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Core facilitator skills include substantive neutrality or passionate impartiality, timely intervention, active listening, self-monitoring, and effective questioning and clarification, supported by modeling strong communication practices. The work examines how “peer tutor” labels may obscure power and relationship disparities, motivating a reframing of tutors as facilitators who manage communication and learning dynamics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/facilitating-learning-through-facilitation-how-facilitation-skills-can-inform-communication-center-tutoring-best-practices/599305/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/facilitating-learning-through-facilitation-how-facilitation-skills-can-inform-communication-center-tutoring-best-practices/599305.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does facilitation training improve communication center tutoring?","Question",{"text":112,"@type":113},"By equipping peer tutors with facilitation “tool kit” skills such as neutrality, active listening, self-monitoring, and appropriate questioning to support learning and communication in varied contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can the term “peer tutor” cause confusion in communication center best practices?",{"text":117,"@type":113},"Because it may suggest equal power between tutors and tutees, even though disparities in experience, expertise, and therefore power can be significant.",{"name":119,"@type":110,"acceptedAnswer":120},"What does treating tutors as facilitators change about the tutoring framework?",{"text":121,"@type":113},"It offers a comprehensive approach that addresses tutor roles, the competency skill set needed for effective tutoring, and methods to break down, teach, and practice those skills while foregrounding power and relationship dynamics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599305,1792166437,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","RESEARCH  \nFacilitating Learning Through Facilitation: How Facilitation Skills Can Inform Communication Center Tutoring Best Practices  \nLeanna K. Smithberger  \nUniversity of South Florida  \nAbstract  \nCommunication centers can benefit from the facilitation training literature currently used in the areas of leadership, consulting, and dialogue and deliberation. Skills such as remaining“substantively neutral” or “passionately impartial,” knowing when to intervene, active listening, self-monitoring, questioning and clarification, and modeling good communication practices are all part of the facilitator’s “tool kit” that can prepare peer tutors to be more competent communicators. By drawing from facilitation training, communication centers can equip peer tutors with a skill set that can be easily translated into a variety of interpersonal contexts.  \nThe use of the phrase ‘peer tutor’ is widely used and accepted in the literature on communication center best practices, but the implications, specifically regarding power and relationships between tutors and tutees, has led to some confusion and misinterpretation of the phrase (Topping, 2005; Turner & Sheckels, 2015). For some, labeling students as ‘peer tutors’ is misleading because it implies that student tutors and student tutees are of equal power, when in reality there is a significant disparity in experience, expertise, and therefore power (Scott, 1992;  \nTurner & Sheckels, 2015). In order to address this “shadowy line”(Turner & Sheckels, 2015, p.  \n53) between tutor and tutee, communication centers may benefit from the facilitation training literature currently used in the areas of leadership, consulting, and dialogue and deliberation.  \nThis essay will argue that communication center tutors can be conceptualized asfacilitators of communication processes as well as facilitators of the learning process itself.  \nTreating tutors as facilitators provides a comprehensive framework that addresses the role of the tutor, the communication competency skill set needed to effectively tutor, and ways to  \nbreak down, teach, and practice those skills in order to train new tutors, including those  \nwithout a communication studies background. Most importantly for communication centers, the facilitation literature clearly addresses dynamics of power and relationship between facilitator and client, using language that may be more in line with institutional and administrative rhetorics and therefore useful for characterizing and explaining the tutoring process within and outside of the communication center. Additionally, conceptualizing communication center tutors as facilitators opens a broad area of communication research  \nfirmly rooted in the foundations of competent communication (Bochner & Kelly, 1974; Daniels  \n& Walker, 2001), providing another avenue for introducing these significant theoretical and pedagogical theories to students.  \nIn addition to the fuzzy implications of acting as a ‘peer tutor,’ communication centers are confronted with the challenging realities posed by engaging with students across  \ndisciplines, as either tutor or tutee (Dannels & Housley Gaffney, 2012). When engaging across disciplines, superficiality is a significant concern. Communication center clients from other disciplines may perceive tutor involvement as superficial when tutors do not sufficiently or appropriately adapt to or integrate discipline-specific practices or language, taking what Dannels and Housley Gaffney refer to as an “etic” approach (p. 100) . Communication center tutors from other disciplines may be constrained to a superficial understanding of communication theories and practices due to the limited time and resources some centers have when training new tutors. Dannels and Housley Gaffney suggest that balancing communication expertise of tutors with the situated expertise of clients can be a real challenge for communication centers, and one that requires a reframing of the communicatio","cbCaiqIpUWfa1c2B","https://ap.wps.com/l/cbCaiqIpUWfa1c2B","pdf",400969,15,"English","# Abstract\n# Peer Tutor Labeling and Power Dynamics\n# Conceptualizing Tutors as Facilitators\n## Defining Facilitation\n## Facilitator Impartiality and Tutoring","[{\"question\":\"How does facilitation training improve communication center tutoring?\",\"answer\":\"By equipping peer tutors with facilitation “tool kit” skills such as neutrality, active listening, self-monitoring, and appropriate questioning to support learning and communication in varied contexts.\"},{\"question\":\"Why can the term “peer tutor” cause confusion in communication center best practices?\",\"answer\":\"Because it may suggest equal power between tutors and tutees, even though disparities in experience, expertise, and therefore power can be significant.\"},{\"question\":\"What does treating tutors as facilitators change about the tutoring framework?\",\"answer\":\"It offers a comprehensive approach that addresses tutor roles, the competency skill set needed for effective tutoring, and methods to break down, teach, and practice those skills while foregrounding power and relationship dynamics.\"}]","Facilitating Learning Through Facilitation: How Facilitation Skills Can Inform Communication Center Tutoring Best Practices | PDF",1792088525,38]