Many higher education institutions offer drop-in tutoring programs hosted by writing specialists to support struggling students while others may also/alternatively embed tutors directly into courses. In this quasi-experimental study, we compared survey results from 100 students in basic/developmental courses that featured embedded peer tutors with 78 students who experienced tutoring via a walk-in writing center. Variables explored included writing efficacy and course/tutor perception survey items. While students generally found both embedded and walk-in tutoring to be helpful, the ratings for embedding tutoring tended to be statistically stronger for most variables we investigated, suggesting that students responded more positively to embedded tutoring.
Kurzer, Kendon; Hayden, Anna; and Nguyen, Jennifer
"Embedded vs. Drop-in Tutors in Developmental Writing Contexts: Course/Tutoring Perceptions and Impact on Student Writing Efficacy,"
Writing Center Journal: Vol. 41