For decades, researchers have investigated the impact of faculty-student interaction as well as the contexts in which such interactions occur and are most productive (Astin, 1993; Kuh & Hu, 2001). Cox (2011) identified two consistent outcomes from this body of research: first, that interactions between faculty members and students have positive effects on student outcomes, and second, that such interactions do not occur as regularly as educators might hope. Yet positive exchanges and relationships between faculty and students can have a significant impact on students' college experience, influencing not only students' understanding of course-related issues such as grades (Cotten & Wilson, 2006), but also students' worldview and engagement (Grantham, Robinson, & Chapman, 2015, p. 130; Umbach & Wawrzynski, 2005). This article describes the Writers, Ink. Learning Center (LC) at Cabrini University--a small, Catholic, private, liberal arts institution outside of Philadelphia--was intentionally created to support first-year students identified as academically at-risk in writing.