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Handbook for Training Peer Tutors and MentorsTable of Contents
Foreword, Rick A. Sheets
Introduction, Russ Hodges & Karen Agee
Preface, Jeanne L. Higbee
Chapter 1: Theories Underlying Postsecondary Tutoring, Mentoring, and Training
Peer Tutoring and Tutor Training: A Historical Perspective, Rick A. Sheets
A Discourse Mismatch Theory of College Learning, Eric J. Paulson
Understanding the Role of Epistemological Beliefs on Student Learning, Jodi Patrick Holschuh
Using Foundational Student Development Theories to Guide Practice, Jeanne L. Higbee & Ellyn K. Couillard
Applying Recent Student Development Theories to Tutoring and Mentoring, Ellyn K. Couillard & Jeanne L. Higbee
Modeling Self-Regulation: Vygotsky and Bloom, Julianne Messia
Integrating Theory and Research With Practice, Martha E. Casazza
Strategic Learning: Helping Students Become More Active Participants in Their Learning, Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung, Jaimie M. Krause, Breana Sylvester Dacy, & Jennifer Kay Leach
Motivational Perspectives on Student Learning, Taylor W. Acee, Claire Ellen Weinstein, Breana Sylvester Dacy, Cheon-woo Han, & Daniel A. Clark
Self-Regulated Learning: Helping Students Manage Their Own Learning, Taylor W. Acee, Claire Ellen Weinstein, Michelle E. Jordan, Jeremy K. Dearman, & Carlton J. Fong
The Brain’s Natural Learning Process, Rita Smilkstein
From Learning Styles to Learning Systems, Patricia A. Maher
Andragogy and Self-Directed Learning, David L. Reedy
Chapter 2: Modes of Tutor and Mentor Training
Scenario Training: Grounding Tutor Preparation in Real-Life Experiences, Pamela Way
Tutor Training Day Camp and Beyond, Darla H. McCann & Jan R. Pomeroy
Training Conference, Nancy Effinger Wilson, James Mathews, & Carol Dochen
Constructing a Training Course: Foundations for Course Development, Jody L. Owen
A Three-Credit-Hour Tutor Training Course, Lisa Cradit
Creating an Academic Course for Peer Tutor and Mentor Training, Preston C. VanLoon
Using a Web Dialog Forum to Support Critically Reflective Dialogue, David Hayes & Kathryn Crisostomo
The Tutor Revolution Will Not be Televised; It Will be Podcast, Todd S. Phillips
Virtual Environments: Have You Met My Avatar? Thomas C. Stewart
Interactive Tasks: Engaging Peer Educators as Trainers, Nathalie M. Vega-Rhodes
Role-Playing Activities in Tutor and Mentor Training, Amanda L. F. Weyant
Effectively Onboarding New Staff, Kathryn Van Wagoner
Tutors Mentoring Tutors, G. Mason Tudor
Chapter 3: General Training Topics
A. Communication and Relationships
The Woo-Hoo Welcome: Creating Rapport With Students, M. E. McWilliams
Creating Rapport With Neurolinguistic Programming, Sara Weertz
Positive and Supportive Communication, Diana Calhoun Bell
Communicating Across Cultures, Anita H. Ens
Effective Cross-Cultural Communication, Linda T. Barr
Practicing Nonverbal Communication Skills and Referrals, Mark F. Daddona
Active Listening Training for Multimodal Learners, Anne Vermont Shearer
Active Listening in Different Contexts, Richard George Johnson
Politeness Theory and Effective Tutoring and Mentoring, Diana Calhoun Bell, Holly Arnold Laue, & Rebekah Haddock
What Everyone Needs to Know About Sex: Gendered Communication Styles, Robin Redmon Wright
Conflict Resolution for the Pre-Professional, Melissa Thomas
Conflict Resolution, Howard Y. Masuda & Reyna I. Torres
Using Probing Questions, Rebecca Daly Cofer
Codependency in Education: Training Tutors and Mentors Not to Rescue, Karin E. Winnard
B. Rights and Responsibilities
