OU's Tutor/Learning Specialist Handbook

Table of Contents

Letter from Dr. Gurney...... 2 Letter from Col. Garibay...... 3 Acknowledgements...... 4 Athletic Student Life Mission Statement/Introduction...... 5 Equal Opportunity Statement...... 6 About Prentice Gautt...... 7 Athletic Student Life...... 8

Rules, Policies, and Procedures...... 9 Rules, Policies and Procedures...... 10-15 NCAA Rules and Regulations...... 16 Sports Wagering Activities & NCAA Legislation...... 17,18

Tutoring Overview...... 19 What is Tutoring?...... 20 Expectations of Tutors...... 21,22 Content Tutors Expectations...... 23 Don’t Forget Your Bag of Tricks...... 24 What Should I do at my First Tutor Session...... 25 Why Won’t They Talk...... 26 Disabilities & Deficits...... 27,28 Learning Styles & Study Strategies...... 29-33 Frequently Asked Questions...... 34

Learning Specialist...... 35 Learning Specialist Overview...... 36-38 First Session Responsibilities...... 39 Situations and Strategies...... 40-43 Carson and Charlotte Thompson Writing & Study Skills Center...... 44 English Tutor Expectations...... 45

Students with Disabilities...... 46 Students with Disabilities...... 47-49

NCAA & Big 12 Academic Eligibility Requirements...... 50 Academic Calendar...... 51,52 Monthly Calendar...... 53-58

1 Letter from Dr. Gurney

The University of Oklahoma ATHLETICS DEPARTMENT

Dear Athletic Student Life Office Employee,

On behalf of the Athletic Student Life Office staff, I would like to thank you for your excellent work in providing tutoring and supplemental instruction for our student-athletes. We appreciate all your efforts in helping our student-athletes with their educational experiences.

You may be aware that allegations have been made of academic misconduct at other universities involving improper tutoring of student-athletes. Some note takers/tutors have been accused of misconduct for doing the academic assignments and papers for student-athletes. Maintaining the highest level of academic integrity is an essential component of the University of Oklahoma Athletics Department and its Athletic Student Life Office. We must be vigilant about our duties and responsibilities. The purpose of this letter is to remind you of your roles in note taking/tutorial support and the conduct expected of employees in the University of Oklahoma Athletic Student Life Office. Please note the following basic note taking/tutoring guidelines when working with student-athletes:

• Tutors should not write papers or do assignments for student-athletes. • Tutors may not type papers for student-athletes. Tutors should not sit at a computer with a student- athlete and create a paper. • Tutors should assist student-athletes to develop their original thoughts and guide them through re- search and other learning processes. • Tutors and writing consultants should assist students-athletes by teaching proper grammar, but class assignments and papers should be derived from their own thoughts.

It may be difficult deciding what constitutes too much work. If you are unclear of any aspect of your duties and responsibilities, please do not hesitate to contact Athletic Academic Services. Thank you again for your fine work.

Sincerely,

Dr. Gerald Gurney Sr. Associate Athletics Director for Academics & Student Life

Athletic Student Life - NCAA CHAMPS/Life Skills “Program of Excellence” Award Winner OU Academic Center, 180 West Brooks, Room 2634, Norman, Oklahoma 73019-0210 (405) 325-8265 Fax (405) 325-0806; Academic Advising (405) 325-8373; Sooner Housing (405) 325-8403; Computer Center (405) 325-8474; Career Center (405) 325-8384; Foreign Language Center (405) 325-0117; Mathematics Center (405) 325-0554; Writing and Study Skill Centers (405) 325-8376

2 Letter from Col. Garibay

The University of Oklahoma ATHLETICS DEPARTMENT

Dear Academic Services Employee,

Welcome to the University of Oklahoma Athletic Student Life Academic Services team. I look forward to getting to know and working with each of you as we assist our student-athletes in achieving their individual academic goals.

Your active participation and professional development are the major goals of the initial orientation training. We have prepared this tutor handbook for each of you to keep as a reference and to help make your transition with us a little easier. Enclosed you will find key policy information concerning:

• Academic misconduct/dishonesty • Sexual harassment • Fraternization • Confidentiality

Your orientation will include meetings with Athletic Student Life staff on various topics which are essential to new employees, as well as individual training with your respective unit coordinators.

Please take the time to read this handbook. It will assist with an understanding of what Athletic Aca- demic Services expects of you, as well as answer any questions that might be running through your mind about your new position.

Finally, let me say how excited I am that you have decided to join our academic team! If I can assist you in any way, please do not hesitate to contact me at any time.

Sincerely,

Randy J. Garibay, LTC (Ret), USA Assistant Director for Athletic Academic Affairs / Academic Services

3 Acknowledgements

The Tutoring and Learning Specialist Handbook was prepared by Jarrett Turner, Coordinator of Athletic Aca- demic Services, Athletic Student Life under the direction of Randy J. Garibay, LTC (Ret.), USA, Assistant Director of Athletic Academic Affairs, University of Oklahoma. Content was also provided by The OU Athletic Academic Services Tutorial Handbook, The Oklahoma State Regents for Higher Education Mentoring Training Hand- book, and College Study: The Essential Ingredients.

In addition, the University of Oklahoma Athletic Academic Services would like to express a special thanks to the following people and their respective institutions for their valuable knowledge, correspondence, and assistance in the creation of this handbook:

Ruth Bolzenius, Ohio State University Shawn Bowyer, Penn State University Walter Goffigan, Kansas State University Jeanne Hieronimus, Louisiana State University Terry MacDonald, Syracuse University Kim Meszaros, Princeton University Beth Stice, University of Kentucky Drew Scales, Virginia Tech University Joe Scogin, University of Missouri Jason Storch, University of Florida Kathy Sulentic, University of Colorado Kevin White, Florida State University Patricia Wilson, University of Buffalo

Additional thanks for information and guidance provided by Suzette Dyer, Director of the Office of Disability and Judicial Services at the University of Oklahoma.

Handbook design by Mark Selking.

Material was obtained and adapted for our use from the following sources:

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), APA, Washington D.C., 1994. East Carolina University Tutor Handbook. James, W.B. and W.E. Blank. Review and Critique of Available Learning Style Instruments for Adults. New Directions for Adult and Continuing Education. 1993. “Learning Disabilities”. Faculty Room. University of Washington. 2004. http://www.washington.edu/doit/faculty/strategies/disability/LD Northern Illinois University Tutor Handbook. University of Texas Tutor Handbook. 2001 College Freshmen with Disabilities, Heath Resource Center, Washington D.C., 2001.

4 Introduction

The OU Athletics Department Academic Services Office strives to cultivate an effective learning environment for student-athletes while fostering the development of academic and self-management skills necessary in life. To aid in this endeavor, the Athletic Student Life Office provides a variety of academic support services to student-athletes including academic counseling, tutoring, supplemental instruction, Learning Specialists, supervised study, note- taking, skill development, writing, math, and language centers.

Tutoring and Learning Specialists are a vital element of this comprehensive program. It is a means by which student-athletes receive not only information, but also study strategies that will assist them in future course work. Tutors and Learning Specialists have a responsibility to help develop and maintain these strategies throughout their work with student-athletes. The Athletic Academic Services Office is eager to help tutors and Learning Specialists face this challenge in a way that will produce positive results.

The purpose of this handbook is to provide information about the goals, policies, and procedures of the tutoring and Learning Specialist program. Tutors and Learning Specialists will be responsible for understanding and adher- ing to these guidelines.

This handbook outlines procedures and policies involving forms, reports, accountability, program structure, and organization. It addresses tutor and Learning Specialist responsibilities with an emphasis on communication, study skills, time management, and motivation. Copies of relevant forms are also included for reference.

Athletic Student Life Mission Statement

The mission of the University of Oklahoma Athletics Department is to inspire champions today and prepare leaders of tomorrow by providing opportunities and support for student-athletes to develop an appreciation for community service, skills for life and reach their highest academic potential. The academic, resident life, and student life units of the Athletics Department support student-athletes through assessment, counseling and skill development services so they may balance their academic and athletic responsibilities and maximize their potential.

Objectives

• To graduate student-athletes at a level consistent with the University of Oklahoma student body. • To graduate all student-athletes who complete their eligibility at the University. • To graduate each team at a level consistent with or better than the University student body. • To meet the challenges of NCAA academic reform legislation. • To provide meaningful opportunities for service to the community. • To assess student-athletes academic skills and develop strategies for their success in the classroom. • To provide excellent resources and training to enhance student-athlete learning skills. • To enhance career development skills enabling student-athletes to understand their vocational interests and paths to realize their aspirations. • To provide the outstanding academic, personal and career counseling to student-athletes. • To foster the development of student-athlete interest and opportunities in intercollegiate athletic administration. • To provide outstanding developmental experiences for residents of the Sooner Housing Center.

Please contact the Athletic Academic Services Office at 325-8453 for additional information.

5 Equal Opportunity Statement

This institution, in compliance with all applicable Federal and State laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices, or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services.

Individuals are assured protection from harassment, retaliation, and discrimination for filing a complaint or assisting in an investigation under all relevant Equal Opportunity policies and procedures. Complaints of discrimination may be filed with the Affirmative Action Office.

All lawfully required documents, including the University’s Affirmative Action Plans, are available for inspection in the Affirmative Action Office between the hours of 8:00 a.m. and 5:00 p.m. on any working day. The contact person in that office will be the Affirmative Action Officer or a designated staff member.

The Affirmative-Action Office on the Norman Campus is located at 660 Parrington Oval, Suite 102, Norman, Oklahoma. The office may be reached by telephone (405) 325-3546, V/TDD (405) 225-3546 or FAX (405) 325-7605.

6 About Prentice Gautt

Dr. Prentice Gautt was the first black athlete to receive an athletic scholarship and the support of legendary Sooner coach Bud Wilkinson. Gautt was a success on the field and in the classroom, and proved to be the epitome of a student-athlete. A two-time All-Big Eight honoree and an Academic All-American, he led OU in rushing in 1958 and 1959 and was named MVP of the 1959 Orange Bowl.

After learning that the Tutoring and Learning Specialist program would be named after him in January of 2004, Gautt offered his own advice by stating, “For this mentoring program to have a modicum of success, it is essential that the staff not only understand and be a part of expressing the concepts on paper, but it must ensure that the mentor’s behaviors speak volumes louder than these words, assisting the student-athletes’ comprehension of what the program is about: the staff’s assisting in the development of integrity and a firm personal/social foundation for those who participate. Moreover, I would hope that the process will be as edifying for the mentors as it will be for the mentees.”

