The Writing Center
The Writing Center provides:
- One-on-one help with all writing projects for all classes as well as personal writing projects
- Works with all stages of the writing process including understanding assignments, brainstorming, outlining, drafting, revising, citing and editing
Also includes the Center for Online Writing, in which students email their drafts to writing tutors who respond with comments within 48 hours.
Location: Cedar Rapids- Main Campus (Cedar Hall, Library)
Modality: in-person and online
Rubric for Evaluation:
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | The service is available for all Kirkwood students both those enrolled in face-to-face classes and online. Dual enrollment students also have access to the service.
The resource is available to all writers who want to have some feedback on their work whether it be an academic project, a creative effort, or professional materials. Although the resource is open to all, it is predominantly used by people in Composition classes. The resource could do better reaching other disciplines. |
| What are the services being offered by the resource? | The Writing Center offers in-person, one-on-one assistance with all writing projects at all stages of development (understanding assignments, brainstorming, outlining, researching, drafting, revising, editing, etc.) |
| Are there known barriers or stigma that may prevent students from accessing the resource? | Sometimes students cannot make an appointment with an assistant at the times that are most convenient to them. On some occasions, the online scheduling software does not allow students to make an appointment (often because of cookies or a browser problem).
Writing centers historically have historically carried some stigma. Some see them as places where the struggling writers go. Or even worse, others see them as punishment where students are required to go to fix their problematic prose. Kirkwood’s Writing Center fights back against these impressions and presents itself as a place where any writer can work with a fellow writer who wants to bring out their strengths. |
| Is there any data available regarding student perceptions/use of this resource? | Data and surveys have been done. The Writing Center receives strong marks for being friendly, helpful, and easy to use. The Writing Center also sees many students multiple times throughout the semester—another sign that its work is viewed positively. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 3 | The Writing Center works out of Cedar Hall 2080 (across from the Learning Commons) and KRCUI 052 (in the Learning Commons) with a satellite location in the Main Campus Library. All of these locations are centrally located and accessible. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 3 | Signs advertising the Writing Centers are easily visible in the hallways. When the Writing Center is not open, the signs direct students to make appointments online. |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 3 | Additional signage could be posted in other buildings directing students to the Writing Center. |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 2 | The Main Campus Writing Center operates Monday – Thursday 9:05 am – 4:30 pm and Friday 9:05 am – 2:30 pm.
The KRCUI Writing Center operates a more varied schedule depending on tutors’ availability:
The Library location is available Tuesday and Wednesday afternoons 4:15 – 6:15 pm The high traffic hours fall during the middle of the day 11:15 am – 1:20 pm, and these hours could be better covered in Coralville. More students use the services close to midterm and finals weeks, but otherwise the traffic is fairly consistent throughout the semester. |
| Does the resource offer an on-demand option for face-to-face and online students? | 2 | Although the Writing Center works by appointment, we do see walk-ins whenever possible. Students may not be able to get an immediate answer to their questions. |
| Do students have the ability to easily self-schedule at a time convenient for them? | 3 | The Writing Center uses WConline, an online tool that students allows students to set their own appointments and let their writing assistants know what they’d like to work on. The scheduler can be accessed through MyHub or the Writing Center’s website. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 2 | Evaluate the location and ease of access for online accessibility? Are resources available via web/talon/etc.? |
| Are necessary print resources available in digital formats? | 3 | Ensure that all critical resources are available both in person and online. |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | N/A | Usually the Writing Center works with one student at a time so students do not have the opportunity to collaborate with one another. Perhaps the one exception is when a particular class has a big assignment due, the Writing Center will see a wave of students. During the transition time between appointments, these students will often collaborate on the assignment expectations and strategies for meeting them.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | Although the Writing Center works with many English language learners, it does not translate materials into other languages or use translation tools.
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| Does the resource use clear language and avoid jargon? | 3 | Language is clear to students.
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 3 | Using our online scheduling software, the Writing Center can track
With this information, the Writing Center tries to tailor its schedule and outreach. It both wants to serve the students who are coming in and identify which ones we should reach out to. Moreover, they allow us to tailor our resources to the students. For example, because we see a large number of students seeking help with resumes and cover letters, the Center partnered with Career Services to add distributable handbooks. |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 3 | The Writing Center director compiles an annual reflection on the usage trends and discusses it with the CEM Dean.
Less formally the writing assistants frequently talk about what assignments are most frequently coming through the Center, and strategies for best working with them. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 3 | The Writing Center prides itself on working with students from different populations. For example, nineteen percent of the Writing Center users are non-native speakers of English. As teachers of writing, the staff works hard to help students express their authentic selves in a supportive environment. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 3 | The Center has long tracked the number of non-native speakers of English we work with. In the last two years, we have started asking students their preferred pronouns.
We also track how frequently students visit the Writing Center as a measure of how comfortable and useful they find the Center. |
| Are there events and activities that promote inclusivity? | 2 | The daily practice of the Writing Center promotes inclusion, but there are not any specific events or initiatives. |
| Are staff trained in cultural competence and inclusivity? | 3 |
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| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | Announcements are posted on Talon, and faculty are encouraged to remind students of the services.
Signage is posted outside the Writing Center and in the Library. The Writing Center website allows students to make appointments with tutors. The Writing Center has also participated in pop-up events like the “Scholarships and Scotcheroos” event that paired writing mentors with scholarship applicants. |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 2 | Announcements are posted to “Have You Heard” throughout the semester to remind faculty of the Writing Center. Faculty are welcome to bring their classes to the Writing Center for site visits to acquaint them with the space and staff. Writing Center faculty are also available to visit classes in person or virtually. |
| Does the resource market itself to students appropriately? | 2 | The biggest population that uses the Writing Center comes from the Composition classes. There are opportunities to market to other disciplines.
The Writing Center began offering sessions at the Library in the late afternoon a few days a week. This effort allows the writing assistants to work more closely with the research librarians and meet students who might not visit the Cedar Hall location. |