NOTETAKER HANDBOOK

McBurney Disability Resource Center

Division of Student Life University of Wisconsin-Madison

1 TABLE OF CONTENTS

Introduction p. 2

Notetaking Service Roles and Responsibilities p. 2-5

Notetaker Code of Ethics p. 5-6

Notetaker Payment Policies p. 7-8

Information about Disabilities & Communication p. 9-10

Notetaking Mechanics p. 11-13

Summary of Forms & Due Dates for Notetakers p. 14

References p. 14

General Contact Information p. 15

2 INTRODUCTION

Good classroom notes are vital to college students. Lecture notes are a permanent record of a lecture and can be used for review at a later date. Class notes remind students of assignments and dates for exams. Class notes are often used when preparing papers and reports.

Some students, because of their disabilities, have difficulty taking notes themselves. A student who is deaf and uses interpreter services has difficulty watching the interpreter and taking notes at the same time. A student who is hard of hearing may miss entire parts of the lecture if the instructor turns and faces the blackboard or walks around the room. Some students with learning disabilities have auditory or language processing deficits. Some students with disabilities such as quadriplegia, cerebral palsy or arthritis are unable to write or cannot write quickly enough. Through the use of notetakers, these students can focus their attention on the instructor and still have a complete set of lecture notes. As a notetaker, you are responsible for providing the student with that set of notes.

An explanation of notetaker responsibilities, McBurney’s policies, helpful information about disabilities, and notetaking suggestions are provided in this manual to assist you in your job. Refer to this manual periodically throughout the semester to help you improve your notetaking skills.

NOTETAKING ROLES AND RESPONSIBILITIES

The McBurney Disability Resource Center's Notetaking Service helps qualified students with disabilities locate paid notetakers. In most instances, notetakers are students recruited from the class during the first week of school. Recruiting notetakers during the first week allows students to review actual class notes from several notetaker applicants before making a final selection

In keeping with McBurney's philosophy of encouraging independence, students approved for notetaking are expected to participate in managing their notetaking services. McBurney students’ responsibilities, as well as those of notetakers, McBurney staff, and faculty, are outlined below:

STUDENT RESPONSIBILITIES TO THE NOTETAKERS

1. Give each notetaker a Notetaker Information Form when hired.

Notetaker Information Forms can be downloaded from McBurney’s web site or picked up at the office. In order to receive full payment, notetakers must submit the Notetaker Information Form within the first 3 weeks of the semester. Exceptions can only be approved by McBurney staff. Make sure notetakers receive this form immediately upon hiring.

2. Provide notetaking paper/tablets to your notetakers, or inform notetakers that copy cards can be checked out from McBurney if they prefer photocopying their notes.

3. Inform the Notetaker Coordinator immediately of any changes in notetaking requests.

3 4. Request only those services from the notetaker as outlined in the notetaker's job description (e.g., the notetaker should not be asked to recopy notes, take notes from the text, tutor, etc., unless this has been authorized as an appropriate accommodation).

5. Follow the notetaking service attendance policies:

It is your responsibility to regularly attend classes if you want to receive notes.

McBurney recognizes that all students have occasional, unanticipated absences. Notetakers will provide notes during your absences unless absences are both excessive and not disability-related.

Notify the notetaker if you will not be in class (24 hours in advance, if absence is predictable). Notifying notetakers enrolled in the class is primarily a courtesy (e.g., notetakers might skip a class during midterms to study for exams if they know you plan to do the same).

Notetakers need to confirm you are attending class in order to share notes with you. Arrange to collect notes from your notetaker at each class meeting. Notetakers will assume you are absent if you don’t collect notes. If notetakers are emailing notes to you, you should either check in with them at each class or sit near enough so that they can confirm your attendance.

Frequent non-disability-related absences may result in a suspension of services for that course.

6. If you drop a class or your schedule changes, let the notetaker and McBurney staff know immediately. If the notetaker and McBurney are not informed, you may jeopardize your access to future services.

