College Reading & Learning Association
Reading • Learning Assistance • Developmental Education • Tutorial Services
International Tutor Program Certification
Re-certification Application Packet
rev. 2008
Re-Certification Application Cover Sheet
1. CONTACT INFORMATION
CONTACT PERSON: Anthony Velez
ADDRESS: Academic Support Center
ADDRESS: Fresno Pacific University
ADDRESS: 1717 South Chestnut Avenue
CITY, STATE ZIP: Fresno, CA 93702
PHONE: 559-453-5585
FAX: 559-453-7147
Email: anthony.velez@fresno.edu
CRLA member: __Yes __
INSTITUTION TO BE CERTIFIED: Academic Support Center
Type of Institution: __2 year _x_ 4 year
PROGRAM NAME (LIST BELOW AS IT WILL BE PRINTED ON CERTIFICATE):
The Center for Writing and Learning of Fresno Pacific University
2. RE-CERTIFICATION LEVEL(S) REQUESTED
_ x_ REGULAR LEVEL 1
_x_ ADVANCED LEVEL 2
_ _ MASTER LEVEL 3
3. APPLICATION FEE: (Effective July 1, 2005)
Any 1 Level = $100; Level 1 & 2 or Level 2 & 3 = $150; All 3 Levels = $200
Make a copy of this page, attach a check payable to--CRLA/Tutor Program Certification-- and mail to:
DuganData
P.O. Box 15685
Lenexa, KS 66285
The federal I.D. # is 95-3177158. We cannot accept Purchase Orders
List of Documents
Please list the titles of the documentation files you are attaching to your application to verify that you meet
certification requirements: (usual documentation could include syllabus, program description, time logs,
brochures, tutor training guides, web pages, handouts.) This is usually the last step in the process.
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A course syllabus for Sections A, B & C
Table of Contents from Tutoring Manual for sections B & C
A payroll spreadsheet for section D
A job announcements for writing and subject areas for section E
A student evaluation document and observation form for section F
OVERVIEW OF THE TUTOR PROGRAM TO BE CERTIFIED
Please provide a two-page overview summarizing how your tutor-training program fulfills the requirements
of the level or levels of certification you are seeking. The purpose of this overview is to provide the
Reviewers with the background information necessary to understand your program.
Program history
 Pioneered in 1995 as a writing lab for a developmental writing class—coordinated by adjunct faculty;
staffed by five paid student peer tutors; served approximately 20 students on a weekly basis each
semester.
 Integrated with all tutorial services as the Center for Writing and Learning in 1997—coordinated jointly
by a part-time English faculty member and the Director of Mentoring and Retention.
 Position of Coordinator of Academic Support Services (administrative staff) created and hired July
2001—assumed all administrative duties with oversight by Director of Mentoring and Retention.
 Moved from a single basement room to a suite of centrally located, above-ground rooms in 2002.
 2003 – 2004 staff: one professional administrative staff coordinator, two student supervisors, sixteen
paid student tutors; two student tutors in credit-earning math practicum
 Fall 2003 students served: approximately 300 students on a drop-in basis, and approximately 100
students weekly in small writing lab groups.
 Fall 2006 – Created and hired for the Tutoring & Resource Coordinator position, to specifically
oversee tutor training and marketing for the CWL, and to help with the development of services.
 During the 2007-08 academic year we served approximately 1,300 students for writing and subject
tutoring, academic study hall, lab classes and exam proctoring.
 During the 2007-08 academic year we served approximately 2,500 students for writing and subject
tutoring, academic study hall, lab classes and exam proctoring.
 In the summer of 2009 we gladly acquired a new space, which also gave us the opportunity to
reevaluate our services, and which resulted in a name change, from the Center for Writing and
Learning to the Academic Support Center. Currently we offer writing and subject tutoring, a study hall,
academic coaching, disability services, and exam proctoring.
