Using empathetic listening to build relationships at the center

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly M. Cuny, Senior Academic Professional (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Administrators and staff at communication centers have many responsibilities: increasing publicity, making sure things run smoothly, gaining buy-in from faculty across the curriculum, and recruiting and training staff, to note a few. Emery (2006) argued that successful communication centers are developed in line with the needs of particular institutions and their students. Services are rendered through peer tutors who are trained to review the assignment requirements and listen to the needs of students seeking their assistance, as well as to provide feedback for improvement during simulated practice sessions (Yook, 2006). Tutors at some centers also provide some instruction in the form of workshops for students. As with any job, there are unwritten responsibilities that may not appear in the job description--namely, building positive relationships with and among peer tutors.

Additional Information

E. Yook & W. Atkins Sayre (Eds.), Communication Centers and Oral Communication Programs in Higher Education: Advantages, Challenges, and New Directions. (pp. 249-256). Lanham, MD: Lexington
Language: English
Date: 2012
listening skills, empathetic listening, communication centers, speaking skills

Email this document to