READING • LEARNING ASSISTANCE • DEVELOPMENTAL EDUCATION • TUTORING • MENTORING
*Program’s Details:
1st Stage: New ITPC Program Application Packet
1. Training Program and Institution Details for Certification:
Institution Name: Florida Atlantic University
Program Name: Supplemental Instruction
Program’s Webpage URL Address Link: www.fau.edu/si
Program’s Complete Mailing Address: Florida Atlantic University, Center for Learning And Student
Success (CLASS), Supplemental Instruction, 777 Glades Road, SU 80, Room 130
City, State/Provence, Zip/Postal Code: Boca Raton, Florida, 33431
Name(s) of the Primary & Other Contact Person(s) & their Position Title(s):
1)
2)
3)
_ Dr. _ Mr. X Ms. : Angelica Nevin
X Dr. _ Mr. _ Ms. : Jennifer Bebergal
_ Dr. _ Mr. _ Ms. :
Email Address(s): anevin@fau.edu, bebergal@fau.edu
Voice Phone #: 561-297-0906
Fax Phone #: 561-297-2151
2. Optional questions used only for statistics & demographic research by other CRLA members:
Primary Contact is a CRLA Member: __ Yes X No
Type of Institution: _ 1 yr _ 2 yr Fr-Sph _ 3-4 yr Jr-Sr X 4 yr Fr-Sr _ Bus _ Other
Funding Source: X Public
_ Private
_ Business
_ Other (specify): ___________________
3. Certification Level(s) requested using this application: (Mark an “X” for each level requested.)
(Fees can be combined if you are also applying now to add this level(s) to your current certification)
X Level 1 / Certified Tutor (1 year certification)
X Level 2 / Advanced Certified Tutor (1 year certification)
X Level 3 / Master Certified Tutor (1 year certification)
4. Non-refundable Fee for application(s) for the SAME PROGRAM, submitted together (effective 7/1/09):
(Fees can be combined if you’re now also submitting another appl. to add a new level(s) to your current certification.)
If submitting an online application is a problem, contact Rick Sheets at: rick.sheets@crla.net .
Fee schedule for online and paper applications is also listed on the “Instructions” pages of this application.
http://www.crla.net/itpc/application_process.htm
(Always verify current fees on our website.)
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
5. Email Application Packet file to ONLY : itpc@crla.net (only email address that can receive large files)
[Note: Name your email “Subject:” field using this format. These “*Program Details” expedite processing.]
Country,StateAbbrev,InstName,Campus,City,PrgrmName-Levels,N(new)/RR(renew)/RC(recert),part 1 (pt1,pt2,…)
Sample: USA, ZZ, Sample U., Zville Campus, Zville, Learning Assistance Center – L123, N, pt 1
________________________________________________________________________________________
6. “BRIEF PROGRAM OVERVIEW” FOR THE LEVELS REQUESTED ON THIS APPLICATION
This Document is available on our website. Document name “Program Overview”
________________________________________________________________________________________
7. Summary Chart(s) of Tutor Training Topics, Materials, & Documents / Files used for Each Level on
This Application. The chart(s) gives the reviewers a brief “snap-shot” of your program, before you
present your more detailed explanations and documentation of your program. Use the table headings
listed in the sample charts below to create a chart of topics, materials, and documents used in your tutor
training program for each level requested on this application.
7.1 LEVEL I: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Amount
of time
Methods
Materials Used/ Documentation
Definition of
Tutoring and
Responsibilities
Pre-Term
Training
45 min.
Individual Reading and
Reflection, Group
Discussion
UMKC Leader Guide (pp.10-13 & 28)
PDF file pp. 2-5 & 25
Basic Guidelines
Do’s & Don’ts
Pre-Term
Training
1.5 hours
UMKC Leader Guide (pp. 12-13)
PDF pp. 4-5
Pre-Term
Training
1.25 hours
Individual Reading and
Reflection, Group
Discussion
Individual Reading and
Reflection, Group
Discussion
UMKC Leader Guide (pp. 29, 34-35, 5365, 72)
PDF pp. 13,18-19,26-39
Individual Reading and
Reflection, Group
Discussion
Andragogy and Self-Directed Learning:
Pillars of Adult Learning Theory
Sharan B. Merriam
Techniques:
Beginning &
ending session
Adult Learners
Assertiveness/Han
dling Difficult
Situations
Role Modeling
Setting
Goals/Planning
Communication
Skills
Page
2
Blackboard
Module
2-3 hours
Group Discussion
UMKC Leader Guide (pp. 16-23, 29-30)
PDF pp. 6-11, 13-14
1.5 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
1 hr.
