From Peer Tutors to Writing Center Colleagues: The Potential of Writing Center Internships
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Date
2009
Authors
Silver, Naomi
Luke, Carrie
Nieman, Lindsey
Premo, Nicole
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Description
The current conversation surrounding peer writing tutor professional development frequently includes discussions of authority, autonomy, and oversight. At the University of Michigan's Sweetland Writing Center, our conversations have followed similar trends with the added complication of an unusual setup when it comes to one-to-one writing consultations. Because Sweetland is staffed entirely by what the field calls "professional consultants" (university writing faculty with MFA or Ph.D. degrees), "professional development" has meant simply carrying out the work of the Academy, that is, attending conferences, publishing books and articles, conducting research, and revising curriculum. Yet in the Peer Tutoring Center – a space populated by upper-level undergraduates who have completed two semesters of intensive training taught by Sweetland faculty in the theory and practice of tutoring their peers – "professional development" has raised many issues of power and authority, at least for the faculty and staff supervising them. When the "professional consultants" seek to "professionalize" the student peer tutors, the emphasis shifts from self-improvement and self-interest (in the economic sense) to quality control and consciousness-raising. The question becomes one of how to help undergraduates transition from self-interest (in the psychological sense) to community- or organizational-interest, that is, how to help them identify with the body that oversees them