The improvement of tutor training programs can impact the important work of writing centers. Tutors often feel less comfortable tutoring in genres different from their own discipline. A previous study introduced an assignment-specific tutor training model to improve writing center tutoring sessions between engineering students and writing tutors. The results of the previous study indicated a valuable addition to the resources available for engineering students. This model has now been replicated at two universities to assess the potential for wider dissemination.
Preliminary data analysis suggests a relationship between initial
tutor rating of student work, student perceptions of tutoring, and
tutor perception of student engagement in the tutorial. Plans for
future research include continued replication and expansion to test
larger sample sizes, analysis of impact within and adaptations for
other STEM areas, and continued study of the impact on tutoring
team projects
