Nurturing undergraduate tutors' role in the university teaching community

Bibliographic Data

ID5807155
AuthorsKatie Sutherland (0000-0002-2629-7880, Victoria University of Wellington, corresponding author)
Year2009
Volume17
Issue2
Pages147-164
Publication date2009-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMentoring & Tutoring: Partnership in Learning (JOURNAL)
Journal identifiersISSN: 1361-1267 • E-ISSN: 1469-9745
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/13611260902860091
OpenAlexW1969784317
LanguageEN
Citations received3
References cited14

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 Lave, J. and Wenger, E. 1991. Situated learning: Legitimate peripheral participation, Cambridge: Cambridge University Press. [Crossref] , [Google Scholar], 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

Closeness · Situated learning · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Reflective Practices in Education

Tools

Open DOISci-Hub