Section 1: Program Details Information: Application Instructions & Hints
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Section 1: Program Details Information: Application Instructions & Hints Enclose a copy of both pages (1 & 2) of this application with your 1) appl. packet and 2) with your payment for accurate credit for both. 1. Level(s) Requested: Mark an “X” for EACH certification level requested using this application: _ X _ Level I / Certified Program _ X _ Level II / Advanced Certified Program _ X _ Level III / Master Certified Program (valid for 5 year certification) (valid for 5 year certification) (valid for 5 year certification)
2. Program Details: [ALWAYS include your Country, State, Institution, & Program Name when contacting ITTPC to ensure an accurate reply.] Institution Name: Newman University Program’s Official Name: Tutoring Center Program’s Webpage URL Address Link: http://www.newmanu.edu/peertutoring Program’s Street Mailing Address: 3100 McCormick City, State/Province, Country, Zip/Postal Code: Wichita, KS, USA 67213
3. Program’s Administration: Mark an “X” for the choice that best describes your program’s administrative structure: _ X _ A) Single Campus, with only 1 Center/Site __ C) Multiple Campuses, with only 1 Center/Site per campus __ B) Single Campus, with various Centers/Sites __ D) Multiple Campuses, with various Centers/Sites per campus 4. Program’s Trainer: Mark an “X” for the choice that best describes your program’s “Trainer” structure: __ A) One Trainer for all Campus(es)/Center(s)/Site(s) _ X _ C) Team of Trainers for all Campus(es)/Site(s) __ B) Separate Trainer at each Center/Site __ D) Other (specify): ______
5. The ITTPC “Application Agreement” Statement – The person, mainly responsible for the operation of your tutor training program, should be named as the “Primary Contact”, & listed as the first name in the table in question #6 (below). As the “Primary Contact”, we request you print a copy of this appl. page 1 for each ‘center/site contact’ person listed in the question #6 table, and have each ‘contact’ complete and sign this ‘Application Agreement’ statement, & return that signed copy to you to keep with your file copy of this application. “Application Agreement:" As a “contact” listed for this program, I agree to continue to follow the ITTPC requirements for each level of tutor training at this program / center / site as approved for this certification. ______/___/____ (campus name) (center or site name) (printed contact’s name) (signed name) (date signed)
Page rd 1 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 6. Program’s Contact(s) for This Institution’s Program/Center/Site: [See Sample tables A, B, & C below for program admin. options.] List only permanent employee names(s) as contact(s) for that program/center/site: [no grad assistants, temporary employees, etc.]. The first name listed in the table below will act as this program’s “Primary Contact”. Each ‘contact’ listed below is the person who supervises, &/or coordinates, &/or conducts tutor training sessions at that program’s campus/center/site, with training consistent with CRLA-ITTPC requirements for their certified level(s). They are our future contacts, if questions arise months after this appl. is submitted.
All “contacts” listed below should submit a signed “Application Agreement” [see #5 above] to the “Primary Contact”, indicating that they agree to continue to follow the ITTPC requirements for each level of tutor training at their program’s campus/center/ site, just as approved for this certification.
Campus Name Center or Site Primary Contact & Other Contact Names: Email address Phone# Name [Dr/Mr/Ms] Name, & Position Title (Primary Contact): Newman University Tutoring Center Dr. Steve Poulter – center director [email protected] 316-942-4291x2235 Newman University Tutoring Center Dr. Lori Steiner – math liaison [email protected] 316-942-4291x2263
[To add a row to the table, press the tab key in the last cell of the table]
7. Program’s Demographics (optional) used only for stats & research done by CRLA members: Type of Institution: __ 1 yr only __ 2 yr Fr - Soph __ 3-4 yr Jr - Sr __ X 4 yr Fr - Sr __ Other: _____ This Institution is primarily a: __ Government / Public Institution _ X _ Private Institution __ Other: _____
8. Your Permission for ITTPC to use your appl. packet as a “Sample Appl.” or a “Model Program”: _ X _ YES __ NO, I prefer not. Occasionally, applications are selected to post on the ITTPC website as either a “Sample Application” or a “Model Program” for colleagues to see ‘how it may be done’. A “YES” reply gives ITTPC permission to post the full contents of YOUR application packet on our website.
Page rd 2 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Section 2: Overview of Your Tutoring and Tutor Training Program Application Instructions & Hints DIRECTIONS: Insert or attach a summary of your program overview. In a few pages, include the following items that focus your tutoring program in general: a. Program history c. Reporting lines e. Services and students served b. Program objectives d. Source(s) of funding f. Program location(s) & facility(ies) Also include the items that focus specifically on your tutor training program: g. Training guidelines (administration, selection, hours, tracking, evaluation, etc.) h. Briefly describe how you generally conduct your training (group size, meeting frequency / length, type of presentations, etc.)
BRIEF PROGRAM OVERVIEW
History of Program
The Tutoring Center at Newman University was first established in 2005 as a writing center by Kendra Perry. This was the first such unit on the Newman University campus. It was established through Student Support Services and falls under the umbrella of Academic Affairs. In 2006, the math and English departments established faculty liaisons/consultants to the center, which then became the Math and Writing Center, then the Tutoring Center. The faculty liaisons were Dr. Lori Steiner for math and Dr. Steve Poulter for English. In 2007, the center was certified by CRLA.
Ms. Perry left in 2007 and was followed by 3 interim directors, who maintained the processes and structures put into place initially. In spring 2010, Steve Poulter added the center directorship to his duties in the English department and is the center’s current director. Dr. Steiner remains math liaison to the center. In addition, Sr. Barbara Borders was assigned in 2010 to offer more administrative support for the center and to help with the writing component.
From its inception, the primary focus for the center has been on meeting the needs of students in writing and math through quality tutor training.
Program Objectives
Goals: A minimum of 6% of the student body use the Tutoring Center; A minimum of 30% of students in courses supported by the Tutoring Center use it; Grow participation and referrals by faculty to Tutoring Center resources.
Page rd 3 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Mission: Our mission is to provide a supportive environment for students to improve their ability to understand the content and skills necessary for success in their courses. Instead of doing the homework for the student or just correcting errors, tutors engage in a dialogue with the student about the processes for learning new material and producing evidence of that learning for the teacher in the form of homework, papers, and exams. In other words, we help the student become stronger, more confident, independent learners.
Theoretical Framework: Learning happens best when people are able to use their own learning styles to their advantage and with the immediate feedback and support of trained, caring people in a supportive environment.
Reporting Lines
The tutors are organized by discipline, responsibilities, experience, and schedule. There is at least one “lead” tutor, though the lead tutor is more a resource than a supervisor. It is an informal, democratic structure that works because it is a small center with highly motivated individual student/tutors. All tutors are individually responsible for coordinating schedules with student/clients and communicating with faculty and other tutors and students. All tutors are responsible for bringing questions, concerns, and ideas directly to the director, to the administrator, or to the lead tutor. The center director and administrator work together and report separately to the Vice President for Academic Support Services in the office of Academic Affairs.
Funding
The source for center funding is the office of Vice President for Academic Support Services.
Services and Students Served
The services offered by the Newman University Tutoring Center are open to all Newman undergraduate and graduate students and all Advanced Standing students in local high schools. It is also open to faculty, staff, and adjuncts who wish to use the center’s resource room or take advantage of editing as a professional courtesy. As a service to the English department, we also consult with the department director when hiring writing adjuncts and train, monitor, and evaluate writing adjuncts as needed.
For a small center, we offer a number of services. For math and writing, we offer one-on-one tutoring, workshops, and presentations. For writing, we also offer distance tutoring (WritingCoach email writing advice). In addition, homework support is offered by tutors who major in other disciplines. We also have an outreach program, where tutors meet students outside regular center hours, and where tutors assist with labs and hold group homework/study sessions, and where “embedded tutors” sit in on classes in order to offer real-time feedback and support for students. Nearly every core course on campus is covered by one or more of our tutors. The center maintains a plagiarism tutorial on its website. Students who want help may schedule an appointment with any of the tutors through the WCOnline website. Calculators, current
Page rd 4 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 textbooks, and reference materials are available. We have both graduate and undergraduate tutors. ADA accommodations and writing placement are also centered here. The center has text-to-voice conversion software and a computer-based writing program. We also support and sponsor various activities on campus, like Scholar’s Day and LitFest. We have individual tutors who offer presentations in MLA and APA formatting. All services are free.
Program Location/Facility
The Tutoring Center is located in room 309 of Sacred Heart Hall. There is a classroom-sized instruction area with tables and 8 computer workstations with a common printer. In a smaller adjacent room are the testing area, director’s office, storage, mailboxes, and resource room. Two adjacent classrooms are also available for tutoring. For tutoring outside the center or outside center hours there are designated areas in the library and classroom buildings.
Tutor Training
All math and writing tutors are required to be enrolled in the appropriate math or writing tutor certification course. Homework support tutors are encouraged to enroll in the general tutor certification course. A tutor must first apply to the center and be vetted by an instructor in the discipline. The tutor must have passed the courses he/she will tutor with an “A.” The tutor will then enroll in one of nine, one-hour courses offered: level one general, math, or writing, or level two general, math, or writing, or level three general, math, or writing. The math instruction is conducted by Dr. Lori Steiner and the writing and general certification training are conducted by Dr. Steve Poulter, with assistance from Sr. Barbara Borders.
In practice, we have between 5 and 10 math tutors and 5-10 writing/general tutors at a time enrolled in all three levels combined. We find it most efficient to conduct separate classes for math and writing, with all three levels together, once a week, in much the same way “cross listed” courses are conducted. In other words, all 3 levels of math tutors meet together once a week, all 3 levels of writing tutors meet together once a week, and all three general tutors meet together. Each successive level’s tutors are given additional responsibilities. The instructors themselves meet at least 3 times a semester (though communication is much more frequent) to coordinate, compare notes, and brainstorm.
The general approach to training is “practice,” which means that participating in similar processes and seeing similar approaches repeated at all three levels of certification is an advantage to tutors. Training is student-centered and individualized in terms of tutoring skills, but it is group-centered and democratic in terms of teaching/learning philosophy. Much of the course focus is on the needs of the individual tutors, but this is accomplished by presentations and workshops often by tutors themselves, guest presenters, group projects, small group activities, and workshops by the primary instructors and experienced tutors.
As an extension of each course, we try to schedule tutors at all certification levels by discipline at more or less the same times in the center. Our aim in this is to have at least two tutors in the same discipline (but different levels) scheduled at the same time so that tutors always some level of support. Steve Poulter, Lori Steiner, and Sr. Barbara are generally available as support and resources. The scheduling of classes and tutors in the center is the responsibility of Dr. Poulter, as is the daily coordination of the center.
Page rd 5 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Section 3: Verification of Certification Requirements Application Instructions & Hints Section 3 is divided into separate areas for Levels I, II, & III, and each area contains questions A-F: A. Amount / Duration of Tutor Training C. Areas / Topics to be Covered in Tutor Training E. Tutor Selection Criteria B. Mode of Tutor Training D. Required Tutoring Experience F. Tutor Evaluation Criteria
For each level you are requesting on this application, answer how your tutor training program has meets that minimum requirement criteria. Provide a brief description of how each requirement was met. Include your supporting documents (including pertinent page numbers) and samples showing how this requirement is met. Name those documents within their related question area. Also include your documents and samples in the “Section 5: List of Supporting Documents”. Be aware of copyright issues in the use of your supporting materials. Be thorough, but brief.
CRLA’s Copyright Policy: “Compliance with federal copyright law is expected of all CRLA-ITTPC programs. It is our legal and ethical responsibility to give authorship credit for all materials we use in the classroom, or tutor, or mentor training. Additionally, it is our legal and ethical responsibility to purchase, or to have students purchase, any copyrighted materials used in training. Programs found to be in violation of copyright law will lose their CLRA-ITTPC certification.”
