General Tutor Application

Community through Academics and Leadership

General Information & Application for all paid Tutor positions and Field Studies programs

We’re pleased that you’re interested in joining our community of professional staff, graduate and undergraduate instructors and tutors. So that we may give your application full consideration, please read and follow carefully the instructions here and on the supplemental application forms. Step 1: Completing the Application Read and complete this application and the supplemental application(s) for the discipline area(s) to which you are applying. The supplemental applications will provide you with specific details about SLC programs and will answer many of your questions about the training tutors receive and the commitment we will expect from them. Supplemental applications are available for the following SLC Programs:

Math/Statistics Science Social Science Writing* khuyen Ethnic Perspectives Other Voices Study Strategies

* Note: the Writing Supplemental Application is included in this packet* * Applications are reviewed as they are received, and interviews are on-going. Most SLC tutoring programs begin by WEEK THREE, with Tutor Orientations as early as the end of WEEK TWO, so candidates are encouraged to submit their application materials by the second week of classes. Some paid positions may still be filled after these dates; check with the specific discipline area Program Coordinator for details. Applications may be turned in at any point of the semester for consideration the following semester. * General applications and supplement(s), including any work samples requested, must be submitted together to the SLC Reception Counter (or e-mailed to the discipline coordinator(s) if applications are downloaded from the SLC website). Applicants applying for more than one discipline area must submit a separate copy of the general application with each supplemental application submitted. All applicants must submit a faculty/advisor recommendation; this recommendation, however, may be submitted after the rest of the application. Step 2: Application Review Discipline area Program Coordinators will review submitted applications and schedule interviews with applicants who satisfy the minimum requirements and who appear to meet the demands of the position (for paid positions), or who appear to possess sufficient preparation for Field Studies courses. There is a separate interview and selection process for acceptance into Field Studies programs. Step 3: Interviewing, Selection and Notification Candidates will be contacted by the discipline area Program Coordinators regarding the status of their application. Those who are selected for interviews will be contacted by phone or e-mail to schedule their interview time.

Please retain this page for your own information. Information Regarding Paid Positions and Credit Opportunities

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/19/13 Student Learning Center Requirements and Restrictions: These requirements apply to all students conducting academic support within the Student Learning Center, whether paid, enrolled in credit opportunities, or participating as auditors: 1. Students must have received a grade of "B" or better in the course(s) they will tutor (or comparable courses) and should have a cumulative GPA of at least 3.0. 2. Students cannot have more than two “Incomplete” grades. 3. Students must be in good academic standing (not on academic probation).

4. Students agree to abide by all University and SLC Policies. Additional information specific to paid positions and credit/service opportunities is given below:

Tutoring for Pay: Each semester the SLC has a limited number of paid positions available, dependent on programmatic needs. Paid positions are competitive, and successful candidates generally have relevant prior experience and/or training. Employment is on a semester basis; possibility of re-hire is contingent upon satisfactory performance and SLC programmatic needs. Tutors are paid for their attendance at all required Orientations and Training meetings. Note: Students may not be employed by the University more than 50% time during the fall or spring semester in any combination of titles. Students may work up to 100% time during the summer (from the end of spring semester to the beginning of the fall semester) and during the winter break.

Tutoring for Credit and Auditors/Service Opportunities: The SLC offers opportunities for students to explore current issues and theoretical frameworks in education while developing practical teaching skills and making a valuable contribution to the UCB student community. Students accepted into SLC Field Studies/Pedagogy courses, whether enrolled for credit or participating non-credit, all engage in weekly seminars which introduce students to educational theory and pedagogy, explore current issues in the field and provide structured means for students to reflect upon and analyze their SLC tutoring or teaching experience. The format and number of hours of direct work with students varies according to the number of units taken (3 hrs/unit), and is established by agreement with the Program Coordinator at the time of admission into the course. Those wishing to participate as Field Studies students without receiving credit participate fully in all aspects and requirements of the course. Through the SLC’s arrangements with academic departments, we offer the following options for students: • Education 97/197 (Field Studies) Courses (available for Math/Stat, Other Voices, Science, Social Sciences, Study Strategies & Writing) This option is best for students who are completing or considering a Minor in Education. Students with fewer than 60 units enroll in Education 97; upper-division students (60 or more units) enroll in Education 197. A total of 3 units satisfies the Field Studies requirement for the Education Minor. • Departmental 300-Series (Pedagogy) Courses (available for Math, Chemistry & Writing) This option may be best for students intending to pursue teaching within their discipline. Sophomore standing or higher is required. NB: These courses may be repeated for credit; please consult with your college advisor for details specific to your course of study. Please retain this page for your own information.

