Investigating tutor training and evaluation practices in colleges and universities in the mid-Atlantic region.

摘要

This study investigated the most commonly accepted tutor training and tutor evaluation practices of writing centers in colleges and universities in the mid-Atlantic region. It also explored writing center administrators' definitions of success as they relate to tutor training and college-level writing centers. A series of individual interviews was conducted with seven mid-Atlantic writing center administrators representing six diverse institutions. Administrators also completed a demographic survey and provided training and evaluation materials from their programs, which were used in data triangulation.; This qualitative study is based on the assumptions and precedents set forth by Erickson (1986). Based on empirical assertions, statements and conclusions about the data made through analytical induction, the findings confirmed six assertions: (1) most writing center administrators use some combination of the same five general methods for training tutors; (2) most tutors are not formally evaluated for their effectiveness by administrators after completion of tutor training; (3) tutors are most commonly evaluated by students; (4) writing center administrators' definitions of success differ widely (5) most writing center administrators consider their tutor training program successful; and (6) most writing center claims of success are not evidence-based.; In addition, the data yielded four more assertions: (7) most writing center administrators do not incorporate technology in tutor training programs; (8) a tutor's writing competence plays a primary role in being hired; (9) the primary pedagogical strategy included in tutor training is the Socratic, or inquiry, method; and (10) most writing center administrators feel the mission of writing centers should be to support student writing across the curriculum at all stages of the writing process.; These findings call upon higher education officials to support additional writing center research. Lacking reference points provided by a comprehensive picture of existing tutoring programs, center administrators have little basis for determining programmatic directions. Administrators need to undertake research examines the effects of training and tutoring.; This study suggests future research that focuses on tutoring outcomes that result in improvement in students' writing and students' understanding of the writing process, as well as research that examines the importance of writing pedagogy and factors that enhance the culture and visibility of writing centers. Empirical research substantiating the effectiveness of writing tutoring outcomes can serve to leverage funds to support the an inclusive mission of serving all students' writing needs.