STONEHILL COLLEGE
Peer Tutor and TA
Handbook
Center for Writing and Academic Achievement
The Center for Writing and Academic Achievement
Stonehill College
MacPhaidin Library 314
320 Washington Street Easton, MA 02357-2152
Table of Contents
Dear Peer Tutors and Teaching Assistants:................................................................................................... 3
New Peer Tutor/TA Hiring............................................................................................................................. 4
Professional Code of Conduct and Confidentiality Agreement .................................................................. 5
Resources ...................................................................................................................................................... 6
Center Resource Cabinet ..................................................................................................................... 6
Peer Tutor Observations ..................................................................................................................... 6
Requirements and Expectations ................................................................................................................... 7
In-Center Expectations ........................................................................................................................ 8
Out-of-Center Expectations ................................................................................................................ 8
TutorTrac....................................................................................................................................................... 9
Role of a Peer Tutor .................................................................................................................................... 10
Ethics .................................................................................................................................................. 10
Successful Tutoring Sessions ....................................................................................................................... 11
General Best Practices....................................................................................................................... 11
1-on-1 Subject Tutoring..................................................................................................................... 12
Group Sessions for Peer Tutors and Teaching Assistants ................................................................ 13
Tutoring Group Personalities ......................................................................................................... 14
Active Learning............................................................................................................................... 14
Writing Tutors ............................................................................................................................................. 15
Student Writing Tutoring Appointment Cycle.................................................................................. 17
Strategies for Writing Tutors ............................................................................................................ 18
Quick Grammar Review for Writing Tutors ...................................................................................... 19
Teaching Assistants ..................................................................................................................................... 20
TA-Specific Information .................................................................................................................... 21
Dear Peer Tutors and Teaching Assistants:
Welcome to the Center for Writing and Academic Achievement (CWAA)! You have been recommended
by faculty to serve as a tutor or TA to your peers, which is a great honor that comes with considerable
responsibility. You have accepted an important and challenging duty, as your role involves both the
command of an academic subject area and strong interpersonal skills. You can encourage students to
reach their academic potential, and your positive interaction with students can make a critical difference
in their educational endeavors.
The purpose of this handbook is twofold. First, it is to provide you with information specific to the CWAA
programs at Stonehill College. Secondly, it is a resource that may benefit you as you build and improve
your tutoring methods and teaching assistant skills. The information in this packet is designed to help
you achieve the best results possible, as you become both efficient and effective in your role.
Thank you for your hard work and dedication to the CWAA – we wouldn’t be here without you!
All the best,
CWAA Staff
Center for Writing and Academic Achievement
Location: MacPhaidin Library, room 314
Phone: 508-565-1208
Website: www.stonehill.edu/CWAA
CWAA Staff: Devon Sprague, Director (dsprague@stonehill.edu)
Dana Wilson, Assistant Director (dwilson3@stonehill.edu)
Ursula Gorman, Administrative Assistant (ugorman@stonehill.edu)
Senior Tutors: Morgan Pillar, Senior Tutor – Writing (mpillar@students.stonehill.edu)
Viki Pace, Senior Tutor – Subject (vpace@students.stonehill.edu)
CWAA Programs: Teaching Assistant Program, Peer Tutor Program (Writing and Subject),
Academic Peer Mentors, Writing Fellows, Math Lab, Atrium Tutoring
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New Peer Tutor/TA Hiring
If you have not held a work-study position on campus before, you first need to register with Student
Employment. Please see the following instructions and make sure everything is complete before you
begin tutoring.
***If you have held a work-study position, skip to step 4.***
1. Register in the Student Employment Office in Duffy 103 (open weekdays 8:30am to 4:30pm).
2. Bring any one of these forms of ID:
a. Birth Certificate (an original with the stamp/seal)
b. Current passport
c. Social Security Card
3. Bring a deposit slip (or voided check) from your bank for mandatory Direct Deposit.
ALL Peer Tutors and Teaching Assistants
MUST apply for the position (steps 4-11).
4. Apply online for the Teaching Assistant/ Tutor position through http://jobs.stonehill.edu.
5. Click on “Student Jobs”.
6. Enter “Teaching Assistant/Tutor”, “Writing Tutor”, or “Writing Fellow” in the Search field and
click Search.
