What is Peer - Tutoring? 

Peer tutoring is a part of peer learning, which means that a student is appointed as coach or mentor and shares his/her knowledge with other students by way of formal tutorials. (Aida Idris, Georgeta Ion & Aidan Seery (2018))

Peer tutoring is also defined as "the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions, where both tutees and tutors benefit from the transaction". These programs can vary depending on how several organizational dimensions are combined (e.g. curriculum content, contact constellation, year of study, ability, role continuity, time, place, objectives, and reinforcement). In addition, peer-tutoring vary enormously regarding the curricular contents and objectives, although most of them focus on subject-specific contents to improve formal academic achievement (Topping 2015, 1 ). 

Therefore, Peer Tutoring is one of the active learning method which is a form of academic exchange between students, to help improve learning outcomes, bring benefits for both tutor and tutee. 

• Some examples of Peer - Tutoring Services at universities from the different countries all over the world: 

Why should create Peer - tutoring program? 

• Peer learning has been shown to be cost-effective in catering to diverse needs from all international or national students without affecting the standards and quality of learning experiences offered by educational institutions (Keenan 2014)   

• Peer tutoring is a flexible, robust instructional tool that produces academic gains and desirable, socially valid outcomes (Carpenter et al. 1999, p. 5)

• A promisingly strong facilitator of learning or research-linked education

• Improve academic success and retention for students, even with students with disabilities. 

• Create a mass network of students in terms of research, study inside the university despite varying levels of experience or different disciplinary backgrounds. 

Questions to consider for senior leadership

• What is a reasonable amount of time for peer - tutors to work during the week/the month/the year?

• How should the effectiveness of peer tutoring be evaluated: surveys, feedback systems, student learning outcomes, etc?

• How to recruit quality tutors (peer-tutors) for the program? What will the recruitment process look like? 

• How will the leader choose a potential tutor, based on what criteria? Which criterion is most important: skills, knowledge or attitudes?

• Who will be the training instructors of tutoring program? Are they will be appropriately to manage and monitor the program on behalf of senior leadership?

• How long is the regular meeting time to receive comments from stakeholders to improve the program?

• What policies a leader need to make for stakeholders: training instructors, tutors (peer-tutors) and tutees about: 

1. Responsibilities and Rights

2. Safety and security

3. Workload and Payment 

4. Promotion and Award Systems

Assignments

1. Discuss about the ultimate objectives of tutoring courses for students (both in theoretical and practical way). 

2. How closely integrated tutoring services are to university courses?

3. How can you as a senior administrator assess the effectiveness of tutoring courses in your university? 

General Readings

1. Characteristics of Excellence in Undergraduate Research (white paper) (Point 8.5, p.13)  

2. Recognizing and Valuing the Mentoring of Undergraduate Research, Scholarship, and Creative Activity by Faculty Members: Workload, Tenure, Promotion, and Award Systems (white paper) 

3. Cohen, E. G., R. A. Lotan, and N. Holthuis. 1995. “Talking and Working Together: Conditions for Learning in Complex Instruction.” In Restructuring Schools: Promising Practices and Policies, edited by M. T. Hallinan, 157–174. New York: Plenum Press.  

4. Aida Idris, Georgeta Ion & Aidan Seery (2018). Peer learning in international higher education: the experience of international students in an Irish university 

5. Topping, K. J. 2015. “Peer Tutoring: old Method, New Developments / Tutoría Entre Iguales: Método Antiguo, Nuevos Avances.” Infancia y Aprendizaje 38 (1): 1–29. doi:10.1080/02103702.2014.996407 

6. Henrik Pålsson and Daniel Hellström (2012). Implementing Peer Tutoring for Stronger Research-Linked Education. Lund University, Sweden. 

7. Carpenter, C. D., Bloom, L. A., & Boat, M. B. (1999). Guidelines for special educators: Achieving socially valid outcomes. Intervention in School and Clinic, 34(3), 143–150  

8. Arco-Tirado, J. L., Fernández-Martín, F. D., & Hervás-Torres, M. (2020). Evidence-based peer-tutoring program to improve students’ performance at the university. Studies in Higher Education, 45(11), 2190-2202.  

9. Hall, R., & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innovative Higher Education, 36, 41-52.