Page rd 6 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 I. REQUIREMENTS FOR LEVEL I CERTIFICATION Application Instructions & Hints A. AMOUNT / DURATION OF TUTOR TRAINING – Level I: Minimum of ten (10) hours of tutor training that meet as one or both of the following options: [Mark an “X” by all that apply.] 1. _ X _ tutor training is offered as a course. Time to complete training: __ quarter / _ X _ semester / __ year 2. __ tutor training is a set of meetings/sessions. Time to complete training: __ quarter / __ semester / __ year
Level I tutors enroll in the Education 2101 course for tutor training, 1 hour a week, for 15 weeks. This totals 15 hours of formal instruction. Along with instruction, tutors are expected to “shadow” experienced tutors for at least 4 hours. Additional training is required for the online WritingCoach, embedded tutors, or group study tutors.
Supporting Document: Syllabus
Syllabus Tutor Certification (Ed. 2101, 3101, 4101)
Steve Poulter [email protected] x 2235 309 Sacred Heart
Description This is a 1-hour credit course that you take 3 times over 3 semesters while you work in the Math and Writing Center. Your first semester is Education 2101, Basic Tutor Certification, second semester is Education 3101, Intermediate Tutor Certification, and Education 4101, Master Tutor Certification.
Materials 3-ring binder for staff handbook and handouts
Procedures Each class will primarily be presentation and discussion from current tutors and the instructor. If you are in Ed. 2101, you will observe tutoring sessions 4 additional hours; if you are in Ed. 3101 we will have 2 additional (supplemental) meetings, and if you are in Ed. 4101, we will 2 additional meetings TBA. In lieu of these supplemental meetings, you may construct a research project over the topics assigned. Please bring your binder to class each meeting.
Course Grade Pass/fail
Attendance Mandatory – any class you miss will have to be made up with two of the other tutors. This is an
Page rd 7 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 inconvenience to you and to them. If you miss more than 2 classes, I will ask you to drop or assign a fail for the course. Please note that if we schedule this class according to everyone’s schedules, it will take precedence over any subsequent schedules (e.g., choir, SGA, sports, Vantage, etc.). If these meeting times conflict, you must drop this course or the conflicting activity.
Schedule 1 Introduction 5 Still more ABCs 9 Different strokes 13 Sem. project 2 What are we 6 Planning 10 Issues 14 Sem. project doing here? 3 Tutoring ABCs 7 Different strokes 11Issues 15 Sem. project 4 More ABCs 8 Different strokes 12 Sem. project 16 Sem. project
Accommodation If any member of the class feels that he/she has a disability of any nature whatever, the instructor will work with you and the Office of Disabled Student Services to provide reasonable accommodations to ensure that you have the opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodation at some point before, during or immediately after the first scheduled class period.
Final Exam No final exam.
B. MODES OF TUTOR TRAINING - Level I: 1. Minimum of six (6) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR], and may take one or more of the following forms: [Mark an “X” by all that apply.]
a. _ X _ workshop instruction or seminar session c. __ Multi-User Environment (MUVE, like Second Life) b. _ X _ face-to-face or online discussions d. _ X _ conferences with a tutor trainer or a supervisor
2. Additional modes of training used include: [Mark an “X” by all that apply.] a. _ X _ videotapes, DVDs, and/or websites d. _ X _ special tutor projects b. __ Webquests, podcasts, webcasts, wikis, blogs e. __ Other (specify): ___ c. _ X _ texts, handouts, scavenger hunts
Supporting Document: Syllabus (p 7)
Page rd 8 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level I: A minimum of eight (8) of the following topics should be covered in Level I training. [topics with and/or count as only 1 choice.] The exact amount of time devoted to each topic may vary. Mark an “X” below for each topic covered in your Level I training sessions. #1 _ X _Definition of tutoring and tutor responsibilities #10 __ Referral skills #2 _ X _Basic tutoring guidelines and/or Tutoring do's and/or Tutoring don'ts #11 __ Study skills #3 _ X _Techniques for successfully beginning & ending a tutor session #12 __ Critical thinking skills #4 _ X _Adult learners and/or Learning theory and/or Learning styles #13 _ X _Compliance with the ethics & #5 __ Assertiveness and/or Handling difficult students philosophy of the Tutor Program, #6 _ X _Role modeling and/or Sexual Harassment, #7 _ X _Setting goals and/or Planning and/or Plagiarism #8 __ Communication skills #14 _ X _Modeling problem solving #9 _ X Active listening and paraphrasing #15 _ _ Other(s) (specify): ____
Supporting Document: Syllabus (p 7) Staff Handbook p. 15 - Definition of tutoring and tutor responsibilities p. 27-28 - Basic tutoring guidelines and/or Tutoring do's and/or Tutoring don'ts p. 29-38 - Adult learners and/or Learning theory and/or Learning styles p. 21 - Compliance with the ethics and philosophy of the Tutor Program
Page rd 9 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Math and Writing Center Guide for Staff and Students
“Changing minds, hearts, and spirits.”
Page rd 10 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Quick Reference
Online Scheduler Login: scheduler Pwd: Writing308
Math Center email: http://mail1.newmanu.edu/exchange/mathcenter login: mathcenter pwd: dotmath
Writing Center email: http://mail1.newmanu.edu/exchange/writingcoach login: writingcoach pwd: Writing308 (case sensitive)
Voicemail: Dial 2290 2229 (plus the # sign) Pwd: 991 (plus the # sign)
Location: Room 309 Sacred Heart Hall
Center Director and Accommodations Coordinator: ext 2235
Hours: 10 am – 7 pm (Monday, Tuesday, Wednesday) 10 am – noon (Thursday and Friday)
Security: x2911 (cell: 253-7580)
Page rd 11 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Contents
General Information 4 Writing 16 Resource People 4 Guidelines for Online Coaching 16 About Us 4 The "Rule-Bending" Principle 17 Mission 4 Ten General Principles 17 Theoretical Framework 4 Conferences – Do’s and Do Not’s 18 Management Philosophy 4 Tips for Successful Center 18 Center Services 5 Working with a Second Language 20 Who We Serve 5 Common Learning Differences 22 APA Style – General Guidelines 23 Academic Coaches 6 Typical sections/order of APA paper 26 Responsibilities for Academic Coaches 6 APA Basic Rules - References 27 What to Do with “Down Time” 6 Keep Careful and Accurate Records 6 Math 31 Orientations 7 Mission 31 Benefits of Working in the Center 7 Students can expect 31 Hiring 7 Courses Supported 31 Scheduling 7 Math Department Liaison 31 Staff Development 7 Effective Math Tutoring Strategies 31 Supply Room 8 Resource room 8 Check your email 8 Guidelines for Online Scheduler 8 When You Arrive at the Center 8 When You Leave 9 Closing the Center 9 Checking Center E-mail 9 Checking Voicemail Messages 9 Checking Out Materials 9 Cleaning Checklist 10 Closing Before a Break 10 Opening After a Break 10 Recording Voicemail Greetings 10
Personnel Information 12 Academic Coach Code of Ethics 12 Expectations 12 Relationship Between the Subject Areas 12 Coaching Outside the Center 12 Termination of Employment 13 Grounds for Dismissal 13 Warning Procedure 13 Rehiring 13 Training Checklist 14 Academic Coach Employment Contract 15
Page rd 12 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 General Information Information for everyone in the Center
Resource People: Steve Poulter, English and teaching (x2235) Sr. Barbara Borders, ASC, English and teaching (x2229) Lori Steiner, math (x2263) Barbara Sponsel, math (x2247) Rosemary Niedens, training and supervision (x2137) Pam Polley, executive assistant to Rosemary (x2308)
About Us “We offer free academic coaching from peers.”
The Math and Writing Center offers free academic coaching services to Newman students seeking help with their studies. We primarily assist students with mathematics, chemistry, and writing. However, we are happy to help find an academic coach for any number of other subjects offered at Newman. Academic coaches are Newman students who are currently taking courses, so they have an immediate understanding of the material.
Mission “We help students become stronger, more confident, and independent learners.”Our mission is to provide a supportive environment for students to improve their ability to understand the content and skills necessary for success in their courses. Instead of doing the homework for the student or just correcting errors, academic coaches engage in a dialogue with the student about the processes for learning new material and producing evidence of that learning for the teacher in the form of homework, papers, and exams.
Theoretical Framework “Sharing and caring.”
Learning happens best when people are able to use their own learning styles to their advantage and with the immediate feedback and support of trained, caring people in a supportive environment.
Management Philosophy “Empowering graduates to transform society”
We believe in democratic education. We know that academic coaches are responsible enough to make informed decisions in regard to managing and running a functioning and successful Center. Therefore, any policy made for the common good, including planning and implementing the Sharing and Caring program, will be made with the approval of academic coaches and Center personnel together – by vote if necessary – as long as any policy is made within the framework of academic support services and university rules, policies, and guidelines.
Center Services
Page rd 13 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 “We provide for a community of learners”
Provide support for student learning in all disciplines and at all levels through appropriate advice and feedback in workshops and one-on-one academic coaching Help students complete assignments Provide appropriate support to second-language learners Provide access and instruction in using dictionaries, handbooks, calculators, style guides, and other resources and materials Help format papers in MLA and APA styles Provide orientations, consultation, and workshops for specific courses Conduct workshops for faculty in teaching, integrating, assigning, and responding effectively to student writing Facilitate a Fundamental Writing/T&T learning community Provide homework support Sponsor and coordinate Scholars’ Day Pair students with mentors Train academic coaches in 3 levels of certification Publish a journal for faculty Provide professional editing for faculty and students Provide an online writing coach service Provide an online scheduler for meeting with academic coaches Provide a place conducive to homework Provide study halls to groups Provide quiet rooms for one-on-one work Provide a Resource Room for books about writing and math Provide a nationally recognized Plagiarism Tutorial on the Newman web site Provide handouts for quick, portable answers to common questions Provide internet resources on writing Provide self-directed writing software for several common types of academic assignments
Who We Serve “Any member of the Newman community”
We serve any member of the Newman community, including faculty, staff, graduate students, undergraduate students, full- and part-time students, off-campus and distance-education students by email, and any student in Newman Advanced Placement courses in local high schools.
The Center serves: Walk-in students – students who drop by without an appointment for help with one or more assignments Scheduled students – students who sign up for appointments on the online scheduler or by phone for help with one or more assignments Regular students – students who come in on a regular basis for additional coaching in one or more subjects Study Sessions – We also coordinate study sessions and test review for small groups of students
Page rd 14 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Academic Coaches
Duties and Responsibilities for Academic Coaches “Work to make the world a better place”
Carefully read and understand the Guide for Staff and Students received at the time of hire and adhere to its policies and procedures. Conduct all academic coaching sessions in the Math/Writing Center, the Dugan Library, or a location approved by the Center director. Do not meet with peers for academic coaching in residence halls. Register for the appropriate EDUC 2101, Basic Tutor Certification course Attend the weekly, paid meetings to get credit for EDUC 2101 Complete the semester project to get credit for EDUC 2101 Check the Online Scheduler and contact the Center director and the student you are scheduled to coach if you must miss an appointment. Keep the Math/Writing Center in good order and secure at all times. Check Writingcoach as assigned. Conduct orientations as assigned. Ask students to come prepared (with assignments, syllabus, etc.) for each session. Conduct yourself in a professional manner; e.g., answer the phone, take messages, dress presentably, keep consultations confidential, greet people, keep personal conversations quiet, take personal calls after sessions/meetings, etc. Return all materials to the proper shelf or cabinet and lock up if closing. Keep proper records of each session (WCOnline). Keep track, fill out completely, and turn in by 12 noon Mondays (see payment schedule) your time sheet in order to get paid in a timely manner. Check your Newman email account daily for information and to communicate with the Center director. Be on time and on task. Find at least two people who can cover your hours should you fall sick or need to change your schedule (you are expected to cover the hours for which you sign up).