7. Give the notetaker regular, helpful feedback about his or her notes.

8. If you are not satisfied with the notes taken by the notetaker, you should determine the problem (e.g., legibility, organization, completeness) and discuss it with the notetaker. If problems persist, you should bring them to the attention of the McBurney Disability Resource Center staff.

9. Verify and sign the Notetaker Payment Verification Form when requested.

10. Notes are for your use only and should not be distributed to others in the class.

MCBURNEY'S RESPONSIBILITIES

1. McBurney provides copies of an introductory letter to faculty that includes a notetaker request announcement to be read on the first class day.

2. McBurney provides information sheets and an orientation session for new notetakers.

3. McBurney provides notetaker supplies.

4. McBurney processes payment for notetakers. Notetaking services will be funded only when students have submitted a request.

4 FACULTY ROLES

The role of the faculty is to facilitate provision of the notetaking service. This is accomplished in the following ways:

1. Faculty announces requests for notetakers on the first day of class, if necessary.

2. Faculty channel interested notetakers to the student. Screening out of inappropriate applicants, based on a short perusal of sample notes, is appreciated.

3. Faculty re-announce requests for paid notetakers when necessary. Again, screening of applicants is appreciated.

4. If possible, faculty provides photocopies of their notes or notes taken by a teaching assistant until a notetaker is located or as a supplement to the notetaker's notes. A notetaker may be unnecessary if faculty or TA notes meet the student's needs.

5. Faculty may provide feedback on quality of notes if requested by the notetaker or McBurney student.

NOTETAKER RESPONSIBILITIES

1. Attend all scheduled classes, except in cases of illness and emergencies.

2. Inform the student when you cannot be in class, at least 24 hours in advance when absences are predictable.

3. Pre-arrange for a substitute notetaker for days when you will be absent. We recommend finding someone in the class since s/he will be familiar with the subject matter and available without notice. Make sure that you discuss arrangements for substitute notes with the student for whom you're taking notes. Substitute notetakers will not be compensated by McBurney. Notetakers enrolled in the class may have their stipend reduced if they fail to provide adequate notetaker coverage during their absences. We also request that notetakers discuss McBurney’s confidentiality policy with any substitute notetaker if notes are to be given directly to the McBurney client.

4. Provide notes for the student for occasional absences. If absences seem excessive (e.g., more than 3-4 a semester), discuss your concerns with B.A. Scheuers or the Notetaking Coordinator, not with the student. If the student drops the course, you will be paid up to one week beyond the drop date.

5. Keep notetaking assignments confidential.

6. Comply with the code of ethics for notetakers.

7. Get feedback on the notes from the student and the instructor.

8. Give the McBurney Disability Resource Center staff at least two weeks' notice if you plan to quit.

5 9. Return any supplies you've checked out by the due date.

10. Return the completed Notetaker Payment Verification Form by the due date. It is your responsibility to obtain the student's signature on the form.

If you have questions or problems with the notetaking service, please contact McBurney Disability Resource Center’s Notetaking Coordinator at (608) 890-1927 or by e-mail at [email protected]. Additional information about McBurney services is also available on McBurney’s notetaking web page at http://www.mcburney.wisc.edu/services/notetaking .

NOTETAKER CODE OF ETHICS

The standards of ethical practice set forth below encourage the highest standards of conduct and outline basic principles to guide the notetaker.

1. The notetaker shall keep all assignment-related information strictly confidential.

Notetakers shall not reveal information about any assignment including the fact that the service is being performed. Even seemingly unimportant information could be damaging in the wrong hands. This includes the following information:

Name, sex, age, etc. of the consumer Day of the week, time of day, time of year, that the notetaking takes place Location (including classroom) Other people involved like the faculty members Unnecessary specifics about the situation

It only takes a minimum amount of information to identify the parties involved.

If you are asked by another student in the class for information regarding the notetaking assignment, you may not give him/her this information. You are employed to take notes only for your student, and should not use the notetaking paper or copy cards provided to make notes for any other students in the class. You may, of course, share your own copy of the notes with anyone you choose.

