Tutoring undertaken asynchronously or synchronously using online technologies (e.g., virtual conferencing [Zoom]) to connect with tutees.
Published in Chapter:
Undergraduate Perspectives on Community-Engaged Service During COVID-19: Exploring the Differences Between In-Person and Remote Tutoring Experiences
Craig Allen Talmage (Hobart & William Smith Colleges, USA), Kathleen Flowers (Hobart & William Smith Colleges, USA), Peter Budmen (Hobart & William Smith Colleges, USA), Alexander Cottrell (Hobart & William Smith Colleges, USA), Jonathan Garcia (Hobart & William Smith Colleges, USA), and Jasmine Webb-Pellegrin (Hobart & William Smith Colleges, USA)
Copyright: © 2023
|Pages: 20
DOI: 10.4018/978-1-6684-5190-8.ch012
Abstract
This chapter chronicles a rapid pivot in community engagement from in-person tutoring to remote (also called virtual) tutoring and a gradual shift back to in-person tutoring during the COVID-19 pandemic. The chapter provides reflections from both staff members in a community engagement and service-learning office and college students who served as tutors of local children and youth during the COVID-19 pandemic. Readers are encouraged to reflect upon two main areas of interest in this chapter. First, dynamics between parents and tutors altered during COVID-19 as children and youth received virtual tutoring from home. Second, the importance of training and professional development for tutors regarding how to use different technologies and engagement strategies for virtual tutoring is imperative. Lessons learned from the Tutor Corps program are shared via reflections from both staff and tutors in hopes that others will share their experiences in rapidly innovating their community engagement work during COVID-19.