7 Athletic Student Life

Following the theme of student-athlete welfare, Athletic Student Life strives to continue OU’s tradition of creating champions on the field, in the classroom, and in the community. With Gautt’s accomplished history of exemplifying successes that student-athletes can attain, and he was the perfect person to model our student-athlete study management program after at the University of Oklahoma.

The Prentice Gautt Tutor and Learning Specialist Program is another example of the support services that Athletic Student Life has added to its award winning department. Previous awards and honors Athletic Student Life has received include:

NCAA CHAMPS/ Life Skills Program of Excellence Award • Awarded by Division IA Athletic Directors Association in recognition for the nations innovative programs in support of student-athlete welfare

University of Oklahoma President’s Trophy Winner • Awarded the Sooner Housing Center for outstanding academic success, involvement in campus activities, commu nity service, and cultural interaction displayed by its residents

USA TODAY/NCAA Academic Achievement Award • Awarded to OU for registering the highest one year increase in student-athletes’ graduation rates in the NCAA’s top football playing Division 1A

8 Rules, Policies, & Procedures

9 Rules, Policies and Procedures

Tutor Session and Location All sessions MUST be conducted in the Prentice Gautt Academic Center on the 2nd & 3rd floor of the Oklahoma Memo- rial Stadium. Under no circumstances is it acceptable to tutor a student-athlete in any other location. Sessions can be held on the following days and times:

Sunday: 2:00 p.m. to 11:00 p.m. Monday - Thursday: 7:00 a.m. to 11:00 p.m. Friday: 7:00 a.m. to 6:00 p.m.

Reporting/Forms Forms reporting mandatory and individualized supplemental instruction are to be submitted electronically after each session.

Tutors are required to completely fill out the Tutor Session Summary screen for each tutoring session.

Tutor Evaluation forms may be completed by the student-athlete periodically. This form gives the student-athlete an opportunity to evaluate the tutor.

Tutors and student-athletes will be required to sign a daily support list. By signing this form, the tutor affirms that he or she has not provided assistance that would violate NCAA Bylaws, the University of Oklahoma’s Academic Integrity Code, or The University of Oklahoma’s Department of Intercollegiate Athletics academic policies.

Student-Athlete Tardiness or No Shows Both student-athletes and tutors are expected and required to be on time for all tutor sessions. Tutors should arrive before their tutor sessions with enough time to allow for any preparation. It is very important that tutors record “no shows” not only so that tutors can be paid, but also because it informs the Academic Services staff of a student-athlete’s status. For individualized and mandatory tutoring, the Tutor Session Summary Form contains a drop down box to record absences.

1. Tutors will wait at least 10 minutes for a student-athlete to arrive for their scheduled tutor session before leaving.

2. Tutors must complete the relevant Tutor Session Summary screen or form to record whether the student was absent or tardy.

3. In the event that a student-athlete is absent, tutors will be paid for the session as long as the proper procedure has been followed and submission of a Tutor Session Form was completed. Tutors will be paid for one hour of tutor time.

10 Rules, Policies and Procedures Continued

Reporting Requested Tutoring When a student-athlete comes to Academic Services Office and requests a tutor, they will inform the tutorial coordinator with the times they are able to meet. The tutor will then be contacted by the Tutorial Coordinator with the times the student-athlete can meet. Once a time is set, both parties will be emailed and then the session will be monitored. Upon completion of the requested session, a Tutor Session Summary Form needs to be submitted just like it would be for a mandatory session.

Preparation Tutors can be compensated for preparation time needed for upcoming tutor sessions as long as they receive qualify- ing permission from the Tutorial Coordinator beforehand. All tutors must do their prep work at the Prentice Gautt Academic Center in order to be compensated.

Athletic Academic Services strongly recommends that all tutors use preparation time. Preparation ensures that during supplemental instruction the tutor is able to provide the student-athlete with the necessary support to succeed.

11 Rules, Policies and Procedures Continued

Cancellation Under no circumstance is a tutor allowed to cancel a mandatory tutor session without the permission of the Tutorial Coordinator. No tutor is allowed to grant permission to a student-athlete to leave a mandatory tutor session prior to completion of the session.

If a circumstance arises in which a tutor is unable to attend a scheduled session (mandatory or voluntary), the tutor must do everything within their means to contact the Tutorial Coordinator at least 24 hours in advance.

Length of Sessions Tutor sessions vary in length according to the amount of work/preparation the student-athlete needs.

Requested Tutoring For individually requested supplemental instruction, the session times generally run about an hour, but may run longer or shorter depending on the amount of material that needs to be covered. Additional sessions may need to be scheduled.

Mandatory Tutoring For mandatory supplemental instruction, the session must be at least one hour long with the option to stay longer if needed. It is important to note that tutors for mandatory sessions do not have the authority to cancel sessions or end them early. Student-athletes in mandatory sessions have been specifically placed there because of a recognized need for extra study time and are required to stay the entire time.

Learning Center Supplemental Instruction For learning center tutoring (math & language), the session length varies in accordance with the athletes needs.

Relationship with Student-Athletes (Fraternization) Tutors/Learning Specialists are expected to restrict their involvement with student-athletes. The relationship should be characterized by a certain professional distance between the tutor/learning specialist and the student-athlete. It is beyond the scope of a tutor/learning specialist to fraternize with student-athletes or try to solve their personal problems. Failure to comply with these policies may be grounds for termination of employment. Please refer to the OU Student Code of Responsibilities and Conduct regarding consensual sexual relationships.

Evaluation Tutors will periodically be evaluated on their job performance. Tutor evaluations will evaluate knowledge of subject matter, promptness, and past student-athlete evaluations. Evaluations are helpful in providing suggestions on how tutors can be more effective. They also act as a mechanism to ensure that only the best tutors are working with student-athletes.

Copy Machine Tutors are allowed to make copies for tutor sessions provided the material is academic in nature and related to the course the tutor is helping the student-athlete in. All requests for copies should be given to the Coordinator of Athletic Tutoring Services. Tutors are not allowed to make copies without approval from the Coordinator of Athletic Tutoring Services.

12 Rules, Policies and Procedures Continued

Required Training Monthly training sessions will assist in helping you: • Choose appropriate teaching strategies for effective sessions • Find various methods • Assist in identifying and assessing appropriate interventions • Reflect on the instruction and progress • Identify performance gaps

These meetings are part of your job requirement. You will be evaluated on the following: 1. How does the tutor work with others to find the best interest for the student? 2. What kinds of changes is the tutor implementing to improve instruction/interaction? 3. Is the tutor resistant to best practices? 4. Is the tutor reflective in practice?

Books and Supplies Athletic Academic Services will provide a library of key texts for use by tutors during sessions and for preparation purposes. Any tutor who needs a text will be required to check the book out from room 2681, and check it back in after the session. Under no circumstances should tutors lend these books to student-athletes or take the books out of the Academic Center without consulting the Tutorial Coordinator. If a tutor needs a particular text or any additional supplemental instructional material, they must see the Tutorial Coordinator.

Student-Athletes Although student-athletes should be aware of their responsibilities, learning specialists have a role to play in reminding them of their responsibilities. Student-athletes should attend all of their classes. They should keep their learning specialists/tutors informed of upcoming assignments, quizzes, tests, etc., as well as material covered in class. Tutors should ask for a copy of the student-athlete’s syllabus to make sure that relevant coursework is covered during the tutor session. Although it is the student-athlete’s responsibility to pay attention in class and be familiar with material, tutors should look for opportunities to clarify concepts as well as help with difficult areas within the course.

Supervised Study Many student-athletes are required to attend a specified number of supervised study hours per week as designated by their coaches or academic counselors. Study hall is an environment that provides a structured atmosphere where student-athletes can come to study as well as receive aid in their studies. This structured environment is a way to help student-athletes learn effective time management skills and also acts as weekly built in time for student-athletes to finish necessary class work. Supervised study is located on the 2nd floor of the Prentice Gautt Academic Center.

Internet Policy All computers (to include lap tops) within the Prentice Gautt Academic Center will be monitored by the Athletics Compliance Department. Websites will be monitored including but not limited to, pornography, weapons, drugs, gambling and sites that could be seen as a representation of academic misconduct. Any violations of NCAA, Big 12 rules or the University and Athletics Department codes of conduct could lead to immediate termination of employment.

13 Rules, Policies and Procedures Continued

Tutors/Learning Specialists found violating any of the following academic services rules will be subject to dismissal.

If a tutor or learning specialist is ever in doubt or feels as if the rules are unclear, he or she should see a staff member before proceeding. These rules are to be taken seriously.

Severe consequences for the tutor/learning specialist, the student-athlete, and the athletic program may result if violations occur.

Plagiarism To understand what is and is not considered plagiarism, the meaning of academic integrity should be examined. Academic integrity means honesty and responsibility in scholarship. Professors and students have to obey the rule of honest scholarship. The basic assumptions about academic work at OU are: 1. Students attend OU in order to learn and grow. 2. Academic assignments exist for the sake of this goal. 3. Grades exist to show how fully the goal is attained. 4. Thus, all work and all grades should result from the student’s own effort to learn and grow. Academic work completed any other way is pointless, and grades obtained any other way are fraudulent.

In light of this understanding, a tutor or learning specialist should not do a student-athlete’s work or encourage plagiarism in any manner. According to the University of Oklahoma Student Guide to Academic Integrity, the following rules apply:

1. IT IS PLAGIARISM TO COPY WORDS AND PRESENT THEM AS ONE’S OWN WRITING. It is the worst form of plagiarism to copy part or all of a paper from the Internet, from a book, or from another source without indicating in any way that the words are someone else’s. To avoid this form of plagiarism, the student must BOTH place the quoted material in quotation marks AND use an acceptable form of citation (APA, MLA, etc.) to indicate where the words come from.

2. IT IS PLAGIARISM TO COPY WORDS, EVEN IF ONE GIVES THE SOURCE, UNLESS IT ALSO INDICATES THAT THE COPIED WORDS ARE A DIRECT QUOTATION. Simply documenting the source in a footnote or bib- liography is inadequate. A student must also indicate that the words themselves are quoted from someone else. To avoid this form of plagiarism, put all quoted words in quotation marks or use equivalent punctuation.

3. IT IS PLAGIARISM TO COPY WORDS AND THEN CHANGE THEM A LITTLE, EVEN IF ONE GIVES THE SOURCE. Repeating someone else’s writing in different words so it is not a direct quotation is called “paraphrasing.” Paraphrasing is fine as long as the source is indicated and the new expression is original. When the expression remains substantially similar to the source as a whole, or in one of its parts, it is plagiarism. Even if not specifically prohibited by the instructor, writing a paper by copying words and then altering them violates OU’s basic assumption about writing and may easily result in a charge of academic misconduct. To count as original, the student’s paper must be significantly different from his or her sources so that a reasonable reader would consider it a new piece of writing. If the writing is substantially similar to someone else’s work where individual variations would be expected, it is plagiarism.