2. The notetaker shall render the message faithfully, always conveying the content and spirit of the speaker, without interjecting personal opinions into the notes.

Notetakers are not editors and must transmit everything that is said in the same way it was intended. This is especially difficult when the notetaker disagrees with what is being said. The notetaker must be as unbiased as possible with the instructor, the course content, and the student.

3. As is true for all students, some users of the notetaking service may be struggling with course materials. The notetaker shall not tutor, counsel, or advise the student.

6 The notetaker may not tutor or counsel the student, even when asked to do so by the student or the instructor. The notetaker shall not become involved because in doing so accepts some responsibility for the outcome, which does not rightly belong to the notetaker.

If you notice that the student is having difficulty with the course work, you must keep this information confidential. You may not discuss it with other students, the instructor, or the McBurney Disability Resource Center staff. It is the student's responsibility to let the instructor know if he/she is having problems in the course or to contact the appropriate campus tutoring service.

You are not responsible for the student's performance in the class. You are only responsible for providing thorough, organized, legible notes. McBurney Center clients are college students and responsible for their own lives. The notetaking service is designed to encourage independence, not foster dependence!

4. The notetaker shall accept assignments using discretion with regard to skill, setting, and the consumers involved.

Notetakers shall accept assignments they feel comfortable with, and for which they are qualified.

5. Notetakers shall request compensation for services in a professional and judicious manner.

Notetakers shall be knowledgeable about fees which are appropriate to the service, and be informed about the current suggested fee schedule used on this specific campus.

6. Notetakers shall strive to maintain high standards in compliance with the code of ethics.

7 NOTETAKER PAYMENT POLICIES

How much are notetakers paid?

 Notetakers are paid $2.46 per hour of class ($2.04 per 50-minute class) for lectures and discussions and $.82 for labs—equating to approximately $30 per credit stipend if they take notes for the entire semester and for all course components (i.e., lecture, discussion, lab).

 Stipends are prorated when notes are taken for only part of the semester or part of the class.

 If notetakers are taking notes for more than one student in the same class, they receive an additional 50% of the base stipend for each additional student.

How are notetakers paid?

 Notetakers will receive a Notetaker Payment Verification Form via email at the 9 week drop deadline date prior to the end of the fall or spring semester. If you are a summer notetaker, you should receive the form when you come in for training or via email after you turn in your Information Form. If you do not receive the payment form, contact the notetaker coordinator immediately.

 Both the notetaker and the student for whom you are taking notes must sign this form. It is the notetaker's responsibility to get the signature of each student for whom they are taking notes. To protect privacy, if you are taking notes for more than one student in a class, please make a copy of the form for each student to sign separately. Submit all signed copies at the same time.

 We recommend taking the form to class as soon as possible after you receive the form. You should return the form to McBurney by the due date listed on the form.

Where is the check sent and when will I receive it?

 Make sure the addresses you list on your student center profile at my.wisc.edu are accurate. Our automated system will choose an address at the time we process the request for payment in the following order: 1. Mailing address 2. Home address

 If you want to override the automated address system described in the previous point, please list an alternative payment address on the back of your Payment Verification Form.

 Students who return the form (signed and completed) by the due date should expect payment by the end of finals week, but we make no guarantees.

 Students who miss the deadline date or do not complete the form correctly may experience a delay in payment. Please be patient!

 Checks will not indicate that they are from McBurney Disability Resource Center because they are standard UW-Madison checks. If you would like to verify that the check you received is for notetaking, please contact the Notetaking Coordinator.

8 SAMPLE ONLY--NOTETAKER PAYMENT VERIFICATION FORM

Directions: Please answer ALL the questions below, sign the form, have it signed by the student for whom you are taking notes, and submit it to McBurney by the due date to ensure prompt payment for notetaking services. If you took notes for more than one student, please complete a separate form for each student and staple ALL signed forms together before submitting. McBurney is open from 8am until 4:30pm Monday through Friday and is located at 702 W. Johnson Street, Suite 2104.