Program objectives
To assist students in improving their writing in developmental composition courses and also in courses
across the curriculum and to improve students’ subject comprehension in foundational courses. (See
also “Statements of Tutorial and Educational Philosophy”).
Reporting lines
1. Tutors: Writing lab consultants, drop-in writing consultants, subject-area consultants
2. Office supervisors—assist the coordinator in all aspects of CWL administration; liaison between tutors
and coordinator, oversees scheduling of tutors and students
3. Tutoring & Resource Coordinator—Directs the daily operations of the CWL; responsible for hiring and
training personnel; serves as liaison between the faculty and the CWL services and staff, oversees
the marketing of the CWL, and provides resources in support of CWL services.
4. Director of Academic Support Services—directs the operations of the CWL and all academic support
services; responsible for budgeting and payroll; serves as liaison between the faculty and the CWL
services and staff.
5. Associate Dean of Mentoring and Retention
6. Vice President of Enrollment
7. President of the University
Sources of funding
As a part of the undergraduate college, the CWL has its own budget. Some supplementary funding
comes from the office of Mentoring and Retention and also from the English department. Eligible
student staff receive Work Study funding which is deducted from the CWL budget.
Services and students served
All services are offered primarily for the students in the undergraduate college. A very few students
from the graduate school and Center for Degree Completion will also take advantage of these services.
(See also “Services,” Faculty Flier, and Student Flier.)
1. COM 103L Writing lab,
 a one unit course required to be taken each semester in conjunction with the stretched version
of the G.E. writing requirement
2. Drop-in writing consultations—offered to all students in courses involving writing across the
curriculum
3. Drop-in subject-area tutoring—usually general education, specifically biology, chemistry,
mathematics, social studies, psychology, and Spanish.
4. Exam proctoring—available for students whose professors give permission for them to take an
exam at another time and place
5. Reading for the blind and visually impaired (may be in person or recorded)
6. Academic Study Hall
Program location and facility
The main facility of the CWL is located in the center of a single story, circular building in which we
occupy one classroom, a passage space between other classrooms, and the coordinator’s private
office. Our main facility has four computers and a printer for student use, and two dedicated computers,
one for logging patrons in and out, and another for the office assistants. Furnishings are primarily small
tables, chairs, and a white board in the classroom, and a couch and matching chairs in the passage
area. The décor is casual and welcoming, more like a living room or personal study. Snacks and
beverages are provided to encourage a welcoming atmosphere.
Beyond the main facility, we have two more spaces in two other buildings on campus. The first is the
office of the Director of Academic Support Services, which, other than her own desk, has a small table
and chairs for occasional tutoring and academic coaching. The second space is another classroom in
another building, which is primarily used for groups-study sessions, writing labs, and academic
coaching.
Training guidelines and procedures:
Because current learning theories suggest that people learn most when they are actively involved, tutors
at all levels are expected to take an active role in participating in their training, throughout their entire
period of employment in the CWL. A major emphasis in our training program and organization is that
tutors should see themselves as valuable members of the profession of education. The small size of
our university makes it possible for tutors to have frequent contact with professors so that tutors receive
on-going training in their subject matter from other professionals in the field. Tutors are also
encouraged to attend regional and national conferences when possible. Furthermore, we have a
regular process by which tutors, the coordinator, and interested faculty jointly analyze our effectiveness
and make changes. Consistent with the philosophy of our institution, the staff of the CWL is a
community of learners working together and with the students we serve to further our mutual education.
Given our educational philosophy and small size, all tutors work together in their training regardless of
what level of certification they are working toward. Tutors are given training in basic tutoring techniques
and learning theory, which happens along four avenues: monthly workshops, an employee handbook &
books, DVDs, and online discussion boards. Of the four, the workshops are central to tutor training, and
are what we formally count regarding training hours. The other three avenues are accomplished at the
tutors own pace and generally happen during downtime while the tutor is working. Within this
framework, we generally expect our tutors to meet level 1 requirements by the end of their first year, and
level 2 requirements by the end of their second year.
