Authors: Lisa Bell, Kelsey Hixon Bowles, Joni Hayward Marcum, Maren Neild, Asmaa Alsharif
Mentors: Lisa Bell
Insitution: Utah Valley University
With the development of artificial intelligence and its breakthrough into the academic sphere, some might argue that artificial intelligence is a better and more effective tutor than human tutors. However, it’s important to acknowledge that peer tutoring itself aligns with High-Impact Practice (HIPs) as coined by George Kuh, and it effectively leverages each core element of HIPS. As a high-impact practice, tutoring enhances student engagement, critical thinking skills, and overall academic and personal development and success. Although evidently peer tutoring aligns with HIPs criteria, it is severely underrepresented in HIPs research and discussions, warranting a closer examination and recognition in the academic community. By integrating writing center research with High-Impact Practices (HIPs) and original Institutional Review Board (IRB) research, this presentation establishes peer tutoring as a High-Impact Practice (HIP) and underscores its significance in education, even in the era of advancing artificial intelligence.