Developing sound tutor training for online writing centers: creating productive peer reviewers |
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| Affiliation: | 1. Albany College of Pharmacy and Health Sciences, 106 New Scotland Ave, Albany, NY 12008, USA;2. Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, USA;3. Harvard School of Public Health, 677 Huntington Ave, Boston, MA 02115, USA;1. Creighton University Medical Center School of Pharmacy and Health Professions, Omaha, Nebraska;2. Ferris State University College of Pharmacy, Big Rapids, Michigan;3. University of Iowa College of Pharmacy, Iowa City, Iowa;4. UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina;5. Hampton University School of Pharmacy, Hampton, Virginia;6. Albany College of Pharmacy and Health Sciences School of Pharmacy and Pharmaceutical Sciences, Albany, New York;7. Xavier University of Louisiana College of Pharmacy, New Orleans, Louisiana;8. University of Maryland School of Pharmacy, Baltimore, Maryland;9. Long Island University Arnold and Marie Schwartz College of Pharmacy, Brooklyn, New York;10. Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, Michigan;11. Chicago State University College of Pharmacy, Chicago, Illinois;12. University of New England College of Pharmacy, Portland, Maine;1. School of Nursing, University of California, San Francisco, CA;2. North East Medical Services, San Francisco, CA;3. San Francisco State University, CA;1. Albany College of Pharmacy and Health Sciences, Albany, New York;2. Institute of Biomedical Sciences, University of São Paulo, São Paulo, Brazil;1. Laboratory of Regulation in Metabolism and Behavior, Faculty of Agriculture, Kyushu University, Fukuoka 812-8581, Japan;2. Division for Arts and Science, Faculty of Arts and Science, Kyushu University, Fukuoka 819-0395, Japan;3. Department of Animal and Poultry Sciences, Virginia Tech, Blacksburg, VA 24061-0306, USA |
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| Abstract: | It is our experience that tutors trained for face-to-face writing centers are not adequately prepared for the challenges they encounter working with online writing centers. The purpose of our article is to provide an overview—especially for administrators, developers, and tutors new to electronic tutoring environments—of the issues and considerations unique to online tutoring that training programs need to address. In our discussion, we hope to engender enthusiasm for online tutoring by discussing three aspects of online tutoring: appreciating text-only environments, developing procedures for responding online, and creating appropriate roles for online tutors. We offer suggestions about how to address these three aspects in online tutor training, and we suggest that addressing these issues leads to an understanding of the online tutor as a productive peer reviewer. |
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