LEVEL 1: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 1) (To add rows to table, tab last field)
When
Covered
Amount
of time
Methods
Materials Used/
Documentation
08/19/08
180 min
Workshop
Syllabus
10/11/08
180 min
Workshop
Syllabus
11/08/08
180 min
Workshop
Syllabus
1/24/09
180 min
Workshop
Syllabus
2/21/09
180 min
Workshop
Syllabus
3/21/09
180 min
Workshop
Syllabus
Common Problems
What We Did Well & What We Can Do
Better
5/04/09
120 min
Workshop
Syllabus
Tutor, Don’t Teach
First Semester
n/a
Establishing a Good Setting
First Semester
n/a
Greeting the Tutee
First Semester
n/a
Setting Goals and Agendas
First Semester
n/a
Communication Techniques
First Semester
n/a
Working with Your Tutee
First Semester
n/a
Greenwood’s Guide for
Tutor’s – Ch1
Greenwood’s Guide for
Tutor’s – Ch2
Greenwood’s Guide for
Tutor’s – Ch3
Greenwood’s Guide for
Tutor’s – Ch4
Greenwood’s Guide for
Tutor’s – Ch5
Greenwood’s Guide for
ISBN
1-932345-06-X
ISBN
1-932345-06-X
ISBN
1-932345-06-X
ISBN
1-932345-06-X
ISBN
1-932345-06-X
ISBN
Topic
Liberal Arts Education
Relationship of Support Programs
VARK – Introduction
How to Give Feedback on Writing
Building Relationships
Definition of Tutoring
Tutoring Guidelines & Responsibilities
Anatomy of a Tutoring Session
Tutoring Do’s & Don’ts
Incorporating Study Skills
Expectations & Goals
Tutoring Do's and Don'ts
Setting Goals & Planning a Session
Active Listening
Tutor Responsibilities and Ethics
4Cs Report
Cultural Awareness
Tutor’s – Ch6
Study Skills
First Semester
n/a
Wrapping Up a Session
First Semester
n/a
Introduction to Tutoring
First Semester
15 min
Tutoring Learning Skills
First Semester
15 min
1-932345-06-X
Greenwood’s Guide for
ISBN
Tutor’s – Ch7
1-932345-06-X
Greenwood’s Guide for
ISBN
Tutor’s – Ch8
1-932345-06-X
DVD
Prod #: 174.0000D
DVD
Prod #: 174.0000D
LEVEL 2: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 2) (To add rows to table, tab last field)
Topics
Who Are Our Students
On Being an Authority & Peer
Collaboration
Modeling
VARK – Application
Strengths Quest
Multiple Intelligences
Communication Skills
Critical Thinking Skills
Learning Theory & Collaboration
ESL
Campus Support Systems
Gender
Probing Questions
Role Modeling & Mentoring
4Cs Report
Common Problems
What We Did Well & What We Can Do
Better
Attitudes, Anxieties, Expectations
Building Relationships
Teaching Techniques
Race, Gender, Class & Background
Differences
Other Adults: Parents, Teachers,
Administrators
Goodbyes: Ending the Tutoring
Relationship
When
Covered
Amount
of time
Methods
Materials Used/
Documentation
08/19/08
180 min
Workshop
Syllabus
10/11/08
180 min
Workshop
Syllabus
11/08/08
180 min
Workshop
Syllabus
1/24/09
180 min
Workshop
Syllabus
2/21/09
180 min
Workshop
Syllabus
3/21/09
180 min
Workshop
Syllabus
5/04/09
120 min
Workshop
Syllabus
Second Year
n/a
Tutoring Matters – Ch1
Second Year
n/a
Tutoring Matters – Ch2
Second Year
n/a
Tutoring Matters – Ch3
Second Year
n/a
Tutoring Matters – Ch4
Second Year
n/a
Tutoring Matters – Ch5
Second Year
n/a
Tutoring Matters – Ch6
ISBN
1-56639-696-4
ISBN
1-56639-696-4
ISBN
1-56639-696-4
ISBN
1-56639-696-4
ISBN
1-56639-696-4
ISBN
1-56639-696-4
Note:
We have one common tutoring practicum that our tutors attend regardless of their certification level. This
is partly done so that the tutors with experience can contribute to the classroom discussion. For our first
year tutors, we have a resource binder that they are expected to read, which covers many of the topics on
the CRLA training list. As you can see, many of these topics are also covered during practicum sessions.