Personal reflection,
group discussion and
individual meetings with
supervisor(s)
Ice-breakers, group
discussions, etc.
It is our program’s goal to tie appropriate
role-modeling into every discussion,
reading and interaction. As SI leaders, our
group is expected to be a model peer in
all respects. Personal examples are used
whenever possible.
Parameters are set on the agenda of our
pre-term training. Goals are tied to past
participation trends for individuals
(attached).
Document: Ice-breakers
Peer and Supervisor Evaluations
1 hr.
Pre-term and
in-service
All Trainings
(Pre-term, inservice and
Blackboard
modules)
Pre-term
training
Homework, inservice
Pre-term and
in-service, on-
1 hr.
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
going
Active Listening
and Paraphrasing
Blackboard
Module, preterm training,
on-going
Pre-term
2 hrs.
Study Skills
All Trainings
(Pre-term, inservice and
Blackboard
modules)
2 hrs.
Critical Thinking
Skills
Blackboard
Module
2 hrs.
Ethics,
Philosophy,
Harassment and
Plagiarism
All Trainings
(Pre-term, inservice and
Blackboard
modules)
2 hrs.
Referral Skills
30 min.
Oral: Introductions to
class, observed by
supervisors and team
members.
Written: Guide to a well
written email, handouts,
etc.
Individual Reading,
Reflection, Group
Discussion, Redirection
of questions
Supervisor led
discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
Individual Reading,
Reflection, Group
Discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors
Active Listening
Rogers, C. and Farson, R.E.
“Whose Line is it Anyway?” Activity
Document: University Resource List
UMKC Leader Guide (54-87)
PDF pp. 27-58
Top 25 ways to weave in study skills
Collaborative Learning Enhances Critical
Thinking. Gokhale, A.A.
University Honor Code
7.2 LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Probing Questions
Pre-Term and
in-service
Cultural Awareness
and Diversity
Methods
Materials Used/ Documentation
1.5 hr.
Group Discussion, Roleplaying
Pre-term, inservice,
Blackboard
2.5hrs.
Identifying and
using resources
Specific
Skill/Subject Areas
Pre-term
30 min.
Pre-term, inservice,
professor
office hours
3 hrs.
Supervisor led
discussion, guest
speaker, reflection, roleplaying, Blackboard
Module Documentation
Supervisor led
discussion
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
professors
UMKC Leader Guide (all presented as
such)
“Whose line is it anyway?” activity
Leading by example
Expertise of guest speaker from Office
for Students with Disabilities
Leader discussion of diversity
Discussion of diverse populations at FAU
Assessing or
Changing Study
Pre-term and
In-service and
2-3.5 hrs.
Page
3
Amount
of time
Supervisor led
discussion, reflection,
Document: University Resource List
(located in ‘Informational pages)
Past session plans, current and past
textbooks, weekly scheduled meetings
with professor(s), weekly attendance at
lecture
UMKC Leader Guide (pp. 31, 35, 49-51,
53-87) PDF pp. 15,19,22-24,26-64)
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
Habits
Blackboard
Modules
Staying Motivated
Blackboard,
Individual
meetings for
follow-up
role-playing
2 hrs.
Reflection, Group
Discussion and
individual meetings with
supervisors
Encouraging Student Success: The
Instructional Challenges, Response
Strategies, and Study Skills of
Contemporary Undergraduates
Kuo, J., Hagie, C. & Miller, M.T.
Quotes from past members, motivational
primer from supervisor, group sharing of
coping and time management strategies
from fellow leaders.
7.3 LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION
(SUMMARY CHART)
Topic
When
Covered
Amount
of time
Methods
Materials Used/ Documentation
Target Population
Dealings
Pre-term and
In-service
2 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
professors
UMKC Leader Guide (pp.10-11,18-19,
30-33, 49-51)
PDF pp. 2-3,8-9,14-17,22-24
Weekly scheduled meetings with
professor(s)
Discussion with leader team at monthly
meetings
Role of Learning
Centers in Higher
Ed.
