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DOI:
https://doi.org/10.31468/cjsdwr.795Abstract
From the multiple theories of experiential learning to discourse on learning styles and preferences, hands-on learning is well known as an important mode of engaging with new ideas and processes. This article runs with this notion by not just sharing interactive activities for training peer tutors but asking readers to participate in them. A narrative and reflective essay, it walks the audience through three exercises, step by step, and explores their impact in the contexts of the author’s tutor training program, her 2019 Canadian Writing Center Association Conference workshop, and the article itself. The piece asks whether there is room for more hands-on learning in all of these venues and calls on readers to reflect on their own experiences.
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If this article is selected for publication in Discourse and Writing/Rédactologie, the work shall be published electronically under the terms of Creative Commons Attribution-ShareAlike (CC BY-SA 4.0). This license allows users to adapt and build upon the published work, but requires them to attribute the original publication and license their derivative works under the same terms. There is no fee required for submission or publication. Authors retain unrestricted copyright and all publishing rights, and are permitted to deposit all versions of their paper in an institutional or subject repository.