Law Students may return this form to Mike Hall in place of having it signed by their student.

If you miss the due date or if you submit any form without all the necessary signatures (yours and every student who received your notes), your payment will be delayed.

If you or the student has dropped the course and you are having difficulty getting a signature, please return this form with a note explaining the situation (we can attempt to get the student’s signature for you but it may delay payment).

Your check will be mailed to the address selected by our automated system at the time we process the request for payment. The automated system selects among your my.wisc.edu addresses in the following order: 1. Mailing address 2. Home address. Check your personal information on my.wisc.edu to be sure your address listings are up to date! Payment is usually received around the exam period for people who follow procedures and meet all requested deadlines; however, this is not guaranteed. If you want to override the automated address system described above, please list an alternative payment address on the back of this form. Another alternative is to set up proper mail forwarding when you leave town.

Notetaker Name:______

Notetaker Student ID Number:______

Are you a Native U.S. Citizen? ______If no, we cannot process your payment until we receive the necessary documentation (e.g., copies of your permanent resident card, passport, VISA, I-20, I-94, etc.).

Name of Student Receiving Notes:______

Course Name (e.g. Intermediate Composition):______

Number of Credits for Entire Class: ______

Please place an “x” in each row below to indicate whether you provided notes for each class component: Yes No – Student did not request No – The class did not include this component. Lecture Discussion Lab

Notes will be provided for (circle one): Entire class OR From ______to ______(insert dates)

Is this a modular course (e.g., meets less than the usual semester schedule)?______

My signature below certifies that the above information is correct.

______Signature of student Date Signature of notetaker Date

9 INFORMATION ABOUT DISABILITIES AND COMMUNICATION TIPS

Communication & Person First Language

Positive language has the ability to empower people. When talking about people with disabilities it is important to put the individual first. Referring to people with disabilities as members of a designated group is inappropriate because it does not reflect equality. Calling someone “a disabled person” is improper, and so is the phrase “a normal person”. It implies the person with a disability is not normal, and a person without a disability is normal. Never make assumptions about what defines a person.

If you are ever unsure of what terminology to use, it is generally safe to use person first language. Always place the person before the disability. Never refer to a person as their disability. People are not conditions, but unique individuals. It is acceptable to ask people the best way to communicate with or about them.

Interacting with Individuals with Disabilities

Treat people as people, with respect and dignity. If you are unsure of what to do when interacting with a person with a disability, simply ask the individual what they prefer. Also, when speaking with a person with a disability, never assume you know how to help them. It is not acceptable to try to assist an individual without asking if they would like your help. If someone does ask for help, make sure you understand how they want you to assist them and get directions if necessary. Do not take over. In a situation where the person with a disability is accompanied by another person (such as an interpreter or other companion), do not speak through that other person.

Physical Disabilities

Never assume you understand what another person is capable of. Looks can be deceiving, so you should let others judge their own capabilities. When interacting with a person who uses a wheelchair make sure to respect their personal space, including their chair. Never push a person’s wheelchair without first asking if they would like your assistance. Also, do not move a person’s crutches, cane, walker, or other mobility aid without permission. When speaking for more than a few minutes with a person who is using a wheelchair, it is polite and acceptable to find a seat so you are at the same eye level.

Students with physical disabilities might request notetakers because they lack the physical capacity to write or write quickly enough. When taking notes for a student with a physical disability it is polite to offer assistance in placing or removing items in backpacks or offering to open a door for the student.

10 Visual Disabilities

When you approach a person who is blind make sure to identify yourself, and if a new person joins you, introduce that person. Unless the person with a disability requests otherwise, it is acceptable to lightly touch the person’s arm so he or she knows you are speaking to them. Face the person when talking and use a normal tone of voice. Also, never pet a service animal unless given permission. You may offer assistance if it seems needed, but if the person declines, do not insist on doing what you think is helpful.

