Tutorial Program Goals and Objectives
Part 1: Student Goals and Objectives
Goal: Foster Skills Development
Means being able to engage in “a socially accepted association among ways of using language (and numbers), of thinking, and of acting that can be used to identify oneself as a member of a socially meaningful group or ‘social network.’” (adapted from Gee, 1990). Reading, writing, calculating, and speaking, all are shaped by various modes of communication. Each mode has specific uses in the context of academe, and each mode shifts how we understand reading, writing and speaking. Academic literacy also varies according to the specific discipline. For example, how a student engages in the discourse of Calculus is different from the discourse of American literature.
a.) Understanding Modes of Communication: Face to Face, Word processing (to be understood in both literate and numerate ways), Texting, Email, Video conferencing, Phone conversing and messaging, Instant messaging, Synchronous and asynchronous collaboration (Google Docs, Skype, Google Hangout, LMS Chats…), Video content, Audio content.
b.) Navigating Research/Academic Resources: Internet, Library (digital/physical), Faculty/GSIs, Learning Management Systems (e.g. Bcourse), Other Campus Resources (as found in Tutorial Pamphlet).
Goal: Promote Critical Thinking
a.) Understanding Writing process.
b.) Understanding Reading process.
c.) Understanding Notetaking process.
d.) Understanding Professor meeting process.
e.) Understanding Time Management process.
Goal: Encourage Engagement and Collaboration with Academic Community
a.) Learning how to negotiate relationships including tutoring, advising, and faculty.
b.) Understanding procrastination and motivational theory (e.g. failure avoiders).
c.) Understanding stereotype threat and the self-fulfilling prophecy.
d.) Understanding appropriate use of social media and collaborative word processing technologies.
Goal: That all student athletes served by the Tutorial Program participate as engaged and legitimate members of the academic community with the hope that it will lead to improved academic achievement.
Improved academic achievement can be measured in a variety of ways including, but not limited to:
Regularly attending class; Regularly meeting with a professor or GSI; Showing up to class and meetings prepared; Improving a grade in a course during the semester; Improving a GPA from one semester to the next; Utilizing new skills, like annotating and quote extraction.
Goal: Ensure that those students who most need tutorial support receive it.
a.) Develop method for identifying those students most in need (e.g. Intensive tag).
b.) Track, monitor, and mandate this population of students to tutorial services.
c.) Prioritize tutoring assignments to “Intenstives”, Freshman, lower division requests, particularly in Math and Writing.
d.) Student athletes deemed most “Intensive” will be assigned to graduate tutors or to undergraduate tutors with sufficient maturity and experience.
Part 2: Tutor Goals and Objectives
Goal: Tutors are properly trained and educated.
(Note, it is important to remember that ASC tutors are also students, and tutoring is very much an element of their learning experience. Tutors have the option of tutoring for pay or academic credit. As a result, tutor training generally is managed like an academic course.)
Listed below are some of the objectives for what a tutor should learn:
a) Overview of policies and procedures (including NCAA regulations).
b) Initial Sessions.
c) Theoretical Foundations (Socio-cultural approach to Learning).
d) Tutor-Student Relations (Negotiating Expectations and managing a successful professional relationship).
e) Resistance and Self-Handicapping Behaviors, such as: Motivational theory (e.g “failure avoiders”) and Stereotype Threat (e.g. self-fulfilling prophecy).
f) Time Management – Semester, weekly, and daily planning.
g) Exam Preparation/Exam Taking; Special attention paid to the essay exam.
h) Academic Integrity: Intentional and unintentional; Consequences.
j) Appropriate use of digital technologies.
k) PDP Study Method; The process of reading and writing.
l) Writing with subtopics including: “how to”, process of revision, research and citation.
m) Tutoring in Math and the Sciences.
Goal: Evaluate and assess achievement of objectives
a.) Use of surveys.
b.) Use of diagnostics (e.g. Vinnie’s evaluation).
c.) Progress reports.
d.) Weekly reports (e.g. Intensives).
e.) Discussion Forums.
f.) Qualitative Studies (e.g. Widening Participation article).
g.) Quantitative Studies (if resources permit).