I had three major questions for this project:

(1) How can the benefits of peer-tutoring be seen in peer-educating?

Bruffee and Fallon point us to how well peer-tutoring strategies work with student writers; can these strategies work in the tutor training classroom?

(2) Does transferring peer-tutor knowledge help new tutors feel more comfortable when they transition to working in the Writing Center?

Tutor training is reading and writing intensive and should include hands-on experience. Transfer could be used in tutor training to make the transition from theory to practice easier.

(3) How can a peer-educator’s support supplement the instructor’s to be most effective for students?

Tutor training courses are already artfully designed. How can a peer-educator act as an addition to what already exists in order to be most effective for students?

• Attend class meetings

• Give feedback on student writing alongside the instructor

• Host individual conferences concerning performance in the course and a more student-specific check-in

• Offer students a space to talk about their stresses with a peer

• Allow students to shadow their tutorials in the Writing Center and discuss specific strategies

• Give each student specific attention during class in addition to that from the instructor

• Clarify expectations and offer a teaching style slightly different from that of the instructor