What to Do with “Down Time” “We are here on this earth for such a short time”
As you'll discover, some weeks are much busier than others for walk-in traffic. There will be periods when you have no one present to help. During those times, you might attend to other duties, including, but not limited to, the following: Work on your homework Work on your project in EDUC 2101 Generate ideas for improving the Center Use the resource room
Keep Careful and Accurate Records “Better done half slow that half fast”
Page rd 15 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Apply a strong work ethic to any paperwork you may encounter involving the Center. Careful records help other academic coaches consult, and they help the Center demonstrate that the funding received is a good investment. Sign in sheet – make sure that all walk-ins sign in. Write report – take a few minutes to type up relevant notes on the online scheduler. These should include topics you covered, topics for which you recommend a return visit, what was achieved in the session, or anything else you consider useful. Time sheet – fill in your time sheet when you leave every day. Messages – get phone messages to the appropriate mailbox.
Orientations “Engaging our peers to know about us”
At the start of each semester, you will be asked to give Center promotional presentations in classes of faculty who request them. The promotions are an opportunity for faculty and students to learn about our services and to put a face to the Center. It is important that you are confident in your knowledge about the Center when you present and that you take time to answer any questions. It is also important that you use professional presentation skills so that students are engaged with your presentation. You will be given Center materials to hand out or present at these promotions.
Benefits of Working in the Math & Writing Center: . Flexible hours . Valuable work experience . Learning to be an important part of an organization . Expanded knowledge of mathematics and/or writing, teaching, and learning . Opportunity to develop interpersonal skills . Potential for regular pay raises . Tutor certification . Academic credit for the training you complete
Hiring Math coaches who have received a grade of A in the courses being tutored are eligible to be hired. Preference is given to those who have had successful completion of Calculus I or above and who have been a Newman University student for at least one semester.
Writing coaches are hired from all majors and all levels of study at Newman. This diversity helps us to provide appropriate help to students in all disciplines and programs. Coaches are hired based on demonstrated writing ability, interpersonal skills, and schedule availability. All coaches must have completed College Writing I & 2, or their equivalent, with a grade of A.
Scheduling Every effort will be made to schedule you for your preferred work times. However, everyone needs to be flexible and willing to work some non- preferred hours as well.
Staff Development
Page rd 16 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Newman University offers three levels of academic coach certification, which are aligned with the College Reading and Learning Association’s requirements. Each class is a one-credit, pass/fail course tailored to your subject area. Participation in this training is required, and pay raises are available for each level completed.
Supply Room
Blank time sheets are located next to the mailboxes in the supply room, along with a slot just below the blank ones for completed time sheets. On the back of each time sheet is a schedule for submitting your time sheet, which is every other Monday. Please submit your completed time sheet by noon on that Monday. Also in this room is the supply closet, which is where the paper for the printer and other office supplies are located. There is also a microwave and electric kettle on a table for fixing lunch or snacks. Below the mailboxes is the lost and found box. This is also a good area to store backpacks and books and other personal items that you do not want to leave in the more public Center area.
Resource room The Resource room is in the same area as the mailboxes. Here are a number of resources for math, writing, and academic coaching. There is a work space if there is not enough space in the Center. Feel free to take materials to read – but please bring them back, too. Some materials are donated, some belong to the director, some belong to the Center, and some belong to faculty.
Check your email The only way we all have in common to communicate is through email. Please get into the habit of checking your Newman email every day.
Guidelines for Online Scheduler Online Scheduler Log into WCOnline: http://www.rich15.com/newman Login: wcschedule Pwd: schedule Don’t Short Change Yourself on Starting and Ending Times: Be as Accurate as Possible. If the appointment goes over or under a time, when adding the client report form, you can select the actual length of the appointment. If an appt. goes longer than an hour, schedule a new appt. to make sure you get credited for the time spent tutoring. Record Teacher and Class in Dropdown or Comment Section. If a course or professor is not listed in the dropdown box, select other and write in the comments box what the course is and who the professor is. We are currently working on getting the course and professor dropdown box updated. Give a Vivid Description of the Session. In the comments box, please be specific. Under the what do you want to work on during your visit, be specific and make sure you input what the student said they wanted to work on. If the answer is just homework, explain what kind of homework or what concepts. This will help in compiling the data to show what we’re actually doing in the Center.
After Each Session, Be Sure to Input Client Report Forms! It is Kelsey’s impression that we were all trained to only give one sentence summaries of what was worked on, but more information is necessary for data compilation. You don’t have to write a book, but we need to be a little more in depth than we had been previously.
What to Do When You Arrive at Center
Page rd 17 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Log into WCOnline: http://www.rich15.com/newman Check to see if you have appointments scheduled Be sure the materials cabinet is unlocked Check voicemail, if needed Check BOTH the Writing Center and Math Center e-mail accounts Check your Newman email for messages
What to Do When You Leave Enter your session summaries in WCOnline Straighten up chairs, tables, papers, etc.
Opening the Center Unlock reference material cabinet (Key in the upper left desk drawer) Turn on all computers. Straighten chairs and tables Pick up any disks, papers, etc. and place them in the “Lost & Found” box Check online appointment book for today. Do all regular “What to Do When You Arrive” procedures
Closing the Center Retrieve borrowed materials from students and put them in the cabinets. Lock reference material cabinet (key in upper left desk drawer). Straighten up chairs and tables. Shut down computers. Close any open windows. Make sure door is locked before you leave.
Checking Center E-mail Sign into a computer using YOUR campus login. Open a web browser Go to the appropriate URL: o http://mail1.newmanu.edu/exchange/mathcenter o http://mail1.newmanu.edu/exchange/writingcoach Log in: o mathcenter password: dotmath o writingcoach password: Writing308 (case sensitive)
Checking Voicemail Messages If there is voicemail, the “message” light will blink Dial 2290
Page rd 18 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Press # (or 2229#) Enter password (991#) Press 2, then 0 to listen to messages
Checking Out Materials Locked Reference Materials, Calculators, and Teachers’ Editions All items must be used IN THE CENTER ONLY Take student’s ID. File in the black filebox Return ID when student returns the material
Videos, CDs, and Unlocked Reference Materials These may be checked out for one week with student ID Write down user’s name, phone number, materials checked out, and date checked out on the list in the front of this binder.
Cleaning Checklist Straighten papers on desk - file or trash unnecessary papers Clean and de-clutter table surfaces Wipe computer screens Wipe computer keyboard Clean mouse by removing ball and cleaning tracking mechanism Disinfect door handle and office supplies on the desk - this includes stapler, tape dispenser, and hole puncher. Clean chairs De-clutter study carrels and shelves – discard outdated newspapers & magazines (recycle).
Closing Before a Break Create and hang signs stating the dates we’ll be closed on the outside door Change voicemail message to let users know when we’ll be closed Set phone to go directly to voicemail (dial *6) Update website with closing dates Shut down all computers Lock cabinet Leave cabinet key in desk Straighten up tables & chairs Close any open windows
Opening After a Break Remove signs stating we’re closed Be sure signs are posted that accurately reflect our hours o Outside door
Page rd 19 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 o In sign holder on desk Change voicemail message to reflect our regular hours Set phone to ring through (dial #6) Update website with our regular hours (or ask Amy to) Get keys from Amy’s office and unlock cabinets Regular opening procedures
Recording Voicemail Greetings Dial 2290. Press # (or 2229#). Enter password (991#). Dial 3 for message menu. o Press 1 to create a new greeting. o Press 3 to activate an existing greeting.
Message Scripts Normal Message: You have reached the Newman University Math and Writing Center. Our hours are M-Th 10 AM – 7 PM, Friday 10 AM – 3 PM and Sundays by appointment only from 3 PM – 7 PM. To schedule an appointment for Sunday, please leave a message stating your name, telephone number, the course you need assistance with, and the time you would like to come in. Messages must be received before 3 PM on Friday. If you are calling during our open hours, everyone is busy helping students right now. Please leave a message and we’ll call you back as soon as possible.
Vacation Message: The Math & Writing Center is closed for ______break. We will re-open ______. Papers can be submitted to our eCoach service during the break. Please visit our website at www.newmanu.edu/writingcenter for more information.
Page rd 20 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Personnel Information
Academic Coach Code of Ethics The National Association of Tutorial Services uses the following Code of Ethics, which has also been adopted by the NU Academic Coaches Program:
Subject proficiency and knowledge ability have top priority. My major motivation is building the student’s self-confidence. My student deserves and will receive my total attention. The language my student and I share must be mutually understood at all times. I must be able to admit my own weaknesses and will seek assistance whenever I need it. Respect for my student’s personal dignity means I must accept that individual without judgment. My student will constantly be encouraged but never insulted by false hope or empty flattery. I will strive for a mutual relationship of openness and honesty as I coach. I will not impose my personal value system or lifestyle on my student. I will not use a coaching situation to proselytize my personal belief system. Both the student and I will always understand my role is never to do the student’s work. I count on my student to also be my coach and teach me ways to do a better job. I will do my best to be punctual and keep appointments, not only out of courtesy, but also as an example for my student to follow. I will maintain records, lesson plans, and progress data as expected and required. I will do my best to stay abreast of the current literature about academic coaching as it relates to my work. Good coaching enables my student to transfer learning from one situation to another. Making learning real for the student is what coaching means and is an important part of my goal. My ultimate coaching goal is my student’s independence.
Expectations Though your job here will encompass a variety of duties as outlined above, your primary responsibilities can be summarized as follows: 1. Create a welcoming, supportive, enjoyable learning environment for our users – this should always be your top priority. 2. Enable the Center to operate smoothly by regularly completing necessary clerical tasks such as scheduling, data entry, and correspondence with professors. 3. Help the Center to grow and improve by generating helpful ideas and materials, and engaging in staff development activities.
Page rd 21 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Relationship Between the Subject Areas Unless you have been specifically hired and trained in both math and writing, or the student wants help in another subject area that you ARE familiar with, you should only provide assistance in your specialty. If students request help with a subject you are not trained in, please help them make an appointment with someone who is better able to assist them.
Coaching Outside the Center All meetings with students should occur in the Math & Writing Center, the Dugan Library, or a predetermined instructional area.
Termination of Employment Employment is on a semester-by-semester basis. Either the Math & Writing Center or the student may terminate employment at the end of a semester. Except in extreme circumstances, staffing changes will not be made during the course of a semester.
Grounds for Dismissal Occasionally the behavior of a student employee will require the Directors to refer to the following statements on “Grounds for Dismissal.” It is your responsibility to be aware of these conditions and procedures.
You may be dismissed for: . Refusal to do assigned tasks . Repeated unexcused tardiness or absenteeism . Unauthorized use of Center materials, facilities, or supplies . Improper reporting of hours on a time card . Consistently poor job performance or inadequate job skills . Failure to maintain a positive, service-minded approach toward students, staff, or co-workers. . Insubordination.
Warning Procedure Should you fail to meet standards in one or more of the outlined areas, expect the following: First occurrence – verbal warning Second occurrence –- written warning Third occurrence – dismissal
Step one may be bypassed if necessary. You will not receive additional warnings after step two before your employment is terminated. Serious violations of outlined expectations may be grounds for immediate dismissal.
Rehiring If your overall job performance is marginal, and if after sufficient warning there is no significant improvement, you will not be hired for another semester.
