“I enjoyed helping other people out, and tutoring also helped me get a stronger hand on the material, which actually helped me in courses I took later on in college.”
We are sending off seven ‘21 graduating Engineers with our utmost gratitude for their exceptional support mentoring students in the Engineering Learning Initiatives (ELI) tutors-on-call program. Thank you Acacia Tam, Dhruv Sreenivas, Lynn Jeannoute, Michael Richardson, Sijia Liu, Stephie Lux, and Veronica Nobrega for your talent and compassion and a combined 32 semesters tutoring and 852 tutor appointments! These ELI tutors supported engineering students in 14 challenging core engineering courses. They participated in 3 tutor trainings and small group check-ins each semester to prepare for and grow in their role as one-on-one peer educators.
Trainings focused on active learning strategies for tutors to use in their meetings with tutees. Tutor community building is important, so when shared dinner during tutor trainings was no longer possible due to transition to online- tutors made connections in a smaller group training format and formed bonds in break-out rooms using the online zoom platform. Throughout this transitional time, ELI tutors relied on one another for support and shared best practices. Even with success mastering online tutoring, it will be exciting to be back to in-person tutor appointments in the fall.
“I like meeting people and sharing my studying strategies with those eager to learn and improve. I really enjoyed the time being an ELI tutor.”
Benefits for tutees and tutors:
A key component of all of our peer education programs is the focus on evidence-based practices. Peer education is no longer something that happens on the margins of higher education where ‘at-risk’ students enroll in or are assigned tutorial support. These days peer education is an opportunity for all learners who anticipate or discover the need for a little more clarity on a particular topic, or a longer-term investment of time to deepen understanding of challenging conceptual or technical knowledge (Latino and Unite, 2012). These opportunities happen with groups of learners, typically associated with a certain course, or as one-on-one interactions through tutoring.
“I loved tutoring for ELI! It was always so rewarding to see that I had helped a student better understand a concept or prepare for an exam. Additionally, it made me happy to see that I could pass on some of the tips and tricks I had learned while taking the class to other students. Finally, I loved meeting new people whether in person or online! It made me feel more connected to the Cornell community!”
Tutoring requires all the components of other student academic support including collaboration, retrieval (pulling information out of students rather than putting it in) and open-ended questions to generate reflection, metacognition and critical thought. There are some unique opportunities in this valuable type of support.
The Role of ‘Coach’
The very personal nature of a tutor session creates a great opportunity for tutors to mentor and coach students regarding practices that generally improve student outcomes. Research has shown that helping with study behaviors was a significant factor improving student outcomes (Gurung and McCann, 2011).
“The classes I tutored were geared towards mostly freshman year students and I know how hard it can be transitioning from high school to college, so I especially valued not only being able to assist in their coursework but being able to give them general advice on how to study for exams and stay on top of their work and things like that.”
As coaches, our undergraduate tutors: keep a growth mindset, listen to student challenges, and suggest various ways to overcome them. They ask the right questions, inquire about preparation for evaluations, suggest study practices, encourage, and give specific feedback. Research on the role of peer coaching in higher education suggests that some effective strategies are: being nonjudgmental, listening, shared accountability for the interaction, and asking questions (Ericksen et al 2020).
“I can very effectively help others break down an academic problem, and I have also found new ways to be creative when communicating and teaching. Beyond developing my teaching skills, I made several lasting friendships with students I tutored and with other tutors. ELI Peer Tutoring was a very important part of my Cornell Engineering experience.”
As peers, tutors help build community one student at a time by developing acquaintances and friendships, finding common ground, sharing empathy, working together on a level playing field, and sharing academic and social challenges.
The quotes shared by these tutors exemplify the practices that make tutoring a very powerful form of academic support. Mentoring students who are just learning to navigate busy schedules and challenging assignments, building community, and breaking down complex ideas using active, collaborative learning, are practices that benefit both the tutor and tutee. We are so grateful for the hard work of these graduates. In the past year tutors had to become comfortable working with their peers remotely due to COVID-19. We are so proud and grateful for the difference ELI tutors made for students finding their way during this very unusual and difficult past year!
Sources used and further reading:
Eriksen, M., Collins, S. Finocchio B., and Oakley J. 2020. Developing Students’ Coaching Ability Through Peer Coaching. Journal of Management Education, 44: 9–38
Gurung R.A.R. and McCann, L.I. 2011. How Should Students Study? Tips, Advice, and Pitfalls
Latino, J. A. and Unite C.M. 2012. Providing Academic Support Through Peer Education.
New Directions for Higher Education, 157:31-43. DOI:10.1002/he.20004
Celia Ann EvansCelia Ann Evans
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