Confidentiality for Tutors and Mentors, Randy E. Dale
Learning Center Emergency Preparation, Michael Ruwe
Medical Situations Awareness, Howard Y. Masuda & Reyna I. Torres
Reaching a Consensus on Ethics, Eric Dunker
Applying Ethical Principles to Tutoring and Mentoring Scenarios, Mark S. May
Quaker Values and Learning Center Ethics, Carol E. O’Hara
Using Case Studies for Tutor and Mentor Training on Plagiarism, Anne Vermont Shearer
Thinking Critically About the Internet as a Tutoring and Mentoring Resource, Nancy F. Mills
Identifying and Using Campus Resources, Pamela Czapla
Making Informed Referrals, Suzanne Ponicsan
D. Student Populations
The Power of the Testimony: Motivating Reluctant Students, M. E. McWilliams
Preparing to Work With Student Athletes, Thomas C. Stewart
Using Scouting Reports to Teach Student Athletes Notetaking Skills, Penny Turrentine
Developing Deaf Awareness, Katherine A. Firkins & Aileen M. Rolon
Tutoring and Mentoring Students with Disabilities, Jane E. Varakin
Adult Students, Suzanne Ponicsan
Andragogy: Tutoring and Mentoring Adult Learners, Leah Allen Jones
Scaffolding Understandings of Students Identifying as LGBTQ, Annemarie Mulkey
Graduate Students: Defining Need and Providing Appropriate Assistance, Melissa Thomas
Executive Functions and Self-Regulated Learning, Anna Z. Crockett
Self-Regulated Learning: A Scenarios Approach to Training, Janice B. Heerspink & Thea J. Brophy
The Self-Regulated Learning Workshop as a Training Tool, Mark F. Daddona
Self-Regulated Learning: Rewards and Consequences, Patricia Fullmer
Use Chess to Illustrate Differences Between Novice and Expert Learners, Kathleen Speed
Learning, Tutoring, and Mentoring Styles, Cindy Walker
Learning Styles: Contrasting Models, Preston C. VanLoon
Chapter 4: Tutor Training Topics
A. Tutoring Sessions
Getting Hands On With Learning Center Philosophy, Ali Mageehon
Tutoring Dos and Don’ts, Linda Stedje-Larsen & Roberta T. Schotka
Beginning and Ending Tutoring Sessions: A Customer-Service Approach, Suzanne Ponicsan
Beginning and Ending a Tutoring Session: Incorporating Active Learning Strategies, Maija M. Braaten
Clarifying Goals for a Tutoring Session, Mark S. May & Jacqueline Harris
Setting Goals for the Tutoring Session: Evaluating Tutees’ Needs, Monique Idoux
Training for Online Tutoring, Johanna Dvorak & Kevin Roessger
Embedded Tutoring, Loren Kleinman, Candice Kaup Scioscia, & Roseann Torsiello
Dealing With Difficult Tutoring Situations, Wendy L. Wilson
B. Strategic Learning
Using the Structure Matrix to Determine Appropriate Tutor Support, Marcia L. Toms
Summarizing for Strategic Learning, Nicole Foreman Tong
Reading Assignments, Anita H. Ens
Critical Thinking Within the Reading Process: Creating Desire and Enhancing Skills, Melissa Thomas
Taking Lecture Notes, Diane Van Blerkom
Preparing for Exams, Monique Idoux
A Metacognitive Approach to Taking Exams, Rick A. Sheets
Taking Exams, Monique Idoux
Setting Goals, Patricia Fullmer
Developing Relationships With Faculty, M. E. McWilliams
C. Tutoring Subject Areas
Tutoring and the Writing Process, Timothy A. Hopp
Tutoring Writing With Formulas, Suzanne Ponicsan
Read Aloud Without Looking: A Strategy for Tutoring English Language Learners, Peggy J. Fish-Oliver
Tutoring Literature: Negotiating a Literature-Response Discourse, Elizabeth J. Threadgill
Tutoring Foreign Languages, Carmen Christopher Caviness
Tutoring History With PERSIA, Thea J. Brophy & Janice B. Heerspink
Tutoring Music, Michael Ruwe
Effective Mathematics Tutoring Strategies, Lorraine Steiner
Tutoring Mathematics, Nathalie M. Vega-Rhodes
