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Abstract

This article describes the development and institutionalization of the Speech Tutor program at Wabash College, an initiative that uses undergraduate assistants to support beginning public speaking students. Originating in a broader library funded effort to strengthen bibliographic instruction, the program evolved from an experiment in freshman seminars into a structured system in which upper division speech students receive targeted training in library research methods, video equipment operation, and speech criticism. The analysis explains how these tutors assist students with topic selection, research, rehearsal, and the use of audiovisual technology. It also details the organizational collaboration between the speech department and the library, which enabled tutors to serve simultaneously as research aides and instructional supporters. Evaluations conducted during the program’s early years indicated significant improvements in students’ research practices, increased library usage, and enhanced preparation for speeches. The article attributes the program’s success to close campus community dynamics, purposeful training, and the alignment of tutor responsibilities with the instructional goals of the basic course. It concludes that undergraduate speech tutors can strengthen instructional quality, improve student engagement, and provide meaningful peer based support within small college environments.

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