Blackboard
Module
2 hrs.
Individual Reading,
Reflection, Group
Discussion
Structuring the
Learning
Experience
Pre-term and
In-service
1.5 hrs.
Pre-term training is
structured in the SI
model fashion with
opening, closing and
content techniques.
Educational Outcomes of Tutoring: A
meta-analysis of Findings. Cohen, P.A.,
Kulik, J.A., Kulik, C.C.
The Effectiveness of Peer Tutoring in
Further and Higher Education: A
Typology and Review
of the Literature. Topping, K.J.
UMKC Leader Guide (pp. 1213,1819,29-35,49-51)
PDF pp. 4-5,8-9,13-19,22-24
Scheduled meetings with supervisor(s)
Training/Supervisi
ng other tutors
2.5 hrs.
Discussion, reflection,
role-playing
Peer Observation Sheet
Supervisor Evaluation Sheet
Group
Management Skills
Individual
meetings with
supervisor
Pre-term and
In-service
1.5 hrs
UMKC Leader Guide
Theory and
Practice
Blackboard
Module
2 hrs.
Individual Reading,
Reflection, Group
Discussion and
individual meetings with
supervisors and
professors
Individual Reading,
Reflection, Group
Discussion
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4
Four Twentieth Century Theories of
Education. Kneller, G.F.
1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
________________________________________________________________________________________
8. “DOCUMENT BIBLIOGRAPHY” FOR THE LEVELS REQUESTED ON THIS APPLICATION
This document is located on our website. Document name “Training Syllabus”
________________________________________________________________________________________
9. VERIFICATION OF YOUR TUTOR TRAINING PROGRAM
9. (Parts A-F) Questions on Certification Requirements for Each Level
9-A.1: Level 1 (L1)
1. Number of hours for Level 1: 18.5-19.5 [Minimum required: 10 hrs total.]
(a minimum of 10 cumulative hours of tutor training).
2. The requirements of Level 1 are: __ Met or X Exceeded
3. The 1st set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: Through the SI Leader Training
Syllabus. Meeting requirements are signed and dated for each level.
5. Our tutor training is done as a: __ Course
X Non-Course
__ Other (specify):
6. Documentation: All documents on our website for level one certification will verify:
a. how our program has “Met” at least the minimum requirements,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-A.2: Level 2 (L2)
1. Number of hours for Level 2: 11.5-13 [Minimum required: 10 hrs total beyond the 10 hrs minimum for
L1]
(a minimum of 20 cumulative hours of tutor training).
2. The requirements of Level 2 are: __ Met or X Exceeded
3. The 2nd set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: Through the SI Leader Training
Syllabus. Meeting requirements are signed and dated for each level.
5. Our tutor training is done as a: __ Course
X Non-Course
__ Other (specify):
6. Documentation: All documents on our website for level two certification will verify:
a. how our program has “Met” at least the minimum requirements,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-A.3: Level 3 (L3)
1. Number of Hours for Level 3: 11.5 [Min. required: 10 hrs total beyond 10 hrs L1 min. & 10 hrs L2 min.]
(a minimum of 30 cumulative hours of tutor training).
2. The requirements of Level 3 are: __ Met or X Exceeded
3. The 3rd set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):
4. The method(s) we use to track/document our training sessions is: Through the SI Leader Training
Syllabus. Meeting requirements are signed and dated for each level.
5. Out tutor training is done as a: __ Course
X Non-Course
__ Other (specify):
6. Documentation: All documents on our website for level three certification will verify:
a. how our program has “Met” at least the minimum requirements,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
Rev. 3/6/2010
9-B. Mode of Tutor Training for Each Level Applied for on This Application [within min. # of hrs listed]
9-B.1: Level 1 (L1):
Pre-requisite: No prior CRLA tutor training or certification is required to begin L1 Tutor Training.
1. Describe the training modes used for training Level 1 tutors.
L1 Requirements: a min. of 6 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
Our training incorporates each of the required modes (tutor-trainer supervised, interactive, and live /
real-time training. We also use online discussions through Blackboard.