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/20/13 Student Learning Center Application for SLC Paid Tutor Positions and Field Studies Programs

Name (print) ______Date ______

Local address ______address city zip Local Telephone ( ) ______Local address/phone valid until ______

E-mail address ______

Permanent address______address city zip

Class standing (as of the semester you wish to tutor):

Non-student (with B.A./B.S. degree)  Fr. Soph. Jr. Sr. Grad. Student

Subject area(s) you wish to tutor ______

Major/Department ______GPA in major _____ Cumulative GPA _____ Transfer students: Previous institution ______Semesters at UCB ______

Expected date of graduation (month/year) ______

Applying For:  Paid Tutor Position  Field Studies in Tutoring for credit or as auditor

Complete this section if you are applying for a paid position How many semesters will you be available to work? ______Are you eligible for work-study funds? Yes No If yes, amount______How many hours a week, on the average, can you work? ______

Ethnicity (for statistical purposes) ______EOP: Yes No

How did you hear about the Student Learning Center? (Check all that apply.) Daily Cal Flyer Recruitment table on Sproul Class annct. SLC Tutor (name) ______Previously used SLC services Other ______

• If you are applying for more than one discipline area, submit a copy of this general application with each discipline supplement. • Submit completed general application and supplement(s) to Reception Desk, Chavez Student Center, or e-mail to the Program Coordinator listed on the supplement.

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/20/13 Student Learning Center

• You will be contacted by telephone or e-mail if we wish to schedule an interview. Please note that separate interviews will be conducted for each paid position to which you are applying (e.g. Physics Tutor or Writing Tutor), or Field Studies program for which you wish to enroll.

Faculty/Academic Advisor Recommendation Form

To: Program Coordinator

In my professional opinion, ______name of applicant has the academic background and knowledge necessary to tutor students in

______. subject/discipline (Additional comments would be helpful but are not required.)

______signature date

Name (print): ______

Position/Title: ______

Department: ______

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/20/13 Student Learning Center Phone number or e-mail address: ______

Return this form to the applicant, send via campus mail to MC 4260/Chávez Student Center, or e-mail as attachment to [email protected]. As an alternative to this form, the recommendation information may be sent as an e-mail text to the above e-mail address.

Writing Program Information & Supplemental Application to Tutor Writing for Pay at the Student Learning Center

Welcome to the Student Learning Center in the César E. Chávez Student Center! We are glad you're interested in becoming a paid writing tutor. The SLC Writing Program offers a variety of peer-based, cross-discipline programs that help students expand the knowledge, self-confidence, and academic literacy skills essential to realize their goals. Our services are based on a student-centered approach which respects the diversity of students' experiences, challenges students to engage actively in their own learning, and provides opportunities for students to work collaboratively to achieve academic success. Our tutoring staff is the backbone of our program.

If you are interested in applying to tutor writing for pay at the Student Learning Center, you must submit this application along with a sample of your academic writing, a letter of reference from a college instructor who has directly evaluated your writing, and an unofficial copy of your University of California, Berkeley academic transcript, in addition to performing successfully at an on-site interview.

QUALIFICATIONS: In order to apply to be a paid tutor, you must have fulfilled your Reading and Composition R1A & R1B requirement, have a strong academic background (a minimum GPA 3.0), and have demonstrated writing competence. In addition, you must be able to apply a collaborative, process-based pedagogy to your tutoring sessions, and you must have experience working with diverse student communities. Past experience and training in tutoring and/or teaching at the postsecondary level are strongly preferred. Applicants for paid positions will be most competitive with significant tutoring, teaching, and/or mentoring experience.

