Czapla Transforming
Tutor Training into a Five-Week, One-Credit, Graded Course
23/Th 2:15
PM Hanna
Type_Presentation: 60-minute
Concurrent Session,
"Transforming tutor training into a five-week,
one-credit, graded course.",
Peer Tutoring,
Learning Assistant Center Management,"
"The presentation will discuss the process of
transforming a 10-hour tutor training into a five-week, one-credit, graded
course. It will delineate the implications of such a move and provide an
opportunity for discussion. It should be helpful to those contemplating
the development of an academic course to train tutors."
Purpose
To describe a curriculum approval process and delineate
the advantages and disadvantages of moving toward a five-week, one-credit,
graded course for tutor education.
Learning objectives
Through the presentation and interacting with the presenter,
CRLA conference attendees will:
1. Understand the process required to get a proposal
through the curriculum approval process at a mid-size, four year university.
2. Understand the advantages and disadvantages of
moving toward a credit bearing, graded course for preparing tutors.
3. Have an opportunity to share thoughts and
experiences on the relative merits of moving toward an academic course for
tutor education.
Significance to the field
As tutoring strives for greater recognition, there is
increasing pressure to improve the quality of preparation that tutors
receive. Increasingly sophisticated courses are being developed for
certification. It would be helpful for directors and tutor trainers to
have an opportunity to examine and discuss the relative merits of moving toward
a one-credit, graded, five-week academic course.
Relevance to CRLA members and conference attendees
This presentation will be relevant to those attendees who
either direct tutoring operations or are responsible for tutor training.
It provides an opportunity to reassess the length and content
of tutor training.
Outline of Content
1. Discussion of value of tutor training
3. Description of Lock Haven University (LHU)
Tutorial Services
4. Description of former tutor training
format
5. Description of curriculum approval
process
a. Description of the curriculum approval process at
LHU
b. Description of the contents of tutorial course
proposal
6. Implications of moving toward a graded
course
a. Advantages
b. Disadvantages
7. Open up the floor for discussion.
a. Q&A on the presentation
b. Opportunity to share thoughts and experiences
Condravy, J. C. (1992). Learning together: An interactive
approach to tutor training. (Pennsylvania Act 101 FIPSE Grant for Pennsylvania
State Department of Education). Harrisburg, PA: Slippery Rock University. (ERIC
Document Reproduction Service No. ED 341 323). Retrieved April 21, 2008
from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/a1/53.pdf
Draper, V. (1979). Training peer tutors for college
writers: Respect, response, dialogue (Report No. CS-205-547). Moraga, CA: St.
Mary's Colleges. (ERIC Document Reproduction Service No. ED 279 404).
Retrieved April 21, 2008 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/34/2f/f8.pdf
Rings, S., & Sheets, R. A. (1991). Student development
and metacognition: Foundations for tutor training. Journal of Developmental
Education, 15(1), 30-32.
Sheets, R. A., (1994). The effects of training and
experience on adult peer tutors in community colleges. Doctoral Dissertation,
Arizona State University, Tempe, AZ. Retrieved April 21, 2008 from http://www.pvc.maricopa.edu/~sheets/dissertation.
Williams, V. (1980). Research and evaluation of tutor
skills training project: Redeal research report #4 (Report No. CE-042-351).
Edmonton, Alberta, Canada: Athabasca University. (ERIC Document Reproduction
Service No. ED 261 194). Retrieved April 21, 2008 from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED261194&ERICExtSearch_SearchType_0=no&accno=ED261194.
Handouts
Copies of the four-page course proposal will be available
to those who wish a copy.
Presenter experience
The presenter came to Lock Haven University to direct
Tutorial Services in spring 2007. I took over the training of the tutors
as part of the responsibilities of the position. To improve the content
and length of tutor training, I decided to develop a course proposal and take
it through the Lock Haven University curriculum approval process. The
proposal is now halfway the process.
I have been Director, Lock Haven University Tutorial
Services since Spring 2007. This was somewhat of a career change since I
had been a librarian for a couple decades.
I got into tutoring due to my doctorate in small group
communication. This doctorate afforded me the opportunity to consult Penn State
University Learning Centers when it was setting up its Teamwork Center
component.
As Director, I provide tutorial services to approximately
370 tutees. I train about 40 tutors a semester and usually have 60 tutors
available during any given semester. I provide tutoring to 100 and 200
level courses in disciplines not covered by the Lock Haven University Writing
and Math Centers.
To date, as Director, I have established
a web site, added an online component to tutor training, developed a proposal
for a five-week, one-credit tutor training course and purchased TutorTrac
(software developed specifically for tutorial operations). I have
presented at Pennsylvania Association of Development Educators (PADE) and
National Tutoring Association (NTA).