7. Click on the job link to open up the job description. Then click “Apply to this Job”.
8. If you haven’t done this before, you will need to create an account. Otherwise, log in.
9. Complete the job application completely and accurately and then click “Next”.
10. Read the Certification and check the box to agree to the statement, then enter your initials and
click “Submit this Application”.
11. Once you’ve been hired by the CWAA, you will receive an email confirmation. Legally, you are
not allowed to work until you receive an email confirmation that you’ve been hired.
4
Professional Code of Conduct and Confidentiality Agreement
All tutors employed by the CWAA must read and agree to adhere to the following Professional and
Academic Code of Conduct and Confidentiality Agreement.
Code of Conduct
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Tutors must keep strict confidentiality regarding any interaction with faculty and students while
performing the duties of a Peer Tutor.
Tutors are representatives of the CWAA and must keep all deadlines and conduct themselves in
a professional manner; including dress, language, and behavior.
Tutors must encourage independent learning and never do the work for the tutee.
Tutors must report any inappropriate behavior or language to the Director of the CWAA.
Tutors must record their hours on the Time Sheet and in TutorTrac accurately and honestly.
Confidentiality Statement
I, (print name)______________________________ understand that students who are employed by the
CWAA may be exposed to confidential information about other students. This information may be
verbal or written regarding grades, class performance, and disabilities. Legally, such information must
never be divulged to other students or faculty. Discussion or comments inside or outside the classroom
or tutoring center concerning such information will not be tolerated. To do so is a serious violation of
the FERPA (Federal Educational Right to Privacy Act) Right to Privacy.
My signature below indicates that I acknowledge the College’s FERPA policy and agree to its mandate. I
will not disclose any information acquired while working for the CWAA, nor will I use my position to seek
information that is not required for my duties.
I understand that violation of these policies will lead to my immediate job termination and possible
disciplinary action by the College.
Student’s signature
Date
*To further review Stonehill College’s FERPA Policy and the federal mandate please follow this link:
http://www.stonehill.edu/offices-services/registrar/ferpa
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Resources
As a Peer Tutor and Teaching Assistant, it is imperative that you know what you’re doing. But what if
you don’t know the answer to a student’s question -- what do you do? This page of links will help you be
more resourceful and helpful for students. Bookmark TutorTrac and the CWAA website in your browser
for quick access.
CWAA website and Center Schedule
TutorTrac
Instructional TutorTrac Videos
Peer Tutor Profile
Tutor Request Form
TA/Faculty Contract
Center Resource Cabinet
Don’t forget about the Resource Cabinet in the Center! This cabinet is intended for Tutor usage, so
please use it! Find the folder with your subject, and start adding resources such as: one-page “how-to”
documents, hand-outs from past classes for additional practice problems, and anything else that might
be useful to you, as the tutor. Please keep all materials in the Center after use.
Peer Tutor Observations
All Peer Tutors are considered staff members of the CWAA; therefore, your performance is evaluated,
formally or informally, and that performance evaluation becomes the basis for future references.
Observations are not intended to be scary or intimidating – please recognize that we are here to help
you become better tutors and stronger leaders.
In addition to observations throughout the semester, a student satisfaction survey will be sent out once
a year to gauge the helpfulness of tutors.
You have been hired to tutor your fellow students in specific subjects to help them become better
learners. Take your job seriously. You may need to include this job in your resume or use it as a basis for
a reference.
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Requirements and Expectations
As with any part-time job, the employer (CWAA) expects 100% compliance with all requirements listed
below. Your role as a Peer Tutor and Teaching Assistant is a privilege, not a right. In order for the CWAA
staff to maintain accurate records in accordance with federal law, we cannot allow exceptions to these
requirements. Please take a serious look at your schedule and commitments this semester to make sure
you are 100% committed to following CWAA policies and requirements.
