/ week for 1st

semester, 7 hours/ week

for 2nd

semester

NA $2000 for part-

time faculty for 10

hours/ week

Plymouth State $7.25 first year;

$7.50 second

year; $7.75 third

year and beyond

$4000 stipend per

academic year plus 12-

credit tuition waiver

(This is paid by College

of Graduate Studies and

not out of the WC

budget)

$1500 tuition

reduction per

semester for ten

hours of work

each week

for talent grant

recipients, $500 tuition

reduction per semester

in exchange for

five hours of work

each week. The

assistant director is

paid $20 an hour with

a total account pool of

$8000. This means she

works twelve hours a

week for two sixteen-

week semesters.

St. Cloud State $9/hr $10,000 per year plus 8

credits per year tuition

remission

Desk workers -

$8/hr

Western Illinois $9.55/hr Tuition waiver +

monthly stipend

N/A N/A

Winona State NA NA NA NA

24. What are the salary ranges for full-time, professional staff members?

Western Carolina Associate Director, $43,000, Administrative Asst., $27,000

Eastern Illinois Not sure

James Madison* NA

Kennesaw State The only staff position is our soon-to-be-hired Coordinator, who will make

$24,000 annually.

Plymouth State The director is paid $48,000 annually for an 86%-time position. That is the

only full-time position.

St. Cloud State Director (includes both teaching and director assignment)--$60,000 yr


Winona State Not applicable because Director only receives reassigned time.



25. Describe the physical space your center uses to conduct its core functions.

Western Carolina Shared space with course tutoring. One front desk; approx 6 tutoring tables; laptop cart for

checkout; Tutortrac reporting stations; white boards, bookshelves, and other supply areas; tutor

break room; 3 staff offices; one small group tutoring room. Overflow/meeting space upstairs

and outside in library study areas. (NOTE: moving next year to much larger space!)

Eastern Illinois The WC has a front desk with a Mac for intake. We have four round table with three chairs per

table. In the back there is a comfy couch and a chair, a credenza, and file cabinets. Toward the

front there’s a workspace with two desktop computers (Mac and HP) and a printer. We have

two HP and two Mac laptops.

James Madison* NA

Kennesaw State Students enter the Center into a main room. There are a few comfy arm chairs for waiting, the main

desk with a computer for staff use, the sign-in computer, another computer for staff use, and a table

with coffee and tea and supplies and the occasional food offering. If they go to the room to the

right, they will enter the Computer Lab, which also has two arm chairs and a sofa and coffee table

and one big round table with chairs for students to use. The Conference Room, which includes the

Writing Center Library of Rhet/Comp journals and books is the next room. There are windows on

the wall dividing the Computer Lab and Conference Room, and the Conference Room also has a

door leading out to the hall. The Conference Room has a large conference table and chairs, and two

additional tables. All of this, including the main table can be broken up and reconfigured as a

particular event may require. We are expecting installation of a SmartBoard this semester, so there

is an accompanying computer workstation in one corner.

Had a student gone left from the main reception room, they would have gone into (it’s very open –

no door) the tutoring room, which has four large tables in the middle (again, capable of being

separated) arranged as one big table, surrounded by chairs. There are also three cubicles lining each

of the two longest walls; straight ahead are bookcases stocked with reference books, texts

frequently used by freshman comp classes, and other writing guides. The wall shared with the main

room has a supply cabinet on one side and a horizontal file (looks like mailboxes) for handouts. A

door leading out the other side of the tutoring room goes into a staff area outside the Assistant

Director and Director’s offices.

We’re very lucky that we had several years with surpluses in our budget (we were still unsure as to

how the fee structure would work and spent more carefully during the year than we needed to) and

thus have been able to replace all the furniture in the past few years, so everything is nice (and it

matches!).

Plymouth State We have four student computers and a printer available. They are maintained by the LLC

technology support team, whose offices are conveniently located just upstairs! We have four

tables with 3-4 chairs each. We have a reception/waiting area with a couch, coffee table, three

armchairs, and a credenza with handouts on top and office supplies & writing guides in the

drawers. Finally, we have a large office with two desks, two desktop computers, bookshelves,

file cabinets, etc. This is shared by the director, assistant director, and graduate writing

assistant.

St. Cloud State Main location: tutoring space—8 round tables, six IMac computers, 1 printer. Reception desk

with computer and printer. 1 online computer station. Assistant Director office with table and

IMac. Staff lounge with small round table, chairs, couch, microwave, coffee pot, water boiler.

