To: Nikole Eyre

From: Victoria Braegger, Mallory Manley, and

Chelsey Wright Date: April 20, 2016
RE: RCDE Writing Center Final Recommendation
Report

The following is the final recommendation report for the USU RCDE Writing Centers.
We studied the organization in March 2016 to determine how communication
transpires between management and tutors. We have had several weeks to analyze
the data we collected.

We chose the RCDE Writing Centers because of the growing pains the organization has
experienced since becoming a statewide program. Prior to the Summer 2015 semester,
each regional campus had their own writing center, and each center was responsible
for their own students. The writing tutor answered to the Writing Center Director at
their respective site and there was little to no communication between campuses. It
wasnt until the Summer 2015 semester that RCDE tutoring services were combined
under one umbrella and a new management system was created. A single writing tutor
liaison was introduced to train tutors, the directors of student services at each site
collaborated to create schedules, and two managers were put in place at the Logan
campus.

With this information, we set out to find the answers to two research questions:
1. How is information distributed through the hierarchy in the organization?
2. How, and to what extent, does management collaborate with tutors?

Methodology
We conducted interviews with three members of management and two tutors. Each
interview lasted roughly 20 minutes. We then collected email communication from two
members of management and three tutors, as well as information on the software and
tools used and the EOY tutoring report for 2015.

Handoff Chains
We used information collected from the interviews and artifacts to create detailed
handoff chains. The aim was to find how information was passed between parties in
common situations. Please see Appendix I for handoff chains.

Data Codes
We used data codes to categorize the interviews and find where and when
communication happened, how collaboration took place, and where breakdowns
occured. Please see Appendix II for interview questions and Appendix III for data codes.

Resource Maps
We used information from interviews and feedback from our SME to determine how
resources such as Adobe Connect and Appointment Manager are used in the RCDE
Writing Centers. Please see Appendix IV for a detailed resource map.

Breakdown Tables
We used information collected from the interviews to create a breakdown table
that described when communication or habit broke down. Please see Appendix V
for breakdown tables.

Findings
Overall, we have found that the system in place is working. Tutors know who to contact
to modify their schedules, and the writing centers studied (Salt Lake, Kaysville, and
Brigham City) are working effectively with students. The mission of the RCDE Writing
Centers, to reach all USU students regardless of campus location, seems well on its way
to being accomplished. However, we have identified areas where breakdowns and
frustrations occur.

There is limited communication between tutors.

Currently, eight tutors are working for the RCDE Writing Centers and very few work at
the same campus. Email has been the primary mode of communication, while the onceper-semester training meetings act as a secondary avenue. The tutors interviewed
expressed frustration with the lack of communication between tutors. For instance, a
story was related in which an email was sent to every tutor asking for input on another
tutors problem. Only one tutor responded. To alleviate this problem, Tutor 3
recommended a forum for tutors to share experiences while Tutor 1 suggested a faceto-face meeting in a central location as an option.

Tutors dont know who to contact when they experience

problems with software.
Manager 3 indicated she receives questions from new tutors about their technology
when they should be contacting Manager 1. In addition, both tutors pointed to Manager
3 as their contact for software issues and regulated Manager 1 to scheduling conflicts.
For most questions, Manager 1 then contacts Manager 2 to get tutors additional
training and help.

We have found this creates an unnecessary bottleneck in communication. Manager 2

is responsible for training tutors and coordinating with IT departments. It would be
more effective to point tutors directly to Manager 2 when they have questions related
to their computers or general tutoring.

Tutors do not feel comfortable using required software.

Both tutors and management across campuses have successfully implemented a
system of standardized software. The software chosen as the standard is currently
causing some frustration among tutors. Instances of confusion involving Appointment
Manager and Adobe Connect were mentioned as a consistent concern. Tutor 1 solved
their confusion by printing off instructions for both systems and carries them for
reference while Tutor 2 has used outside software, such as Google Docs, to
communicate with students.

Tutors arent responding to emails.

We found that tutors rarely respond to emails. Manager 2 stated that when an email is
sent to all the tutors, only a quarter will consistently respond. Tutor 1, who asked for
help from all tutors and only received one response, corroborated this information. We
also observed this in the email chains we received from the tutors. Several tutors were
listed as recipients of the email, but neglected to respond.

Recommendations
Based on our findings, we have only a few recommendations for the RCDE Writing
Centers to create a collaborative environment, reduce anxiety with software, and
increase communication.

Create a discussion board or Canvas page where RCDE tutors

can collaborate.
Tutor 3 suggested a discussion forum for the tutors. This discussion board would
increase communication between the tutors at different writing centers. If all the
tutors actively participate on this discussion board, they will be able to help one
another solve problems with technology, support each other through shared
experiences, and share helpful advice.

Create and distribute a Welcome to Tutoring packet via email.

Such a packet would contain frequently asked questions, basic solutions to common
problems with software and technology, and tips on how to be a successful tutor. This
will be an easy reference document for the tutors. Tutors will be able to look up
solutions to any issues that arise before contacting management. Since it will be
distributed via email, the packet will be stored online, making it difficult to lose and
easily accessible.

Set email expectations for tutors.

We recommend that management enact guidelines for tutors regarding emails. They
should make it clear that tutors are expected to respond and they should outline an
acceptable timeframe to do so.

Conclusion
Although a clear hierarchy governs the distribution of information, the failure to
collaborate sufficiently on various levels creates confusion and stress for the tutors.
Implementing our recommendations will alleviate this confusion, create a stronger
sense of solidarity amongst the writing centers, and increase the departments
effectiveness.