• Muhlenberg offers an exemplary peer tutoring program with over 200 peer tutors who are nominated by faculty and then selected and trained by the Director of the Academic Resource Center and the Tutorial Coordinator. Muhlenberg's tutoring program is certified by the International College Reading and Learning Association to the Master Tutor Level.

• Students receive tutoring by applying through the Academic Resource Center. Both individual and small group tutoring are available, at no cost, on a weekly basis. The tutor and student mutually determine the tutoring session time and place.

• Tutors also lead group workshops in several subject areas (Biology, Chemistry, Math, etc.) weekly, on a walk-in basis. Information is available each semester regarding subjects, times, and locations.

The Peer Tutoring program endeavors to assist students' efforts to successfully navigate the rigors of competitive higher education. The program is committed to supporting the faculty as they work to make learning meaningful and productive. Faculty members are informed regarding tutor training, new research in learning, and outcomes. Working collaboratively with tutors, faculty, and staff, the program helps a diverse learner population develop higher level critical thinking skills, better course performance, and more adaptive, independent learning strategies. Most importantly, the program works hard to foster student engagement in the learning process. Workshops, Learning Assistant partnerships, small group and individual tutoring offer peer models for academic integrity, responsive listening, and excitement for course content. Tutors demonstrate skills regarding teaching and learning that improve the tutees’ self-knowledge, empowering them in future courses.

Goals:

1. To offer tutoring where requested
2. To maintain good tutor/faculty/tutee connections and communication (Tutoring Times/Faculty Connections)
3. To demonstrate stronger tutees' final grades
4. To teach both tutees and tutors learning strategies
5. To teach tutors and tutees about learning style differences
6. To train and evaluate strong, knowledgeable tutors, using up-to-date research in cognition, teaching, and learning
7. To motivate tutees to become more engaged in the learning process
8. To produce an up-to-date tutor training handbook
9. To offer effective workshops, where needed

Assessment:

• Tutees' class attendance
• Tutees' final grades/retention
• Workshop evaluations
• End of semester tutor/tutee evaluations
• Faculty surveys
• Number of session hours/per semester/per tutee
• Tutor progress reports of tutee
• Tutorial Coordinator assessments
• Workshop participant evaluations