Presentation/Proposal Title
Soaring into the STEM-o-sphere: Preparing tutors to engage with STEM students
Type of Presentation/Proposal
Individual Presentation or Paper
Start Date
5-4-2019 8:30 AM
End Date
5-4-2019 9:30 AM
Keywords
knowledge transfer, JIT training, multidisciplinary writing, STEM writing, tutor training
Description
Students in STEM fields often lack strong writing skills. Although writing center tutors are generally trained to assist students across a variety of disciplines, they often feel less confident when tutoring writing from STEM fields. Using an assignment-specific, knowledge transfer, just-in-time approach to tutor training may help improve tutor confidence and prepare them to engage effectively with STEM students. This presentation will outline the tutor-training method and the preliminary results of this study.
This novel training method was developed and tested initially at a four-year university in the east-central U.S. with tutors who primarily have non-technical backgrounds. It was then replicated and expanded at another four-year university with tutors who have non-technical and technical backgrounds. For the current study, an engineering course (10-30 students) at each institution was selected. The instructor required a visit to the writing center for tutoring as part of the grade for the assignment. Four to eight tutors were trained 1-2 weeks prior to the assignment beginning. The one-hour training session included a collaboration between the instructor and the writing center supervisor to present and explain the assignment (a lab report, in this case), well written and poorly written sample reports, a checklist of important items, and a formatted template.
Preliminary findings indicate that this training may increase tutor confidence when applied to engaging with STEM students regardless of the tutor’s background. This could be a useful method for other writing centers to use in tutor training.
Soaring into the STEM-o-sphere: Preparing tutors to engage with STEM students
Deeds Board Room
Students in STEM fields often lack strong writing skills. Although writing center tutors are generally trained to assist students across a variety of disciplines, they often feel less confident when tutoring writing from STEM fields. Using an assignment-specific, knowledge transfer, just-in-time approach to tutor training may help improve tutor confidence and prepare them to engage effectively with STEM students. This presentation will outline the tutor-training method and the preliminary results of this study.
This novel training method was developed and tested initially at a four-year university in the east-central U.S. with tutors who primarily have non-technical backgrounds. It was then replicated and expanded at another four-year university with tutors who have non-technical and technical backgrounds. For the current study, an engineering course (10-30 students) at each institution was selected. The instructor required a visit to the writing center for tutoring as part of the grade for the assignment. Four to eight tutors were trained 1-2 weeks prior to the assignment beginning. The one-hour training session included a collaboration between the instructor and the writing center supervisor to present and explain the assignment (a lab report, in this case), well written and poorly written sample reports, a checklist of important items, and a formatted template.
Preliminary findings indicate that this training may increase tutor confidence when applied to engaging with STEM students regardless of the tutor’s background. This could be a useful method for other writing centers to use in tutor training.