Page rd 22 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Training Checklist Initials: Trainer Trainee Topic Where things are: Time sheets Mailboxes /Lost and Found Reference materials (filing cabinet) Writing handouts Printer Extra paper and toner Pencils (give aways) Office supplies Phone lists/contact information Procedures Manual Resource room Keys Passwords/account info Scheduling program Important Procedures (see also Procedures Manual): Arriving Leaving Using online scheduler Weekend/on call procedures Opening/closing Turning in time sheets Locking/unlocking reference cabinet Checking voicemail Checking email Call-in procedures if you must be absent Checking out materials (e.g., calculators) Writing coaches only: Read Bedford Guide for Writing Tutors Explore Writing Center Website Take Plagiarism Tutorial Read “Responding to emailed papers” Read “How to Write a Paper” (student “S” drive) Math coaches only:
Page rd 23 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Read Guidelines for the Tutor of Mathematics Read “Effective Math Tutoring Tips” (handout) Read “Using the TI-83 Plus” (handout) Explore Math Center Website
______Signature (new employee) Date
Please sign above and return this sheet to Steve Poulter. Academic Coach Employment Contract
I, (print name) ______, understand and agree to abide by the following policies while employed as an Academic Coach for the Math/Writing Center at Newman University. Failure to adhere to these policies may result in loss of pay or termination from this position at any time.
1. I will carefully read and understand the Guide for Staff and Students received at the time of hire and adhere to its policies and procedures.
2. I will conduct all academic coaching sessions in the Math/Writing Center, the Dugan Library, or a location approved by the Center director.
3. I will not meet with peers for academic coaching in residence halls.
4. I will register for the appropriate EDUC 2101, Basic Tutor Certification course
5. I will attend the weekly, paid meetings to get credit for EDUC 2101
6. I will complete the semester project to get credit for EDUC 2101
7. I will check the Online Scheduler and contact the Center director and the student I am scheduled to coach if I must miss an appointment.
8. I will keep the Math/Writing Center in good order and secure at all times.
9. I will check Writingcoach as assigned.
10. I will conduct orientations as assigned.
11. I will ask my students to come prepared (with assignments, syllabus, etc.) for each session.
12. I will conduct myself in a professional manner; e.g., answer the phone, take messages, dress presentably, keep consultations confidential, greet people, keep personal conversations quiet, take personal calls after sessions/meetings, etc.
13. I will return all materials to the proper shelf or cabinet and lock up if closing.
Page rd 24 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 14. I will keep proper records of each session (WCOnline).
15. I will keep track, fill out completely, and turn in by 12 noon Mondays (see payment schedule) my time sheet in order to get paid in a timely manner.
16. I will check my Newman email account daily for information and to communicate with the Center director.
Date:______Signature ______Writing Information for Writing Coaches
Guidelines for Online Coaching (with thanks to the Colorado State University Writing Center)
We receive papers via our online submission option each semester. Responding to drafts this way is different than face-to-face consultations. As with any context, you will need to adjust your coaching skills to meet the expectations of an online submission.
To check for online drafts: Go to [email protected]. The password is: Writing308 (note Writing is capitalized). Answer one of the emails (one that has not been replied to) by writing and sending a response to the student: o Be sure you tell him/her about how long it will take to get the draft back to the student o Ask for any additional information (e.g., what is the assignment, what concerns the writer has, etc.) o Check spelling and be polite o Orient yourself with the writer’s purpose, audience and focus
Ownership Keep the ownership of the text with the writer; do not change or edit sentences for her or him. Insert your feedback via the Comment Feature in Word or use italics, boldface, or another color or type of font to distinguish your writing from the original text. Ultimately, remind writers that your comments constitute “advice” that only they can judge whether to enact or not.
The Purpose of Commenting Responding to online drafts is not an opportunity to write other people's papers for them. It can seem more challenging to respond to texts online, but remember that we are here to guide not “fix.” We want to provide another voice of response to writing—a voice of honest reaction to ideas, structure, and style. To do so, phrase comments as “I” statements, constantly reminding the writer that this is one reader's reaction (e.g., “I’m confused by this. Can you clarify its connection to your claim?”).
Our goal is not to prescribe solutions but to help writers see writing as a process of making choices based on their rhetorical situations. Do not feel that you have comment on everything of concern in the paper. It is most effective to choose the top one to three issues that will improve the paper most on the global level and emphasize these to the writer. But, in doing so, try to offer more than a single suggestion for making improvements, explain any assumptions you make in them, and offer options based on possible interpretations of the writer's intention (e.g., “If you are seeking to
Page rd 25 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 do X, then you might do Y. On the other hand, if you are seeking to do A, then you might do B.”). Another way to help writers make choices is to ask questions and pose options depending on the possible answers.
Think ahead and beyond the single text in your comments. Try to provide the writer with strategies/explanations that might be extended beyond the particular paper (e.g., explaining a useful hierarchy for revision, encouraging a vocabulary for self-assessment, offering resources available on the Web, etc.).
As with face-to-face sessions, do not provide or contribute to negative comments about the teacher, her or his comments on the paper, or the assignment. NEVER discuss grades.
The "Rule-Bending" Principle (with thanks to the University of Wyoming Writing Center) The philosophical approach the Center has is based on a student-centered model or a Socratic method of dialogue. This inductive approach assumes the students can do the work; they can answer their own questions, solve their own problems, and learn through self-discovery. Principles of good writing are developed from the students rather than given to them.
However, with some students and some types of writing, this basic approach needs to be altered at times to be more effective in a tutoring setting. Many students do not have some of the basic principles just waiting to be drawn out of them. These might include ELL/ESL students, weaker native writers, and non-academic writers, so sometimes a more direct, didactic approach is called for; in short, we sometimes need to bend the rules. Be aware that each session in which you engage is its own context—a context you will need to analyze as an academic coach to determine the writer’s needs. Always back up a didactic moment with an opportunity that asks students to apply and use the principal in question. By bending the rule at the right moments and not making it a habit, you can preserve our central teaching philosophy.
Ten General Principles for Writing Coaches
1. Our goal is to help writers become better writers through our work with individual pieces of their writing.
2. We cannot address every issue or problem in an essay. In each consultation, we must help writers set priorities based upon where they are in the writing process. Setting these priorities will reflect what we value in writing as well as what we know about the contextual demands of the particular writer's assignment, audience, purpose, and academic discipline.
3. All writers work differently; they follow different habits of mind and have different ways of inventing, drafting, and revising prose. Therefore, we need to assess every writer and each piece of writing with an eye toward helping writers discover which habits and ways will work best for them. This assessment means looking beyond the writers' texts and asking them about their assignments, purposes, and current struggles with writing.
4. A consultation is most successful when the writer discovers a way to improve the essay. Your role as a tutor is to question, to respond, to offer choices, and to encourage—not to evaluate nor to prescribe solutions (i.e. saying “Get rid of the second paragraph and write a stronger conclusion” won’t help the writer make effective choices in the future). We are neither their teachers nor their editors. We are their coaches in self-discovery and self-definition of themselves as writers.
5. Our most dangerous occupational hazard is rewriting other people's papers for them.
Page rd 26 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 There is always a fine line between fair collaboration and unfair influence; when you find yourself jotting down notes for the writer (notes they aren't dictating), or imposing your ideas on someone else's paper, you've gone too far. Keep the pen or keyboard and mouse in the writer's hands—not in yours.
6. When working in the Writing Center, our particular positions as consultants prohibit inducing or contributing to negative comments about assignment design or about any teacher comments that appear on a paper. A student may feel the need to complain and we will keep all information confidential, but you should not evaluate or second-guess the teacher. NEVER talk about grades.
7. Our greatest opportunity to help writers is in providing another voice of response to their writing, a voice of honest reaction first to their ideas and thoughts, then to their structure and organization, and finally to their prose style and sentences. Always read for meaning first.
8. We teach writing as a process while keeping the product in mind. Our goal, however, is not to produce a perfect text by micromanaging and commenting; instead, it is to intervene in the process with intelligence and compassion, and in so doing to help writers better understand their own processes and the skills needed to perfect their own writing products. We want to build writers up and note embarrass them about mistakes they may have made.
9. We need to readily admit when we do not know the answer to someone's question and pride ourselves on the ability to find the answers in handbooks, dictionaries, online sources and from other writers. In doing so, we model effective problem solving and provide the opportunity for writers to later remember how to do so on their own.
10. Any writing that represents the Writing Center—handouts, correspondence, e-mail to our tutorial writers, and so on—should be models of good prose. For example, correspondence with professors must be well written, precise, complete, and legible.
Tips for Successful Center Conferences
Essential Do's
Be friendly and greet everyone who comes in in a timely manner—even if you're working with another student. Ask students what type of help they need when they come in or at the start of your session. Often they will respond that they want help with “the whole thing” or ask you to just “look it over and see what you think.” Tell them you'll need more information to be of assistance. Help them articulate with more detail why they are in the Center. Ask questions. Whether it be about the assignment, the audience, the purpose, the content, the development, the transitions, or the thesis, have the writer explain what he or she wants to work on and why. Ask for a copy of the assignment. If the student doesn't have a handout from the instructor, have the student write out what she or he thinks the assignment is. Clarifying the writer’s purpose will help both you and the writer as you go through your session. Help writers to establish their priorities. Find out what their biggest concern is and then guide them in how to improve it via discussion. Accommodate the writers' concerns first before any that you notice. Very often, you can address their concern by addressing yours as well. For example, if their concern is that the paper doesn't “flow,” your observation that they aren't quite meeting the assignment’s purpose can become a good conduit through which to address the flow issue. Focus on the larger issues. If a student wants to talk about comma splices, you might discuss those briefly then explore global issues like purpose, focus, or development. Many errors in punctuation and usage clear up when a writer has better control over larger issues.
Page rd 27 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Direct your suggestions to the appropriate stage of the writing process. If a student doesn't have a topic yet, you might begin with an authority list or some other form of prewriting. If a draft is complete but needs reorganizing, suggest ways to approach organizing—outlining, cutting/pasting. However, be sympathetic and realistic about a writer's deadlines and how much time is left before the paper is due. If the paper needs more work than time allows, let the writer know the range of changes (with emphasis on the most important ones) and discuss what s/he can realistically do in that time. Work from a writing sample whenever you can. If students come in with no writing, get them to write for twenty minutes or so and work from that sample. Or, if someone is stuck, use an online chat program to discuss the paper; email the writer a copy of the discussion log so he or she can use it as a starting place for further brainstorming and drafting. Remember to look for strengths as well as weaknesses. Give sincere praise; we all benefit from knowing what is working well in our writing. Moreover, pointing out and discussing strengths as well as weakness is an effective way to show writers how to improve their weaknesses (e.g. “We both agree that the focus is strong in paragraph 3. Can we talk about how you could use some of the strategies you used there to strengthen paragraph 6?”) Generally, limit a consultation to a half-hour session with walk-ins. Learning to focus a session on one or two particulars and scheduling later appointments or follow-up visits is best. Much depends on how far along a paper is, what type of help a writer needs, and how many people are waiting for help. Offer to become a scribe. Sometimes your context may warrant letting a student dictate to you. You might take notes on a computer and print them out for the writer. But when the writer says something really good, hand them the pen or keyboard and say, excitedly, “That was really good; write that down so you don't forget it.” This reinforces that students own their papers and may help get them writing on their own. Learn to like weak writing. This means learning to be able to see past obvious weaknesses to what is genuinely interesting and smart in a piece. Bad writing is, for almost every writer, a necessary passage on the way to good writing; thus, bad writing is a valuable and unavoidable part of writing. Learn to celebrate struggle. Many writers struggle because they are trying something new. Very often you'll suggest an exercise or approach that won't work. However, had the writer not made the attempt, no one would have known how the approach would go. Writers, through trying and not succeeding, will learn more about writing and themselves as writers. They will learn better how their minds work and what strategies work for them. Failure, when learning comes from it, is worth celebrating and building upon.