4. EVEN IF THE WORDS ARE ORIGINAL, IT IS PLAGIARISM TO PRESENT SOMEONE ELSE’S IDEAS AS THE STUDENT’S OWN. It is plagiarism to present someone else’s original arguments, lines of reasoning or factual discoveries as original, even if one presents the material in a new wording. To avoid this form of plagiarism, the source should be cited.

Any tutor or learning specialist who assists student-athletes in facilitating plagiarism/academic dishonesty will be dismissed immediately.

14 Rules, Policies and Procedures Continued

Sexual Harassment OU has stated clearly that sexual harassment will not be tolerated on campus. Sexual harassment is defined as unwelcome sexual advances, or unwelcome requests including the use of sexually oriented language. Any tutor/learning specialist who commits an act of sexual harassment will be dismissed immediately. Definitions of sexual harassment may be found in the OU Student Code of Responsibilities and Conduct.

Confidentiality All tutors/learning specialists sign a statement agreeing to maintain confidentiality in their work with student-athletes. Please discuss a student’s academic concerns, academic needs, or academic problems only with the student-athlete or, Athletic Academic Service Office Staff.

Do not discuss student-athletes’ academic concerns with: 1. Other students 2. People in your department 3. Someone you meet in a social situation 4. Your personal friends or family 5. Members of the media 6. Anyone other than the student-athlete or Athletic Academic Services Office Staff

Successful tutors will establish a close professional relationship with the student-athlete. This relationship will be based primarily on trust and can be very rewarding. It is important that tutors do not violate this trust. Violation of this policy is grounds for termination of employment.

Gambling A tutor should be aware the University does not condone gambling activities of any kind. In addition, NCAA rules prevent any Athletics Department staff member, including tutors, from participating in sport-related gambling activities. Specifically, tutors shall not knowingly:

• Provide information to individuals in organized gambling activities concerning any collegiate athletics competition • Provide information about student-athlete’s academic status or injuries • Solicit any bet on any intercollegiate team • Bet on any team representing OU • Participate in any gambling activity that involves intercollegiate athletics or professional athletics through a bookmaker, parlay card, or any other method or organized gambling.

15 NCAA Rules & Regulations

This is a brief overview of the NCAA rules that may affect you. As an employee of the Athletics Department, a prior relationship that you have with a student-athlete changes. If you do have an established relationship (which began prior to your employment with our department) with a student-athlete that you wish to maintain, let us know so that we can document the relationship. This is necessary to avoid the possibility of NCAA violations in the future. The fact that you may provide some of the benefits listed below for your non-student- athlete acquaintances does not justify similar action with our student-athletes.

The student-athlete shall not receive any extra benefit. The term “extra benefit” refers to any special arrangement by an institutional employee or representative of the institution’s athletic interest to provide the student-athlete or his/her relatives or friends with a benefit not expressly authorized by NCAA legislation. Examples of non-permissible benefits follow:

• movie tickets, sporting event tickets, or other entertainment • dinners • use of car • providing or loaning of money • birthday or holiday gifts/greeting cards • guarantee of bond or paying bail • providing transportation • signing or co-signing a note with an outside agency to arrange a loan • typing reports or papers without charge or at a reduced rate • performing school work or taking tests for student-athletes • use of departmental copy machines for or by student-athletes • special discount, payment arrangement or credit on a purchase (e.g. airline ticket, clothing) or a service (e.g. laundry, dry cleaning) from an institutional employee. An employee may not provide a student-athlete with professional services (for which a fee would normally be charged) without charge or at a reduced cost unless they are available on the same basis to the general student body. An employee may not allow a student-athlete to use a telephone or credit card for personal reasons without charge or at a reduced cost.

The above list is just a sample of some of the more common benefits that are NOT permissible. Always check with an Athletics Depart- ment Academic staff member if you are unsure about a situation or if you have questions about NCAA rules. Remember, you are exposed to private and confidential information regarding our student-athletes. Under no circumstances should you discuss their personal or academic affairs with other students, reporters, members of the media, etc. Failure to abide by these NCAA rules will result in immediate termination of your employment with the Athletics Department.

(Adapted from the University of Texas Tutor Handbook)

16 Sports Wagering Activities & NCAA Legislation

Please take a few moments to read over this extremely important information. In April 2007, the NCAA passed several pieces of legislation regarding gambling, each of these became effective on August 1, 2007. These new rules formally define what is considered gambling and whom they apply to.

Who do these new regulations regarding gambling apply to?

* Staff members of an institution’s athletics department; * Nonathletics department staff members who have responsibilities within or over the athletics department (e.g., chancellor or president, faculty athletics representative, individual to whom athletics reports); * Staff members of a conference office; and * Student-athletes.

Who is classified as an institutional athletics department staff member?

Please see the NCAA Interpretation from December 13, 2000, immediately below.

Definition of Institutional Staff Member (I) Date Issued: Dec 13, 2000 Type: Official Interpretation:

The unthical-conduct provisions set forth in Bylaw 10.1 applicable to institutional staff members include any individual who performs work for the institution or the athletics department, even if the individual is a student at the institution (e.g., student manager, student trainer) and/or does not receive compensation from the institution for performing such services (e.g., volunteer coaches, undergraduate assistant coaches and graduate assistant coaches). [References: Bylaws 10.1 and 10.1-(b) (unethical conduct), and official interpretation 09/06/00, Item No. 3

How has the NCAA defined gambling and sports wagering?

Examples of sports wagering include, but are not limited to:

* The use of a bookmaker or parlay card * Internet sports wagering * Auctions in which bids are placed on teams, individuals or contests * Pools or fantasy leagues in which an entry fee is required and there is an opportunity to win a prize * Use of a Sports Book at a casino

Does this mean no wagering on any sports?

The prohibition against sports wagering applies to any institutional practice or any competition (intercollegiate, amateur, or professional) in:

* Sports which the NCAA conducts championship competition * Bowl subdivision football (formerly referred to as Division I-A football) * Emerging sports for women

17 Sports Wagering Activities & NCAA Legislation Continued

10.02.1 Sports Wagering. Sports wagering includes placing, accepting or soliciting a wager (on a staff member’s or student-athlete’s own behalf or on the behalf of others) of any type with any individual or organization on any intercollegiate, amateur or professional team or contest. Examples of sports wagering include, but are not limited to, the use of a bookmaker or parlay card; Internet sports wagering; auctions in which bids are placed on teams, individuals or contests; and pools or fantasy leagues in which an entry fee is required and there is an opportunity to win a prize. (Adopted: 4/26/07 effective 8/1/07)

10.02.2 Wager. A wager is any agreement in which an individual or entity agrees to give up an item of value (e.g., cash, shirt, dinner) in exchange for the possibility of gaining another item of value. (Adopted: 4/26/07 effective 8/1/07)

10.3 Sports Wagering Activities The following individuals shall not knowingly participate in sports wagering activities or provide information to individuals involved in or associated with any type of sports wagering activities concerning intercollegiate, amateur or professional athletics competition: (Adopted: 4/26/07 effective 8/1/07) (a) Staff members of an institution’s athletics department; (b) Nonathletics department staff members who have responsibilities within or over the athletics department (e.g., chan cellor or president, faculty athletics representative, individual to whom athletics reports); (c) Staff members of a conference office; and (d) Student-athletes.

10.3.1 Scope of Application. The prohibition against sports wagering applies to any institutional practice or any competition (intercollegiate, amateur or professional) in a sport in which the Association conducts championship competition, in bowl subdivision football and in emerging sports for women. (Adopted: 4/26/07 effective 8/1/07)

10.3.2 Sanctions. The following sanctions for violations of Bylaw 10.3 shall apply: (Adopted: 4/27/00 effective 8/1/00, Revised: 4/26/07 effective 8/1/07) (a) A student-athlete who engages in activities designed to influence the outcome of an intercollegiate contest or in an effort to affect win-loss margins (“point shaving”) or who participates in any sports wagering activity involving the student- athlete’s institution shall permanently lose all remaining regular-season and postseason eligibility in all sports. (Revised: 4/26/07 effective 8/1/07) (b) A student-athlete who participates in any sports wagering activity through the Internet, a bookmaker or a parlay card shall be ineligible for all regular-season and postseason competition for a minimum of a period of one year from the date of the institution’s determination that a violation occurred and shall be charged with the loss of a minimum of one season of eligibility. If the student-athlete is determined to have been involved in a later violation of any portion of Bylaw 10.3, the student-athlete shall permanently lose all remaining regular-season and postseason eligibility in all sports. (Revised: 4/26/07 effective 8/1/07)

10.4 Disciplinary Action Prospective or enrolled student-athletes found in violation of the provisions of this regulation shall be ineligible for further intercollegiate competition, subject to appeal to the Committee on Student-Athlete Reinstatement for restoration of eligibility. (See Bylaw 10.3.2 for sanctions of student-athletes involved in violations of 10.3.) Institutional staff members found in violation of the provisions of this regulation shall be subject to disciplinary or corrective action as set forth in Bylaw 19.5.2.2 of the NCAA enforcement procedures, whether such violations occurred at the certifying institution or during the individual’s previous employment at another member institution. (Revised: 1/10/90, 4/27/00 effective 8/1/00, 4/26/07 effective 8/1/07)

18 Tutoring Overview

19 What is Tutoring?

Tutoring is a key support program offered by Athletic Academic Services for student-athletes at OU. The tutor is responsible for ensuring the ongoing success of the program. The tutor’s role is to serve as a learning resource for student-athletes and represent the Athletic Student Life Office. With the demands on the student-athlete’s time, tutoring helps them s upplement their class lectures and maintain academic excellence.

Tutoring sessions are designed to provide assistance for student-athletes in order to enhance the chances of academic success. Tutoring is offered in all subject areas. Student-athletes will be working one on one or in small groups with tutors to review and better understand course material. Tutor sessions are not provided to student-athletes in order to give answers or to replace the necessary study time outside of class. When combined with class attendance, and studying outside of class, tutoring will prepare student-athletes to be more successful in the classroom.

Requested Tutoring: With the demands on student-athletes time, there may be situations when additional tutor help may be needed. In this case a student athlete must come to Writing Center Room 2645 to receive a TUTOR REQUISITION form. The Tutorial Coordinator will arrange times for the student-athlete to meet with the tutor. The student-athlete will be notified via email of the times and dates of the requested session. If the student-athlete is not able to attend the requested session, contact the Tutorial Coordina- tor immediately at 325-8376.

