Developing a Hybrid Tutoring Model in an Urban Community College.
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| Title: | Developing a Hybrid Tutoring Model in an Urban Community College. |
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| Language: | English |
| Authors: | Arkin, Marian, Eisenberg, Nora, Peters, Ann |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2001 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Community Colleges, Computer Mediated Communication, Computer Uses in Education, Educational Technology, Outcomes of Education, Remedial Instruction, Tutorial Programs, Tutoring, Two Year Colleges, World Wide Web, Writing Laboratories |
| Abstract: | This paper addresses the problem of how a community college writing center can maintain its personalized character as it moves toward online resources and approaches. The authors describe a writing resource developed by the Writing Center at LaGuardia Community College of the City University of New York (CUNY) by LaGuardia and CUNY faculty and students for use by other faculty and students. The CUNY WriteSite was developed through group consultation with the goal of creating a writing place that combined activity, interactivity, and discovery. Group consultation work was widened with grant support from CUNY's Office of Academic Affairs. The group held interdisciplinary roundtables in order to elucidate commonalities, special applications in curricular areas, and common assignments across the disciplines. Five campus centers (Brooklyn, Queens, LaGuardia, Staten Island, and Borough of Manhattan) volunteered to work with the CUNY WriteSite to pilot emerging materials and develop electronic tutoring formats ranging from campus enhancement to distance tutoring. The authors stress the importance of building in access to personalized interventions in order to adhere to the LaGuardia tradition of individualized tutoring. The WriteSite is not meant to replace tutors, but rather to facilitate their function as coaches. (NB) |
| Entry Date: | 2003 |
| Accession Number: | ED469666 |
| Database: | ERIC |
| Abstract: | This paper addresses the problem of how a community college writing center can maintain its personalized character as it moves toward online resources and approaches. The authors describe a writing resource developed by the Writing Center at LaGuardia Community College of the City University of New York (CUNY) by LaGuardia and CUNY faculty and students for use by other faculty and students. The CUNY WriteSite was developed through group consultation with the goal of creating a writing place that combined activity, interactivity, and discovery. Group consultation work was widened with grant support from CUNY's Office of Academic Affairs. The group held interdisciplinary roundtables in order to elucidate commonalities, special applications in curricular areas, and common assignments across the disciplines. Five campus centers (Brooklyn, Queens, LaGuardia, Staten Island, and Borough of Manhattan) volunteered to work with the CUNY WriteSite to pilot emerging materials and develop electronic tutoring formats ranging from campus enhancement to distance tutoring. The authors stress the importance of building in access to personalized interventions in order to adhere to the LaGuardia tradition of individualized tutoring. The WriteSite is not meant to replace tutors, but rather to facilitate their function as coaches. (NB) |
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