Students with visual disabilities may have partial, complete, temporary, or permanent vision loss. Disorders affecting the musculature of the eyes and/or face (facial paralysis, multiple sclerosis, muscular dystrophy) may also cause distortion in vision. When taking notes for a student with a visual disability, it may be helpful to offer to sit next to the student. Some students may be able to see the notes as you write them, even if they cannot entirely see the professor, chalk board, or lecture slides.

Deaf or Hard of Hearing

Always ask a person how he or she prefers to communicate. If an interpreter is present, speak and look directly at the person who is deaf or hard of hearing. Before you start speaking, make sure you have the person’s attention. Visual cues you use daily (a wave or a touch) are acceptable ways to get the person’s attention. Do not over-enunciate or exaggerate words, because this makes it more difficult for a person who might be a lip reader. Please recognize that not all deaf and hard of hearing individuals lip read, and lip reading abilities vary under a variety of circumstances. Rephrasing information if it is not understood may be more effective than just repeating it. If you are writing a message, do not speak at the same time. No one can look at what you are writing and read your lips at the same time. Be aware of background noise that might make communication more difficult. If you do not understand what someone is communicating, ask them to repeat. The purpose of conversation is to facilitate understanding, so never pretend you grasp what a person is communicating when you do not.

Learning Disabilities

A learning disability is a disorder which affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. It is commonly recognized as a deficit in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or problem solving. Many college students with learning disabilities are intelligent, talented, and capable. Typically, they have developed a variety of strategies for compensating for their learning disabilities. The degree of severity of the disability varies from individual to individual.

Students with learning disabilities, who use notetakers may find it difficult to process information from a lecture quickly enough to take notes, may have slow written production, may have difficulty following oral directions, may confuse words/letters/symbols, or may have trouble focusing and sustaining attention.

11 NOTETAKING MECHANICS

1. Identify each page of notes.

Write the department and course number, the date of the lecture, and the page number in the upper right-hand corner on each page of the notes.

Psych. 202 1/23/08 Pg. 12

2. Be on time.

Be prepared to write when the lecture begins. The first point made by the lecturer may be key to the entire lecture.

3. Organize the information.

Organize the information from the lecture so that the main points and supporting ideas and facts are complete and clear without further explanation.

Use an outline format when taking notes: - Skip lines between ideas. - Use indentations for subheadings. - Number the items.

Genetics 160 12/14/96 Pg. 3

Quantitative Genetic Theory (QGT) :

Genotype: Person’s genetic make up Phenotype: Observable characteristics determined by the genotype and environment.

Four Propositions of QGT: 1) Genetic differences can lead to phenotypic differences 2) Environmental differences can lead to phenotypic differences 3) Phenotypic similarities among relatives should vary 4) Environmental factors can produce phenotypic similarity

4. Write legibly or type your notes.

12 Get feedback from your student about your writing. Try to make your writing easy to read. Notes made in pen are much more legible than those in pencil. If erasures are common, consider photocopying notes rather than using the carbon notebook paper.

5. Leave a space if you miss a point.

You can ask another student or the instructor for clarification if you missed a point and fill the space in later.

6. Be alert to the instructor's tone and emphasis.

These may be clues to important information or to things that may appear on exams. To mark points of emphasis, the notetaker can underline, use asterisks, stars, circles, write the word in capital letters, or use a different colored pen. Make sure the student understands your notetaking format. Do not use too many points of emphasis.

Time Management

Get control of your day by organizing your work area.

Examples for organizing your work area: 1. “In” drawer 2. “ Pending” drawer 3. “ Out” drawer

7. Use correct spelling.

When you are unsure of the spelling of a word, write "SP?" above the word or next to it. Correct the word by checking with the instructor or looking it up in the textbook or a dictionary. If the word keeps reappearing in the notes misspelled, the student may learn the incorrect spellings.

8. Develop a style of abbreviating.

Common abbreviations and symbols found in most dictionaries are often helpful. Make certain that you explain the abbreviations you will be using to the student. You may want to use a glossary of abbreviations. Each time you use an abbreviation, you would enter the abbreviation and the word it stands for in the glossary. The glossary would be given to the student at the end of each class period, and returned to you at the beginning of the next class.

