Leigh Dillard, Kim Griffin, Laura Rosche, Jim Shimkus
From campus writing centers to online tutoring services, a range of options exist for students seeking assistance with writing assignments. While some modes rely on students to ask for help, others provide a more direct approach. Embedded tutor programs offer one alternative, implemented to improve student writing by placing tutors in closer proximity to students, resulting in a collaborative, active environment for learning. The Writing Fellows Program launched at the University of North Georgia creates a focused, peer-tutoring setting for students in writing-heavy courses. A discussion of this program reveals the experiences of its participants---organizers, a faculty implementer, student tutor, and student participant. This panel is intended not only for those interested in similar programs but also those engaged in collaborative models to improve active learning and communication.