Mandatory Tutoring: Some student athletes will be assigned to Mandatory Tutorials/ Supplement Instruction (in collaboration with academic advisors and PROS). Student-athletes will receive their schedule at the beginning of the term through official OU email. If at that time there is a scheduling conflict, it is their responsibility to talk to the Tutorial Coordinator to discuss changing the session time.

Attendance is required. Attendance will be taken at the beginning of the tutor session and attendance reports will then be sent to counselors and coaches. Student-athletes must be aware of the importance of attendance. Missed sessions will be reported to head coaches, advisors, and all corresponding athletic administration. Please be advised: it is not allowed or acceptable for the tutor and/or the student-athlete to reschedule a mandatory session. All schedule adjustments will only be made and approved through the Tutorial Coordinator.

Roles/Responsibilities of a tutor • Develop a subject-centered educational plan for the best academic potential in your student-athlete. • Create realistic and content driven subject level learning goals with the student-athlete. • Encourage the student-athlete to keep an open line of communication with the professor. • Review notes and text with the student-athlete. • Focus only on your content area. • Report if the student-athlete hasn’t completed necessary reading and preparation to make the session meaningful.

The following pages will outline the purpose of tutoring at OU, as well as detail the methods and support available to ensure the student-athlete’s goals are achieved and exceeded.

20 Expectations of Tutors

Meetings 1. Tutors are required to attend mandatory meetings. Attendance is mandatory. 2. Monitoring the progress of student-athletes. 3. Tutors should communicate with the Coordinator of Athletic Tutoring Services on the progress of each student- athlete they tutor on a consistent basis. 4. Tutors should provide supplemental instruction and tutoring without the use of plagiarism or other forms of academic misconduct. 5. Tutors should modify their instruction to meet the individual learning style of the student-athlete, and, if necessary, make appropriate recommendations to the appropriate administrator. 6. Tutors should report any observation of academic misconduct to the Director of Academic Services immediately.

Immediate Dismissal 1. Violation of these rules would constitute grounds for immediate termination. 2. Tutoring or meeting with student-athletes outside of the Prentice Gautt Academic Center. 3. Cancellation or dismissal of a mandatory supplemental instruction session (even after tests) without prior permission from the Director of Academic Services or the Coordinator of Athletic Tutoring Services. 4. Writing or typing reports, term papers, essays, etc. for student-athletes. 5. Providing transportation for student-athletes. 6. Scheduling tutor sessions without going through the Academic Services Office. 7. Failure to complete Tutor Session Summary Form after a session. 8. Unprofessional Relationships with a Student-Athlete. 9. Violation of Confidentiality. 10. Content tutors working on homework or papers in tutoring sessions.

21 Expectations of Tutors Continued

As an employee of Athletic Academic Services, tutors are expected to meet certain criteria. This criterion is in place to ensure proper representation by tutors as part of the Athletic Academic Services support team for student-athletes.

Professionalism As an employee of Athletic Academic Services at OU it is expected that tutors and learning specialists conduct themselves in a professional manner at all times and reflect the ethical and moral standards upheld by the institution.

Dress Code A tutor or learning specialist attire should reflect the professional status they hold within the Athletics Department. Provocative or unprofessional clothing is not permitted when conducting a tutor session. Employees should not wear clothing associated with any other college or university while conducting an academic session. An employee’s appearance/ personal hygiene should be consistent with normal office standards. Failure to abide by these guidelines may result in the dismissal of the employee.

Punctuality It is imperative that tutors are prepared for the session and on time, every time. Failure to meet these expectations will result in dismissal.

Control of Environment It is the responsibility of the tutor to facilitate a safe environment conducive to learning. In order to achieve this, the tutor must have control of both the physical environment and learning situation. If at any point during a session the tutor feels that he or she is not in control of his/her environment, the Tutorial Coordinator should be contacted immediately.

22 Content Tutors Expectations

1. Email your lesson plans/relections to the Program Development Coordinator by Thursday. 2. Attach any materials that will be used in the tutoring sessions (games, “quizzes”, graphis organizer, etc.) 3. Lesson Plans will be reviewed/strategies might be suggested. 4. Reflections copied and placed in notebook and file.

Reflections Begin lesson plans with reflections from the previous lessons. Think about the strategies employed and student involvement. The reflections should serve as a valuable part of the planning process.

Engage • Get the students interested in the material-ask questions that apply the material to their lives. • Activate the students’ prior knowledge -review past material so they have a foundation upon which to build new knowledge.

Explore/Explain/Elaborate • Introduce new material-define, explain, give examples and non-examples, answer students’ questions. • Check for understanding from student-have them explain it back to you, use a practice activity where they apply the information. • Show how the information is applicable-apply materials to other concepts, show how information can be used, ask higher-level questions.

Evaluate • Summarize lesson-review introduced material, how it relates to past information, and how it can be applied. • Ask if student has any questions. • Make a plan of action for the next session-what needs to be covered? • Have the student engage in one of the following activities: 1) 3-2-1 2) 20 Words or less 3) Positive/Negative/Interesting 4) 5 things you learned 5) My next steps are... 6) I need more help with...

23 Don’t Forget Your Bag of Tricks!

Games: These are great for group sessions, but can also work in individual sessions. Make up some type of game to review the material. Competing in a - Jeopardy type event is always fun way to get a group involved in the material.

Visuals: Use drawings, charts, and diagrams to explain concepts and how things are related. Many athletes are visual learners, so this will help retain the information.

Quizzes: Make up practice quizzes to test the student’s knowledge of material. This can be done at the beginning of the session to see what needs to be focused on, or at the end, to see what the student has learned during the session. Also encourage students to come up with their own questions that they think will be on the test - a great way to help them become independent learners!

Flash Cards: A great tool for almost any subject, but these are especially useful for vocabulary and court cases. Ideally, the student should make the cards, but tutors can also help create them. This is a great way to mix up ideas and vocabulary to test how well they know it!

Mnemonics: These are tricks to help you remember things. This usually involves taking the first letter of a list of words to make a phrase or sentence. For example, ROY G BIV is used for the order of the color spectrum. (Red, Orange, Yellow, Green, Blue, Indigo, Violet).

Songs: This may be a stretch, but either you or the student could come up with some type of song or rap for the material. It’s a fun way to learn the material, and if it’s put to a tune they know, they’ll be more likely to remember it.

Commonplace Examples: In a discussion of the physics principle of deceleration ( a moving object slowing down), the Tutor could use a commonplace example of a driver slamming on the car’s brakes to avoid hitting a pedestrian.

Student as Tutor: Have the student teach you (or other students if it’s a group situation) the information. Teaching others is the best way to learn.

The Program Development Coordinator can assist in further examples.

24 What Should I Do at My First Tutor Session?

Introductions Start to establish rapport with the student. Tell the student a little bit about yourself: • Name • Major/Profession • How long have you been tutoring/subjects • Where are you from?

Ask the student about him/herself: • What sport do you play? • Where are you from? • What was your experience academically in high school? • What’s your major? • What other courses are you taking?

Collect and Review Syllabus with Student Extremely important! Make a copy of the syllabus for yourself. Review syllabus with student to discuss the class expectations and assignments.

**Pay attention to the instructor’s objectives and course requirements- this will aid you in how to help the students prepare for tests/assignments.**

Discuss Tutoring/Mentoring Goals Discuss general tutor policies with student and when you will be there. Explain how a normal session will go and what you expect out of the student. Find out what the student’s goals are for the class-what do they want to get out of tutoring? Are there any strategies or tutoring approaches the student has found works best for him/her?

Getting Started Find out where the class is with the course material. Review textbook to find out how material is presented. Ask the student if he/she already knows the areas he/she will struggle with. Ask the student if they have any questions regarding the material already-if so, start answering questions!

Wrap Up Review what was covered. Remind student of next appointment. **Discuss what you expect him/her to have for the next session.**

25 Why Won’t They Talk?? What to Make of Student Silence...

Students silence, though frustrating, is rarely personal! Silence is a form of student feedback, and students appreciate a tutor who can use that feedback to make changes designed to ensure their success.

Possible causes of student silence include: • Students are thinking but need time to formulate a response. • Students didn’t hear the question. • Students don’t understand the question. • Students understand the question but don’t know the answer. • Students haven’t read and therefore are unprepared to answer the question. • Students are bored. • Students weren’t paying attention when the question was posed. • Students didn’t understand the concept in lecture. • Students are uncomfortable volunteering answers in front of people they don’t know. • Students fear the risk of giving a wrong answer. • Students are reflective thinkers who don’t synthesize best ―on their feet.‖ • Students understand but prefer not to talk in public. • Students are not challenged by the question.

Possible tutoring responses to the above situations include the following: • Waiting. • Repeating the question. • Rephrasing the question clearly. • Prompting for an answer o By giving a hint. o By providing part of the answer. o By asking a simpler question. o By modeling the reasoning involved in answering a similar question (then asking them to apply the same logic). • Inviting them to use a learning support for a moment to help them answer such as notes, text, and peers. • Varying the type of student response requested o Volunteer, randomly chosen by name (individual response) o Choral response, show of hands, gesture (whole group response) • Modeling your own thought process including mistakes. Create an environment in which risk-taking is valued more than the correctness of answers. • Giving students a moment to write about the topic before continuing the discussion. • Having students discuss the answer with a partner or in small groups. • Making sure you’re asking fair questions (as opposed to mind-reading challenges) and responding well to all student contributions, including the inaccurate ones.

26 Reading Disabilities

Definition Students with a LD in reading may possess a language processing disorder that causes difficulties with reading, writing, and spelling. Students may have difficulties with identifying individual words or comprehending reading passages.

Behavioral Characteristics Students may have difficulty using and understanding language. Some students have problems with more basic reading skills such as word recognition and spelling. Students may have difficulty with higher order reading skills such as reading comprehension. Understanding and following a series of written directions can prove to be difficult for students. Students may have difficulty summarizing written material. Students may possess poor memory skills. Foreign language courses may prove to be particularly difficult for students.

Possible Strategies Utilize reading comprehension techniques such as the SQ3R, KWL charts, and Reading Notes. Improve comprehension through the use of graphic organizers and concept maps. Summarize each paragraph of course material to help with understanding and recall. Students may benefit from active reading strategies such as underlining, highlighting, and writing in the margins.

Written Language Disabilities

Definition Students with a LD in written language often have problems in the areas of handwriting, spelling, and putting thoughts on paper.