Major Do Not's
Do not tell students what grade you would give a paper or if you think it's “good” or “okay.” Your role is to describe a writer's strengths and weaknesses and to offer them a variety of strategies and exercises that will help them build on strengths and strengthen their weaknesses. Do not discuss a grade a student received on an essay. If a student is upset about a grade, encourage her or him to talk with the instructor. If students try to put you on the spot, don't let them. Look past the grade and help students read and understand the margin and end comments that may be on the paper. If a student brings back a paper you helped with but it didn't get a good grade, don't let the student make you feel guilty. Your job is to help students become better writers; it is not to help them write their way to higher grades. Do not proofread for a student. If a student says he can't spell and can't find misspelled words, ask him to point to words he is unsure of. If he says they all look wrong, send him to one of the directors. Let students know that while we do not proofread, we will help them learn to be better proofreaders by discussing examples of mechanical problems that appear in their own prose and by using reference guides. The latter particularly helps give students independent means to solve problems in the future.
Page rd 28 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Do not feel the need to read the whole essay, especially longer ones. Instead, ask the writer to say what the paper is doing. That is, have her tell you what the paper is about, what she wants it to do, where she wants it to go, and how she planned on getting there. In short, ask her to give you a verbal outline of the paper first. Then read selective portions as needed. Do not let a writer monopolize your time. Make sure you set a deadline for when the session will end. At five minutes to that time, give a warning and work to wrap things up; this will leave you and the writer time to schedule another meeting, and time for the writer to set some priorities for revision based on your discussion. Do not get angry and frustrated with writers who get angry or frustrated. You will meet writers who resent having received a recommendation to come to the Center. Try to defuse their anger first, before even beginning to look at their writing. If you go directly into the writing problem, without defusing the frustration, you may offer good and patient advice that gets rudely rebuffed. That will frustrate you and make you angry, and you'll have to fight not to show it. It's best, then, to try to avoid putting yourself in such an untenable position. You are responsible for working to make the tone and tenor of the session productive.
Working with Students for Whom English is a Second Language
Avoid generalizations in the term “ESL writers” since no two writers (ELL or ESL) are alike. Instruction should always be tailored to the needs of the individual writer. (This also holds for writers with learning disabilities.)
Remember that confusion in a text due to a language barrier does not indicate “bad ideas.” Many writers just need help clarifying what they are trying to say.
Be aware that different cultures have different patterns or models of how discourse is organized and what makes for good and bad writing. These are often transferred into the student's English prose and show up to Americans as errors of focus, coherence, development, organization and so on. Often the logical pattern of organizing discourse will be different for the non-native speaking student than the native speaking student. Some preferred rhetorical modes or patterns in other cultures to be aware of are the following (acknowledge that the patterns listed here may or may not be useful as characterizations of any individual student’s pattern of language use): English: direct, linear; clear linkage between points and main idea; development through example and illustration; use of topic sentences. Romance: flexible linearity; similar to English but more digression allowed. Asian: digression, various viewpoints, circularity; topic sentence often at end; main thesis often at end; emphasis on the big picture and setting context; devaluation of individual opinion. Semitic/Arab: parallelism; connection between paragraphs and ideas through various kinds of linkage: synonymous (balance of thought), synthetic (connection of two ideas), anathetic (contrast), and climactic (completion at the end); lots of coordinating elements.
Generally there are two kinds of prose in the world's languages in terms of Reader-Writer Responsibility: High context or writer-based: the reader is responsible for developing the relationship or linkage between ideas (most non-English languages), and can assume the reader has a shared understanding of the ideas' details and meanings. Low context or reader-based: the writer is responsible for developing the relationships and fleshing out ideas (English and N. European languages). It becomes the writer's job to provide greater detail, interpretation, and context for ideas. [Thanks to Ricci & Aldrich, UCD]
Generally there are two types of ESL students who come to the Writing Center: Those with major ESL errors who need of a significant amount of help proofreading; often they have longer papers as well. These students we usually refer to the professional ESL editors (give them names of people to contact).
Page rd 29 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Those with some command of English; usually the major things are okay, but they still need help with some recurring problem(s). These students we can usually help and give some strategies for problem-solving in the future.
What to Do to Help with Sentence Level Errors Apply the Two-Page Exercise. After asking students about their concerns for the paper, read the first two pages and simply underline any place where there is an error (e.g., missing article, wrong verb tense, etc.). Then, identify any patterns of error, and teach the student how to correct for the patterns first, using examples from the first page (use handouts, explanations, teaching aids, and handbooks to help with this). Have the student fix the errors on the second page under your guidance. After reviewing the second page, turn the student loose on the rest of the paper. They can either bring it back later to check over or they can fix what they can and take it to an ESL professional editor. [Thanks to Ginny DeHerdt, CSU]
Some Samples of Non-Native Writing 1. Hmong It's tell what kinds of animals that we treat badly. The equipment that we use to treat this animals. This issue also hope that someday the creature of human and other animals are live peacefully on earth so this animal doesn't have to suffering terrible death the pain in which they suffering. 2. Spanish I am not agree with this idea. I'm feel sorry to know this thing, but unfornutale is true, we have the dominion over all kinds of animals and little by little we have killed them, sometimes for bussiness, other times like food, and right now some of them are extenetioned.
3. Somali To my point of view, I disagree the idea of making free the animals in order to remain their wild live. first of all, as the man kind, other animals need to be developed and get all their wants; such as meadicin, shelter and food which they don't make themselves to my experiance. 4. Korean I am agree with what the article say because if we are not care about the animals, they got wild animals from zoos because the got make foot, hand and everything for what they need. 5. Chinese The above passage is saying that we should not use the animals to do the experiment. Because animals do has feeling and they do has right just like us. There will be a time the population human increase to a stay which the foods we produce is not enough to feed ourself. If we stop to exploit the disease which is unknown to us to the animals, the disease will human ?
Some Common Learning Differences
A. Reversed letters 1. b for d, p for q : "dig" for "big" 2. Reversed adjacent letters: "form" for "from" "clam" for "calm" B.Confusion of similar sounding consonants: /d/ for /t/, /p/ for /d/, /f/ for /th/, /m/ for /n/, /f/ for /v/ * "attentance" * "imposder" * "tranver"
Page rd 30 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 * "assenble" C. Confusion of similar words 1. "hot" for "what" 2. "where" for "there" 3. "who for "how" D. Omission of syllables/letters 1. "coarly" for "coarsely" 2. "psychitrist" for "psychiatrist" 3. "contempary" for "contemporary" 4. "obvous" for "obvious" 5. "peole" for "people" 6. "equiment" for "equipment" E. Addition of syllables/letters 1. "occasionalally" for "occasionally" 2. "symiphony" for "symphony" F. Combinations of errors 1. "paricutaly" for "particularly" 2. "ovbise" for "obvious" 3. "relizse" for "realize" 4. "electrice" for "electric"
Page rd 31 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 APA Style – General Guidelines
Title Page (http://www.apastyle.org)
Title, all caps, in header Page number
Running head: THE EFFECTS OF WELL DESIGNED ASSIGNMENTS ON LEVELS OF PLAGIARISM 1
Title again (Title case, not all caps)
The Effects of Well Designed Assignments on Levels of Plagiarism
Stephen V. Poulter Your name
Newman University Affiliation, school, or organization
Page rd 32 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Introduction Page (http://www.apastyle.org)
Title, all caps, in header Page number
Running head: THE EFFECTS OF WELL DESIGNED ASSIGNMENTS ON LEVELS OF PLAGIARISM 2 Title (centered) The Effects of Well Designed Assignments on Plagiarism
Plagiarism is a problem that a teacher can solve. The prevention of plagiarism is a Double space, problem that teachers can solve because, unlike students, teachers have Times New Roman, total control over the 12 pt. font assignment and the structure and context of the classroom environment and situation. The first step to cutting down on plagiarism is to talk about it with students. Citation The next step is to be as specific and structured as possible in assigning writing. Another (indirect) step is to ask students to write in small sections of a paper or project because many of us are simply not clear about what teachers expect (Davis & Whalen, 2001). Another step is to do as much writing in class as possible, including planning, drafting, and revising. Finally, if a teacher takes these steps, then watching for voice and style that does not match is relatively simple. In other words, teachers who grade writing assignments should take steps to avoid plagiarism by making assignments very Section heading specific, accepting them in sections, and encourage writing in class. Review of Literature On the website “Purdue University Online Writing Lab,” the author E. B. Dragon (2006) seems to be saying that plagiarism is as much the responsibility of the teacher as it is the
Citation
Page rd 33 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 (title, author, date)
Citations (http://www.apastyle.org)
Title, all caps, in header Page number
Running head: THE EFFECTS OF WELL DESIGNED ASSIGNMENTS ON LEVELS OF PLAGIARISM 3 Citation (direct student, if not more so. The point that Dragon seems to be making is that quote) plagiarism is easily avoided and learning about writing is greatly increased the more specific the writing assignment Citation is. This point is best summed up when Dragon says, “writers develop (gender-neutral; strategies for knowing first initial only) how to avoid accidental plagiarism” (Dragon, 19). On this website, Dragon could have shifted the focus completely to what teachers can do. Similarly, in the article “Plagiarism and costs,” R. Liebler (1999) argues that faculty should understand plagiarism in terms of “four fears” (Liebler, 27) The point is that students may avoid plagiarism if the teacher takes away some of these fears. Liebler best sums up this point when by saying, “an oral exam … may be appropriate for some faculty in some situations” (Liebler, 24). In the article, Liebler focuses much more on the psychology of students than he does on faculty, which seems to be a weakness in many articles about plagiarism.
Page rd 34 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Typical sections/order of an APA paper:
On separate pages: The body:
Title Page
Abstract Introduction
Review of the Literature
Method
Page rd 35 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Discussion
Conclusion References
APA Basic Rules - References
All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.
Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work for up to and including seven authors. If the work has more than seven authors, list the first six authors and then use ellipses after the sixth author's name. After the ellipses, list the last author's name of the work.
Reference list entries should be alphabetized by the last name of the first author of each work.
If you have more than one article by the same author, single-author references or multiple-author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.
When referring to any work that is NOT a journal, such as a book, article, or Web page, capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.
Capitalize all major words in journal titles.
Italicize titles of longer works such as books and journals.
Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections.
Page rd 36 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Single Author Last name first, followed by author initials:
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10. Two Authors List by their last names and initials. Use the ampersand instead of "and":
Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality & Social Psychology, 66, 1034-1048. Organization as Author
American Psychological Association. (2003).
Unknown Author
Merriam-Webster's collegiate dictionary (10th ed.).(1993). Springfield, MA: Merriam-Webster.
NOTE: When your essay includes parenthetical citations of sources with no author named, use a shortened version of the source's title instead of an author's name. Use quotation marks and italics as appropriate. For example, parenthetical citations of the source above would appear as follows: (Merriam-Webster's, 1993).
Introductions, Prefaces, Forewords, and Afterwords Cite the publishing information about a book as usual, but cite Introduction, Preface, Foreword, or Afterword (whatever title is applicable) as the chapter of the book.
Funk, R. & Kolln, M. (1998). Introduction. In E.W. Ludlow (Ed.), Understanding English Grammar (pp. 1-2). Needham, MA: Allyn and Bacon. Article in Journal Paginated by Volume Journals that are paginated by volume begin with page one in issue one, and continue numbering issue two where issue one ended, etc.
Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896. Article in Journal Paginated by Issue Journals paginated by issue begin with page one every issue; therefore, the issue number gets indicated in parentheses after the volume. The parentheses and issue number are not italicized or underlined.
Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(30), 5-13. Basic Format for Books
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Note: For "Location," you should always list the city and the state using the two letter postal abbreviation without periods (New York, NY).
Page rd 37 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association. Article From an Online Periodical Note: In 2007, the APA released several additions/modifications for documentation of electronic sources in the APA Style Guide to Electronic References. These changes are reflected in the entries below. Please note that there are no spaces used with brackets in APA.
