Curricular Collaboration, Programmatic Collision: Challenges to Integrating Tutor Training for Writing Centers and Writing Fellows Programs
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For years our Writing Center and our Writing Fellows program, a curricular-based, undergraduate peer tutoring program, had operated autonomously to the point of cordial estrangement. Then a series of widespread changes in leadership and institutional structure prompted us to ask, “How can we bring these programs closer together?” Training became the focal point of our discussions. At the time, tutors were trained through a credit-bearing internship; fellows were trained through a credit-bearing course. Notable overlap in peer tutoring theories and methods prompted the question, “What if we integrated training for tutors and fellows?” We sensed the complexity of the task but were eager to experiment. We believed that collaborating would produce an innovative curriculum that would improve the quality of tutoring and strengthen connections between programs. After all, we presumed, wouldn’t only good things come from collaborating?