Embedded vs. Drop-in Tutors in Developmental Writing Contexts: Course/Tutoring Perceptions and Impact on Student Writing Efficacy

Authors

Kendon Kurzer, University of California, DavisFollow
Anna Hayden, University of California, DavisFollow
Jennifer Nguyen, University of California, DavisFollow

Abstract

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.

Recommended Citation

Kurzer, Kendon; Hayden, Anna; and Nguyen, Jennifer (2023) "Embedded vs. Drop-in Tutors in Developmental Writing Contexts: Course/Tutoring Perceptions and Impact on Student Writing Efficacy," Writing Center Journal: Vol. 41 : Iss. 2, Article 3.
DOI: https://doi.org/10.7771/2832-9414.1939