Embedded Tutoring

The embedded peer tutor is in an unique position inside the classroom. Because they fall between the expert and novice zones, they are in a better position to relate to the student experience, and students respond to a peer tutor in a way they may not with the instructor or “expert.” Tutors are most useful in helping students apply what the instructor teaches while doing assignments or "guided practice." Being present in class gives the tutor full knowledge of the instructor’s lecture material, assignment expectations, and teaching style. The primary focus of the peer tutor role is to help students to understand the content of the course, but the role also includes being a guide who empowers students to take advantage of campus and community resources, as well as an academic model, demonstrating successful learning strategies and behaviors. Embedding tutors in the classroom adds another dynamic to this tutor role and that is as a co-facilitator who collaborates and assists instructors in effective active learning activities.

The peer tutors are recommended for the position based on faculty referrals and meet the following requirements: have taken and passed the course with a B or better; have a 3.0 GP or higher; and have taken at least 12 credit hours (roughly one term of college).

Tutors will go through a training program that includes both online and in person components. Topics of interest in this training will be relevant learning theories, tutoring pedagogy, affective domains, strategies for working with students, and much more. 

Please also request additional trainings for tutors if you see any needs.

• Supports student learning
• Acts as a bridge between instructor and student
• Provides feedback on class engagement and any challenges students are facing  
• Gives students more individualized attention and feedback during class activities
• Identifies gaps in knowledge and reinforces key concepts
• Reinforces study skills and strategies
• Supports students in become in independent and active learners
• Supports instructor in creating a dynamic learning environment
• Models behavior and habits of a successful learner with a positive growth oriented attitude
• Exposes students to tutoring who may not have known about it or ever seek it out

• Tutor engages in class activities
• Guides support during class work time. Answering questions, individual help, group help, being open and available for struggling students. Keeping students on task.
• Helps facilitate small group discussions during group work. Either free to circulate or assigned to a particular group to enhance their discussion/keep them on topic
• Provide one-on-one assistance to students both during and after class
• Provide feedback, answer questions, pose questions and encourage students to “dig deeper” during class activities
• Offer their unique perspective in class discussions as needed
• Collaborate on and/or present small lectures and activities
• Use the tutor to facilitate small group discussions and activities
• Use the tutor to work 1-on-1 with struggling students

Do’s

• Discuss with the Professor on Day One how they would like you to assist with the class and what you feel your strengths are in the classroom.
• Be proactive in asking the Professor any questions you might have and give suggestions for how you can assist in the classroom.
• Come prepared having reviewed course materials for that class meeting.
• Do communicate any formative assessments of students to the professor. What are you noticing is happening in the classroom or with a particular student’s progress?
• Be pro-active and walk around the class in order to help students. Ask students if they need help, but also ask them questions about the assignment. Example: Do you need help with your thesis statement? OR So what did you come up with for your thesis statement? Then provided encouraging and constructive feedback for the student.
• Be patient and polite with the students; be professional and respectful with the professor. Be an active listener and use conflict resolution techniques if needed. Refer students when appropriate.
• Sit on the periphery of the class. Either at the side or in the back, so you can move around the classroom inconspicuously and without interrupting the instructor.
• Inform instructor and coordinator of any absences planned or unplanned.
• Be proactive with asking the instructors questions and following up with them.
• Communicate, communicate, communicate.

Don’ts

• Do the work for the students. Instead, use questions, demonstration, practice, examples, informal quizzes, and other approaches for the students to get it.
• Teach the class anything new unless it is part of the instruction intended by the professor and under the professor’s direction.
• Sit idly, instead always find a way to be active in the class and/or to further the development of the embedded tutor model.
• Take on teaching responsibilities, make copies, run errands, grade assignments
• Enforce class room management or discipline policies. Report any issues regarding classroom behavior to instructor.