Brandeis Stories

By Steve Foskett
Photography by Dan Holmes
June 16, 2026

For more than a decade, Brandeis Undergraduate Guided Study (BUGS) has been the primary peer-to-peer tutoring program on campus, offering extra help in subjects that span the university’s curriculum, from languages to STEM fields.

BUGS was recently awarded Level 1 certification by the internationally recognized College Reading and Learning Association (CRLA). Julia Mani, director of peer academic support in Brandeis’ Office of Academic Services, said the new designation is a reflection of the quality of the on-campus tutoring network, and will only strengthen BUGS’ ability to help as many students as possible.

“Part of what we've been working on over the past couple of years as we sought the certification was developing a really robust training program for BUGS tutors,” Mani said. “It’s a way for them to feel really confident in their work as tutors, and in connecting with faculty in the departments.”

Students who are seeking support in a class that has a BUGS tutor will be assured that they will be meeting with a dedicated, formally trained peer.

The training process includes in-person and virtual sessions as well as asynchronous modules on topics ranging from active listening, advanced study skills, and ethical practices in tutoring (including navigating the rise of artificial intelligence technologies), to fostering an inclusive environment for diverse learners. In collaboration with the Brandeis Prevention, Advocacy and Resource Center, tutors are also educated on best practices in supporting students impacted by trauma.

BUGS currently employs 35 tutors across 75 courses at Brandeis; faculty and students are surveyed regularly for feedback on the efficacy of the program. One of those tutors, biology major Maya Shavit ’27, said there are many reasons BUGS is such an effective program beyond mastery of the coursework or faculty involvement.

Rather than focusing on a specific subject, Shavit is a study skills tutor who concentrates on helping students develop executive function and time management tools. But there’s a social component, too. In addition to one-on-one meetings, she holds regular “accountability hours” co-organized by Student Accessibility Support fellows. Accountability hours provide a dedicated study space convened on weekday evenings that brings students together with peers who can provide support, encouragement, and snacks.

“The more we can support each other, the more we can hold each other accountable, and that’s a major reason why the peer-to-peer system works so well,” Shavit said. “It’s a learning opportunity and a social experience, weaving together camaraderie with the academic experience.”

Tapping the expertise of a BUGS tutor can also have a multiplying effect, Shavit said.

In her other on-campus role as an introductory biology teaching assistant, Shavit sees how different peer supports can compliment each other.

“It has been really amazing to be able to rely on the BUGS network when I meet with a student – to be able to refer them to other tutors,” she said.

Shavit said she has always had an interest in metacognition, the study of how people learn, or the awareness of one's own learning or thinking processes. That got her interested in becoming a BUGS tutor, and she said the experience is helping her develop skills she will take with her on her career journey.

“In any profession, you’ll probably be in a position where you are teaching someone else,” she said. “BUGS is a way to practice that essential skill. Earning the CRLA certification is a confirmation that our tutors know how to do this really well.”

Mani said she is always impressed with how committed the BUGS tutors are while also balancing all the other commitments they have.

“It’s really exciting to see, and I believe it’s driven by a motivation to support their peers,” she said.