Abstract
As peer tutoring programs have become pervasive on college campuses, it has become common to hear their benefits extolled. The goal of this paper is to examine the literature to determine in what ways accessing peer tutoring may impact college students. Specifically, the dual lenses of cognitive development and the generation and conversion of academic and social capital are employed to limit the scope of the research and focus the analysis. Conclusions include that while “peer tutoring” lacks a commonly accepted definition, students may receive intellectual benefits and their social networks may be broadened when accessing services that are intentionally structured. These ideas are connected to institutional mission statements and stated goals.
Recommended Citation
Breslin, James D.
(2011)
"Evidence-Based or Just Good for the Soul? Examining the Efficacy of Peer Tutoring in College,"
Kentucky Journal of Higher Education Policy and Practice: Vol. 1:
Iss.
1, Article 3.
Available at:
https://uknowledge.uky.edu/kjhepp/vol1/iss1/3
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Administration Commons, Social and Philosophical Foundations of Education Commons