Abstract
The role of student tutors is to support new students, as well as other students who are having trouble with learning, so as these students can teach themselves. In Japan, however, there are but a few case examples that verify the quality of these tutors. Therefore, for the purpose of this research an examination of established peer support learning guidelines and other guidelines applied by North American universities was conducted in order to manifest new guidelines. In order to establish the guidelines, elements required of tutoring were extracted from various tutor handbooks, guidelines, and manuals used by twenty-six institutions and universities in Japan and the United States. These extrapolated elements were then integrated to complete the guidelines. Furthermore, the guidelines were revised through a two-step formative evaluation. Finally, the guidelines were tested in order to evaluate their effectiveness in improving the quality of tutors. To conclude this paper, future topics for consideration are discussed.