Behavioral Characteristics Students may have illegible handwriting. Written work may include omitted words from sentences. Student’s writing may have significant syntax and grammatical errors. Students may use less complex sentence structures and utilize fewer vocabulary words. Students’ written paragraphs typically include fewer ideas and are less well organized. Ideas expressed by students verbally, may be significantly stronger than ideas expressed through written language. Students may avoid written work because writing can prove to be a laborious and tiring task.

Possible Strategies Create graphic organizers to prepare and construct written ideas. Have students begin drafting with writing frames. Strategies need to be explicit for editing work: grammar, organization, clear transitions, and syntax. Encourage students to utilize computer programs that check spelling and grammar. Students should break down their written assignments into smaller components.

27 Processing Disabilities

Definition Students with a processing disorder may not be able to accurately process or receive information through their senses. For example, student may have difficulty understanding or retrieving verbal, visual, or auditory information. Student difficulties have been found to be unrelated to loss of hearing or vision.

VISUAL PROCESSING DEFICITS Definition Students may have difficulty processing information received visually.

Behavioral Characteristics Students find identifying information from pictures, charts, graphs, and maps to be difficult. Students may misunderstand or confuse written symbols (e.g., +, x, /, &). Students can be easily distracted, especially by competing visual information. Students may have difficulty finding specific information on a printed page (e.g., getting a number out of the phone book).

Possible Strategies Utilize-self talk or use inner language when working on visual tasks. The tutor should model “think alouds” Example: “When I look at this I notice that it is overwhelming, so I break it into parts. Let’s look at this.” Color-code important information. Break assignments down into clear, concise steps. Often multiple steps can be difficult to visualize and complete. Give examples and point out the important details of visual information (the part of a picture that contains information for a particular question).

Auditory Processing Deficits

Definition Students with deficits in auditory processing have difficulty perceiving and processing verbal information.

Behavioral Characteristics Students may have difficulty taking notes and retaining verbal information in lecture classes. Students may have problems remembering and following spoken directions. Students may have difficulties remembering people’s names and sounding out new words. Students may have a weakness for memorizing information learned by listening. Students can be easily distracted, and unable to hear clearly in distracting environments.

Possible Strategies Utilize varied teaching strategies such as combining oral lectures with visual aids.

28 Learning Styles & Study Strategies

4 Basic Types: Visual, Auditory, Read/Write and Kinesthetic Learners (VARK) Keep in mind; we are able to learn using all these styles! But, many of us tend to prefer using particular ones. Therefore, through observations, you may be able to gather some clues and be more effective assisting students if you work with their preferred style.

Identifying Visual Learners You can often identify the person as a visual learner by a number of clues: They may say “I see”, “I don’t see the point”, “Look, I can’t get it”, “That doesn’t look right.” and other visually related vocabulary (some of this is habit too, so you have to be cautious how to interpret it). They also may have several highlighters in their backpack or they like to highlight notes or their textbooks. They may have several different colored writing instruments they have sitting on the table while studying. Visual learners tend to use color to help with their learning.

How Visual Learners Learn Visual learners gain a lot of information from using their eyes to bring in information and to interpret the information. Graphs and visual demonstrations can often help a Visual learner gain a greater understanding of a concept.

Study strategies work well for Visual Learners Look at study materials; Use charts, maps, filmstrips, notes, and flashcards; Visualize words or concepts; Draw pictures or symbols representing concepts for frequent visual review.

Identifying Auditory Learners You can often the person as an auditory learner by a number of clues: They may say “I hear what you’re saying”, “I can’t tell if that is a formula problem or a XX problem”, “This sounds funny to me”, “Talking it out helps me” and other auditory related vocabulary (some of this is habit too, so you have to be cautious how to interpret it). Also, the auditory learner often benefits greatly from hearing themselves talk out concepts or read aloud. Auditory learners may state that they learn a lot from lectures when a professor is structured. Auditory learners tend to use sound to help with their learning.

How Auditory Learners Learn Auditory learners gain a lot of information from using their sense of hearing to bring in information and to interpret the information. Lectures, conservations, and self-talk can often help an auditory learner gain a greater understanding of a concept. Listening to this type of learner is one of the MOST helpful assistance you can offer!

Study strategies work well for Auditory Learners Tape lectures and then listen and take notes; Sit where you can hear well in class; After reading something summarize it aloud; Form study groups and take turns explaining conceptsto others; Repeat formulas, definitions, steps to working problems aloud.

29 Learning Styles & Study Strategies Continued

Identifying Reading/Writing Learners You can often identify the person as a Reading/Writing learner by a number of clues: They may say “I don’t get a read on this”, “This doesn’t mean anything to me”, “Now I get the meaning!”, “I don’t understand the definitions” and other reading and meaning vocabulary (some of this is habit too, so you have to be cautious how to interpret it). Also, the reading/writing learner may have many lists, notes that are written verbatim, or they carry a dictionary with them, or enjoy researching in the library. They may refer to the ‘readings’ and have many things written down (more than typical) in the form of lists, outlines, use of headings, or they have notes in paragraph or essay format.

How Read/Write Learners Learn Read/Write learners make meaning and gain understanding by translating words into their own understanding. Text is the method in which they get information. Read/Write learning is not a visual way of gaining and processing information, there is a decoding process that the brain goes through and attaches meaning to text. Whether they are reading text or writing words they prefer to gain knowledge and understanding through the meaning of text.

Study strategies work well for Read/Write Learners Read and re-read information; cross reference material getting different words that explain the same concepts; rewrite the information that has been read; rewrite notes into shorter summaries, perhaps using different words. If working with diagrams and graphs, write out a statement describing the concept; turn reactions, actions, and charts into words. Finally, when practicing mathematical problems, it is helpful to summarize into words what steps are/were required in order to solve the problem. Each problem that adds to the concept should have additional text notes to the side.

Identifying Kinesthetic or Tactile Learners You can often identify the person as a kinesthetic learner by a number of clues: They may say “I don’t get it”, “This sucks”, “Now I can run with this!”, “This makes no sense to me” and other active or active vocabulary (some of this is habit too, so you have to be cautious how to interpret it). Also, the kinesthetic learner may be moving some appendage as they study, like tapping a pencil, bouncing a knee, or fiddling with paper/pencil and whatever else they have in front of them.

How Kinesthetic or Tactile Learners Learn Kinesthetic learners gain a lot of information from using their touch to bring in information and to interpret the information but they also gain a lot by movement and interacting with information. Active demonstrations, interacting with others or material, creating a model can often help a kinesthetic learner gain a greater understanding of a concept. Finding ways to put concepts into motion can be helpful for the kinesthetic learner.

Study strategies work well for Kinesthetic or Tactile Learners Trace words as they are read; Write things down several times; Re-write notes, Take and keep lecture notes; Allow fidgeting when studying; Pace as they read; work problems on a dry/erase board while standing up; take short walking breaks when extended time sitting is necessary; Build or draw models of concepts.

30 Visual Style Study Strategies

Gathering and processing information using visual cues, visual representations of concepts is most helpful (i.e. shapes, colors, space layout, [what it ‘looked’ like], formations, size and imagery.

Reading • Use a highlighter to highlight subtitles, and then write summaries off to the side of the paragraph with different colored pens. • Try using different colored Post-it Notes or bookmarks to identify pages/chapters of significant information. • Redraw visual concepts into your notebook from the reading you have done. • Use different colored note cards to write chapter or section summaries.

Lectures • Make visual representations (drawings) of concepts presented in lecture. • Bring and use many different writing utensils, especially a favorite highlighter or a whole pack of markers. Make your notes colorful to help you focus on concepts and the process of note taking (especially if the lecture is slow going). • Use symbols and shapes as part of your ‘shorthand’ that you use in your notes. Even if the lecture is slow going, using symbols and drawings is helpful. • Doodle or draw things that help you remember concepts presented in lecture.

Doing Homework • Use colors to help you connect similar concepts when practicing (homework). Color coding or using images to help relate concepts can be helpful. • Try using different colored paper or paper with images on it that are appealing for you to look at while thinking through problems. The more interesting you make your palette on which you do your homework, the easier it can be to get motivated to sit down and do it. • Use boxes and other shapes to group concepts, trouble problems or sections of focus. • When finished with a homework problem, draw a doodle or image to identify parts you really understand and identify the other areas you need more practice on with a different image (consistency in assigning symbols is important).

Preparing for Tests • When reviewing, use different colors to highlight important concepts. • Rewrite notes and homework and regroup information into boxes or other shapes. • Use concept maps (also known as Mind Maps) to visually display concepts or processes that are related and how they are related. • If you enjoy drawing or other visual arts, use your creativity time to think through problems and review. • Review notes that are highlighted and have symbols on them several times. Use these visual cues to help with recall of information, or putting pieces together of concepts, systems or processes. • If you are losing concentration, look through photo albums or other visual arts that you collect or create. Take a break for a few minutes before coming back to your reviewing.

31 Auditory Style Study Strategies

Gathering and processing information using auditory means (i.e. speaking, listening, background sounds or increasing the repetition of auditory input).

Reading • Reread important information out loud. • Select the most effective music that will help keep you focused on reading. • Have discussions with classmates about what you read. • Share the reading assignment by splitting it up with a partner, and then teach what you read to each other.

Lectures • Sit close to the front of the room to hear the professor speaking. • Ask questions and engage in discussion when the professor allows it. • Tape record lectures (seek permission from professor first). Use the counter to ‘index’ the most important parts so that you can review by skipping to that part on the tape. • Tape record your notes after the lecture or record a summary to review later. • Repeat (verbally and quietly) important concepts to yourself during lecture.

Doing Homework • Talk to yourself while working through problems. • When others are talking through a problem, be sure to listen carefully, and then take notes afterwards. Ask questions for clarification. • Study and do homework with a small group of people or a partner. The more opportunity you have to discuss concepts and listen to another person talk about concepts, the more you will experience enhanced learning. • Choose sounds or music to listen to that are not distracting but can help you stay in a rhythm or help you stay focused on your homework.

Preparing for Tests • Listen to your taped summaries and reviews. While creating them and listening to them it may be helpful to change your tone of voice or add sounds (such as claps, pops or slams) to highlight challenging concepts. • Practice talking through concepts for a test as if you were going to have an oral exam. Sometimes talking to yourself in a mirror can be a good oral test since we are often our most critical audience. • Study with a group of people. The listening and discussion enhance your learning. • Take breaks by listening to some relaxing music or by talking on the phone. Be sure to limit the time you take on breaks. • Ask questions of professor and other students on tough concepts or ask that they listen to and critique how you are explaining the concepts. • Create songs that help you connect concepts. By creating chants, rhymes or anything else you can put together a review tool that is more interesting to hear.