Attached to this application will be the table of contents for the resource binder so that you can see what it
covers.
VERIFICATION OF TUTOR TRAINING PROGRAM
Please complete “Verification of Tutor Program” for each program you want to be certified. For example, if
you wish to have a “Mathematics Center Program” certified at Levels 1 & 2, please complete the
verification for Levels 1 & 2. If you also have a “Writing Center Program” with a different training program
that you wish to have certified at Level 1, you must submit a totally separate application, with its own
separate fee, and complete its own separate verification form.
Please refer "CRLA'S REQUIREMENTS FOR CERTIFICATION OF TUTOR PROGRAMS" for a complete
list of all LEVEL 1, 2, and 3 requirements for a program to be certified.
The "necessary documentation" required for each criteria consists of patterns of evidence of the what,
how, and when of the training program. It should include enough samples and documentation to enable
CRLA Reviewers to verify the excellence of your program(s). Examples of documentation include:
1. Course syllabi, workshop overview, or program description
2. Titles and ISBN numbers of copyrighted books, videos, DVDs, surveys, and other training materials
used
3. URLs of web pages or websites
4. Flyers/posters/memo samples
5. Worksheet samples
6. Handout samples
The better the documentation you provide, the easier it will be for the reviewers to certify your program(s);
however, brevity is appreciated so condensed but complete documentation is requested. Any complete
files you feel should be attached, should be listed in the section above called List of Documents.
A. AMOUNT/DURATION OF TUTOR TRAINING
1) List the number of hours involved in your tutor training, 2) whether you have met or exceeded
the minimum, and 3) the Documentation you have attached as a file to confirm your
compliance (an example might be: Tutor Training Syllabus, pages 2-4). List only for the levels
for which you are applying:
Number of Hours for Level 1: 20 (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _x_
Documentation: Syllabus
Number of Hours for Level 2: 20 (10 hours total are the minimum required)
The requirements of Level 2 are: Met __ or Exceeded _x_
Documentation: Syllabus
B. MODES OF TUTOR TRAINING
Level 1:
(classroom/workshop plus any two others are the minimum required)
-
Our primary mode of tutor training is workshops
Next we have tutors process their instruction through an online discussion board
Finally, we direct tutors to a couple of videos and books from our resource library
The requirements of Level 1 are: Met _x or Exceeded ___
Documentation:
Workshop Syllabus:
See addendum
My Campus Cruiser – Discussion Board:
http://prod.campuscruiser.com/q?pg=home_welcome&cp=25 (This will take you to the site
where our tutors login, but there is no guest login for this discussion board)
Videos:
- “The Tutor’s Guide, #1 Introduction To Tutoring”
http://www.shopdei.com/ecommerce/catalog.php?product=1243
- “The Tutor’s Guide, #1 Tutoring Learning Skills”
http://www.shopdei.com/ecommerce/catalog.php?product=1257
Book:
- Greenwood’s Guide for Tutor’s, ISBN: 1-932345-06-X
-We ask that our new tutors read this book by the end of the first semester. Generally
they read it during downtime while on the job.
Level 2:
(classroom/workshop plus any two others are the minimum required)
-
Our primary mode of tutor training is workshops
Next we have tutors process their instruction through an online discussion board
Finally, we direct tutors to a couple of videos and books from our resource library
The requirements of Level 1 are: Met _x or Exceeded ___
Documentation:
Workshop Syllabus:
See addendum
My Campus Cruiser – Discussion Board:
http://prod.campuscruiser.com/q?pg=home_welcome&cp=25 (This will take you to the site
where our tutors login, but there is no guest login for this discussion board)
Book:
- Tutoring Matters, ISBN: 1-56639-696-4
-We ask that our returning tutors read this book by the end of the first semester of their
second year. Generally they read it during downtime while on the job.
