Online higher education writing centers are often viewed as a space separate from students' learning environment; a landscape of assistance rather than true education. The goal of this pilot program was to create a geography of shared experience between students, faculty, and writing specialists to facilitate the process of enhancing student self-regulation of and self-efficacy for writing. This was accomplished through an embedded tutor pilot in which professional online writing center staff members engaged in early capstone courses for fully-online doctoral programs. The pilot also aimed to enhance faculty efficacy for supporting student writing.