Training Peer Tutors: An Evaluation of Best Practices in Speaking Centers

Rachel Sieczkowski, University of Rhode Island

Abstract

As an article published in the 2015 issue of the Communication Center Journal points out, "it would be useful to assess the different ways in which those [NACC Tutor Training Certification] guidelines might be implemented, and what variables should be considered in different contexts" (Turner, p. 5). The same article asks the question "how can we determine and improve the effectiveness of our training of tutors" (Turner, p.5). While not required, the National Association of Communication Centers (NACC) has a process in place to certify tutor training programs, but the application form is unclear in its definitions. This study aims to answer these and other questions so that it can be determined (1) if/how these best practices are implemented across the country and (2) evaluate if these best practices create a feeling of preparedness in tutors post-training. Two surveys were sent out, one to current/past tutors and one to directors asking them to reflect upon the training procedures at their respective universities. After data collection, it was found that the use of videos in training was the most strongly correlated to tutors’ feelings of preparedness post training. An unexpected finding was that the use of observation and shadowing was not statistically significantly correlated with tutors’ feelings of preparedness.

Subject Area

Communication

Recommended Citation

Rachel Sieczkowski, "Training Peer Tutors: An Evaluation of Best Practices in Speaking Centers" (2019). Dissertations and Master's Theses (Campus Access). Paper AAI13857194.
https://digitalcommons.uri.edu/dissertations/AAI13857194

Share

COinS