REQUIREMENTS FOR NEW PAID TUTORS:

• Spend the required number of hours per week tutoring, based on hiring agreement. • Attend a weekly training seminar. • If you have not tutored or completed fieldwork at the SLC before, meet weekly with a Senior Tutor. • Familiarize yourself with the resources available at the Student Learning Center.

FREQUENTLY ASKED QUESTIONS:

Q: What will be the format for my tutoring? A: As a paid new individual tutor, you will work one-on-one with students (predominantly in Reading and Composition classes) in one-hour meetings throughout the semester. You may also have opportunities to cover hours in our Drop-In Tutoring format.

Q: What kind of training will I receive and what other resources are available to me? A: We consider training an on-going process. All of our staff--regardless of how long they have tutored—attend training seminars facilitated by professional staff regularly. If you have never tutored or completed fieldwork at the SLC before, you will be provided with information and support in implementing the theoretical models and pedagogical approaches that provide the foundation to the Writing Program’s tutoring philosophy. Please retain this page for your own information. In addition, if you have never tutored or completed fieldwork at the SLC before, you will be paired with a Senior Tutor who will serve as your mentor. All tutors also have access to a variety of resources such as written handouts and suggestions for activities.

Q: Who will my students be and what courses will I be helping with? A: Our students come from a variety of ethnic, linguistic, and socio-economic backgrounds. Most students come to the Student Learning Center voluntarily, although some are referred by their instructors. A significant number of our tutees are enrolled in College Writing R1A; others are enrolled in Reading and Composition 1A & 1B and a host of other writing-intensive courses.

Q: How will I be assigned students? A: Your supervisor will assign you your students via email. On average, individual writing tutors at the SLC work with 4-6 tutees.

Q: Where will I tutor and how long will the sessions be? A: Tutoring occurs in the Atrium of the César E. Chávez Student Center under the supervision of the SLC Writing Coordinators. You will meet with your students once a week for an hour each.

Q: Besides tutoring, what other responsibilities might I have? A: We require all tutors who have not tutored or completed fieldwork at the SLC to visit one of their R&C students’ instructors to learn more about the expectations of Reading and Composition classes at UC Berkeley. All tutors must report the number of hours they spend in training and tutoring in the form of weekly timesheets.

Q: How will my work be assessed? A: On-going assessment is part of the tutoring experience at the Student Learning Center. You will evaluate your own progress. Your supervisor (and your Senior Tutor, if you have been assigned one) will provide you with regular feedback and assessment. Your supervisor will consider what you have contributed to and gained from training meetings, evaluate your tutoring sessions, and examine how well you utilize the support and resources made available to you. Your students will complete evaluations of you, and you will be asked to evaluate the training and supervisory support you have received. At the end of each semester, you will meet with your supervisor, and he or she will complete a final semester evaluation.

For all other questions, please contact the Writing Program Coordinator.

Program Coordinator E-Mail address Office Phone number Khuyen Nguyen, Ph.D. [email protected] 102B Chavez 664- 9173

Please retain this page for your own information.

WRITING PROGRAM SUPPLEMENTAL APPLICATION

HOW TO APPLY STEP 1 Read the introductory pages, attached to this supplement to become familiar with our goals, philosophy, and application procedures.

STEP 2 Fill out this supplemental application and attach it to your completed SLC "General Tutor Application."

STEP 3 Deliver: (a) a completed application ("General Tutor Application" and "Writing Program Supplemental Application"), (b) one recent sample of your academic writing (which will not to be returned to you), (c) an unofficial copy of your University of California, Berkeley transcript, and (d) a faculty recommendation to Khuyen Nguyen in 102B Chavez Student Center. Once your application has been reviewed based on the qualifications described, we will contact you if we wish to interview you.