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved from http://www.someaddress.com/full/url/ Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from http://www.alistapart.com/articles/writeliving
Article From an Online Periodical with DOI Assigned
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume number. doi:0000000/000000000000 Brownlie, D. (2007). Toward effective poster presentations: An annotated bibliography. European Journal of Marketing, 41(11/12), 1245-1283. doi:10.1108/03090560710821161 Article From a Database When referencing material obtained from an online database (such as a database in the library), provide appropriate print citation information (formatted just like a "normal" print citation would be for that type of work). This will allow people to retrieve the print version if they do not have access to the database from which you retrieved the article. You can also include the item number or accession number in parentheses at the end, but the APA manual says that this is not required. For articles that are easily located, do not provide database information. If the article is difficult to locate, then you can provide database information. Only use retrieval dates if the source could change, such as Wikis. For more about citing articles retrieved from electronic databases, see pages 187-192 of the Publication Manual.
Smyth, A. M., Parker, A. L., & Pease, D. L. (2002). A study of enjoyment of peas. Journal of Abnormal Eating, 8(3), 120-125. Chapter/Section of a Web document or Online Book Chapter
Author, A. A., & Author, B. B. (Date of publication). Title of article. In Title of book or larger document (chapter or section number). Retrieved from http://www.someaddress.com/full/url/ Online Encyclopedias and Dictionaries Often encyclopedias and dictionaries do not provide bylines (authors' names). When no byline is present, move the entry name to the front of the citation. Provide publication dates if present or specify (n.d.) if no date is present in the entry.
Feminism. (n.d.). In Encyclopædia Britannica online. Retrieved from http://www.britannica.com/EBchecked/topic/724633/feminism Nonperiodical Web Document, Web Page, or Report List as much of the following information as possible (you sometimes have to hunt around to find the information; don't be lazy. If there is a page like http://www.somesite.com/somepage.htm, and somepage.htm doesn't have the information you're looking for, move up the URL to http://www.somesite.com/):
Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved from http://Web address
Page rd 38 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Math Information for Math Coaches
Mission The Mission of the Math Center is to enable Newman University students to be confident and independent learners of mathematics. The Math Center will provide opportunities for success in present and future classes by offering accessible coaching and facilitative resources in a supportive environment.
Students using the Math Center can expect: . To improve their mastery of basic principles and concepts of the course . To improve their ability to apply principles to appropriate content matter . To improve math study skills and test-taking skills . Assistance with web-based learning programs . Special help sessions such as examination reviews . Access to supplemental educational resources such as solution manuals, textbooks, calculators, and computer workstations
Courses Supported Newman University established the Math Center to provide students with the opportunity to improve their mathematics skills and to be successful in mathematics courses or other courses involving the use of mathematics. The Math Center provides individual and small group tutoring for the following mathematics courses: . Essentials of Arithmetic . Essentials of Pre-Algebra . Basic Algebra . Intermediate Algebra . College Algebra & College Algebra with Review . Trigonometry . Finite Mathematics . Calculus I . Probability and Statistics I
Math Department Liaison Lori Steiner, 210 McNeill Hall, ex. 2263
Effective Math Tutoring Strategies (Book Chapter)
Page rd 39 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Lorraine Steiner Newman University, Wichita, KS
Individuals have beliefs about the subject of mathematics that can be problematic towards their development of mathematics proficiency. This chapter will describe an educational activity that introduces several tutoring strategies intended to address these beliefs and enhance the development of skilled, confident, and independent learners of mathematics. The activity description is prefaced by a discussion of learners’ needs and beliefs with respect to understanding different aspects of mathematics as well as the tutoring strategies that address these aspects.
Learning mathematics involves being able to understand mathematics as a complex subject with interrelated concepts that can be applied in a variety of meaningful situations. Schoenfeld (1988) stated, “…thinking mathematically consists not only of mastering various facts and procedures, but also in understanding connections among them…”. Kilpatrick et al. (2001) described learning mathematics successfully as a mathematical proficiency consisting of five components: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and a productive disposition.
Conceptual understanding is an aspect of understanding mathematics that extends beyond a set of distinct facts, rules, and procedures. It is the comprehension of the nature of mathematics including mathematical conceptions, operations, and relations (Kilpatrick et al., 2001). Learners can bring to the tutoring session a set of beliefs about mathematics based on prior academic and social experiences that negate the understanding of the nature of mathematics (Muis, 2004). Learners often believe that mathematics is based solely on facts, rules, formulas, and procedures and that mathematics is only about getting the right answer. Learners may believe that computation is the key rather than derivation or that the form is more important than the concept. To enhance conceptual understanding in a tutoring session, the math tutor should emphasize the concepts underlying the facts, rules, and procedures. One tutoring strategy that helps to develop conceptual understanding is to ask the learner to explain the problem and to encourage them to use the proper mathematics vocabulary. This encourages learners to reflect on the concept and the process and not to work problems too quickly. Tutors can allow learners to think critically about the problems by asking meta-cognitive or why type questions, such as, ”why does this work…” or “why does this not work…”. Meta-cognitive questions help learners to think about what they are doing and why. Responses to meta-cognitive questions allow learners to use the mathematical language associated with the concept.
While conceptual understanding is important, procedural fluency and strategic competence are also necessary for successful learning of mathematics. Procedural fluency is defined as “skill in carrying out procedures flexibly, accurately, efficiently, and appropriately” (Kilpatrick et al., 2001). Learners can have difficulty with procedural fluency if they don’t understand that problems can be complex. To aid the learner in developing procedural fluency, the tutor should break a complex task into smaller parts and guide the learner through a building process. Tutors may need to initially give direct guidance to the learner on a specific, troublesome task, and then gradually fade the direct prompts, allowing the learner to become more independent.
The belief that mathematical tasks are not complex or interrelated can also affect the development of strategic competence. Strategic competence is defined as “the ability to formulate, represent, and solve mathematical problems” (Kilpatrick et al., 2001). A tutor can help develop strategic competence by having the learner repeat similar problems. The learner should look for and identify similarities and differences between the problems (Brown and Coles, 2000). Tutors can aid learners in identifying patterns or differences by asking the question, “How do these problems differ or how are they the same?”
Learners of mathematics need to be able to explain or justify mathematical concepts, procedures, or strategies within different contexts. Adaptive reasoning is described as the “ability to think logically about the relationships among concepts and situations” (Kilpatrick et al., 2001). Learners may
Page rd 40 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 not try to think logically about concepts if they believe that the ability to learn mathematics is an innate trait rather than developed, or that mathematics is not useful or relevant. Learners who believe that solving problems consists solely of following a predetermined sequence of steps or of memorizing formulas, rules, or procedures will not be able to translate problems to other contexts or to real world applications (Muis, 2004). Tutors can illustrate how a mathematical concept can be relevant by defining it within a real world context. It is particularly helpful if the tutor can find an example that is relevant to a learner’s specific interests, job, or field of study.
Individuals who believe that mathematics is not useful in daily life or that learning mathematics is an innate trait that they did not acquire are less likely to be successful in understanding mathematics (Guay et al., 2003). A productive disposition requires a ”…habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy” (Kilpatrick et al., 2001). Confidence in learning mathematics has been discussed as one of the most important affective variables influencing motivation and academic performance (Carmichael et al., 2005). The previously mentioned tutoring strategies will help to build mathematical confidence. For example, tutors can set tasks at the appropriate level, breaking tasks into smaller parts as necessary. Tasks should not be too easy or too difficult so as to avoid undermining confidence and reinforcing feelings of inadequacy. Throughout each tutoring session, tutors should be supportive and encourage independence. Tutors should not work the problems for the learners. They can help learners view a mathematical concept as useful by applying it to a relevant context that is of interest to the learner.
The aspects of understanding mathematics are not mutually exclusive, but rather are interrelated. Becoming better at learning mathematics procedurally and strategically will build self-confidence. Having a better conceptual understanding will help to develop an appreciation for a concept’s relevance and usefulness. The following activity allows tutors to learn about the strategies that address the different aspects of understanding mathematics.
The activity objective is for tutors to learn about tutoring strategies that will enhance various aspects of understanding mathematics. In four one-hour periods, tutors will be introduced to specific tutoring strategies through guided small group discussions.
Period 1) As an overview, tutors can discuss how mathematics is taught and learned compared to other subjects. For example, getting the right answer is often emphasized in the teaching of mathematics as are facts, rules, procedures, drill and practice. Reading the textbook is often not emphasized. Students may also feel that memorization is important in learning mathematics or that mathematics is not useful or relevant. The group facilitator should then introduce to the tutors the five aspects of mathematics proficiency as described by Kilpatrick et al. (2001). The discussion should focus on conceptual understanding and the tutoring strategy of using meta-cognitive type questions. After giving examples of meta-cognitive questions, the group facilitator can ask tutors what meta-cognitive questions they would typically use in a tutoring session. Examples of meta-cognitive type questions are: “Why did you choose this next step in the process?”, “Why is that true?”, “How did you reach that conclusion?”, and “How would you interpret that answer?”
Period 2) The discussion during this period should focus on procedural and strategic competence. Tutors should understand that development of conceptual understanding will aid procedural fluency. The facilitator can model an example, such as the potentially difficult task of solving a quadratic equation. In the tutoring session, the tutor should find the source of the problem. Is it simplifying, factoring, or using the quadratic formula? The tutor can then give direct instruction on the smaller task, gradually fading the direct instruction until the learner is able to return to the larger task of solving the equation. The group facilitator can also introduce the strategy of finding similarities and differences between problems by comparing examples within a textbook and then asking the tutors to do the same.
Period 3) Tutors should be given an explanation of adaptive reasoning and the strategy of applying problems within relevant contexts. The facilitator can provide an example, such as exploring the concept of a negative exponent in a decreasing exponential function as it applies to
Page rd 41 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 the price of a specific type of car over time. The concept of the negative exponent can be explored thus justifying why price decreases as time increases. The facilitator can have tutors give additional examples that would be relevant to the learner and would encourage logical thinking.
Period 4) The facilitator can use this last session as an opportunity to summarize the previous strategies and how these strategies can be used to build mathematical self-confidence and a productive disposition. Tutors should be encouraged to use positive reinforcement and to remind learners that mathematics proficiency is a gradual process that takes time. Finally, tutors should examine their own beliefs about inherent ability. Do they believe most individuals are capable of developing mathematics proficiency or do they believe individuals are born with the ability to reason mathematically? Tutors should explore the effectiveness of tutoring if they believe the latter.
To assess this activity, tutors should apply specific tutoring strategies with one or more learners over the course of a semester and look for evidence that the learners are becoming more skilled, confident, and independent. Independent learners will require less direct prompts for future tasks. As learners become more confident, they will allow themselves more time to solve problems and will be more comfortable in explaining problems using mathematics vocabulary. At the end of the semester, tutors should share their experiences with each other.
Learners come to the tutoring session with beliefs about mathematics as a discipline that have been influenced by social and academic experiences. These beliefs may very well affect their development of mathematics proficiency. Fortunately, there are multiple tutoring strategies that can address these beliefs as they pertain to the different aspects of mathematics proficiency, some of which have been described here.
References Brown, L. & Coles, A. (2000). Same/different: a ‘natural’ way of learning mathematics. In T. Nakahara and M. Koyama (Eds.) Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Eduction. Hiroshima, Japan.
Carmichael, C. & Taylor, J. A. (2005). Analysis of student beliefs in a tertiary preparatory mathematics course. International Journal of Mathematical Education in Science and Technology, 36(7), 713-719.
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.
