The Impact of Tutoring/Writing Centers on Adult Learning Emily Fogg Matthew Infantino Errold Nabong...

The Impact of Tutoring/Writing Centers

on Adult Learning

 Emily Fogg Matthew Infantino 

Errold Nabong Lisa Spooner

EDUC 513June 1st, 2011

Presentation Overview

• Interviews 

•Key Findings & Theories 

• Implications

Interviewers & Interviewees

• Emily: Assistant Director of Writing Center at Seattle University

• Matt: Tutoring Coordinator at Seattle Central Community College

• Errold: Director of Academic Success Center at Bellevue College

• Lisa: Writing Desk Consultant at Grays Harbor College 

Theme #1: Differing Expectations

Students

• Think the tutoring/writing center is simply an “editing service”

• Believe you must be a "struggling" student to use the services

• Want writing center consultants and tutors to "hold their hand" and do the work for them

Tutoring/Writing Centers

• Seek to teach skills that reinforce "lifelong learning”

• Develop good study habits that allow for future success

• Understand that each student is there for a unique reason

Baxter Magolda (1992  & 2001)

Baxter Magolda's (1992) Epistemological Reflection Model

• Originally created to demonstrate the reasoning of college students

 Baxter Magolda's (2001) Theory of Self-Authorship

• A set of questions including: “How do I know?”

• Focused on the evolution of assumptions about the nature, limits, and certainty of knowledge

• Seeks to understand how people make meaning and develop the ability to articulate their needs to others  

Theme #2: Barriers

Students   • Time

• Technology

• Past experiences as learners

Writing Center/Tutors• Time and Financial

 Resourceso Impacts quality

of assessment

• Inexperience of tutors/lack in tutor training

Knowles (1975)"Self-Directed Learning as a process of learning, in which people take the primary initiative for planning, carrying out, and evaluating their own learning experiences..." (Merriam et al., p. 110)  

Six major steps:

1. Climate setting

2. Diagnosing learning needs

3. Formulating learning goals

4. Identifying human and material resources for

learning

5. Choosing and implementing appropriate

learning strategies

6. Evaluating learning outcomes         

Theme #3: Looking to the FutureStudents• Students will share in a

more integral part of learning through the collaboration and the social context of the writing center

• More resources will become available for student development

• Students will become better lifelong learners

Tutoring/Writing Centers• Tutoring demands will

increase as populations increase

• Develop tutor training courses

• Collaboration with faculty across many disciplines on- and off-campus

• Financial support

Mezirow (2000)

Transformational learning 

• Originally introduced in 1978 and since then has been critiqued and changed (p. 132)

• "The process by which we transform our taken-for-granted frames of reference... so that they may generate beliefs and opinions that will prove more true or justified to guide action" (Merriam et al., p. 133) 

• Occurs when there is a transformation in our beliefs/attitudes (meaning scheme) or entire perspective (habit of mind) (Merriam et al., p. 133)

Unexpected Responses/Contradictions• Institution impacts the resources available to adult

learnerso Example: Bellevue College has math, reading, and

writing labs; a science study center; and individual and group sessions for students whereas Seattle Central Community College has tutoring for ESL and ABE students and a GED website resource

• Assessment of these programs is done by both the consultants/tutors and the studentso Is this an accurate way to measure success?

• Training of staff at tutoring/writing centers varieso Some receive little to no training while others are

required to take a class before even starting 

References Baxter Magolda, M. (1992). Epistemological Reflection Model. In Merriam, S.B., Caffarella. R.S., & Baumgartner, L.M. (3rd ed). Learning in Adulthood: A Comprehensive Guide, (pp. 338-340). San Francisco: Jossey-Bass.

Baxter Magolda, M. (2001). Baxter Magolda's Theory of Self-Authorship. In Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2nd ed). Student Development in College: Theory, Research, and Practice, (pp. 183- 193). San Francisco: Jossey-Bass.  

Knowles, M. (1975). Linear Models.In Merriam, S.B., Caffarella. R.S., & Baumgartner, L.M. (3rd ed). Learning in Adulthood: A

Comprehensive Guide, (pp. 110-111). San Francisco: Jossey-Bass.

Mezirow, J. (2000). Mezirow's Psychocritical Approach. In Merriam, S.B., Caffarella. R.S., &  Baumgartner, L.M. (3rd ed). Learning in

Adulthood: A Comprehensive Guide, (pp. 132-137). San Francisco: Jossey-Bass.