NAME______DATE______

Please attach an additional sheet to respond to the following questions:

1) Please describe any previous tutoring, teaching and/or other relevant work experience.

2) Please describe any previous training, coursework, or certification you received in tutoring and/or teaching.

3) How did you fulfill the UCB writing requirement? (e.g., College Writing, R1A-B)

4) What other courses have you taken that required a substantial amount of writing?

Please respond to the case study and essay on the following page: 1. In a 1-2 page typed response, analyze what you see as this writer's strengths and weaknesses based on this essay. Please consider all aspects of the writing (thesis, development, structure, sentence-level features, language use, as well as any other

factors you see as important), and please use specific examples from Luis' essay to illustrate your analysis. 2. In a separate 1-2 page typed response, describe how you would structure your next hour conference with Luis. What would be your goal(s) for this session? What questions would you ask of him? What activities would you engage him in and what topics would you cover?

Case Study Essay for Response and Analysis

 Luis has received poor grades on the first three essays he wrote for his College Writing 1A course. Luis struggles with issues such as development, structure and organization. He is also concerned with the grammatical correctness of his essays. Luis worries about whether he'll be able to perform well enough to pass this class.  Luis' assignment: Write an essay defining a term that is often misunderstood.

The Meaning of Chicano

Chicano is a term which regained popularity from the Chicano movement in the 1960's, but what exactly does it mean. Chicano is defined as "Of of pertaining to Mexican- Americans." Millions of people identify themselves as Chicanos in the United States. Chicano means much more to them than what the American Heritage Dictionary defines it as. The term has political and cultural implications far beyond the definition of Mexican- American or Hispanic. The University of California uses Chicano as a title of a special program within the Ethnic Studies Department. This title has a special meaning for all Chicanos. It is considered an insult by many Chicanos to be refured to as Hispanic. Hispanic is a general term used by government and large institutions to refer to people of Spanish decent. People from South America, Central America, Cuba and Spain are all generally refered to as Hispanic. People with different political views, different cultural values, and which speak different dialects of Spanish can not be summed up to mean Chicano. Mexican-American has a similar difiniton to Chicano. Chicano and Mexican- American both refer to people of Mexican decent, people with indian forefathers which live in the United States. The term Mexican-American was forced upon the Mexcan people after the Mexican-American war in 1846. Mexican-American refers to all Mexican who decided to stay in the concored land, the new territories of the United States. Chicano differs both politically and culturally form Mexican-Americans. To be Chicano is to be progressive. A Chicano is always fighting for the betterment of Chicanos and other third world people. A Chicano always seems to notice injustices and acts of discrimination against their people. They are envolved in groups and clubs such as Movimiento Estudiantil Chicano de Aztlan . The league of Revolutionary Struggle. These groups work to end all discrimination that still exists today. They have been part of historical events as the third world strike at the U.C. Berkeley campus and the Chicano Moritorium in East Los Angeles. Chicanos tend to keep close cultural ties with the culture form Mexico. These cultral values and experiences range from traditional dance to Catholicism. Obviously Chicanos speak english eithr as a second laguage of as a mother tongue. Chicanos tend to have traditional families consisting of a father, mother, children and at times extended family members all living together in one house. Great respect for clergymen and elders is an essential aspect of Chicano culture as well as the expression of affection towards one another. A Chicano, at one part of his life or of the existance of his family, has had to fight economic barriers. One barrior is the neighborhood were the Chicano is raised. Cities and towns such as East Los Angeles, San Jose, and the Central Valley of California are similar, in respect to size, livng conditions, and appearance, to pueblitos small towns in Mexico. Chicano is a very complex word which has alot of implied meanings. Is meanning is much more than a Mexican-American, as many dictionaries define it as. A social

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/20/13 Student Learning Center statement is made when one considers himself a Chicano. Political awarness, cultrual values are all aspects of a person who identifies himself as a Chicano.

U.C. Berkeley, Chavez Student Center • http://slc.berkeley.edu • (510) 642-7332 l.k., 8/20/13