Vast Potential, Uneven Results: Unraveling the Factors that Influence Course-Embedded Tutoring Success
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At the University of Montana Writing Center, we enter each semester encouraged by the promise of academic renewal: another chance to make our writing center a gathering ground for positive change. As writing center administrators, we also begin the semester uncomfortably aware of past less-thansuccessful institutional collaborations, and we look forward, determined to try again. Ideally, our collaborations should allow for the “possibility of mutual learning” and “a pedagogy of becoming” (Geller et. al 59), leaving room for students, tutors, and faculty to reach new insights and question old assumptions.