title: Development and evaluation of a peer-tutoring program for graduate students*.
abstract: Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum.
authors.affiliation: University of Medicine and Dentistry of New Jersey-School of Public Health, Health Education and Behavioral Science Division, Piscataway, New Jersey 08854.
authors.forename: H Liesel
authors.initials: HL
authors.lastname: Copeland
authors.forename: Terri Goss
authors.initials: TG
authors.lastname: Kinzy