2. Describe the training forms used for training Level 1 tutors. (Varied formats are recommended.)
Our program uses multiple training methods.
 Pre-term training, interactive, supervisor led with veteran leader-led activities and
University guest speakers.
 In-service team meetings and trainings (supervisor led)
 In-service team meetings and trainings (veteran leader-led)
 face-to-face individual and group discussions with peers and supervisors
 On-line open-forum discussions with peer leaders and supervisors
 Guided Blackboard modules peer leaders and supervisors focusing on topics of interest
3. Describe the main delivery medium(s) used for any remaining training time for Level 1 tutor training.
As with all levels, our training mediums vary greatly for each topic covered. Our attempt is to
reach each individual in a meaningful way, regardless of learning style.
4. The requirements of Level 1 are: __ Met or X Exceeded
5. Documentation: All documents on our website for certification will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, through our tutor training
syllabus being signed and dated by authorized personnel
c. these documents/files are included within the “8. Document Bibliography” of this appl.
9-B.2: Level 2 (L2):
Pre-requisite: Tutor MUST complete L1 Certification Requirements prior to beginning L2 training.
1. Describe the training modes used for training Level 2 tutors.
L1 Requirements: a min. of 4 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
Our training incorporates each of the required modes (tutor-trainer supervised,
interactive, and live / real-time training. We also use online discussions through
Blackboard.
2. Describe the training forms used for training Level 2 tutors. (Varied formats are recommended.)
Our program uses multiple training methods.
 Pre-term training, interactive, supervisor led with veteran leader-led activities and
University guest speakers.
 In-service team meetings and trainings (supervisor led)
 In-service team meetings and trainings (veteran leader-led)
 face-to-face individual and group discussions with peers and supervisors
 On-line open-forum discussions with peer leaders and supervisors
 Guided Blackboard modules peer leaders and supervisors focusing on topics of interest
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
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3. Describe the main delivery medium(s) used for any remaining training time for Level 2 tutor training.
As with all levels, our training mediums vary greatly for each topic covered. Our attempt is to
reach each individual in a meaningful way, regardless of learning style.
4. The requirements of Level 2 are: __ Met or X Exceeded
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-B.3: Level 3 (L3):
Pre-requisite: Tutor MUST complete L1 & L2 Certification Requirements prior to beginning L3 training.
1. Describe the training modes used for training Level 3 tutors.
L1 Requirements: a min. of 2 hours of training, and MUST use all 3 of these training components:
a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.
Our training incorporates each of the required modes (tutor-trainer supervised, interactive, and live /
real-time training. We also use online discussions through Blackboard.
2. Describe the training forms used for training Level 3 tutors. (Varied formats are recommended.)
Our program uses multiple training methods.
 Pre-term training, interactive, supervisor led with veteran leader-led activities and
University guest speakers.
 In-service team meetings and trainings (supervisor led)
 In-service team meetings and trainings (veteran leader-led)
 face-to-face individual and group discussions with peers and supervisors
 On-line open-forum discussions with peer leaders and supervisors
 Guided Blackboard modules peer leaders and supervisors focusing on topics of interest
3. Describe the main delivery medium(s) used for any remaining training time for Level 3 tutor training.
As with all levels, our training mediums vary greatly for each topic covered. Our attempt is to
reach each individual in a meaningful way, regardless of learning style.
4. The requirements of Level 3 are: __ Met or X Exceeded
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-C. Areas/Topics to be Covered in Tutor Training for Each Level Applied for on This Application:
Answer questions 1-3 for each level you have requested. Each level lists the minimum topics that
are required for completion of that level. The exact amount of time devoted to each topic may vary.
9-C.1: Level 1 (L1): a min. of eight (8) of the following 15 listed topics must be covered in Level 1 training.