Requirements at the beginning of the semester:
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Faculty recommendation
Successful completion of course in which you are tutoring or TA-ing
Cumulative GPA of 3.0 or higher
Professional Code of Conduct Contract
FERPA Confidentiality Agreement
Peer Tutor Profile (electronic – complete each semester)
Peer Tutor and Teaching Assistant Orientations
TA/Faculty Contract (for TAs only)
Student Employment Forms (for new work-study students only)
Teaching Assistant/Tutor Application (http://jobs.stonehill.edu) (for new tutors/TAs only)
Writing Tutor and Writing Fellow Applications (http://jobs.stonehill.edu) (for new tutors only)
Enter your availability on the schedule within TutorTrac (Peer Tutors only)
Requirements throughout the semester:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Complete myHill timesheet every two weeks, due THURSDAY @midnight
TutorTrac records completed every two weeks must exactly match your myHill timesheet
Tutor in the library
Wear a nametag when tutoring
TAs must request classrooms for Review Sessions through Conference and Events
Check your email daily for important messages from the CWAA
Maintain a 3.0 GPA and be in good standing on campus
Attend bi-weekly Peer Tutor meetings and monthly CWAA trainings
Respond to CWAA surveys at mid-semester and end-of-semester
Maintain your availability within TutorTrac in case your schedule changes
Keep strict confidentiality
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In-Center Expectations
1. If you are scheduled to open or close the Center, pick up or return the keys to the Library
Circulation Desk. You will need your student ID card.
2. Always wear your name tag and put up your subject signage.
3. Always log in and out for work through the Kiosk. Include detailed NOTES for each session.
4. Straighten chairs, put away books, throw away trash, and wipe off the tables at the end of every
shift. Please be mindful of those tutoring after you.
5. Think about what resources would be helpful for students in your subject area, and be sure to
have copies made for the Resource Cabinet within the Center.
6. Extra paper and office supplies are located in the filing cabinets. There are two computers which
print to the following printer: B313-HP, located in the Computer Lab next door.
7. Help yourself and your tutees to coffee, tea, and snacks.
Out-of-Center Expectations
1. All tutoring takes place in the library.
2. Always wear your name tag, which can be found in the Center.
3. Log in and out of TutorTrac using the Center Kiosk or your own laptop by using the Log Student
feature at the top of the main page. Include detailed NOTES for each session.
4. Remember that you are a professional representing the CWAA.
5. Pay attention to the bees…
BEE POSITIVE
BEE PATIENT
BEE A GOOD LISTENER
BEE ENCOURAGING
BEE A CONFIDENT LEADER
BEE RESOURCEFUL
BEE RESPECTFUL
BEE YOURSELF!!
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TutorTrac
All Peer Tutors and Teaching Assistants are required to account for the hours that are submitted on the
myHill Time Sheet by telling us what you have done and who you have worked with. TutorTrac is the
program that we use for this purpose.
This is an important and necessary step because we have to report exactly what you do, along with
many other details about the Teaching Assistant/Peer Tutor Program. It is essential that we have
complete and accurate records in TutorTrac in order to keep the program funded. Our department
now employs approximately 200 students; it would be impossible for us to keep track of everyone.
Simply submitting your hours on your myHill Time Sheet is not sufficient; we need to know what you
have been doing during those hours that you are being paid for. In this time of financial cut-backs, every
program at Stonehill College is being scrutinized, and without a record of what you have done, we will
not get the financial support necessary to continue with the Peer Tutor/TA Program.
Tutors and TAs who are not compliant with this important part of the job will be in jeopardy of losing
the position. We will send a reminder to you if your TutorTrac records do not match your time sheet;
and for TAs, if necessary, we will notify your professor. If you have any questions or problems, please let
us know and we will be happy to help you.
You are able to access the program by going to http://tutortrac.stonehill.edu
Please see the TutorTrac Guide for complete instructions.
Instructional TutorTrac Videos
available on the CWAA website
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Role of a Peer Tutor
The primary role of the tutor is to offer assistance with academic skills, subjects, and courses by helping
the tutee “learn how to learn” on his or her own. You are a facilitator, a coach, and you are empowering
students to help themselves. Tutors do not give answers, but help the tutees learn to find answers for
themselves. Tutors, of course, do answer some questions directly, but in doing so they model the
appropriate thinking and language behavior for the particular subject. You are a resource for other
students, someone who can assist tutees with developing problem solving and decision making skills,
and finding alternative resources. You also assist students who seek help with improving their selfconfidence, which is a key factor in improving academic performance.