Library location: 3 tables with 3 laptops for tutoring. 1 reception desk with laptop. File

cabinet.

Western Illinois We have four writing centers. Our main writing center is in Simpkins (5 tutoring tables with 4

chairs each, 2 conference tables with six chairs each, a couch, receptionist desk and chair, and

six computers + one printer), and two satellite centers in the dorms (3-4 tables + chairs), and

one satellite center in Malpass library (three tables + chairs)

Winona State Seven tables equipped with Ethernet outlets. (All students are required to have own laptops. )



26. List any software or web-based programs your unit uses on a regular basis.

Western Carolina TutorTrac, Smarthinking, Meebo, Blackboard, Microsoft Office

Eastern Illinois Can’t afford much of that stuff, but we do have Skype for distance-ed students.

James Madison* NA

Kennesaw State We use WCOnline for appointment scheduling and data tracking

Plymouth State We use Big Blue Button, Skype, and Google.docs. We are looking at EtherPad.

We do not subscribe to any tutor tracking or online scheduling software.

St. Cloud State WConline scheduler and online consulting module, Office Suite


Winona State Tutortrac is used for students visiting the center to log in and out of tutorials.

27. What resources or staff would you LIKE to have that you do not currently?

Western Carolina Library for faculty, updated computers, more reliable tracking software

Eastern Illinois We’d like to be able to have more students to work the front desk. Those students

are given to us by the departmental secretary when she has some that she can offer

to us. We only had one this semester. We’d certainly like to have a more diverse

staff since we play no part in the hiring of our writing consultants (the Graduate

Studies Committee selects GAs), but there is apparent financial stability in having

our staff selected in this way. We would really like undergraduate writing

consultants from diverse disciplines, but there’s difficulty in that proposal (money

and support). The past two years we have used the ―Genre Search & Share‖

assignment in our practicum course, and it has helped.

James Madison* NA

Kennesaw State With the addition of the Coordinator position, we feel like we’re in better shape

than we’ve ever been, so none right now.

Plymouth State We want Big Blue Button to have better functionality. We are struggling to apply

our WC philosophy to online consultations. We’d love to have a full-time assistant

director.

St. Cloud State None

Western Illinois Electronic scheduling software, software for online tutorials, more funding lines

for graduate students outside of English.

Winona State Receptionist, Writing Program Administrator, etc.

28. What services would you LIKE to offer that you cannot/do not currently?

Western Carolina Better data to report to campus, more faculty services, expanded web and online

services.

Eastern Illinois We’ve thought about an 48-hour email service like University of Kansas and a

writing fellows program. The former would be easier than the latter

James Madison* NA

Kennesaw State We may move toward online services eventually, once our website is up and used.

Plymouth State NA

St. Cloud State None

Western Illinois Online tutorials, writing fellows program.

Winona State NA


Appendix P: Budgets

APPENDIX P

Budget Information: Funds, Expenses, Salaries, etc.

The following spreadsheets illustrate the budgets for Writing Fellows (101012), the former Writing Center (152712),

and the general, merged Writing and Learning Commons budget (152727). (See Self Study for info on the merger.)

