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dc.creatorTitus, Megan L.
dc.creatorScudder, Jenny L.
dc.creatorBoyle, Josephine R.
dc.creatorSudol, Alison
dc.date.accessioned2017-11-01T16:31:22Z
dc.date.available2017-11-01T16:31:22Z
dc.date.issued2014
dc.identifierdoi:10.15781/T2XS5JZ9S
dc.identifier.urihttp://hdl.handle.net/2152/62377
dc.descriptionOver the past three years, Rider University’s Student Success Center Writing Lab has implemented an embedded tutor program for composition courses. Tutors attend class, participate in class discussions, facilitate writing workshops in class, and hold drop-in hours for students (in addition to tutors’ Writing Lab hours). The Embedded Tutor (ET) program, facilitated by Jenny Scudder (who is also the Writing Lab Director), has been successful in helping students complete skills-based courses and connect to academic support services. Initial assessment of the ET program supports the inclusion of the tutor in a skills-based course. While an ET’s training is similar to a tutor who works solely in the Writing Lab, there are key additions that are vital to the tutors’—and the program’s—succesen_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 12, No 1
dc.subjectTitusen_US
dc.subjectSudolen_US
dc.subjectBoyleen_US
dc.subjectScudderen_US
dc.subjectpedagogyen_US
dc.titleDialoging A Successful Pedagogy for Embedded Tutorsen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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