Kilpatrick, UJ., Swafford, J., & Findell, B. (Eds.) (2001). Adding it up: Helping children learn mathematics. Mathematics Learning Study Committee, center for Education, Division of Behavioral and Social Sciences and Education, Washington, D.C.: National Academy Press.
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377.
Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. Educational Psychologist, 23(2), 145-166.
Page rd 42 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 D. REQUIRED TUTORING EXPERIENCE - Level I: Required for Level I: Tutors must complete at least 25 hours of actual tutoring time. Documentation is required. 1. Briefly describe the tracking & reporting method(s) you use to monitor the time your tutors spend actually working with students.
WCOnline (scheduling/tracking software on web) is crosschecked with time sheets.
2. Include a sample report for at least one tutor over a time period of at least 2 weeks. [Create a sample report, if you wish.] Your report(s) should include the following: the tutor’s name, students’ names, times in & out, & the total tutor time actually working with students during that period. List your report name(s) below. Also include the report name(s) in the “Section 5: List of Supporting Documents”. REPORT NAME(s): Report: Whitney – April 2011
Supporting Document: Report: Whitney – April 2011
Page rd 43 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Report: Whitney – April 2011 Mounivong, Kim View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-05 Scheduled Start: 9:30am Scheduled End: 10:00am Actual Length: 30 minutes Instructor: Sponsel Barbara Course: Math 1045 College Algebra We worked on the homework. We went over finding x and y Notes: intercepts and the vertex. We used those points to draw the graph. Mounivong, Kim View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-05 Scheduled Start: 10:00am Scheduled End: 10:30am Actual Length: 30 minutes Instructor: Sponsel Barbara Course: Math 1045 College Algebra We worked more on the homework. We worked on using the Notes: calculator to find best fit line for given points. We also worked on interpreting the slope. Mastin, Jo Anne View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-07 Scheduled Start: 10:00am Scheduled End: 11:00am Actual Length: 60 minutes Instructor: Josephine Post Course: Intermediate Algebra We went over factoring different polynomials--specifically Notes: trinomials and binomials.
Page rd 44 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011
Mastin, Jo Anne View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-14 Scheduled Start: 10:00am Scheduled End: 11:00am Actual Length: 60 minutes Instructor: Josephine Post Course: Intermediate Algebra We went over the review for the test. There were a few Notes: things that she had forgotten about, like solving equations, so we had to review them too. Mounivong, Kim View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-21 Scheduled Start: 9:30am Scheduled End: 10:00am Actual Length: 30 minutes Instructor: Sponsel Barbara Course: Math 1045 College Algebra We worked on the homework. We practiced finding the Notes: inverse function and graphing it. Mastin, Jo Anne View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-21 Scheduled Start: 10:00am Scheduled End: 11:00am Actual Length: 60 minutes Instructor: Josephine Post Course: Intermediate Algebra We reviewed homework on exponents and roots. Then we Notes: went over the preview exercises. Trevino, Alyssa View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-26 Scheduled Start: 9:30am Scheduled End: 10:00am
Page rd 45 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Actual Length: 30 minutes Instructor: Sponsel Barbara Course: Math 1043 College Algebra Worked on homework. Reviewed how to find the function Notes: and then graph it. We also worked on function composition and exponents. Mastin, Jo Anne View Existing Form: Resource: Whitney Poell Appt. Date: 2011-04-28 Scheduled Start: 10:00am Scheduled End: 11:00am Actual Length: 90 minutes Instructor: Josephine Post Course: Intermediate Algebra We went over the chapter 8 review in the book. We Notes: practiced writing roots as an exponent and we went over the rules of exponents.
E. TUTORING SELECTION CRITERIA - Level I: Briefly describe your tutor selection process, and how it meets the criteria below. Be sure to list the names of each sample document you included here, & also in the “Section 5: List of Supporting Documents”.
Page rd 46 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 [Examples: Tutor Application, Faculty Referral Form, or Tutor Job Postings.] Criteria One: An interview plus at least one of these options: [Mark an “X” by all that apply.] a. _X_ the written approval of a content and/or skill instructor b. __ an endorsement of a tutor trainer and/or supervisor Criteria Two: Selection also includes at least one of the following methods: [Mark an “X” by all that apply.] a. _ X _ grade of “A” or “B” in the subject content being tutored, _ X _ documented experience equivalent to a grade of “A” or “B” in the subject content to be tutored.
We rarely advertise; instructors across campus generally recruit their best students and ask them to apply. Students pick up an application or email the director for one. They return the application page to the director and give their instructor the referral sheet. Once the referral comes to the director, the director contacts the student for an interview.
Beyond the faculty recommendation requirement, we ask that writing coaches have taken and made As in the required writing courses and are at least sophomores. We ask that math coaches have taken and made As in all required math courses up to Calculus 1 and are at least sophomores. We ask that homework support coaches have completed the courses they will tutor with an A and are at least sophomores. All coaches are required to enroll in tutor certification starting the first available semester.
After the interview, an “orientation” to the center is scheduled and conducted and the student completes the Academic Coach Information sheet.
Supporting Documents: Academic Coach Application Faculty Referral Academic Coach Information Orientation Checklist for New Coaches
Academic Coach Application In order to be a paid academic coach at Newman, you must have completed the courses (preferably at Newman University) you wish to coach and earned at least a B. Return Application to Steve Poulter – 309 Sacred Heart
Date:______For Semester(s): Fall Spring Summer Year______
Page rd 47 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Personal Information
Name
Local Address
Cell phone E-mail
Education
Please include Newman University and the degree(s) you are currently pursuing.
Degree: Major(s) & Minor(s): GPA:
Institution:
Newman University
Coaching Subject(s)
Indicate which subjects you would like to coach:
Math Theology Writing Accounting Chemistry Anatomy Physics Business Statistics Other:______ Biology Computers
Faculty Recommendation
Please list the name of the faculty member you have asked to complete your reference page (See Attached):
Course(s) taken: Phone Ext:
Professor:
Faculty Referral
Applicant:
Please fill in the 3 lines below and give this PAGE to your instructor. Your instructor will then send it to 309 Sacred Heart Hall:
Page rd 48 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Name
Subject(s) you wish to tutor:
Course(s) taken: Semester(s):
Instructor:
This student has applied to be an academic coach and has given your name as a reference. Your candid evaluation of his/her qualifications for this position is appreciated. Poor Excellent Subject Area Skills Knowledge of content 1 2 3 4 5 Ability to communicate subject clearly & imaginatively 1 2 3 4 5 Comments: InterpersonalMath Skills WritingPatience 1 2 3 4 5 Chem 1Tact 1 2 3 4 5 Chem 2 Friendliness/Pleasant affect 1 2 3 4 5 Biology 1 Listening skills 1 2 3 4 5 Biology 2 OrganicPositive Chem 1 attitude 1 2 3 4 5 Comments:Organic Chem 2 Microbiology EmploymentPhysiology Qualities AnatomyPromptness 1 2 3 4 5 CalculusReliability 1 1 2 3 4 5 CalculusSelf-motivation 2 1 2 3 4 5 Comments:Trigonometry Physics WritingEarth/Space Ability Science – only for applicants applying to tutor writing Intro to IT Organization 1 2 3 4 5 ProgrammingCreativity 1 1 2 3 4 5 ImmunologyClarity of expression 1 2 3 4 5 Spanish Correct use of mechanics 1 2 3 4 5 Comments:German HIST 1013 World Civilization 1 HIST 1023 World Civilization 2 Overall: ART 1013 Art Appreciation Highly recommend Recommend Recommend with reservation Not recommended ART 1153 Ancient Art ENGL 2003 Intro to Lit & Crit Instructor Name______ENGL 3033 American Literature 2 ENGL 3063 World Literature 1 Instructor Signature______Date______MUS 1043 Music Theory 1 MUS 2083/4083 Musical Theatre Please return this page to Steve Poulter – 309 Sacred Heart Hall MUS 2093 Heritage of West Music MUS 3083 American Music MATH 1043 College Algebra MATH 1133 Math for Liberal Arts PHIL 1003 Intro to Philosophy Academic Coach Information – Name ______PHIL 2143 Hist of Ancient Phil PHIL 2153 Hist of Medieval Phil PHIL 2163 Histof Modern Phil Page rd PHIL 3033 Ethics 49 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 BIOL 3333 Bioethics BSAD 3093 Business Ethics 1. Please check ALL of the boxes to the left that you can tutor or coach.
2. Please list below all of the days and times that you want to be available on the web scheduler between 8am and 10pm:
Mon. Tues. Wed. Thurs. Fri. Sat. Sun.
3. What is your phone number? 4. What is your major? 5. Are you registered for one of the Tutor Certification Courses? If so, which one? 6. Which Tutor Certification Courses have you completed?
7. What is your current salary? 8. How many HOURS (approximately) have you tutored in the MWC?
Orientation Checklist Initials: Trainer Trainee Topic Where things are: Time sheets Mailboxes /Lost and Found Reference materials (filing cabinet) Writing handouts Printer Extra paper and toner Pencils (give aways) Office supplies Phone lists/contact information Procedures Manual Resource room Keys
Page rd 50 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Passwords/account info Scheduling program Important Procedures (see also Procedures Manual): Arriving Leaving Using online scheduler Weekend/on call procedures Opening/closing Turning in time sheets Locking/unlocking reference cabinet Checking voicemail Checking email Call-in procedures if you must be absent Checking out materials (e.g., calculators) Writing coaches only: Read Bedford Guide for Writing Tutors Explore Writing Center Website Take Plagiarism Tutorial Math coaches only: Read Guidelines for the Tutor of Mathematics Explore Math Center Website
______Signature (new employee) Date
Please sign above and return this sheet to Steve Poulter.
F. TUTORING EVALUATION CRITERIA - Level I: 1. Mark an “X” for any of the evaluation criteria below that is true for your program. a. _ X _ a formal and/or informal evaluation process is in place b. _ X _ a formal and/or informal evaluation occurs on a regular basis c. _ X _ the results of the evaluation process are made known to the tutors 2. Briefly describe your tutor evaluation process, and how it meets the criteria you marked above.
One of 2 events triggers a conference (informal meeting): when a raise in pay is scheduled or when a complaint is registered about a tutor. The first is regular; the second is very rare. The process is made known to tutors through a “Reminders” letter that puts the details of the conference in writing and is handed to the tutor who then checks it for accuracy.
3. Provide sample evaluation documents, and also include them in the “Section 5: List of Supporting Documents”.
Page rd 51 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Supporting Document: Reminders
Reminders Conference Date ______
Hi Whitney,
Thank you for meeting with me. As part of our tracking process, we usually write a letter to remind you (and me) what we talked about in our conference.
I am so glad you are with us and that you have completed the required number of hours (25+) and tutor instruction (Education 2101) to go to the next pay level. Your new pay is 7.90. Please check on your next paycheck to see that it is in effect. Also, don’t forget to enroll in Education 3101 in the fall.
Page rd 52 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 You have been very conscientious about tutoring and all of the reporting and scheduling details. Remember that if you are the last one to leave to close and lock the door. I, too, will remember to print time sheets more quickly. Also remember that I get messages quicker if they are put in my box, though I always check the front desk. About the extra filing cabinet key – I found it behind the trash can and hung it back up on the wall. Remember to check the little file box and call anyone who has left an ID and/or borrowed anything (especially a calculator).
Your clients have had extremely nice things to say about you. They all ask for you by name and want to work with you over anyone else. That says a lot to me. I also got an email from Dr. Sponsel thanking us about keeping her “in the loop.” Most teachers don’t do that. Thank you again for using the center as your place to study and being willing to help out at a moment’s notice – be sure to count the time spent answering the phone or taking walk-ins on your time sheet.
Let me know how you are doing.