WRITING FELLOWS

FY 2011 Writing Fellows

Account Title

Adjusted Budget

YTD Activity

Commitments

Available Balance

111010 EPA Regular Salaries 38563 9640.74 28922.22 0.04

135050 Student Regular Wage 20420 2500 0 17920

151010 Social Security 196 736.42 0 -540.42

152020 State Retirement 204 0 0 204

154070 Optional Retirement 0 1181.97 0 -1181.97

156030 Medical Insurance 0 1232.4 0 -1232.4

2000BP Purchased Services Pool 1899 86.78 0 1812.22

3000BP Supplies Pool 600 0 0 600

4000BP Property, Plant and Equipment Pool 2500 1063 0 1437

5000BP Other Expenses & Adj Budget Pool 25 0 0 25

64407 16441.31 28922.22 19043.47

FY 2010

Account Title

Adjusted Budget

YTD Activity

Commitments

Available Balance

111010 EPA Regular Salaries 38563 28257.6 0 10305.4

135050 Student Regular Wage 21820 21299.62 0 520.38

151010 Social Security 196 2057.07 0 -1861.07





2100BP Purchased Cont. Services Pool 40 40 0 0

3000BP Supplies Pool 300 232.37 0 67.63

4000BP Property, Plant and Equipment 2500 569.9 0 1930.1

5000BP Other Expenses & Adj Budget 25 0 0 25

64407 59553.98 0 4853.02


Appendix P: Budgets

FY 2009

Account Title

Adjusted Budget

YTD Activity

Commitments

Available Balance


135050 Student Regular Wage 20420 21727.01 0 -1307.01

151010 Social Security 196 3038.25 0 -2842.25




157600 Flex Spending Acct Savings 0 9.18 0 -9.18


2100BP Purchased Cont. Services Pool 0 0 0 0

3000BP Supplies Pool 600 403.92 0 196.08

4000BP Property, Plant and Equipment Pool 2500 1399 0 1101

5000BP Other Expenses & Adj Budget Pool 25 0 0 25

64407 74494.25 0 -10087.25

FORMER WRITING CENTER

FY 2011 152712

Account Title Adjusted Budget

YTD Activity

Commitments

Available Balance

111010 EPA Regular Salaries 52849 12202.51 40607.53 38.96

131010 Non-Student Reg Wage 1692 1692 0 0


151010 Social Security 0 1067.25 0 -1067.25




3000BP Supplies Pool 1143 0 106.18 1036.82

4000BP Property, Plant & Equipment 150 99 0 51

5000BP Other Expenses & Adj Budget 127 89.67 0 37.33

63983 21318.34 40713.71 1950.95


Appendix P: Budgets

FY 2010


YTD Activity

Commitments

Available Balance


131010 Non-Student Reg Wage 650 648 0 2

135050 Student Regular Wage 11276 11751.25 0 -475.25

151010 Social Security 0 2999.69 0 -2999.69





3000BP Supplies Pool 380 462.13 0 -82.13

4000BP Property, Plant Equipment 570 569.9 0 0.1

5000BP Other Expenses & Adj 127 89.97 0 37.03

66483 78429.96 0 -11946.96

FY 2009


YTD Activity

Commitments

Available Balance


131010 Non-Student Reg Wage 980 471.6 0 508.4


151010 Social Security 0 2591.45 0 -2591.45





2000BP Purchased Services Pool 600 932.6 0 -332.6

3000BP Supplies Pool 1063 826.64 0 236.36

4000BP Property, Plant & Equipment 457 387 0 70

5000BP Other Expenses & Adj 127 85 0 42

69057 76036.25 0 -6979.25


Appendix P: Budgets

MERGED WALC FUNDS

Summary of Writing and Learning Commons Budget Revisions/Allocations Org 206183 Fund 152727

FY 2011-2012

111010 EPA Salaries

original allocation 44,058

permanent revision moved from SPA Salaries (152727 - 121010 line, position 5211 (Admin. Assistant) 4,362

permanent revision moved from 152712 - H82712 (WC - GA) 500

permanent revision moved from 152712 - H82712 (WC - GA) 7500

permanent revision moved from 152712 - position 1771 (Associate Dir) 5000

permanent revision moved from 152712 - position 1814 (former Director) 6992

permanent revision (funds from WC director's position moved to 135050 - student wages) -6992

Total 61,420 121010 SPA Salaries

original allocation (Admin asst salary) 30683

permanent revision moved to line 111010 -4362

permanent revision (moved to line 2300) -3246

permanent reduction (reversion) -18126

permanent revision moved to fund 160724-111010 (Career Services EPA) -4949

permanent revision from 152749 (QEP) for position 1769 (Admin Assoc) 27000

Total 27000 135050 Student Wages

original allocation 14500

permanent revision from 152712 -135050 (WC) 9426

permanent revision from 152712 - 111010 position 1814 (former Director) 6992

temporary revision from 152703 (Undergrad Studies) 4762

permanent revision (moved to line 111010, position H82712 - GA position -500

Total 35180 2300 Purchased Services


permanent revision from line 121010 (Admin Asst's SPA Salary) 3246

permanent revision from 152712 - 2300 254

Total 4405 285015 Paw Print


permanent revision from 152712 (WC) 573

Total 751


Appendix P: Budgets

3000 Supplies



Total 1560 4000 Property, Plant, and Equipment



Total 150 5000 Other Expenses & Adjusted Budget



Total 227

Total WaLC Allocation FY 12 (Including Salaries) 130,693


Appendix Q: Survey of Tutoring Session Topics

APPENDIX Q

Survey of Student Files:

Topics of Tutoring Sessions and Student Needs (preliminary results)

In December 2011, we sampled 200 student visit records, or approximately ten percent of an average year’s visits.

This survey identified the content of tutoring sessions; it was conducted using paper files and analog calculations.


NOTES

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