Abstract
Peer tutors make important contributions within higher education institutions, yet the tutoring program structures vary widely with regard to how tutors are positioned, which in turn, affords and constrains access to instructional knowledge. Using a multi-case method, this study contrasts the structures of four tutoring programs: two programs within a private four-year college and two programs within a public two-year college. Two primary factors, the nature of faculty-tutor partnership and connection to a peer mentoring community, were examined and found to shape access to instructional knowledge. In addition, the results suggested that tutor prior experience as students in courses, experience in the tutoring role, access to a technology learning platform, and co-location played a role. Investments in peer tutoring programs (e.g., personnel, technology, physical space) present tradeoffs to consider for faculty and administrators in higher education institutions.
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Recommended Citation
Packard, Becky W.; Xu, Amanda; and Shi, Teah
(2025)
"A Multi-Case Study Of Peer Tutoring Programs: Program Structure, Faculty-Tutor Partnerships, and Access to Instructional Knowledge,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 19:
No.
2, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2025.190207