Editor’s note: We would like to thank Dr. Lucie Moussu, Director, and Yan (Belinda) Wang, Interim Director at the Centre for Writers, University of Alberta, Edmonton (Alberta), for providing this piece. To contact the author, please email Dr. Lucie Moussu. If you would like to share your writing center’s experience during COVID-19, please submit via WLN.

                                  Dr. Lucie Moussu (left) and Yan (Belinda) Wang (right)

At the University of Alberta’s Centre for Writers (C4W), COVID-19 forced us to change the way we had been operating—seemingly forever—and to reflect on our practices and relationships with tutors and clients[1].

Since our transition to online tutoring, we have had to re-think the ways we engage and support our tutors. For example, when we started offering asynchronous online services, two of our tutors realized that they actually worked better in an online rather than face-to-face setting. Both of these tutors had been facing mental health issues, and it had been difficult to accommodate their needs alongside client needs. Asynchronous tutoring enabled these tutors to work at their own pace and when they felt capable. Over time, they also collected strategies, templates, and resources, which helped them feel more organized and less stressed while tutoring. Tutoring thus became much easier for them, and we realized that other tutors might also benefit from different work options. While we hope to resume face-to-face services once campus reopens, COVID-19 has forever changed the concept of “tutoring,” and it has made us re-evaluate what “normal operations” in the C4W should be.

COVID-19 also highlighted the vulnerability of our international tutors. Unfortunately, one tutor was stuck in the US and another one in Estonia, and while both tutors could continue their studies remotely, their work at the C4W created different problems: US banks accept Canadian checks, but Estonian banks don’t. Similarly, scheduling a tutor located in a different US time zone was doable, but dealing with a nine-hour time difference was much trickier. This—and other issues—forced us to be extremely creative with rules, to imagine new possibilities, and to make accommodations we would not even have considered in the past.

Finally, we had to re-think our relationships with our clients. For example, when we started online tutoring services, one issue that quickly surfaced was the loss of face-to-face interactions clients used to have with Justin, our front-desk person. Previously, clients often came to the C4W without appointments and discussed options with Justin–and chatted a bit about their lives, too. Many clients would then wait for last-minute cancellations or no-show clients. These spontaneous interactions allowed clients, tutors, and Justin to communicate easily and effectively and also created a welcoming atmosphere. With all communications strictly online now, such organic and impromptu exchanges are much harder to generate. Although we created a Google Chat space and a drop-in center over Zoom, very few students take advantage of these options, and both tutors and clients have lamented the loss of uncomplicated communication and human connection.

We fear our growing use of and reliance on technology will widen this human gap and marginalize certain clients—especially clients who have difficulties navigating new technologies, who have complicated living circumstances or low socio-economic status, and who face accessibility issues.

This is why we can no longer operate in “crisis mode.” We must move on to the “assess, repair, and nurture” stage to evaluate the good and the bad and find solutions that are sustainable while ensuring tutoring and writing success. At the same time, we must actively seek new ways to support the mental and physical well-being of our clients and tutors.

For example, we realize Chinese students are facing increasing political censorship at home, so we are brainstorming with our Chinese tutors for ways to reach out and help these students. We have also changed a cardinal C4W rule: “if you are not busy with a client, you must help Justin with administrative work!” The new rule states, “if you are not busy with a client, you should chat with other tutors and/or Justin, go for a walk outside, or do a mindfulness session. In short, do something that makes you feel good!”

As we continuously evaluate and navigate new developments (in the world, our university, and the C4W), we must continue to respond to challenges and opportunities brought about by COVID-19. As long as we continue learning while caring for our tutors and clients, we are certain our writing center will continue to thrive.

Ultimately, we needed COVID-19 to kick our butts! Things had been the same for too long. We needed to see things from new perspectives to rejuvenate our practices and renew our commitment to our tutors and our clients.

[1] We call C4W users “clients” because we help students but also faculty members, staff, and alumni.