1. Mark an “X” by the eight (8), or more, topics you cover in your Level 1 Tutor Training, and
X Definition of Tutoring and Tutor Responsibilities
X Basic Tutoring Guidelines, and/or, Tutoring Do's, and/or, Tutoring Don'ts
X Techniques for Successfully Beginning and Ending a Tutor Session
X Adult Learners, and/or, Learning Theory, and/or, Learning Styles
X Assertiveness, and/or, Handling Difficult Students
X Role Modeling
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
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X
X
X
X
X
X
X








Setting Goals, and/or, Planning
Communication Skills
Active Listening and Paraphrasing
Referral Skills
Study Skills
Critical Thinking Skills
Compliance with the Ethics and Philosophy of the Tutor Program,
and/or, Sexual Harassment, and/or, Plagiarism
_ Modeling Problem Solving
_ Other (please specify): ____________________________________________________
2. Indicate if you have met or exceeded the minimum of 8 of these specific topics listed above.
The Level 1 requirements are: __ Met or X Exceeded
3. Documentation:
UMKC Leader Guide: Abridged version for FAU purposes
Informational pages
Ice-Breakers, Warm-ups, etc.
In-Service Trainings
Adult Learners
o Readings
o Prompt
o Discussion
Active Listening
o Readings
o Prompt
o Discussion
Critical Thinking
o Readings
o Prompt
o Discussion
Ethics and Philosophy
o Readings
o Prompt
o Discussion
9-C.2: Level 2 (L2): In addition to reviewing the topics covered in Level 1 Training, a minimum of an
additional four (4) or more of the following 8 listed topics must be covered in Level 2 training.
1. Complete the “*Required Review of Level 1 topics covered during Level l training”, and, also
mark an “X” by the additional four (4), or more, topics you cover in your Level 2 Tutor Training:
X *Required Review* of Level 1 topics covered during Level 1 training (*required topic)
X Use of Probing Questions
_ Brain Dominance Learning
X Cultural Awareness and Inter-cultural Communications, and/or, Diversity
X Identifying and Using Resources
X Tutoring in Specific Skills, and/or, Tutoring in Specific Subject Areas
X Assessing or Changing Study Behaviors
X Other (please specify): __Staying Motivated_________________
_ Other (please specify): ____________________________________________________
2. Indicate if you have met or exceeded these minimum of 5 topics (L1 review + 4 others) listed above.
The Level 2 requirements are: __ Met or X Exceeded
3. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
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a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Example: Use of Probing Questions: see the “Tutor Training Syllabus, pp. 6-7”]





UMKC Leader Guide: Abridged version for FAU purposes
Informational pages
Study Skills
Keeping the Fire Lit: Staying Motivated!
o Readings
o Prompt
o Discussion
Redirecting questions activity
9-C.3: Level 3 (L3): In addition to reviewing the topics covered in Levels 1& 2 Training, a minimum of an
additional four (4) or more of the following 8 listed topics must be covered in Level 3 training:
1. Complete the “*Required Review of Level 1 & Level 2 topics covered”, and, also
mark an “X” by the additional four (4), or more, topics you cover in your Level 3 Tutor Training:
X *Required Review of Level 1 & Level 2 topics covered in Level 1 & 2 training (*required topic)
_ Self-regulating Learning, and/or, Brain Learning, and/or, Memory
X How to Tutor, and/or, How to Deal with Target Populations
X The Role of Learning Centers in Higher Education
X Structuring the Learning Experience
X Training and Supervising Other Tutors (Supervisory Skills)
X Group Management Skills (Group Interaction and Group Dynamics)
X Other (please specify): Theory and Practice
2. Indicate if you have met or exceeded these min. of 5 topics (L1 & 2 review + 4 others) listed above.
The Level 3 requirements are: __ Met or X Exceeded
3. Documentation:
 UMKC Leader Guide: Abridged version for FAU purposes
 In-Service Trainings
 Role of a Learning Center in Higher Education
o Educational Outcomes: Meta-Analysis
o The effectiveness of peer tutoring
 Theories
o Readings
o Prompt
o Discussion
9-D. Required Tutoring Experience in Tutor Training for Each Level Applied for on This Application:
Each Level requires a minimum of 25 hours of actual tutoring time. [25(L1) + 25(L2) + 25(L3) = 75 total hrs.]
1. Explain how you track your tutors’ actual tutoring experience.
 Sign-in sheets are used at both SI sessions and at office hours. On website as ‘Session
attendance recording forms’ Attendance is entered into a database, which is tallied
every other week.
2. Indicate if you have “Met” or “Exceeded” the minimum of 25 hours of actual tutoring time per level.
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
Our leaders typically exceed the minimum. With an entire semester of employment, all
leaders receive at least the minimum contact hours for certification.