32 Kinesthetic/Tactile Style Study Strategies

Gathering and processing information using movement, action, physical contact, working with the material, motion that engages a person with material (working with a 3D model).

Reading • Being more active with the book/pages and your process in reading is most helpful. • Find the chapter summary, identify what you don’t know and flip apges and skim to find out what you need to know. • Take notes inside the text or take notes about your reading in a notebook. The notes don’t have to be long and exact, just enough so that you remember what you read. • Use Post-it Notes on the pages of your text to identify important concepts or separate chapters, or to indicate good examples in the text.

Lectures • Use several different writing utensils for taking notes. Include different pens, markers, pencils, etc. • Try to resist tapping/clicking your pen/pencil to the degree that it annoys others. Instead, get a rubbing rock or a quieter item that you can fidget with which makes very little noise. • Participating in class and asking questions is exceptionally helpful. • Take notes. Take notes on note cards or on a smaller notepad so that you have to help the pages more often when you are taking notes. • Allow yourself to doodle as long as it does not distract you from the lecture.

Doing Homework • Use a chalkboard or whiteboard to do your homework. When you rewrite your problems on paper, be sure to challenge yourself whether you completely understand the concepts. • Stand up and do homework. • Pace back and forth while you are thinking about concepts and learning the material. • It could be very challenging and frustrating expecting oneself to sit at a desk for a long period of time doing homework. It is important that you get up often to move around if you have to be at a desk. Even a small amount of activity can enhance your ability to stay focused on getting your homework finished.

Preparing for Tests • Use flashcards for reviewing concepts. • Rewrite notes, summarizing more each time you rewrite your notes. • Exercise while you are reviewing your notes (stationary bicycles and stair-masters are great for this). • Mentally reviewing and remembering concepts and your notes while you are exercising can be very effective. • Use old tests. Cut out the questions and throw them in a hat. Pull out a couple of questions throughout the day and test yourself. • If you are losing concentration, go to an activity to help you refocus when you come back to your studying (this requires that you put limits on how long you are away from your study materials).

33 Tutoring Frequently Asked Questions

1. Where do I tutor the student-athlete? All student-athletes must be tutored on either the 2nd or 3rd floor of the Prentice Gautt Academic Center. No exceptions. Under no circumstances are tutors to meet student-athletes at either the student-athlete’s or the tutor’s home.

2. What happens if I need to cancel a session? The Academic Services office requires at least 24 hours notice before a session is canceled. All cancellations should be reported to the Tutorial Coordinator at 325-8376.

3. What do I do if I feel threatened or sexually harassed during a tutor session? All instances of sexual harassment or verbal/physical threats must be reported to the acting supervisor IMMEDIATELY.

4. What should I do if I am having problems keeping the student-athlete’s attention during a tutor session? All incidences where a student-athlete is exhibiting a poor attitude during the tutor session should be noted in the report and shared with an Athletic Academic Services staff member. The staff member will see to it that the problem is addressed.

5. When do I turn in timecards and how often and where do I get paid? Timecards are due every other Thursday by 12PM to the basket in Writing Center Rm. 2645, unless noted otherwise.

6. Am I permitted to use the copy machine? Tutors are only permitted to use the copy machine if copies are needed to facilitate the actual tutorial session. Tutors are not permitted to copy anything at the request of student-athletes. All copies must be directly related to specific tutorial session. Tutors are required to ask daily or nightly staff to make any necessary copies.

7. They just took a test. Can I cancel the session? No. After the test is a great time to review what they know about the next topic. Best practice begins with linking prior knowledge to new knowledge.

34 Learning Specialist Overview

35 What is Learning Specialist?

Learning Enhancement Center The Learning Enhancement Center employs individuals with varying post-graduate degrees to provide over 300 contact-hours a week to student-athletes. The program is coordinated by a graduate student pursuing a Master’s degree in Adult and Higher Education with an emphasis in Intercollegiate Athletic Administration.

One of our goals is to provide the best possible guidance to student-athletes who may have trouble in the challenging academic environment of OU. All Freshmen and Transfer student-athletes receive services a minimum of twice a week, even if their GPA indicates previous success at the high school or collegiate level. Student-athletes who are on an Academic Success Plan (ASP) are also required to meet with a Learning Specialist twice a week. As progression is shown academically, the need for mandatory participation is re-evaluated.

Staffing in the Learning Enhancement Center is drawn from resources such as Graduate Assistants and part-time staff that are pursuing a graduate degree or have unique credentials for this setting. We internally refer to this team of staff as Learning Specialists. Weekly meetings are held with the Graduate Assistants for continuous process improvement. Reports are critiqued, in-services are delivered, and trends are discussed. This core group serves as a proactive team in anticipating academic issues and adapting to new needs.

A typical routine in the Learning Enhancement Center for a student-athlete would be a bi-weekly 60-minute meeting with their assigned Learning Specialist (Study Manager) with all class related materials. Grades are reviewed from instructors, returned work, and Desire-2-Learn (D2L - the University Online Academic Tool). If an instructor does not use D2L, an email will be periodically sent by the student-athlete to the professor asking for comments about academic performance. Study habits, learning styles, classroom participation, study organization, team travel and academic conflict avoidance are just a few of the many issues/subjects tailored to the needs of each student as they demonstrate responsibility and progress in all academic areas.

Encouraging student-athletes to set goals is another important part of our program. Weekly, bi-weekly, and monthly goals are set at each session. This constant goal setting and review provides benchmarks for the student-athlete and are early indicators of potential academic difficulties. Goals may include uninterrupted study time, meetings with professors, or group project completion.

The design of the Learning Enhancement Program is to give student-athletes the tools to become self-directed in their learning, which leads to successful academic achievement. Our approach addresses the unique needs and learning styles of each students at any academic performance level. This tailored approach lessens the stigma associated with identified students and provides a comfortable atmosphere for setting academic related goals with their Learning Specialist.

36 Learning Specialist Overview

Roles/Responsiblities of a Learning Specialist •Support and develop a time management plan in each subject for the best academic potential in your student-athlete. • Set expectations for the week, month, and year for each class with the student-athlete, review and report this progress weekly. • Establish a trusting environment, so the student-athlete will self-report grades to the Learning Specialist. • If student-athletes qualify for test taking accommodations, then it is the responsibility of the learning specialist to inform his or her students to obtain a testing verification form from DRC after they have taken the exam and bring the form to the Director of the Writing and Study Skills Center. • Establish the importance of updating planners with the student-athlete. • Encourage the student-athlete to use a daily planner as a time management resource for study, assignment, and test planning. • Anticipate class conflicts with the student-athlete’s sport schedule; develop a strategy to mitigate and review the plan each week. • Educate student-athletes on varying study strategies and techniques unique to their learning style. • Have the student-athlete email ALL papers to be turned in for a grade to [email protected] prior to the deadline. • Check all Academic Services session reports on respective student-athletes. • Report and follow-up on current class and recent assignment grades discussed in your session. • Encourage the student-athlete to establish rapport with the professor and discuss grades, progress, and material from their class. • Refer all content support to the tutor. • Introduce the student-athlete to all support services, Writing Center, Math Center, and Foreign Language Center and encourage use. • Continually build a self-directed active learner, so the student-athlete will accomplish more with less supplemental support. • NEVER edit/proofread/write/type any papers for any student-athlete under any circumstance. • If there are ever any questions on your roles and responsibilities, ask the Learning Enhancement Coordinator. • Be familiar with Compliance policies and procedures within Academic Services, the Big 12 Conference, and the NCAA. If you are confused about any of these policies, then ask the Learning Enhancement Coordinator. • Always report potential NCAA Compliance issues to the Learning Enhancement Coordinator. • Report all questions, concerns, and/or problems to the Learning Enhancement Coordinator as soon as they occur.

37 Learning Specialist Overview

Specific Goals of the Learning Specialist Program The following represent specific goals of the program: •Assist with identification and formulation of a study plan, so student-athlete is clear on the task at hand.

•Introduce and refine various need-based study skills and outlined objectives, including time management and organization skills.

•Serve as liaison between the student-athlete and the Learning Enhancement coordinator.

•Familiarize the student-athlete with the academic and social culture of OU; helping to ease the transition to the university setting.

•Serve as an academic role model for the student-athlete.

•Help to foster an environment in which academic and social success are both desired and achieved.

Learning Specialist Dependency Learning Specialist dependency is actively discouraged. Learning Specialists are a tool to be used for guidance not a crutch. Under no circumstances should a Learning Specialist complete academic related work for a student, including writing/ typing papers, completing homework or assignments, assisting with take-home exams or assisting with online courses. Learning Specialists differ from tutors in that the objective is to improve and refine general learning strategies which can be applied to all subject matter (i.e. time management, etc.) and help the student remain organized and motivated. OU has an extensive mandatory tutorial program which focuses on specific classes and coursework. Furthermore,Learning Specialists may NOT under and circumstances contact a faculty member, TA, or Advisor regarding a student’s work. If the Learning Specialist feels that there is an issue that needs to be addressed, they must contact the Learning Enhancement Coordinator.

Evaluation Learning Specialists will periodically be evaluated on their job performance. Learning Specialist evaluations will cover such areas as knowledge of subject matter, promptness, and past student-athlete evaluations. Evaluations may include an observation of a session by the Learning Enhancement Coordinator.

Copy Machine Learning Specialists are allowed to make copies for study management sessions, provided the material is academic in nature and pertains to the coursework.

Learning Specialist Session Learning Specialists will arrive promptly for all sessions and be dressed appropriately. Meetings will be scheduled individually in order to accommodate both the Learning Specialist and the student-athlete’s schedule. Finally, Learning Specialists will work only with student-athletes assigned by the Learning Enhancement Coordinator.

38 First Session Responsibilities

For success in the Learning Specialist relationship, information and/or subject matter need to fit the student’s maturational, developmental level, and the particular experiences the students have had. Here are some activities in areas vital to the student-athlete’s success in college.

- Assessment – determine skills students have and which skills are lacking that need to be addressed and improved upon. • See all grades and record them in the session report. • Check notes for quality. Lack of notes could indicate poor attendance. Address the issue and indicate the situation and how it has been addressed in session. • Go over class assignment due dates. • Address the use and organization of student’s daily planner. • Completion of reading assignments. Difficulty in reading the material may be a sign of other issues and should be addressed to the Learning Enhancement Coordinator.

- Planning– evaluate past objective planning & needed adjustments for success • Discuss upcoming week—Focus on time management! Monitor student’s use of daily planner. • Discuss importance of establishing effective routines. • Track semester goals weekly and have students discuss how they plan to use the objectives to reach their goals. • Organize assignments from syllabi into the weekly objectives. • In first meeting write all important dates into the planner for the semester.

