Digital studio tutors as partners

  • Cassandra Ann Branham Embry-Riddle Aeronautical University
  • Sally Blomstrom Embry-Riddle Aeronautical University
  • Lori Mumpower Embry-Riddle Aeronautical University
  • Kimberly Kissh Embry-Riddle Aeronautical University
  • Jaclyn Wiley Embry-Riddle Aeronautical University
  • Yunxiao Liu Embry-Riddle Aeronautical University
  • Kody Miller Embry-Riddle Aeronautical University
  • Zachary Bryant Embry-Riddle Aeronautical University
  • Brian Reedy
Keywords: students-as-partners, peer tutoring, digital literacies

Abstract

This case study examines an initiative at a STEM-focused university where a Digital Studio was developed in response to a perceived lack of digital literacies among students. Digital Studio tutors partnered with faculty, students, and the Center for Teaching and Learning Excellence to improve instruction and enhance students’ communication and digital literacy skills. Digital Studio tutors acted as partners in several ways, including developing training materials, conducting on-campus outreach, and contributing to curriculum development and content delivery in a Speech course. Ultimately, we observed that positioning Digital Studio tutors as partners enhanced the learning experience for all involved. The tutors’ skills, knowledge, and approaches complemented those of the faculty member to help students achieve the learning outcomes of the course, while also allowing the tutors and the faculty director to enhance their own digital literacy skills through their involvement in the Digital Studio.

References

Baggett, B. (2009). Improving mandatory tutoring: A mixed-methods program evaluation (Doctoral dissertation). Retrieved from ProQuest. (3403014)

Chanock, K. (2002). How a writing tutor can help when unfamiliar with the content: A case study. The WAC Journal, 13, 113-131.

Cook-Sather, A. & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191). London: Bloomsbury.

Cook-Sather, S. & Luz, A. (2015.) Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development, 34(6), 1097-1109. https://doi.org/10.1080/07294360.2014.911263

Fraser, S. & Bosanquet, A. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3). https://doi.org/10.1080/03075070600680521

Hartman, H. (1990). Factors affecting the tutoring process. Journal of Developmental Education, 14(2), 2-6.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher

Harris, M. (1990). What’s up and what’s in: Trends and traditions in writing centers. The Writing Center Journal 11(1), 15-26.

Kim, M. M. (2015). Peer tutoring at colleges and universities. College & University, 90(4), 2-7.

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. https://doi.org/10.15173/ijsap.v1i1.3119

New Media Consortium. (2016). Horizon report: Digital toolkit. Retrieved from https://cosn.org/sites/default/files/pdf/2016_Horizon_Report_Digital_Toolkit.pdf

North, S. (1984). The idea of a writing center. College English, 46(5), 433-446. https://doi.org/10.2307/377047

Oblinger, D. & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net generation. In Oblinger, D. & Oblinger, J. (Eds.), Educating the net generation. Educause. Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/it-age-or-it-first-steps-toward-understanding-net-generation

Selber, S. (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press.
Sunstein, B. (1998). Moveable feasts, liminal spaces: Writing centers and the state of in-betweenness. The Writing Center Journal 18(2), 7-26.

Taylor, P., & Wilding, D. (2009). Rethinking the values of higher education: The student as collaborator and producer? Undergraduate research as a case study. Gloucester, England: Quality Assurance Agency for Higher Education.

Tinto, V. (2003). Learning better together: The impact of learning communities on student success. Higher Education Monograph Series. Retrieved from http://www.nhcuc.org/pdfs/Learning_Better_Together.pdf

Vance, L. K. (2016). Best practices in tutoring services and the impact of required tutoring on high-risk students (Doctoral dissertation). Retrieved from Online Thesis and Dissertations: https://encompass.eku.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/scholar?hl=en&as_sdt=0%2C10&q=impacts+of+required+tutoring&btnG=&httpsredir=1&article=1439&context=etd

Willis, P., & Gregory, A. (2016). Making the road while walking: Co-creation, teaching excellence, and university leadership. Leadership Foundation for Higher Education.
Published
2019-05-07
How to Cite
Branham, C., Blomstrom, S., Mumpower, L., Kissh, K., Wiley, J., Liu, Y., Miller, K., Bryant, Z., & Reedy, B. (2019). Digital studio tutors as partners. International Journal for Students As Partners, 3(1), 140-149. https://doi.org/10.15173/ijsap.v3i1.3466
Section
Case Studies