Eliot Rendleman, Emily Reed
Many instructors assume that tutoring only contributes to academic success. Research in writing center studies appears to support such assumptions. Studies have reported increases in intrinsic motivation, positive attitudes about mandatory visits, retention rates, number of student drafts, higher assignment and course grades, and confidence. Although the assumptions and data-driven research seem irrefutable, recent research uncovers evidence that suggests too many tutorial visits may undermine the efforts to support Complete College Georgia initiative. In this poster session, the presenters will reveal a tutorial visitation threshold found at one writing center. Sharing their original, data-driven research, this professor and student research team will demonstrate that too many visits to writing tutorial services may result in lower grades and self-efficacy. The audience members are invited to share their experience and to interrogate collaboratively the methods and results of the session.
