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ERIC Number: EJ856086
Record Type: Journal
Publication Date: 2009-May
Pages: 18
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1361-1267
Nurturing Undergraduate Tutors' Role in the University Teaching Community
Sutherland, Kathryn A.
Mentoring & Tutoring: Partnership in Learning, v17 n2 p147-164 May 2009
University students often serve as tutors who supplement the lecture-based teaching of permanent academic staff. However, potential issues arise when student tutors are employed with similar expectations of expertise and experience as the industry professionals and permanent staff they teach alongside. Arguably, successful and sustainable communities allow newcomers to participate on the periphery of the community before having to take on the responsibilities of more experienced community members. With this in mind, the researcher investigated the experiences of student tutors, on the periphery of the university teaching community, and reports on the support they need. As the findings indicate, "legitimate peripheral participation" (Lave & Wenger, 1991, p. 29) for student tutors is best encouraged through sufficient and systematic support from full members of the university teaching community. Faculty and administrators should recognise student tutors' lack of pedagogical and subject expertise, while harnessing and nurturing their energy, understanding, and closeness to the undergraduate student experience. (Contains 2 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand