This Sheridan Center inclusive teaching newsletter kicks off a series for the 2023-24 academic year: high-impact practices (HIPs) and pathways. High-impact practices are defined by the American Association of Colleges and Universities as teaching and learning approaches for which there is a large body of evidence about significant educational benefits for students. In this series, we focus on the 11 HIPs identified by AAC&U – such as service and community-based learning, as well as diversity and global learning – as well as other evidence-based teaching and learning practices that have the same aims. We highlight examples of HIPs at Brown, as well as high-impact pathways, or course-embedded approaches to developing equity of access to these educationally rich opportunities. Our first newsletter, written by Janet Peters, Associate Director of Academic Tutoring and Assistant Dean of Curricular Programs, focuses on small-group tutoring as a HIP.

Recent research has shown peer-led group tutoring to be an effective approach to supporting college students academically and personally (Cofer, et. al.; Kuh 2008, 2023; Tullis, et. at., 2020; Young, et. al., 2019). Through increased engagement, individualized attention, and a supportive learning environment, students benefit from improved academic performance, enhanced confidence, and the development of essential skills, such as problem-solving, relationship-building, and presentation competencies. For tutors who lead group sessions, tutoring also offers leadership opportunities, fosters empathy, and strengthens social connections.

“Life after discovering the group tutoring program at Brown was incredible. Not only did my grades improve, but I also developed more confidence in my study habits – enough to reach out to professors and TAs whenever I had questions or try new study techniques when things weren’t working out.”
-Bea Campilan ’23 Biology tutor

What is peer-led group tutoring at Brown?
Brown’s small-group tutoring model is housed within the Sheridan Center for Teaching and Learning and supports select large introductory gateway STEM and language classes. The program supports about a quarter of undergraduates and processes over 2,500 requests yearly. A typical session comprises 3-6 students led by an undergraduate who has taken the course at Brown and has received extensive professional development (i.e., training, observations, workshops) around small-group teaching. The organized groups meet weekly at a designated time and location to review key concepts and course learning objectives and share approaches to problem solving. To help tutors prepare lesson plans for the weekly sessions, Canvas observer access is often granted, allowing tutors to follow the course, and a short 3-4-question Google form is emailed to tutees in advance of the session to gain a better understanding of students’ learning needs.
 
The experience of tutees at Brown aligns with the broader research suggesting that small-group tutoring enhances academic performance, fosters a supportive learning environment, and promotes personal and professional growth. As Brown strives to provide comprehensive curricular and co-curricular student support, Sheridan Center’s peer-led academic tutoring program significantly contributes to student success and holistic development.
 
Small-group peer tutoring enhances teamwork, critical thinking, and problem-solving abilities (Kuh, 2023). Working in small groups allows students to engage in discussions, share various approaches to problem-solving, and develop strong communication skills. The intimate setting allows students to be curious and facilitate learning with a near-peer in a supportive environment. Peer instruction challenges others and deepens students' metacognitive processes and long-term retention of course material for both tutor and tutee (Mazur, 1996; Tullis & Goldstone, 2020). Sheridan peer tutors engage students in both discussion and problem solving during their sessions, allowing students to identify gaps in their understanding.

Benefits to students who participate in tutoring
Sheridan’s small-group tutoring offers personalized support tailored to the specific needs of students in a learning environment that fosters confidence and motivation. Participant feedback is consistently favorable, with students reporting a positive experience rating (99%). Nearly all (94%) of feedback responders indicated their confidence in the course improved in AY 2022-23. For example, one tutee stressed in feedback that “our tutor takes the time to learn all our names, call on us to answer questions, and have us re-explain material back to him in a way that is very low-stress so people can feel comfortable getting stuff wrong and learning together.” Small learning groups normalize help-seeking behaviors, questioning, and realizing others have similar questions, and they affirm that it is “okay not to know.” This personalized attention allows tutors to meet tutees where they are academically by filling knowledge gaps and breaking down complex concepts.
 
Additionally, peers who have overcome similar academic hurdles can serve as role models, inspire confidence, and instill a belief in one’s ability to excel academically. Students who participate in small-group learning report feeling more self-assured and motivated to succeed (Major, 2020). A student participating in Sheridan’s tutoring program in Fall 2023 underscored this idea:

“My tutor provided comprehensive instruction on the topics covered in class and with useful tips to approach the material, which I credit for my success in this challenging course. I think tutoring is an invaluable resource.”