- Learning – ask students about relevant past experiences in school • Go over main topics discussed in the student’s classes. • Discuss college life adjustments regarding academic, athletic, and social adjustments. • Promote benefits of interaction with instructors. • Explain any questions regarding email or Desire2learn. • Quiz student on material before an upcoming test. • Share personal success stories relevant to student-athlete’s life. • Review learning styles.

- Challenge & Support – effective verbal/nonverbal communication produce success • Be sensitive to the growth needs of the student. • Challenges must match the student’s readiness for growth. • Be flexible in use of motivational techniques.

Desired Student Outcomes from the Learning Specialist Program 1. The student will be an independent learner. 2. The student will have confidence in abilities. 3. The student will improve critical thinking and reasoning skills. 4. The student will have the motivation to complete tasks. 5. The student will improve their grades over time. 6. The student will improve their communication skills.

39 Situations and Strategies

In an effort to make your experience and your relationship with your student-athlete more positive, it might be helpful to prepare yourself for a few possible situations that could arise during your Learning Specialist sessions.

What follows is a list of several situations which a Learning Specialist may face. We have collected a number of potentially difficult situations for you to think about and have tried to recommend successful approaches to these situations.

I. The student-athlete is passive and contributes little to the session. A. Possible Reasons • The student-athlete may not have the necessary preparation for a session. • The student-athlete is insecure and does not believe they have anything to contribute. • The student-athlete may be experiencing mental or physical fatigue. • The student-athlete may be overwhelmed by your ease with the subject matter

B. Possible Approaches • Ask the student-athlete to work at the markerboard or similar facility to demonstrate what they know. Be encouraging but not demanding. • Try to elicit an active response from the student. Watch yourself to make sure you are not doing all the talking or all the doing. Leave enough time for a response (count to ten). • If the student-athlete is not prepared, try to find out why, and then address the problem. • Relate our own struggles with similar material. Help the student feel that they are safe from ridicule if they make a mistake.

II. The student-athlete avoids giving information to you concerning their academic progress. A. Possible Reason • The student-athlete may be too proud to admit that things are not going well. The student may be using this approach to avoid the reality of the situation.

B. Possible Approach • As with the passive student-athlete, ask for feedback to make certain the student understands what you are asking of them. Do not just ask, “Do you understand?” Work in such a way that the student can show understanding. If you suspect the student-athlete may be misrepresenting their grades to you (perhaps “forgetting” to bring in essays or tests), you may want to contact the Athletic Academic Coordinator.

III. The student-athlete thinks you can work academic miracles. A. Possible Reason • The student-athlete would like you to take responsibility for the work because of a lack of confidence in their ability to do it.

B. Possible Approaches • Help the student-athlete take responsibility for their own work. It may prove helpful to isolate specific, manageable tasks. • Set up a daily schedule as a way to help the student feel less overwhelmed. Make it clear from the outset that you are there to assist in the learning process and it is their responsibility to do the learning.

40 Situations and Strategies Continued

IV. The student-athlete refuses to take responsibility for his/her grades (they blame you or the teacher for his/her academic problems). A. Possible Reason • This behavior is just the other side of the “miracle worker” coin. The student-athlete wants you to take the responsibility for their work.

B. Possible Approaches • You and the student-athlete must determine objective reasons for the grades—and you both must explore what your student can do to improve his/her academic situation. Both of you must understand that the ultimate responsibility for failure or success rests on the student.

V. The student-athlete wants you to write a paper or do homework for them. A. Possible Reasons • The student-athlete may not understand the function of the tutorial session • The student-athlete may be in a panic, unmotivated, or unwilling to do the work.

B. Possible Approaches • NEVER do the student’s assignments. Instead, try to help the student feel capable of doing the work himself/ herself by determining the part of the assignment the student does not understand or feels incapable of completing. (For some students with writing assignments, it may be a simple matter of not being able to type. While there are options, encourage the student to learn to type. Stress the need for that skill in order to have a successful college career as well as life in general.) • Make certain the student understands that the Academic Services policy prohibits you from ever writing or assisting with any portion of his/her assignments. • Send the student-athlete to the Writing Support Services for help with writing assignments.

VI. The student-athlete constantly wants to talk about personal problems rather than do school work. A. Possible Reasons • Discussing problems has been a way of avoiding academic work in the past. • The student-athlete is more comfortable with social interaction than academic interaction • The student-athlete is genuinely troubled.

B. Possible Approaches • If the student-athlete seems to be inventing personal things to talk about, get down to basics such as outlining what the goals are for this session. Be assertive. Begin to require tangible work. The student should walk away from each learning specialist session with some feeling of accomplishment. • Focus on what the student-athlete wants or needs to accomplish during the tutorial session. • Speak to the Learning Enhancement Coordinator if the problem persists.

41 Situations and Strategies Continued

VII. The student-athlete will not take the session seriously. A. Possible Reasons • The student-athlete does not realize what the session can accomplish • The student-athlete is anxious about needing assistance and tries to hide the anxiety by continually joking about it.

B. Possible Approaches • This student-athlete needs to see tangible objectives and ways the learning specialist can meet these objectives. • Focus on a constructive plan and not on attitudes. Try to ignore negative attitudes and small comments the student-athlete may make. If the problem persists, ask a supervisor to intervene. Eventually you may have to confront the student. • Talk about the student’s academic problems, goals, and ways to meet these goals. Find out if the student fully understands course requirements.

VIII. The student-athlete feels their academic problem is overwhelming and/or hopeless. A. Possible Reasons • The student-athlete may need a skills course or may be in class that does not meet their academic needs. • The student-athlete may be having personal problems totally unrelated to school.

B. Possible Approaches • Try to explore whether the student’s feelings of hopelessness are grounded in reality. (For example, has the student been receiving bad grades?) • Encourage the student-athlete to talk with the instructor of the class in which he/she is doing poorly. • If the Student Athlete is really in trouble, talk to the Learning Enhancement Coordinator.

IX. The student-athlete is finding school too difficult. A. Possible Reasons • The academic course load may be weighted heavily with courses the student has had little success with in the past. • The student-athlete may have personal problems or be over-anxious. • The student-athlete may not be studying enough or using the proper study skills/techniques.

B. Possible Approaches • Talk about some of these reasons. • If you find that the student athlete’s anxieties about school are exaggerated, help the student-athlete see this by reviewing what the student has already accomplished including essays, tests, and feedback from the teacher. Help the student-athlete set short range goals that are easily and realistically accomplished. • If it seems that the student-athlete has the ability to do well in the course, find out if the student is putting in the required time. Talk about the student-athlete’s goals for the course and how much time and work is needed to meet these long-range goals.

42 Situations and Strategies Continued

X. The student-athlete comes to a session and appears to be under the influence of an impairing substance.

Terminate the session as tactfully as possible, and report this behavior to the Athletic Academic Services staff. If the session is a mandatory session, contact the staff on duty to help determine the appropriate course of action. Before you jump to the obvious conclusion, remember that sometimes student-athletes are injured and on medication.

XI. The student-athlete is consistently late or absent.

This is not acceptable and should be reported to the Learning Enhancement Coordinator.

(Adapted from East Carolina University Tutor Handbook)

43 Carson and Charlotte Thompson Writing & Study Skills Center

English Tutorials / Writing Support The goals of the Writing and Study Skills Center are to give student-athletes an opportunity to learn proper academic writing skills, learn how to correctly cite sources in academic papers, and to facilitate an environment where student-athletes gain confidence in their own writing abilities. The Writing Center serves two main functions.

The first is to provide tutorial sessions for all student-athletes enrolled in English 0113, English 1113, and English 1213 courses. Student-athletes enrolled in these courses are required to meet with an English tutor for two one-hour sessions per week. Student-athletes may also be assigned to meet with a tutor in the Writing Center based on their advisor’s assessment at the beginning of each semester. The Writing Center also helps student-athletes who are not required to meet with an English tutor, but may request to meet with a tutor or come in on a walk-in basis.

The second main function of the Writing Center is to review papers turned in by student-athletes. All student-athletes are required to email their papers into the Writing Center at [email protected], so they can be reviewed and run through Turnitin.com. After a paper has been reviewed, the student-athlete must sit down with a Writing Center staff member and participate in the educational process of learning how he or she can improve his or her paper. All Writing Center staff is trained to only review papers for grammar, spelling, and punctuation.

The Writing Center employs the use of Turnitin.com, a plagiarism detection tool, as an educational tool to help further facilitate the student-athletes’ learning of how to correctly cite academic sources within their papers. Turnitin.com generates a report showing where a student has incorrectly cited sources throughout a paper.

Reading Specialist Program The reading program allows the Reading Specialist to meet with student-athletes two hours a week. These students were recommended after the WRAT assessment measured their weaknesses in decoding, sentence comprehension, and vocabulary. From the diagnosis, the Reading Specialist develops intervention plans based on the reports. Each week student-athletes work on word recognition, reading comprehension, fluency, vocabulary development, and spelling. The higher functioning students work on argumentation, rhetorical strategies, and generalizations. Lesson plans are developed and adapted based on the individual student.

44 English Tutor Expectations

Lesson Plans/Reflections are due twice a month on Thursday –on the same date as timecards. Place your plans/reflections in the Program Development Coordinator’s box. Lesson Plans will be reviewed and reflections copied and placed in notebook and file.

Engage • Work on specific skills for 5-10 minutes that you have noticed in his/her writing. • If the student is reading, the student should engage in some type of reader/response. • If the student has begun the writing process, they should bring in a piece of writing and 3 questions they have about their writing. • Get the student interested in the material—ask questions that apply the material to their lives. • Activate the students’ prior knowledge—review past material so they have a foundation upon which to build new knowledge.

Explore/Explain/Elaborate Work on the writing process • Observations - Look at examples - Evaluate writing samples • Brainstorming - Graphic Organizers • Drafting - Graphic Organizers - Details - Sentence Varity - Transfer Skills • Revision - Self Evaluation

******** After 30 minutes, your student may work on the computer.********

Evaluate • Summarize lesson-review introduced material, how it relates to past information, and how it can be applied. • Ask if student has any questions. • Have the student engage in one of the following activities: 1) 3-2-1 2) 5 Things you learned 3) 20 Words or less 4) My next steps are... 5) Positive/Negative/Interesting 6) I need more help with...

Reflect On your lesson plan, write a quick reflection of the activities and the student involvement. This is also a great place to begin thinking about instructional plans for the following session.