9. Include as much of the important information as you can.

13 Record all outlines, diagrams, or lists that the instructor writes on the blackboard. This includes homework assignments, test review sessions, and test dates.

REMEMBER: Don't assume that the McBurney student knows as much as you do about the subject. You will probably include more information in his/her notes than you would in your own notes.

10. Take notes during classes that include special speakers, films, and slide show presentations.

Indicate the comments made by other students and those made by the instructor so that the student will be able to distinguish between the two. If you are taking notes in a math class, indicate which work was done by the teacher and by students, and indicate if the problem is correct or incorrect.

Math Example:

Two lines are parallel if they have the same slopes. Two lines are perpendicular if m 1 x m2 = - 1 (on the board)

y= 3x + 2 Find the line that is perpendicular to this and passes through (1,5) y - 5 = -1/3 (x-1)

For additional information on various notetaking styles and formats, please see the Greater University Tutoring Service’s Study Skills Handbook, pages 5-7 at http://guts.studentorg.wisc.edu/resources/tutees/ss/GUTS_Workbook_Fall_2010.pdf .

14 Summary of Forms & Due Dates for Notetakers

1. Notetaker Information Form – This form must be returned to McBurney at the start of each semester within a week of being hired as a notetaker. If you begin taking notes for an additional McBurney student later in the semester, you must email the Notetaking Coordinator ([email protected]), so McBurney can match the notetaker and student in our database and alter the payment. The Notetaker Information Form is available on our website.

2. Payment Verification Form – The Payment Verification Form will be emailed to notetakers at least five weeks prior to the end of the semester after the drop deadline. This form must be returned with both the notetaker’s signature and the signature of their student(s). The Payment Verification Form is available on our website.

3. Evaluation Form – Evaluations will be emailed to notetakers with the Payment Verification Form at the end of the semester. This form is voluntary, however, we do read them and they are extremely helpful to us. Please return evaluations to McBurney by the end of the semester.

4. Copy Cards – Copy cards are available at the McBurney Center’s front desk. If you run out of money on your card, you are welcome to return it for a new card. Copy cards are due at the end of the semester.

5. Carbon Copy Notebooks – Carbon copy notebooks are also available at the McBurney Center’s front desk. All paper is three-hole punched and is a fast, effective way to provide immediate notes to a student.

REFERENCES

Gallaudet College. The Deaf Student in College. Washington, D.C.: 1979.

National Center on Deafness at California State University. Perspectives on Deafness. Northridge, CA: 1982.

National Technical Institute for the Deaf. Communication: What's It All About. Rochester, NY:1980.

Osguthorpe, R. T. The Tutor/Notetaker: Providing Academic Support to Mainstreamed Deaf Students. Washington, D.C.: The Alexander Graham Bell Association, 1980.

Osguthorpe, R. T., Wilson, J. J., Goldman, W. R., & Panara, J. E. Manager's Guide: The Tutor/Notetaker. Washington, D.C.: The Alexander Graham Bell Association, 980.

Tindall, L. W. Puzzled About Educating Special Needs Students? A Handbook on Modifying Vocational Curricula for Handicapped Students. Madison, WI: Wisconsin Vocational Studies Center, 1980.

Sample notes provided by notetakers: Kelly Arnold, Stacey Kaner, and Ann Kult.

15 GENERAL CONTACT INFORMATION

McBurney Disability Resource Center: 702 West Johnson Street Suite 2104 Madison, WI 53715 Phone: (608) 263-2741 Fax: (608) 265-2998 www.mcburney.wisc.edu

Notetaking Coordinator: (608) 890-1927 [email protected] www.mcburney.wisc.edu/services/notetaking

Assistant Director: (608) 263-2747 [email protected]

D:\Docs\2017-07-18\09b1f00229bc874b61d85d6d39aac789.doc

16