Information for Tutors
- Tutor Tables
- Prospective Tutors: FAQ
- Current Tutors
Prospective Tutors: Frequently Asked Questions
How do I become a tutor?
If you are interested in working for the Student Tutor Program, please contact the Director of Educational Support Services to fill out an application. The Office also solicits faculty recommendations at the beginning of each semester.
How often would I tutor?
The hours each Student Tutor works largely depends on demand for that tutor's particular subject area and the tutor's own availability. Tutor tables are Monday thru Friday 9 a.m. until 4:30 p.m.. Individual tutoring sessions for any subject may be scheduled through the Assistant Director of Educational Support Services in the Learning Resource Center (LRC), or via firstname.lastname@example.org or our Facebook page.
What experience is required?
Tutors are certainly expected to be knowledgeable in the subject area they are tutoring in. They should also be good listeners, easy to get along with, patient, compassionate, and flexible.
Note: Trainings sessions are held once per semester and required of all tutors.
Current Tutors: Responsibilities and Guidelines
The following responsibilities are expected of all tutors:
- All tutoring sessions must be documented.
- Strict confidentiality must be maintained between the tutor and tutee.
- Refer tutees to campus resources when appropriate.
- Be on time for scheduled appointments; if you need to reschedule, do so ahead of time.
- Provide accurate information about coursework and campus policies.
- Acknowledge the authority of the professor's instruction.
- Fill out time sheets accurately and honestly.
- Report ANY concerns to the Director of Educational Support Services immediately.
- All tutoring sessions must be documented. Tutors cannot be paid for tutoring sessions that are not documented.
- Tutors must check in once a week with the Assistant Director of Educational Support Services to:
- Keep records up to date.
- Fill out time cards.
- Keep close contact with the Office for assistance with any problems that may arise.
Techniques for Successfully Beginning and Ending a Tutor Session
- Greet tutee in positive and friendly manner.
- Define the purpose and goals of the session.
- Summarize the events of the session.
- Evaluate the tutee's progress during the session.
- Discuss possible activities and assignments that will reinforce the progress made during the session.
- Plan meeting time and topics for the next session.
- Be punctual. Not only is punctuality polite, it is good role-modeling.
- Be honest about your abilities and your assessment of the tutee's abilities.
- Listen. Try to understand what the tutee really needs.
- Maintain the academic standards of the professor and institution.
- Probe. Ask questions and dig deeper if a tutee is being quiet or not participating.
- Be respectful. Remember that all tutees come from different academic, personal, and socioeconomic backgrounds. Understand that you and the tutee will experience some differences.
- Be sensitive. Some students may be very emotional about their abilities.
- Encourage independence. The goal is to get the tutee to develop critical thinking skills.
- Be patient. Some tutees will take longer than others to "get it."
- Be encouraging. Your tutees will need encouragement to overcome their difficulties.
- Ask questions. Find out what skill level the tutee is at and start from there.
- Don't pretend you're the professor. Always defer to the professor's knowledge and methods.
- Don't pretend you know it all if you don't. Acknowledge your weaknesses and admit if something is over your head.
- Don't be judgmental about the tutee. Everyone has a different situation coming into tutoring.
- Don't settle for an uninvolved tutee. Challenge them to be invested in their learning.
- Don't introduce a new way of doing things if it will add more confusion to the situation.
- Don't do the tutee's work!
Professor: If your tutee needs more in-depth help than you are able to give, refer him/her back to the professor. Encourage the tutee to utilize the professor as his/her primary source of assistance.
Director of Educational Support Services: If your tutee is struggling with academic difficulties such as poor time management, weak study skills, or a learning disability, refer him/her to the Director of Educational Support Services for more appropriate assistance. Please contact the Director of Educational Support Services if you have ANY concerns about your tutee.
Director of Counseling Services: You are not a counselor. If the tutee is experiencing personal problems, feels the need to always share personal problems with you, or you have any other concern about his/her well being, please refer the tutee to the Director of Counseling Services for professional help.
Registrar/Advisor: Please refer the tutee to his/her advisor or the Registrar's Office if there are any questions about transcripts, course selections, grades, academic policies, or graduation requirements.
RA/Coach/Spiritual Advisor/etc.: Think outside the box. There are numerous resources on campus for students who need an ear or shoulder to lean on. If you're unsure who to refer, ask the student to name individuals he/she feels most comfortable with.
The following forms are available to download in both Word and PDF format:
The Office of Educational Support and Tutoring is located on the second floor of Halleck Student Center and open from 8 a.m. to 4 p.m. Monday - Friday.
For more information, contact:
Director of Educational Support Services