45 Students with Disabilities

46 Students with Disabilities

In order to ensure Athletic Academic Services serves the needs of student-athletes, it is essential that tutors are able to recognize behavior that may require the University to implement instructional accommodations or modifications on the student’s behalf. These accommodations and modifications are not in place to give the student an advantage over their classmates, or indeed lower the expectations on the individual; they are implemented to allow the student the fullest opportunity to compete on an equal basis.

Section 504 of the Rehabilitation Act and the American with Disabilities Act (ADA) defines a person with a disability as one who:

• Has a physical or mental impairment that substantially limits one or more of the major life activities of such individual • Has a record of such an impairment • Is regarded as having such an impairment

Section 504 of the Rehabilitation Act as amended, regulates non-discrimination in programs and activities serving qualified individuals with disabilities. In addition to this, the ADA extends civil rights and nondiscrimination protection to private sector employment, transportation, state and local government activities and programs, privately owned businesses that are open to the public and telecommunications. The Office of Disability Services at OU has been established to ensure compliance with Section 504 and the ADA.

A learning disability is diagnosed when “the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age schooling and level of intelligence.” (DSM IV, 46) The fact that learning disabilities manifest themselves in reading, mathematics, or written expression demonstrates that learning disabilities are diverse and are not characterized in the same way from individual to individual. For this reason, it is important that tutors are aware of the most commonly diagnosed learning disabilities and the visible characteristics that may indicate a student has a learning disability.

The most common learning disabilities diagnosed are:

Dysgraphia An individual with Dysgraphia has a difficult time with the physical task of forming letters and words using a pen and paper and has difficulty producing legible handwriting.

Dyscalculia A person with Dyscalculia has difficulty understanding and using math concepts and symbols.

Dyslexia An individual with Dyslexia may mix up letters within words and sentences while reading. The student may have difficulty spelling words correctly while writing. Letter reversals are common. Some individuals with Dyslexia have a difficult time with navigating and routefinding tasks as they are easily confused by directions and spatial information such as left and right.

Dyspraxia A person with Dyspraxia may mix up words and sentences while talking. There is often a discrepancy between language comprehension and language production.

47 Students with Disabilities Continued

Non-Verbal Learning Disorder Poor motor coordination, visual-spatial organization, and/or a lack of social skills may characterize non-verbal learning disorders.

(“Learning Disabilities”. Faculty Room. 2004. University of Washington. http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/)

The following are common characteristics of individuals with learning disabilities. If an individual exhibits these characteristics, it certainly does not mean that they should be labeled as learning disabled; however, help may be required to maximize learning potential.

• Reading well but not writing well or vice versa • Having a short attention span or a tendency to be impulsive or easily distracted • Misinterpreting language or having difficulty understanding what is said; hearing sounds, words, or sentences imperfectly • Difficulty following a schedule, being on time, or meeting deadlines • Getting lost easily, either driving or finding your way in a large building • Misreading or miscopying • Confusing similar letters or numbers or numbers, reversing them, or misreading their order • Difficulty in reading their newspaper, distinguishing small print, or following columns • Difficulty explaining ideas in writing, not orally • Difficulty in completing job applications • Difficulty with math, math language and math concepts • Reversing numbers in a check book or having difficulty balancing it • Confusing right and left, up and down • Inability to restate what has just been said

If an athlete exhibits the above behavior inform the Coordinator of Academic Services.

48 Students with Disabilities Continued

If the student-athlete makes the tutor aware of his or her disability, then open dialogue will help the tutor make meaningful accommodations in the student-athlete’s instruction. For this reason, it is essential that the tutor and the student-athlete develop a relationship that is open and flexible. Do not ask the student-athlete if they have a learning disability, this may make the student-athlete uncomfortable.

Because of their learning disability, a student-athlete may already be receiving one or more of the following provided by the University or the Athletic Department:

• Note takers • Extended exam time • Books on tape • Concise course and lecture outlines • Alternative evaluation methods

Supplemental instruction generally falls into two main situations: supplemental instruction that is lecture based and/or supplemental instruction based on group work or discussion. The following suggestions can be used in each specific supplemental instruction situations.

Lecture Style Supplemental Instruction

Group Work and Discussion Style Supplemental Instruction

49 NCAA & Big 12 Academic Eligibility requirements

50 Fall 2009 Academic Calendar

Registration...... April 6-August 21 Last Day to Register Before Classes Begin...... August 21 CLASSES BEGIN...... August 24 First Day for Late Registration Fee...... August 24 Advance Registration for Next Term(s) Begins...... November 2 Final Exam Preparation Period...... December 7-13 Final Day of Classes...... December 11 Final Examinations...... December 14-18 Final Grades Due...... December 21

ADD/DROP 100% Reduction of Charges on Dropped Courses...... August 24-September 4 No Reduction of Charges on Dropped Courses after this date...... September 4 No Record of Grade on Dropped Courses...... August 24-September 4 Final Day to Register or Add a Class...... August 28 Automatic Grade of W for Dropped Course(s)...... September 8-October 2 Grade of W or F for Dropped Course(s)...... October 5-December 11 Petition to College Dean to Drop Course(s)...... November 2-December 11

COMPLETE WITHDRAWAL Cancellation Deadline (no record of grade on transcript)...... August 21 100% Reduction of Charges on Complete Withdrawals...... August 24-September 4 Automatic Grade of W on Complete Withdrawal...... August 24-October 2 No Reduction of Charges on Complete Withdrawals after this date...... September 4 Grade of W or F on Complete Withdrawals...... October 5-December 11

AUDIT Final Day to Change from Audit to Credit...... September 4 Final Day to Change from Credit to Audit...... October 30

GRADUATION AND RELATED REQUIREMENTS Final Day to File as a Candidate for Master’s Degree...... April 6 Final Day to File Graduation Application...... October 1 Final Day to Submit Dissertation Reading Copy or Apply for the Doctoral General Examination...... November 30 Final Day for Oral Defense of Dissertation/Thesis Defense...... December 11 Final Day for Comprehensive Exam...... December 11 Final Day to Complete Work Needed for Graduation...... December 18 Final Day to Deposit Thesis or Dissertation in Library...... December 18 Final Day to Submit Work Needed for Graduation to Admissions & Records...... January 12

HOLIDAYS AND VACATION DAYS Labor Day Holiday...... September 7 Thanksgiving Vacation...... November 25-29

INTERSESSION December Intersession Registration...... November 2-December 18 December Intersession...... December 21-January 15

51 Spring 2010 Academic Calendar

Registration...... November 2-January 15 Last Day to Register Before Classes Begin...... January 15 CLASSES BEGIN...... January 19 First Day for Late Registration Fee...... January 19 Advance Registration for Next Term(s) Begins...... April 5 Final Exam Preparation Period...... May 3-9 Final Day of Classes...... May 7 Final Examinations...... May 10-14 Commencement Weekend...... May 14-15 Final Grades Due...... May 18

ADD/DROP 100% Reduction of Charges on Dropped Courses...... January 19-February 1 No Reduction of Charges on Dropped Courses after this date...... February 1 No Record of Grade on Dropped Courses...... January 19-February 1 Final Day to Register or Add a Class...... January 22 Automatic Grade of W for Dropped Course(s)...... February 2-26 Grade of W or F for Dropped Course(s)...... March 1-May 7 Petition to College Dean to Drop Course(s)...... April 5-May 7

COMPLETE WITHDRAWAL Cancellation Deadline (no record of grade on transcript)...... January 15 100% Reduction of Charges on Complete Withdrawals...... January 19-February 1 Automatic Grade of W on Complete Withdrawal...... January 19-February 26 No Reduction of Charges on Complete Withdrawals after this date...... February 1 Grade of W or F on Complete Withdrawals...... March 1-May 7

AUDIT Final Day to Change from Audit to Credit...... January 29 Final Day to Change from Credit to Audit...... April 2

GRADUATION AND RELATED REQUIREMENTS Final Day to File as a Candidate for Master’s Degree...... October 1 Final Day to File Graduation Application...... March 1 Final Day to Submit Dissertation Reading Copy or Apply for the Doctoral General Examination...... April 16 Final Day for Oral Defense of Dissertation/Thesis Defense...... May 7 Final Day for Comprehensive Exam...... May 7 Final Day to Complete Work Needed for Graduation...... May 14 Final Day to Deposit Thesis or Dissertation in Library...... May 14 Final Day to Submit Work Needed for Graduation to Admissions & Records...... May 28

HOLIDAYS AND VACATION DAYS Martin Luther King Jr. Day...... January 18 Spring Vacation...... March 13-21

INTERSESSION May Intersession Registration...... April 5-May 14 May Intersession...... May 17-June 4

52 Monthly Calendar August 2009 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29 /30 /31

September 2009 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5

6 7 8 9 10 11 12

Labor Day 13 14 15 16 17 18 19

Rosh Hashanah Begins at Sundown 20 21 22 23 24 25 26

27 28 29 30

Yom Kippur Begins at Sundown

53 Monthly Calendar October 2009 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

Columbus Day 18 19 20 21 22 23 24

25 26 27 28 29 30 31

Halloween November 2009 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7

Daylight Savings Ends 8 9 10 11 12 13 14

Veteran’s Day 15 16 17 18 19 20 21

22 23 24 25 26 27 28

Thanksgiving 29 30

54 Monthly Calendar December 2009 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5

6 7 8 9 10 11 12

Hanukkah Begins at Sundown 13 14 15 16 17 18 19

20 21 22 23 24 25 26

Winter Begins Christmas Eve Christmas Day Kwanzaa Begins 27 28 29 30 31

New Year’s Eve January 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2

New Year’s Day 3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

MLK Day 24 25 26 27 28 29 30 /31

55 Monthly Calendar February 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

Valentine’s Day President’s Day Ash Wednesday 21 22 23 24 25 26 27

March 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

Daylight St. Patrick’s Day Savings Begins Spring Break Spring Break Spring Break Spring Break Spring Break Spring Begins 21 22 23 24 25 26 27

28 29 30 31

Passover Begins at Sundown

56 Monthly Calendar April 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3

April Fool’s Day Good Friday 4 5 6 7 8 9 10

Easter 11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

Arbor Day May 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1

2 3 4 5 6 7 8

Cinco de Mayo 9 10 11 12 13 14 15

Mother’s Day 16 17 18 19 20 21 22

23 24 25 26 27 28 29 /30 /31

Memorial Day

57 Monthly Calendar June 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

Juneteenth 20 21 22 23 24 25 26

Father’s Day Summer Begins 27 28 29 30

July 2010 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3

4 5 6 7 8 9 10

Independence Day 11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

58 Notes

59 Notes