3. List each clearly titled attached document sample (with page numbers specified) to confirm compliance.

On website as ‘Session attendance recording forms’ Attendance is entered into a
database, which is tallied every other week.
4. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
[Examples: “Tutor Time log for John Public tutoring student Mary Doe, p.10”, or “Tutor-Track printout.]
9-D.1: Level 1 (L1): Required: a minimum of 25 initial hours of actual tutoring experience for Level 1.
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
 Sign-in sheets are used at both SI sessions and at office hours. On website as ‘Session
attendance recording forms’ Attendance is entered into a database, which is tallied every
other week.
2. The requirement of 25 hours of actual tutoring experience for Level 1 is: __ Met or X Exceeded
3. These are examples of our tutor tracking documentation:
 On website as ‘Session attendance recording forms’ Attendance is entered into a
database, which is tallied every other week.
 Spot-checks for attendance accuracy (dropping in on sessions and during leader office
hours to ‘count heads’).
4. Documentation:
Session attendance recording forms
9-D.2: Level 2 (L2): Required: a minimum of 25 additional hours of actual tutoring experience, after the
completion of the Level 1 requirements [25 hrs (L1) + 25 hrs (L2) = 50 cumulative hours].
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
 Sign-in sheets are used at both SI sessions and at office hours. On website as ‘Session
attendance recording forms’ Attendance is entered into a database, which is tallied
every other week.
2. The requirement of 25 hours of actual tutoring experience for Level 1 is: __ Met or X Exceeded
3. These are examples of our tutor tracking documentation:
 On website as ‘Session attendance recording forms’ Attendance is entered into a
database, which is tallied every other week.
 Spot-checks for attendance accuracy (dropping in on sessions and during leader office
hours to ‘count heads’).
4. Documentation:
Session attendance recording forms
9-D.3: Level 3 (L3): Required: a minimum of another 25 added hours of actual tutoring experience, after the
completion of the L1 & L2 requirements [25 hrs (L1) + 25 hrs (L2) + 25 hrs (L3) = 75 cumulative hrs].
1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:
 Sign-in sheets are used at both SI sessions and at office hours. On website as ‘Session
attendance recording forms’ Attendance is entered into a database, which is tallied every
other week.
2. The requirement of 25 hours of actual tutoring experience for Level 1 is: __ Met or X Exceeded
3. These are examples of our tutor tracking documentation:
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1st Stage: New/Rejoin ITPC Program Certification Application Packet
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
On website as ‘Session attendance recording forms’ Attendance is entered into a
database, which is tallied every other week.
 Spot-checks for attendance accuracy (dropping in on sessions and during leader office
hours to ‘count heads’).
4. Documentation:
Session attendance recording forms
9-E. Required Tutor Selection Criteria for Each Certification Level Applied For on This Application.
9-E.1: Level 1 (L1): Describe below how your program completes the tutor selection criteria requirements:
1. The Step 1 interview option(s) we use for L1 tutor selection, and how we use them, are:
All interviews are supervisor constructed and led. Other members of our team are always
encouraged to participate.
Interview type 1: All applications have a mandatory field for a endorsement from a faculty
member. When the potential leader is in consideration, we send an email to the referenced
faculty member and/or the current faculty member for verification of endorsement.
Faculty members are also invited to take part in the actual face-to-face interview of leaders.
Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of
potential leaders each semester.
2. The Step 2 knowledge verification means we use for L1 tutor selection, and how we use them, are:
All potential leaders must have received at least an ‘A-’ in the course they are applying for.
Applicants must also maintain at least a 3.0 institutional GPA for consideration.
Life experience is taken into account, but is not a mandatory prerequisite of employment
with CLASS.
3. The requirements of Level 1 tutor selection are: __ Met or X Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
 First leader recruitment email template
 Second leader recruitment email template
 Application for new leaders
 Applications for returning leaders
 Faculty feedback request for current applicants
 Group interview agenda
 Group interview questions
 Notification of ‘alternate’ status
 Employment offer template
 Leader Contract and confidentiality statement
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E.2: Level 2 (L2): Describe below how your program completes the tutor selection criteria requirements:
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]
1. The Step 1 interview option(s) we use for L2 tutor selection, and how we use them, are:
All interviews are supervisor constructed and led. Other members of our team are always
encouraged to participate.
