The Impact of
Tutoring/Writing Centers on
Adult Learning
Emily Fogg
Matthew Infantino
Errold Nabong
Lisa Spooner
EDUC 513
June 1st, 2011
Presentation Overview
• Interviews
• Key Findings & Theories
• Implications
Interviewers & Interviewees
• Emily: Assistant Director of Writing Center at
Seattle University
• Matt: Tutoring Coordinator at Seattle Central
Community College
• Errold: Director of Academic Success Center at
Bellevue College
• Lisa: Writing Desk Consultant at Grays Harbor
College
Theme #1: Differing Expectations
Students
Tutoring/Writing Centers
• Think the tutoring/writing
center is simply an “editing
service”
• Seek to teach skills that
reinforce "lifelong learning”
• Believe you must be a
"struggling" student to use
the services
• Develop good study habits that
allow for future success
• Want writing center
consultants and tutors to
"hold their hand" and do the
work for them
• Understand that each student
is there for a unique reason
Baxter Magolda (1992 & 2001)
Baxter Magolda's (1992) Epistemological Reflection Model
• Originally created to demonstrate the reasoning of college
students
Baxter Magolda's (2001) Theory of Self-Authorship
• A set of questions including: “How do I know?”
• Focused on the evolution of assumptions about the nature, limits,
and certainty of knowledge
• Seeks to understand how people make meaning and develop the
ability to articulate their needs to others
Theme #2: Barriers
Students
• Time
• Technology
• Past experiences as
learners
Writing Center/Tutors
• Time and
Financial Resources
o Impacts quality
of assessment
• Inexperience of
tutors/lack in tutor
training
Knowles (1975)
"Self-Directed Learning as a process of learning, in which people
take the primary initiative for planning, carrying out, and
evaluating their own learning experiences..." (Merriam et al., p.
110)
Six major steps:
1. Climate setting
2. Diagnosing learning needs
3. Formulating learning goals
4. Identifying human and material resources for learning
5. Choosing and implementing appropriate learning strategies
6. Evaluating learning outcomes
Theme #3: Looking to the Future
Students
Tutoring/Writing Centers
• Students will share in a
more integral part of
learning through the
collaboration and the social
context of the writing
center
• Tutoring demands will
increase as populations
increase
• More resources will
become available for
student development
• Collaboration with faculty
across many disciplines onand off-campus
• Students will become better
lifelong learners
• Financial support
• Develop tutor training
courses
Mezirow (2000)
Transformational learning
• Originally introduced in 1978 and since then has been critiqued
and changed (p. 132)
• "The process by which we transform our taken-for-granted
frames of reference... so that they may generate beliefs and
opinions that will prove more true or justified to guide action"
(Merriam et al., p. 133)
• Occurs when there is a transformation in our beliefs/attitudes
(meaning scheme) or entire perspective (habit of mind)
(Merriam et al., p. 133)
Unexpected Responses/Contradictions
• Institution impacts the resources available to adult learners
o Example: Bellevue College has math, reading, and writing
labs; a science study center; and individual and group
sessions for students whereas Seattle Central Community
College has tutoring for ESL and ABE students and a GED
website resource
• Assessment of these programs is done by both the
consultants/tutors and the students
o Is this an accurate way to measure success?
• Training of staff at tutoring/writing centers varies
o Some receive little to no training while others are required to
take a class before even starting
References
Baxter Magolda, M. (1992). Epistemological Reflection Model. In Merriam, S.B.,
Caffarella. R.S., & Baumgartner, L.M. (3rd ed). Learning in Adulthood: A
Comprehensive Guide, (pp. 338-340). San Francisco: Jossey-Bass.
Baxter Magolda, M. (2001). Baxter Magolda's Theory of Self-Authorship. In Evans,
N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2nd ed).
Student Development in College: Theory, Research, and Practice, (pp. 183193). San Francisco: Jossey-Bass.
Knowles, M. (1975). Linear Models.In Merriam, S.B., Caffarella. R.S., &
Baumgartner, L.M. (3rd ed). Learning in Adulthood: A Comprehensive
Guide, (pp. 110-111). San Francisco: Jossey-Bass.
Mezirow, J. (2000). Mezirow's Psychocritical Approach. In Merriam, S.B.,
Caffarella. R.S., & Baumgartner, L.M. (3rd ed). Learning in Adulthood: A
Comprehensive Guide, (pp. 132-137). San Francisco: Jossey-Bass.