Faculty also comment on the tutor’s impact on students and their courses. In a recent survey distributed to faculty who teach classes the tutoring program supports, Professor Aisling Dugan (Biology and Molecular Microbiology and Immunology) shared that students “always speak of the kindness and deep commitment that tutors provide to them. Always a positive experience!”

Benefits to student tutors
While we often think about the impact of tutoring on the tutee, there is a bi-directional positive impact. The educational, personal, and professional gains for both tutor and tutee are substantial and supported by research (Kuh et al., 2005; Topping, 1996; Young et al., 2019). In fact, working in groups and teaching others are key strategies for learning retention (McGuire, 2015). Peer-led tutoring offers students the chance to develop leadership and mentorship skills. As tutors, they take on responsibilities such as planning and organizing sessions, facilitating discussions, and guiding their peers – essential life skills (i.e., presentation skills, time management, and leadership) that will enrich their academic and professional pathways. Daniel Liu M.D. ’21, UG ’16, now three years into his residency program, recently wrote, “Serving as a tutor helped me to develop a strong passion for teaching, and I’m looking forward to making surgical education one of my career priorities as I move forward.”
 
Similarly, written feedback from tutors highlights how their tutoring experience helped reinforce their knowledge of course content and allowed them to excel in other classes. Tutors also emphasize how their communication and organizational skills are enhanced through their tutoring employment, as well as the benefits of building relationships with both tutors and tutees.

“The tutoring program was one of the most rewarding experiences I had during my college experience! The satisfaction of helping students who are in the same place I was only a few years ago is more than I can ask for. Not only did I help teach students, but I also found myself learning something new from the course material each semester. I found a love for teaching through this experience and am now considering taking a path to become a professor in the future.”
-Isaiah Dawkins ’23 Biology & Neuroscience tutor

Related to these benefits, in a recent assessment as part of the HHMI Driving Change Learning Community at Brown, STEM-intending students who served as tutors were significantly more likely to complete STEM concentrations than their non-tutor peers (Zia, 2023). These benefits held across all student populations who arrived at Brown intending to pursue a STEM concentration and were particularly strong for tutors who identified as first-generation college students and students from historically underrepresented groups.

Impact at Brown
Peer tutoring is an educationally purposeful peer interaction (EPPI) (Kuh, 2023) that enriches student learning and development. Undergraduate tutors and tutees benefit from small learning groups academically, personally, and professionally. Brown’s tutoring program currently supports 60 STEM, social science, and language courses.
 
Here’s how you can get involved:

• If you are a student in a tutored course, you can sign up for tutoring
• If you are a student interested in becoming a tutor, see this list of open positions
• If you are an instructor of a tutored course and have questions/comments about the program, [email protected]
• If you are an instructor of a course not supported by Peer-led Academic Tutoring, consider this list of resources for incorporating small-group learning in your course (available to members of the Brown community)

To subscribe to the Sheridan Center newsletter, please click here.

References 

Cofer, R., McBrayer, J.S., Zinskie, C., Wells, P., & Fallon, K. (2022). Perceived gains of peer educators in campus learning centers: Academic performance and learning, non-academic skillsets, and self-confidence and fulfillment. Journal of Peer Learning, 15, 17-31. https://ro.uow.edu.au/ajpl/vol15/iss1/3
 
Kuh, G. (2023). Empowering Learning Centers Through Educationally Purposeful Peer Interactions. Knack.com webinar.
 
Kuh, G. D., Schneider, C.G., & American Association of Colleges and Universities. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

Kuh, G.D., Kinzie, J., Schuh, J., & Whitt, E. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass
 
Major, C. (2020), Collaborative learning: A tried and true active learning method for the college classroom. New Directions for Teaching and Learning, 2020:19-28. https://doi.org/10.1002/tl.20420
 
Mazur, E. (1997). Peer instruction: A user's manual. United Kingdom: Prentice Hall.
 
McGuire, S.Y. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus
 
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321–345. http://www.jstor.org/stable/3448075
 
Tullis, J.G., & Goldstone, R.L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 5:15

Young, D.G., Hoffman, D. E., & Frakes, R. S. (2019). An exploration of the connection between participation in academic peer leadership experiences and academic success. Journal of Peer Learning, 12, 45-60. https://ro.uow.edu.au/ajpl/vol12/iss1/4

Zia, R. (2023). Personal correspondence.