Peer tutors should have proficiency and demonstrated knowledge in the subjects they tutor. Students
who come for tutoring are struggling with a problem they cannot solve. The role of the tutor is not to do
the homework problems, but to assist students to understand concepts and processes in order that he
or she can then leave the Center and complete their homework on their own.
Tutor should guide the students through the process of learning to find their own answers. Tutors as
“model students” should be helping tutees become “master students.” Tutors also help provide an
open environment in which learning can take place. Tutors determine the level at which a student is
struggling: Does this student understand the basic concepts? Does this student understand the
vocabulary of the subject? Tutors recognize that they have to work on a student’s level of
understanding in order to help the student reach the tutor’s level of understanding. If the student
needs to understand basic concepts before going further, the tutor will spend time on the basics.
Learning problems often come from not being able to relate the immediate problem to prior knowledge.
That process requires the learner to organize information into meaningful patterns. Tutors understand
that learning is a process of comprehension, application, analysis, synthesis, and evaluation.
Part of the reason that peer tutoring is so successful is because students can often relate better to each
other than to their instructors. Tutees trust their tutors.
Ethics
1. Never comment on a tutee’s grade. Keep your comments about grading policies and instructors
positive and encouraging.
2. Do not offer false hope or empty flattery – be honest with your tutees while building their selfconfidence.
3. Have the courage to admit your own weaknesses and seek assistance where appropriate.
4. Maintain confidentiality in the tutoring relationship.
5. Do not do the work for the student, but help them learn strategies for finding the answer.
6. Ensure that your tutee(s) has a clear understanding of your role in supplementing the class, not
substituting for it.
7. Try not to speculate on grades (e.g., “You’ll definitely get an A in this course…”).
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Successful Tutoring Sessions
All successful tutoring sessions start and end with a CONFIDENT and PATIENT tutor. Think of yourself as
the trunk of a tree, and your tutees as the branches. As the tree trunk, you provide the structure and
stability needed for the branches to grow. To keep your roots healthy, you must be resourceful. To keep
your bark from drying up and falling off, you must be open to new strategies that help you tutor more
effectively. To keep your trunk strong, you must continue to learn and develop so that your tutees can
feed off your knowledge to progress on their own. Sick of the tree metaphor? Then let’s look at BEST
PRACTICES for 1-on-1 sessions and group sessions.
General Best Practices
You are a resource for students and they see you as a leader, so always act professionally and respect all
questions and responses. Challenge yourself and your tutees by waiting quietly for tutees to volunteer a
well-developed answer, allowing high-level thinking to take place. It may feel uncomfortable to sit
quietly for so long, but in order for the tutee to gain a deep understanding, they must work through the
material by themselves. Refer Tutees to resources (textbook, notes, handouts, etc.) when they’re stuck.
Please do this…
But don’t do this…
Be responsive and communicative with all tutees
outside your hours.
Don’t continue the session if the tutee appears
tired or overwhelmed.
Provide content tutoring 1-on-1, encourage
students to learn independently.
Don’t do all the talking, and definitely don’t do the
work for the tutee.
Be an active listener and ask questions, especially
to verify Tutees’ understanding.
Don’t discuss personal issues with the tutee; stay
focused on the subject at hand.
Summarize at the end of the session, and provide
resources for Tutees’ continued retention.
Don’t be afraid to say that you don’t know the
answer!
Put in writing what the tutee needs to accomplish
before the next session. Enter detailed Visit Notes
in TutorTrac.
Don’t meet with tutees in Residence Halls or
anywhere other than the library.
Act professionally and maintain confidentiality.
Don’t accept tutoring requests from ANY source
other than our office, including faculty. Instead,
refer the student to the CWAA.
Contact us with ANY questions or concerns.
Don’t feel obligated to accept every tutoring
assignment. Don’t stretch yourself too thin.
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1-on-1 Subject Tutoring
Most 1-on-1 tutoring sessions last about one hour. Is that enough time to truly help a student with their
questions and concerns? Absolutely! Follow these best practices to ensure success.
Greet the Tutee
with a Smile!
Identify the
Tutee's needs.
~2 minutes
Set an agenda
for the session
by breaking up
the work into
smaller parts.
~3 minutes
Plan next
session, but also
encourage Tutee
to visit TA
Review Sessions.
Acknowledge
their progress
and provide
suggestions for
retention.
Follow your
agenda to stay
on task;
summarize and
repeat often!
