A Peer-Led Approach to Tutor Training: Implementation and Outcomes

Student tutors are critical to Computer Science (CS) programmes; as teachers, assessors, and mentors, they exert significant influence over student learning. However, in the majority of cases, tutors receive little to no training. While they possess sufficient domain knowledge, they less commonly have instructional experience or pedagogical knowledge. This results in a range of capabilities and professionalism across the tutor body, accentuated by high turnover rates, leading to inequitable support of students. In an effort to improve the overall quality of teaching, our institution looks to address tutor preparedness, growing both skills and self-efficacy; tutor investment, encouraging tutors to see their impact and recognise teaching as a valuable skill to develop; and tutor community, fostering a support network to facilitate the transmission of advice and institutional knowledge. Our answer to these goals is the introduction of a new tutor training course with three distinctive characteristics: it is theory-forward, peer-instructed, and seminar-style. This paper details the design and implementation of the course. Through interviews we explore its impact on the first two cohorts of student tutors, and its efficacy – particularly of its defining aspects – in addressing the above goals. We highlight the challenge of showing the relevance of education theory and of providing authentic practical experience in a controlled environment. Further discussion contrasts reported improvements with the difficulty of creating content to cater to tutors teaching at different levels and of retaining students under a voluntary training model. We conclude with our reflections on improvements to future offerings.