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Our tutor training is offered in a credit course which runs throughout the term.  We feel that tutor development works best when done simultaneously with real tutoring; tutors can "try out" new skills as they learn them, and their tutoring experiences provide contextual material for discussion and feedback.  Our program is certified by the CRLA, so our training is no less than 10 hours.  Occasionally we ask new tutors to do a few more, if there are areas we feel will aid the tutor in their development or to help them with individual clientele.  We assess tutor performance three ways: by direct observation, by videotaping tutorials, and by tutee evaluations.      Without training, many tutors would just assume their job was to answer tutee questions or show them how to work problems.  Training helps them learn that tutoring involves so much more.  We are working for long-term results for tutees, not simply short-cuts to solving their immediate academic needs.  Good tutor training helps us achieve this.

Catherine Quinnett, Tutor Coordinator
Linn-Benton Community College
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>>> [log in to unmask] 10/18/00 01:03PM >>>
I was wondering if anyone knows of some resources that discuss the
importance of tutor training or if there has been any kind of study
completed that compares the effectiveness of tutors with training against
tutors without training.

Also,  I know that CRLA requires 10 hours of tutor training for
certification.  Which brings about several questions:
Do you do more/less and why?
Is your training all at the beginning of the semester or is it dispersed
throughout the semester?
How effective is you tutor training and how do you assess its benefits?
Do you require returning leaders to attend training with your new leaders?

I would appreciate any thoughts on this subject.

Wendy Wilson
Instructional Systems Specialist
United States Naval Academy
Annapolis, Maryland
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