The Rowman & Littlefield Guide for Peer Tutors

Learning Center Theory introduces college students to the field of peer tutoring, providing a theoretical background and practical guidance for peer tutors in higher education. Taking an innovative approach firmly grounded in the science of learning and cognition, the text empowers college students to think critically about their work as educators and to make informed choices in working with learners. A vibrant, engaging read for students, researchers, and administrators alike, the text covers topics essential for all peer tutors, across writing, mathematics, the sciences, languages, and other disciplines: the brain-based reality of learning, active & collaborative pedagogies, the role of learning centers in colleges and universities, models for tutoring, the transition to college, metacognition, study strategies, online environments, and much more. An ideal supporting text for both tutor training programs and courses for peer educators, the Guide provides support for learning and writing center administrators in welcoming college students to the field of peer-led learning, and for tutors in the work of acting as guides and mentors to the fields of inquiry that exist within the academy.

Daniel Sanford (Ph.D. University of New Mexico, Linguistics) is Director of Writing & Director of the Academic Resource Commons at Bates College, and previously Director of the Center for Academic Program Support at the University of New Mexico. He is a Learning Center Administrator who has worked in the field for 15 years, and a recognized scholar and professional in the field of peer tutoring. He has written a number of influential articles on the topics of peer tutoring and writing center theory. He is also a cognitive scientist, the author of numerous articles and book chapters in the field of cognitive linguistics, and an experienced educator with a wealth of experience making the mechanisms of the brain accessible and intuitive to college-age students.