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Interview type 1: All applications have a mandatory field for a endorsement from a faculty
member. When the potential leader is in consideration, we send an email to the referenced
faculty member and/or the current faculty member for verification of endorsement.
Faculty members are also invited to take part in the actual face-to-face interview of leaders.
Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of
potential leaders each semester.
2. The Step 2 knowledge verification means we use for L2 tutor selection, and how we use them, are:
All potential leaders must have received at least an ‘A-’ in the course they are applying for.
Applicants must also maintain at least a 3.0 institutional GPA for consideration.
Life experience is taken into account, but is not a mandatory prerequisite of employment
with CLASS.
3. The requirements of Level 2 tutor selection are: __ Met or X Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
 First leader recruitment email template
 Second leader recruitment email template
 Application for new leaders
 Applications for returning leaders
 Faculty feedback request for current applicants
 Group interview agenda
 Group interview questions
 Notification of ‘alternate’ status
 Employment offer template
 Leader Contract and confidentiality statement
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-E.3: Level 3 (L3): Describe below how your program completes the tutor selection criteria requirements:
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.]
1. The Step 1 interview option(s) we use for L3 tutor selection, and how we use them, are:
All interviews are supervisor constructed and led. Other members of our team are always
encouraged to participate.
Interview type 1: All applications have a mandatory field for a endorsement from a faculty
member. When the potential leader is in consideration, we send an email to the referenced
faculty member and/or the current faculty member for verification of endorsement.
Faculty members are also invited to take part in the actual face-to-face interview of leaders.
Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of
potential leaders each semester.
2. The Step 2 knowledge verification means we use for L3 tutor selection, and how we use them, are:
All potential leaders must have received at least an ‘A-’ in the course they are applying for.
Applicants must also maintain at least a 3.0 institutional GPA for consideration.
Life experience is taken into account, but is not a mandatory prerequisite of employment
with CLASS.
3. The requirements of Level 3 tutor selection are: __ Met or X Exceeded
4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.
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First leader recruitment email template
Second leader recruitment email template
Application for new leaders
Applications for returning leaders
Faculty feedback request for current applicants
Group interview agenda
Group interview questions
Notification of ‘alternate’ status
Employment offer template
Leader Contract and confidentiality statement
5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F. Tutor Evaluation in Tutor Training for Each Level Requested on This Application:
1. Indicate which of these required method(s) are used, and how, to evaluate your tutors at that level.
 a formal / informal evaluation process is in place
 a formal / informal evaluation occurs on a regular basis
 the results of the evaluation process are made known to the tutors
2. Indicate if you have “Met” or “Exceeded” the minimum criteria requirements for that level.
3. Provide clearly identified samples, with page numbers specified, of these tutor evaluations.
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,
“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]
“Tutor Training Syllabus”, pages 2-4 ]
9-F.1: Level 1 (L1):
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
X a formal and an informal evaluation procedure is in place
X a formal, and an informal evaluation occurs on a regular basis
X results of their evaluation process are made known to tutors
X other (please specify): We reflect as a group on the evaluation process and discuss how
we will all attempt to change or continue to do.
2. The evaluation requirements for Level 1 tutors are: __ Met or X Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F.2: Level 2 (L2):
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]
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1. Mark an “X” for all options that you use to evaluate your tutors for this level:
__ a formal, &/or, __ an informal evaluation procedure is in place
__ a formal, &/or, __ an informal evaluation occurs on a regular basis
__ results of their evaluation process are made known to tutors
__ other (please specify): _____________________________________________________
2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
9-F.3: Level 3 (L3):
[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.]
1. Mark an “X” for all options that you use to evaluate your tutors for this level:
__ a formal, &/or, __ an informal evaluation procedure is in place
__ a formal, &/or, __ an informal evaluation occurs on a regular basis
__ results of their evaluation process are made known to tutors
__ other (please specify): _____________________________________________________
2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded
3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations:
4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
a. how this minimum is at least “Met” (including samples), and,
b. how our program documents that we have met this requirement, and,
c. that these documents/files are included within the “8. Document Bibliography” of this appl.
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