ABSTRACT
Ater establishing and then directing a writing center for nine years, I entered central administration. I spent the next decade in the provost's office thinking, "I wish I had known this or that when I was directing the center!" The principles, suggestions, and examples I offer here are intended to fulfill that wish vicariously. Ofcourse, the ideas, principles, and examples reflect my own specific experiences in central administration, as well as some of the problems. However, over the past twenty years, after attending dozens of conferences where colleagues shared war stories, and participating in WCenter discussions, I recognize that my experiences as a writing center director and then as assistant provost in central administration continue to resonate no matter the particulars of an academic setting. The more we change, the more we stay the same. The academic hierarchy remains. The dilemma ofwhere to locate the writing center continues. Should it be under the auspices ofan English department, a vice president ofa particular division or school, or the provost? What are the reporting lines? Who funds the writing center? Who uses the writing center? What data do the writing center director or supervisor need to gather to ob.. tain funding and recognition as a viable entity of the institution? Ultimately, regardless ofreport.. ing lines, all requests end up on some upper administrator's desk.