~10-45 minutes
~2 minutes
Always ask the
Tutee to "teach
back" to you or
summarize
concepts.
~5-10 minutes
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Group Sessions for Peer Tutors and Teaching Assistants
Most tutoring sessions are 1-on-1, but sometimes we encounter multiple students at one time and must
manage the varying levels of subject knowledge. This is the case with TA Review Sessions, as well. But
believe it or not, group tutoring can make your job as a tutor a bit easier than working with only one
student! Yes, really!
Think about it…
Multiple students means multiple
levels of understanding. Use this to
your advantage! If you need more
time with one or two students, have
the remaining students work
together, or pair everyone.
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Tutoring Group Personalities
What are the most common tutee personality types you encounter? How do you work with personalities
that clash with your own? Fill in the last column with your strategies for these students.
Tutee Personality Type
The Silent Tutee
The Indecisive Tutee
The Obstinate Tutee
The Rambling Tutee
Description
Strategies
Seems bored, indifferent,
insecure. Just quiet, perhaps.
Needs your opinion, advice,
etc. on every thought.
Won’t budge, can’t see your
point of view. Frustrated.
Talks, talks, talks. Far-fetched
ideas, gets lost. Off-topic.
Active Learning
One of the most important moments in a group tutoring or TA Review session happens when a tutee
asks the tutor/TA a direct question. If you answer the question for the tutee, the sessions quickly
become nothing more than your answering questions and passive re-lecturing over the material.
Therefore, it is critical that questions be redirected back to the group to be answered. This is more
difficult than it sounds because it is counter-intuitive not to answer a question to which you know the
answer. So let’s brainstorm ways to redirect the question back to the students:
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Writing Tutors
CWAA Writing Tutors are also referred to as Peer Tutors, but these tutors have one extra requirement:
they must first pass WRI369 to become a Peer Writing Tutor. However, they still must attend biweekly
trainings and use TutorTrac for appointments, scheduling and logging work hours.
I. Introductions
Be aware of your scheduled appointments. Wear your name tag so the tutee will recognize you.
Remember, this might be the first time the student has visited the CWAA and they could be
apprehensive about tutoring. Be welcoming and introduce yourself.
II. The First Session
Ask the student about his or her expectations and goals for seeking a tutor:
What kinds of problems or difficulties is the student having with the assignment?
Has he or she had any of these types of problems with other assignments?
Explain, if appropriate, your role as a Peer Tutor and what your goals and responsibilities are for
each appointment. Be clear about the type of assistance you can provide.
III. To start the appointment
Start with the tutee’s questions concerning the course or assignment.
Pay attention to the tutee’s attitude. Is she or he frustrated or anxious? Your appointment may be more
productive if you try to address these feelings first. Assess the situation.
Ask questions about the assignment and writing process:
What assignment are you working on?
How much work have you already put into the paper?
Which parts of the paper are you concerned about?
Make a plan for the appointment. Be realistic. How much can you cover during the allotted time? Decide
together what the focus of the session should be.
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IV. During the appointment
The most effective way for the student to learn is to let him or her do the work.
Ask questions that will guide the student through the writing process. Present information differently
based on the learning styles, such as visually (a chart), or auditory (discuss concepts out loud). You may
need to model appropriate strategies, but then step back and let the tutee try it on his or her own.
Ask for the student’s input:
Does she or he understand?
What remains unclear?
Are you being helpful?
What would be more helpful?
V. To end the appointment
Have the tutee summarize the information you covered.
Ask them what the next steps are.
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Student Writing Tutoring Appointment Cycle
Student makes
appointment in
TutorTrac
Tutor works on
later-order
concerns like
grammar and
punctuation
Preparation:
bring notes,
assignment, a
copy of your
rough draft,
textbook
Tutor works with
student on
higher-order
concerns first,
like thesis and
organization
Visit the CWAA
for 30 minute or
one-hour writing
appointment
Student reads
their paper out
loud while tutor
listens and takes
notes
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Strategies for Writing Tutors
Plagiarism: When plagiarism occurs, it is oftentimes unintentional and due to lack of knowledge about
proper citations and procedures. In these instances, give the student information about different
methods of citation, along with examples of ways to paraphrase, in order to fix the problem. However, if
a student deliberately plagiarizes, it is important that you report him or her to the Director.