Analyzing Text Graphics for Tutoring Chemistry, Barbara Ryan Hausman
Chapter 5: Mentor Training Topics
Mentor Roles and Responsibilities, Lisa M. Johns
Establishing Goals for the Mentoring Session, Colleen Rustad-Sampson & Kristine Noll Carnes
Practicing the Mentor’s Role, Ann M. Koefer
Time Management and Goal Setting, Jennifer L. Smith
Dealing With Difficult Mentoring Situations, DeLandra M. Hunter
Helping Students Explore Career Choices, Mark F. Daddona
Sustaining Students Through Crisis and Failure, Jennifer E. Bruce
Chapter 6: Training Programs
Designing and Implementing a Holistic Mentor Training Program, Colleen Rustad-Sampson & Kristine Noll Carnes
Institutionalizing Tutor Training, Patricia Fullmer
External Funding for Tutor and Mentor Programs, Emily Miller Payne
Group Interviews: Selecting the Right Staff With the Right Stuff, Lisa N. Putnam Cole & Kimberly K. Kelley
Considerations in the Selection of Tutor Staff, Richard George Johnson
Selecting Tutor Staff, Eric Dunker
Observing and Coaching Tutors, Patricia Fullmer
Tutor and Mentor Training Program Evaluation, Emily Miller Payne
Evaluation of Tutoring and Tutor Training, Jan Norton
About the Contributors
About the Editors
Here are comments from noted authorities in the profession on the Handbook for Training Peer Tutors and Mentors.
"Karen Agee and Russ Hodges have produced a handbook that contains over one hundred modules produced by 106 authors, most of whom are luminaries in the areas of learning strategies and study skills. . . Anyone who has struggled with how to make training activities engaging and lively will find what they need in this book. Every institution engaged in training peer tutors and mentors should have several copies of this resource in its library. I can assure you that the books will NOT sit on the shelf collecting dust! – Dr. Saundra Maguire, Professor of Chemistry and former Assistant Vice Chancellor, Louisiana State University,Amazon Review, August 2013
"Each contributing article is short, concise, and easy to read in a few moments. It is clearly organized for a busy professional who is looking for specific help—quickly—that can be implemented easily and presented with confidence. . . . Quite simply, this handbook is a must-read." – Dr. Christine Reichert, past editor ofThe Learning Assistance Review (TLAR) and former director of the Academic Enrichment Center at the University of Toledo Health Science Campus, from a review of the Handbook in the Fall 2013 issue ofTLAR, 18 (2), pp. 33-34
"Please use this handbook as a resource to expand your own knowledge base, repertoire of strategies, and best practices in academic support and learning assistance." – Dr. Rick Sheets, Coordinator of International Tutor Training Program Certification (ITTPC) for the College Reading and Learning Association (CRLA)
"This publication . . . will be valued by educators working in a wide range of academic support programs and services." – Dr. Jeanne Higbee, Chair of CRLA’s Media Advisory Board and Director of Graduate Studies in the Department of Postsecondary Teaching and Learning at the University of Minnesota, Twin Cities
"It is a big book filled with ideas from many perspectives. Readers will find a variety of approaches on some topics and unique takes on others. As a whole, the book constitutes a wealth of support for trainers of peer tutors and mentors and opens new vistas for exploration. We wish for readers of this handbook the thrill of new discoveries and the joy of continued professional development." – Dr. Russ Hodges and Dr. Karen Agee, Editors of the Handbook