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At the University of Wisconsin-Superior, student success is driven by evidence-based support, and Trish Allen, tutoring coordinator in the Educational Success Center, is helping lead that work through national research on embedded tutoring practices. Allen recently co-authored the article “Embedded Tutoring Definition and Minimum Standards” in the journal The Learning Assistance Review, alongside colleagues from institutions across the country.
The article establishes a shared definition and professional standards for embedded tutoring, a growing academic support model in which tutors are integrated directly into courses and classrooms. The collaborative publication identifies minimum standards, expectations, and best practices to improve consistency and effectiveness of tutoring. The authors’ purpose is to ensure tutoring programs are grounded in research-informed practices.
Allen, who oversees up to 30 student tutors each semester, reflects UW-Superior’s broader commitment to student-centered learning and academic achievement. Her work demonstrates how the Educational Success Center continues to enhance student learning and success.