Citations: If a student requests help with a citation method you are not familiar with, make sure to
consult a manual or some other official guidebook, before answering their question. The citation guides
made available by the library are one example of an effective resource. Also, if you are still unsure after
looking at a book, recommend that the student ask a reference librarian for help. You can walk the
student downstairs, or call the reference desk at 508-565-1103.
Early Due Dates: When a student brings in a paper due the next day, or even in a few hours, it is
important to adjust your tutoring style. Talk with the student candidly about how much time they have
to spend on revisions. Still address major structural issues, but organize the session with these time
constraints in mind in order to avoid overwhelming the student. Also, suggest that they make an
appointment earlier next time.
Passive Students: It is important that students take an active role in their own learning. When dealing
with a student who tries to get you to do most of the work, try employing certain techniques, such as
refusing to hold the pen or asking questions to engage them in the session. If this does not work, it
might be necessary to politely remind students that they are ultimately responsible for their own work.
Monopolizing Time: Do not let sessions run more than an hour or so. Appointments longer than this are
too draining for both the tutor and student and are usually less productive. As a tutor, it is your job to
give the session a definitive beginning, middle, and end. If the student seems unwilling to leave, use
direct cues, such as asking “did the session help you?” or by standing up, to signal that the session is
over. If you reach the end of a session and feel like the student still has a lot of work that needs to be
done, it may be helpful to give them three things to work on and suggest making another appointment.
Discussing Faculty: Students oftentimes let out their frustrations by complaining to tutors about
professors. It is important to make the student feel comfortable in the Center, but avoid agreeing with
the student just to make them feel better. Do not talk negatively about a member of the faculty or
criticize their grading; instead suggest that the student discuss the grade with the professor.
ESL (English Second Language) Students: Although it might seem necessary to devote most of a session
involving an ELL to grammatical issues, this is not always the best course of action. Even if a paper seems
to have many grammatical errors, it is still important to discuss more critical structural problems before
addressing them. A grammatically perfect, but structurally flawed essay is not desirable. When you do
discuss grammar, don’t be intimidated if the ELL knows the proper terms for English conventions. Just
explain the concept in terms that make sense to you and consult a handbook when necessary.1
1
Gillespie, Paula, and Neal Lerner The Longman Guide to Peer Tutoring 2nd ed. New York: Pearson Longman, 2008.
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Quick Grammar Review for Writing Tutors
Comma Splice: A comma splice occurs when a comma is incorrectly used in place of more forceful
punctuation to join two or more independent clauses. An example of a comma splice is the sentence: I
want to do well in school, my parents will be happy. Both “I want to do well in school” and “my parents
will be happy” are independent clauses that could exist as their own sentence. When a comma splice
occurs, replacing it with a period or semicolon, or rewording the sentence, can fix the problem. For
example, the previous example sentence could be fixed by saying: I want to do well in school. My
parents will be happy. It could also read: I want to do well in school; my parents will be happy. Lastly, the
sentence could be rewritten to say: If I do well in school, my parents will be happy. In this instance, “my
parents will be happy” is still an independent clause, but “if I do well in school” is a dependent clause;
therefore, since they could not be two separate sentences, this is not a comma splice.
Run-on sentence: Like a comma splice, a run-on sentence combines two or more independent clauses
without proper punctuation. The sentence: I want to do well in school my parents will be happy is an
example of this type of error. The solutions for fixing a comma splice, listed above, also work for this
type of mistake. Also, a long sentence is not necessarily synonymous with a run-on sentence, so it is
important to differentiate between the two.
General Comma Usage: There are many appropriate instances to use a comma. Commas should be used
to separate items in a list consisting of three or more items and placed before introductory phrases.
They also are used with conjunctions, such as “but”, “and”, “etc.”, and to set off additional pieces of
information in a sentence. For example, consider the sentence: Joanna, who is on the track team,
completed a marathon this weekend. Commas are necessary here because “who is on the track team” is
not a piece of crucial information to the sentence, but rather a secondary thought. Commas are also
used to separate multiple adjectives that describe the same noun (ex. The tall, redheaded girl). Consult
a handbook for a more detailed review of comma usage.
