1. 1. The tutor encouraged me to communicate my thinking by asking me to: repeat the question in my own words, show my work in an organized way, or explain my reasoning out loud, etc. SLO #1
   The tutor encouraged me to communicate my thinking by asking me to: repeat the question in my own words, show my work in an organized way, or explain my reasoning out loud, etc. SLO #1

The math tutoring program consists of classroom tutors, math lab tutors, the faculty tutoring coordinator (A'kilah Moore [Feb 2008] ), and the math lab coordinator (Carol Love [Feb 2008] ).

Classroom & Lab Tutors: Duties & Expectations

1. Tutor (not lecture) students who are currently enrolled in a L.M.C. class, using techniques that motivate them and foster independence. Tutors do not do the student's assignments for them.
   1. Circulate amongst the students making sure that they know you are on duty and ready to assist them with any questions they might have.
   2. Be professional at all times, i.e. respectful towards co-workers, students, and instructors; please refrain from using profanity or loud and offensive language.
   3. Be on time and wear your name badge or a spare badge from the lab.
   4. Do not play on-line games while in any of the math labs; you are an employee of the math department and expected to set an example for other students to follow.
   5. When it is slow other activities may be appropriate – check with the instructor on duty before beginning “other activities.” Be sure you have positioned yourself at the front of the room, periodically circulate, and make eye contact with students in the classroom or lab.
2. Enforce rules and regulations relating to all labs and related equipment.
   1. Have students sign in and out of the labs.
   2. No food or drinks are allowed in any of the carpeted areas or around any of the computers.
   3. Report any student accessing inappropriate websites (pornography) to an instructor or supervisor.
   4. No cell phones are to be used in any of the labs.
   5. MP3 players and I-Pods should not be audible or disrupting to others.
3. Help keep the lab clean and orderly.
   1. Empty the “used paper” boxes in all labs.
   2. Empty the electric pencil sharpener receptacles.
   3. Pick up any garbage and used paper left by students.
   4. Refill scratch paper receptacles as needed.
4. Perform related duties as directed.
   1. Answer the math lab phone when it rings and you are on duty. Be professional, “Math Lab, how can I help you?” Or, “Good afternoon, how can I help you?”
   2. To transfer a call, press the flash button, followed by the extension #, then hang up.

Goals and Assessment

The goals of the math tutoring program were last discussed at the Math DE meeting on 2008 02-11.  

Math Department Title 5 work (March 2002):

1. To promote students' independence in learning.
2. To personalize instruction.
3. To facilitate student insights into how to learn.
4. To help students improve their condience and attitudes toward math. 

Math department goals, based on evaluations of our tutoring program (2007?)

1. Promote independence in learning.

   Use Socratic method.

   Help students to learn the underlying processes.

   Help students learn study skills.

   Assisst student in improving his/her attitude towards math and confidence in his/her ability to do math.

2. Facilitate tutor insights into the learning process .
3. Provide a student  perspective on learning and school success.
4. Respect individual differences.
5. Follow a job description.

   Assist instructor in the smooth administration of the PSI environemnt.

Student Learning Outcomes for Library and Learning Support Services (undated)

1. access and effectively  utilize available campus Library and Learning Support Services.
2. apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments.
3. demonstrate information competency skills needed to meet the research demands of academic course work and life long learning

Student (Tutee) Learning Outcomes (February 2008)

1. Communication
2. Problem Solving
3. Multiple Representations
4. Effective Learning
   1. promote students' independence in learning
   2. facilitate student insights into how to learn
   3. help students improve their condience and attitudes toward math
5. Concepts & Procedures
6. demonstrate information competency skills needed to meet the math problem-solving demands of academic course work and life long learning

Tutor  Learning Outcomes (February 2008)

• The tutor promotes the above listed student tutee learning outcomes.
• The tutor  will be proactive (identifies students having difficulties, engages the student with effective strategies, including bringing in instructor)
• Treat all students respectfully (regardless of culture, disability, first language, etc.) (demostrating intercultural competence, awareness of how culture affects learning environment)
• Guiding students through a problem solving process with the goal of producing some sort of independence (socratic method, scaffolding, Polya)
• Tutor uses socratic methods to diagnose student difficulty (mathematically and affectively) to guide tutor approach to tutoring process. (prescriptive, designed for specific student needs) (personalized)
• Tutor builds student's confidence and is enthusiatic toward Math (positive reinforcement, cheering on, pointing out progress, empathetic)

New Tutoring Program Goals (February 2008)

•  To engage in the careful selection of tutors who represent the diverse student population.
• To ensure tutors are continuously trained in interculteral competence and effective Math tutoring practices.
• To collect and analyze both quantitiative and qualitative data and use the data analysis to make changes to the existing tutoring program, at least once a year.
• To ensure that all program decisions are made in the context of historically underserved populations.
• To promote student leadership through interaction with faculty and staff, taking up responsibilities, etc.
• Building a community of tutors.

Programs (February 2008)

•  Provide a student  perspective on learning and school success

Tutee Survey Questions (February 2008)

• The tutor spent a significant amount of time with you working on outcomes other that just basic course skills (e.g., the tutor worked on your ability to solve problems, communicate solutions, technology, use graphs, etc.)
• The tutor frequently came over to you and initiated a conversation by asking about your progress or if you were having any difficulties.
• The tutor treated you with respect; in particular the tutor was snesitive to any cultural norms taht might be connected to how you learn or what might be the best lewarning environment for you.
• The tutor worked with you to develop you own problem sovling abilities as opposed to just helping you get through problems.
• The tutor worked with you as an individual and discovered how to focus on your particular needs at the time.
• I felt more confident about Math after I was helped by the tutor.
•  

See Also

• AVID