Thanks! Steve Poulter
II. REQUIREMENTS FOR LEVEL II CERTIFICATION Application Instructions & Hints A. AMOUNT / DURATION OF TUTOR TRAINING – Level II: Minimum of ten (10) hours of tutor training that meet as one or both of the following options: [Mark an “X” by all that apply.] 1. _ X _ our tutor training course meets: __ each quarter / _ X _ each semester / __ annually 2. __ our tutor training non-course meets: __ each quarter / __ each semester / __ annually
Level II tutors enroll in the Education 3101 course for tutor training, 1 hour a week, for 15 weeks. This totals 15 hours of formal instruction. Level II students have an additional 2 hours or research to complete.
Supporting Document:
Page rd 53 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Syllabus (p 7)
B. MODES OF TUTOR TRAINING - Level II: 1. Minimum of four (4) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR], and may take one or more of the following forms: [Mark an “X” by all that apply.] a. _ X _ workshop instruction or seminar session c. __ Multi-User Environment (MUVE, like Second Life) b. _ X _ face-to-face or online discussions d. _ X _ conferences with a tutor trainer or a supervisor
2. Additional modes of training used include: [Mark an “X” by all that apply.] a. __ videotapes, DVDs, and/or websites d. _ X _ special tutor projects b. __ Webquests, podcasts, webcasts, wikis, blogs e. __ Other (specify): ___ c. _ X _ texts, handouts, scavenger hunts
Supporting Document: Syllabus (p 7)
C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level II: In addition to reviewing the topics covered in Level I training, a minimum of four (4) of the following topics should be covered in Level II training. [topics with and/or count as only 1 choice.] The exact amount of time devoted to each topic may vary. Mark an “X” below for each topic covered in your Level II training sessions. #1 _ X _ Review of Level I topics (REQUIRED) Plus at Least 4 of the Following Topic Choices: #2 _ X _ Use of Probing Questions #3 _ X _ Brain Dominance Learning #4 _ X _ Cultural Awareness, and/or Inter-cultural Communications, and/or Diversity, and/or Special Needs Students #5 _ X _ Identifying and Using Resources #6 __ Tutoring in Specific Skills, and/or Subject Areas #7 __ Assessing or Changing Study Behaviors #8 _ _ Other(s) (specify): ____ [NOTE: You may use more than one “Other” in training, but all will count only as 1 of the required topics.] #9 __ Exception: You may substitute one unused topic from Level I or Level III for ONE of the options above but you MUST include a justification or need for that substitution:
Level II coaches are expected to meet an additional 2 hours (minimum) with the instructor (or write a research paper) to address these issues.
Page rd 54 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Supporting Documents: Syllabus (p 7) Research paper assignment
Education 3101 Research Project
This is an information-gathering and reporting project. For each of the topics below, locate 2 sources from the Bedford Bibliography (or other academic articles or books). For each source, provide a 5-10 statement summary that gives the title and author, an overall summary of the selection, the main point(s), at least one quote supporting the point(s), and your evaluation of the selection. Include a section of concluding statements that ties each of these to tutoring. Maximum: 5 pages.
Use of probing questions in a tutoring situation Brain dominance learning Special Needs Students Identifying and Using Resources
D. REQUIRED TUTORING EXPERIENCE - Level II: Required for Level II: After completion of all of the Level I requirements, Level II tutors must complete at least 25 additional hours of actual tutoring time, for a minimum of 50 cumulative hours of actual tutoring. Documentation is required. 1. Briefly describe the tracking & reporting method(s) you use to monitor the time your tutors spend actually working with students.
WCOnline (scheduling/tracking software on web) is crosschecked with time sheets.
2. Include a sample report for at least one tutor over a time period of at least 2 weeks. [Create a sample report, if you wish.] Your report(s) should include the following: the tutor’s name, students’ names, times in & out, & the total tutor time actually working with students during that period. List your report name here, and include the report name(s) in the “Section 5: List of Supporting Documents”.
REPORT NAME: Report: Whitney – April, 2011
Supporting Document: Report: Whitney – April 2011 (p 44)
E. TUTORING SELECTION CRITERIA - Level II = Met at Level I
Page rd 55 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 F. TUTORING EVALUATION CRITERIA - Level II = Met at Level I
III. REQUIREMENTS FOR LEVEL III CERTIFICATION Application Instructions & Hints A. AMOUNT / DURATION OF TUTOR TRAINING – Level III: Minimum of ten (10) hours of tutor training that meet as one or both of the following options: [Mark an “X” by all that apply.]
1. _ X _ our tutor training course meets: __ each quarter / _ X _ each semester / __ annually 2. __ our tutor training non-course meets: __ each quarter / __ each semester / __ annually
Page rd 56 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Level III tutors enroll in the Education 4101 course for tutor training, 1 hour a week, for 15 weeks. This totals 15 hours of formal instruction. Level III tutors have an additional 2 hours or research to complete.
Supporting Document: Syllabus (p 7)
B. MODES OF TUTOR TRAINING - Level III: 1. Minimum of two (2) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR], and may take one or more of the following forms: [Mark an “X” by all that apply.] a. _ X _ workshop instruction or seminar session c. __ Multi-User Environment (MUVE, like Second Life) b. _ X _ face-to-face or online discussions d. _ X _ conferences with a tutor trainer or a supervisor 3. Additional modes of training used include: [Mark an “X” by all that apply.] a. __ videotapes, DVDs, and/or websites d. _ X _ special tutor projects b. __ Webquests, podcasts, webcasts, wikis, blogs e. __ Other (specify): ___ c. _ X _ texts, handouts, scavenger hunts
Supporting Document: Syllabus (p 7)
C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level III: In addition to reviewing the topics covered in Levels I & II training, a minimum of four (4) of the following topics should be covered in Level III training. [topics with and/or count as only 1 choice.] The exact amount of time devoted to each topic may vary. Mark an “X” below for each topic covered in your Level III training sessions. #1 _ X _ Review of Level s I & II topics (REQUIRED) Plus at Least 4 of the Following Topic Choices: #2 _ X _ Self-regulated Learning, and/or Brain Learning, and/or Memory #3 __ How to Tutor/Deal with Target Populations #4 _ X _ The Role of Learning Centers in Higher Education #5 __ Structuring the Learning Experience #6 _ X _ Training and Supervising Other Tutors (Supervisory Skills) #7 _ X _ Group Management Skills (Group Interaction and Group Dynamics) #8 _ _ Other(s) (specify): ____ [NOTE: You may use more than one “Other” in training, but all will count only as 1 of the required topics.] #9 __ Exception: You may substitute one unused topic from Level I or Level II for ONE of the options above but you MUST include a justification or need for that substitution:
Page rd 57 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Supporting documents: Syllabus (p 7) Research paper assignment
Education 4101 Research Project
This is an information-gathering and reporting project. For each of the topics below, locate 2 sources from the Bedford Bibliography (or other academic articles or books). For each source, provide a 5-10 statement summary that gives the title and author, an overall summary of the selection, the main point(s), at least one quote supporting the point(s), and your evaluation of the selection. Include a section of concluding statements that ties each of these to tutoring. Maximum: 5 pages.
Memory The Role of Learning Centers in Higher Education Training and Supervising Other Tutors (Supervisory Skills) Group Management Skills (Group Interaction and Group Dynamics)
D. REQUIRED TUTORING EXPERIENCE - Level III: Required for Level III: After completion of all of the Levels I & II requirements, Level III tutors must complete at least 25 additional hours of actual tutoring time, for a minimum of 75 cumulative hours of actual tutoring. Documentation is required. 1. Briefly describe the tracking & reporting method(s) you use to monitor the time your tutors spend actually working with students.
WCOnline (scheduling/tracking software on web) is crosschecked with time sheets.
2. Include a sample report for at least one tutor over a time period of at least 2 weeks. [Create a sample report, if you wish.] Your report(s) should include the following: the tutor’s name, students’ names, times in & out, & the total tutor time actually working with students during that period. List your report name here, and include the report name(s) in the “Section 5: List of Supporting Documents”. REPORT NAME: Report: Whitney – April 2011 (p 44)
Supporting Document: Report: Whitney – April 2011 (p 44) . E. TUTORING SELECTION CRITERIA - Level III = Met at Level I F. TUTORING EVALUATION CRITERIA - Level III = Met at Level I
Page rd 58 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Section 4: Summary Charts - Level I (Required) Application Instructions & Hints
SUMMARY CHART – LEVEL I : Session Title ITTPC Topic When Amount Methods Specify the Materials Used / Covered Used Documentation
Page rd 59 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 of time (include page numbers) What are we doing here? Definition of tutoring Session 2 1 hr Discussion (1) Bedford 22-25 Tutor responsibilities
Tutoring ABCs Basic tutoring guidelines Session 3 1 hr Discussion (2) Peer Tutoring 11-24
Tutoring ABCs Begin/end tutor session Session 4 1 hr Discussion (2) Peer Tutoring 25-45 Active listening/ Role play Paraphrasing
Tutoring ABCs Role modeling Session 5 1 hr Role play
Begin with the end in mind Setting goals/planning Session 6 1 hr Discussion
Different strokes Learning theory Session 7 1 hr Discussion
Different strokes Learning styles Session 8 1 hr Discussion
Different strokes Adult learners Session 9 1 hr Discussion
Issues Plagiarism Session 10 1 hr Discussion
Issues Sexual harassment Session 11 1 hr Discussion
(1) The Bedford Guide for Writing Tutors - Ryan (2) Allyn and Bacon Guide to Peer tutoring - Learner
Section 4: Summary Charts - Level II (Required) Application Instructions & Hints
SUMMARY CHART – LEVEL II : Session Title ITTPC Topic When Amount Methods Specify the Materials Used / Covered Used Documentation of time (include page numbers)
Page rd 60 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 (Same as level I) (Same as level I) Sessions 2- 10 hrs (Same as level I) (Same as level I) 11
Intermediate supplement Probing questions Week 13 1hr Outside research/ Bedford bibliography Using resources discussion
Intermediate supplement Brain dominance Week 14 1hr Outside research/ Bedford bibliography learning discussion Special needs students
Section 4: Summary Charts - Level III (Required) Application Instructions & Hints
SUMMARY CHART – LEVEL III : Session Title ITTPC Topic When Amount Methods Specify the Materials Used /
Page rd 61 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Covered Used Documentation of time (include page numbers) (Same as levels I and II) (Same as levels I and II) Sessions 2- 10 hrs (Same as levels I and (Same as levels I and II) 11 II) Mastery supplement Memory Week 15 1 hr Outside research/ Bedford bibliography Role of Learning discussion centers Mastery supplement Supervisory skills Week 16 1hr Outside research/ Bedford bibliography Group management discussion skills
Section 5: List of Supporting Documents Application Instructions & Hints
My List of Supporting Documents: Administrative Documents: (alphabetical listing of documents)
Academic Coach Application.doc Academic Coach Information.doc
Page rd 62 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011 Faculty Referral Form.doc Orientation Checklist.doc Overview.doc Remindes.doc Report: Whitney – April 2011.doc Staff Manual.doc
Level I Training Documents: (alphabetical listing of documents) Allyn and Bacon Guide to Peer tutoring – Learner ISBN 0-321-18283-9 Bedford Guide for Writing Tutors - Ryan ISBN 0-312-39051-3 Syllabus
Level II Training Documents: (alphabetical listing of documents) Bedford bibliography - http://www.bedfordstmartins.com/CATALOG/static/bsm/bb/contents.html Research Assignment Syllabus
Level III Training Documents: (alphabetical listing of documents) Bedford bibliography - http://www.bedfordstmartins.com/CATALOG/static/bsm/bb/contents.html Syllabus Research Assignment
Section 6 (optional): Applicant’s Self-Check List (a link to a quick list of: ‘Did I do all I needed to do to complete this appl.?”
Page rd 63 3 Stage: Re-certification ITTPC Program Certification Application Packet Rev: 11/02/2011