Semicolon: Semicolons are one type of punctuation that can be used to link two independent clauses
together. They are used when no connecting word (and, but, etc.) exists and with conjunctive adverbs
(however, moreover, etc.). For example, a semicolon is appropriate in the next sentence because it does
not have a word that connects the two independent phrases: I bought a new book; I love to read.
Active/Passive Voice: The active voice occurs when the subject performs the action described by the
verb. An example of an active voice sentence is: I watched the Red-Sox game. The passive voice occurs
when the subject is being acted upon by the verb. An example of a passive voice sentence is: The RedSox game was watched by me. In general, it is much more concise and effective to use active voice.
However, some types of writing, especially writing in the sciences, require using the passive voice.
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Teaching Assistants
Teaching Assistants (TAs) are sophomores, juniors and seniors who work to support faculty and
students. TAs are recommended to us by faculty who have recognized your outstanding characteristics.
TAs must maintain at least a 3.0 GPA and must follow CWAA policies and procedures throughout the
semester to ensure employment for the next semester.
In your TA role, you may find yourself supporting faculty and students in a variety of ways: in-class
support, office hours, correcting assignments without assigning grades, review sessions or PLTL, etc.
Below you will find a list of “Do’s” and “Don’ts” for this position.
Please do this…
But don’t do this…
Communicate regularly with your faculty member,
and be sure to discuss problematic students.
Do not discipline students.
Conduct course-related research to strengthen
your understanding of your position and course.
Do not act as a research assistant or conduct
departmental clerical support.
Help lead class discussions and provide lab support
for students, as needed.
Do not teach class without faculty present.
Review and comment on subjective assignments.
Correct but not grade objective assignments.
Do not evaluate or grade subjective assignments.
Lead Review Sessions and/or PLTL sessions. Be
Do not tutor individual students unless they visit
sure to reserve your room through Conference and you during your office hours. Any tutoring must go
Events.
directly through the CWAA.
Assist with class and/or exam preparation.
Do not proctor examinations.
Contact us with ANY questions or concerns.
Don’t forget that, while you are working for your
instructor and your department, you are an
employee of the CWAA and are bound to a
contract with specific requirements.
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TA-Specific Information
As a TA, you are “in the field”, which means you aren’t given a lot of oversight from the CWAA. Since
you’ve been identified as a reliable and responsible student, we trust that you will perform your duties
to the best of your ability, seeking out your faculty member, other TAs and tutors, and/or the CWAA
staff if you have any questions or concerns. As you have been oriented to the role, been given a
thorough handbook, and have many resources available to you for assistance, the CWAA expects that
you have all the information you need to succeed. If anything is still unclear to you, please let us know.
As with any employment position, the Teaching Assistant position involves orientation, training,
feedback surveys and payroll. Orientation gets you started, training keeps you going, and feedback
surveys give you a voice. Payroll provides you with compensation and TutorTrac records provide the
CWAA with a thorough understanding of how your time is managed throughout the semester. Without
these necessary pieces, we wouldn’t have a TA program. Please take your job seriously.
Please see the information below for more information regarding your TA position:
1. TAs are required to attend three CWAA training events per semester *Exception: PLTL Leaders
are not required to attend due to the rigorous oversight provided by the Chemistry faculty.
These trainings are provided as part of your professional development. All TAs are compensated
for time spent in training. Please arrive to meetings and trainings on time, and be prepared to
listen and learn.
2. TAs do not tutor individual students. If you prefer a 1-on-1 tutoring setting, please speak with
CWAA staff to discuss a potential tutoring position. The hours spent tutoring are in addition to
your hours working as a TA.
3. Due to budget constraints, TAs are only allowed to work four hours per week, per course or
section. If you are a TA for two classes or sections, you may work up to 8 hours per week. If you
find yourself working more than four hours, please let us know right away so we can talk with
the professor about your workload.
4. If you are holding review sessions, you must request a classroom for the semester through
Conference and Events. Be sure to select the correct department when filling out the request
form. If you need to cancel a Review Session, please email the students and the professor, and
post a notice on the door. If you have a Review Session and none of the students attend, please
wait at least 15 minutes before you leave. You may add that ¼ hour to your timesheet.
When the college is closed, there are no Review Sessions/PLTL/Math Lab/Atrium, etc.
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