Foreword for Learning Center Directors
Acknowledgments
1 Introduction to Peer Tutoring
1.1 What Is Peer Tutoring?
1.2 What Is a Learning Center?
2 Learning and the Brain
2.1 Cognitive Schemas
2.2 Schemas, Academic Learning, and Tutoring
2.3 Working Memory and Long-Term Memory
2.4 Working Memory, Long-Term Memory, and Peer Tutoring
3 Learning Center Pedagogy
3.1 Learning as Growth, and the Zone of Proximal Development
3.2 Active Learning
3.3 Collaborative Learning
4 Applying What We Know: Working with Students
4.1 Individual Appointments
4.2 Drop-In Labs
4.3 Group Learning
5 Peer Tutoring and the Affective Domain
5.1 The Prefrontal Cortex, Stress, and the Role of Neurotransmitters in Learning
5.2 Attending to the Affective Domain in Tutoring
5.3 Active Listening
6 Learning Strategies
6.1 Learning Strategies and the Transition to College
6.2 Time Management
6.3 Taking Class Notes
6.4 Reading
6.5 Writing Papers
7 Engaging a Diverse Student Body
7.1 Equity, Allyship, and Peer Tutoring
7.2 Peer Tutoring across Linguistic and Cultural Diversity
7.3 Peer Tutoring across Neurodiversity
8 Critical Thinking and Disciplinary Ways of Knowledge
8.1 Critical Thinking and Bloom's Taxonomy: Levels of Learning
8.2 Critical Thinking and Bloom's Taxonomy: Ways of Knowing
8.3 Critical Thinking and Cognitive Biases
9 Tutoring in Online Environments
9.1 Direct Messaging
9.2 Message Boards
9.3 Text Chat
9.4 Video Chat
9.5 Whiteboards
10 Other Ways to Engage as a Tutor
10.1 Being a Liaison for the Center
10.2 Peer Observations
10.3 Creating a Project for the Center
10.4 Developing a Statement of Peer Educator Philosophy.