C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING
List which topics you cover in your tutor training, whether you have met or exceeded the minimum,
and the Documentation you have attached as a file to confirm your compliance (an example might be
your Tutor Training Syllabus, pages 7-8) List only for the levels for which you are applying:
List which topics you cover in your training for Level 1:
Workshops
 Liberal Arts Education
 Relationship of Support Programs
 VARK – Introduction
 How to Give Feedback on Writing
 Building Relationships
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
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Definition of Tutoring
Tutoring Guidelines & Responsibilities
Anatomy of a Tutoring Session
Tutoring Do’s & Don’ts
Incorporating Study Skills
Expectations & Goals
Tutoring Do's and Don'ts
Setting Goals & Planning a Session
Active Listening
Tutor Responsibilities and Ethics
4Cs Report
Cultural Awareness
Common Problems
What We Did Well & What We Can Do Better
Book (Greenwood’s Guide for Tutor’s)
 Establishing a Good Setting
 Greeting the Tutee
 Setting Goals and Agendas
 Communication Techniques
 Working with Your Tutee
 Study Skills
 Wrapping Up a Session
DVD (Tutor’s Guide)
 Introduction to Tutoring
 Tutoring Learning Skills
The requirements of Level 1 are: Met _x_ or Exceeded ___
(at least 8 specific topics of the list of 15 are required)
Documentation: Syllabus
List which topics you cover in your training for Level 2:
Workshops
 Who Are Our Students
 On Being an Authority & Peer
 Collaboration
 Modeling
 VARK – Application
 Strengths Quest
 Multiple Intelligences
 Communication Skills
 Critical Thinking Skills
 Learning Theory & Collaboration
 ESL
 Campus Support Systems
 Gender
 Probing Questions
 Role Modeling & Mentoring
 4Cs Report
 Common Problems

What We Did Well & What We Can Do Better
Book (Tutoring Matters)
 Attitudes, Anxieties, Expectations
 Building Relationships
 Teaching Techniques
 Race, Gender, Class & Background Differences
 Other Adults: Parents, Teachers, Administrators
 Goodbyes: Ending the Tutoring Relationship
The requirements of Level 1 are: Met _x_ or Exceeded ___
(at least 8 specific topics of the list of 15 are required)
Documentation: Syllabus
D. REQUIRED TUTORING EXPERIENCE
1) Describe how you keep track of your tutors’ actual tutoring experience, 2) whether you have
met or exceeded the minimum, and 3) the Documentation you have attached as a file to confirm
your compliance (an example might be your Tutor Time logs) List only for the levels for which you
are applying:
Level 1:
(25 hours of tutoring experience is the minimum) Level 1: Met _x_ or Exceeded ___
Documentation:
We use a system called TutorTrac in which tutees login and pull down a menu to identify who
they are visiting. This system keeps a running total of time. The URL for our TutorTrac
module is, 66.162.150.33. The homepage URL for TutorTrac is: www.tutortrac.com.
Level 2:
(50 hours of tutoring experience is the minimum) Level 1: Met _x_ or Exceeded ___
Documentation:
We use a system called TutorTrac in which tutees login and pull down a menu to identify who
they are visiting. This system keeps a running total of time. The URL for our TutorTrac
module is, 66.162.150.33. The homepage URL for TutorTrac is: www.tutortrac.com.
E. TUTOR SELECTION CRITERIA
Describe how your tutors are selected (must meet at least two of the criteria). List only for the
levels for which you are applying:
Level 1
-
Grade of “B” or better in subject content being tutored
Brief recommendation from professor
Level 1: Met _x_ or Exceeded ___
Documentation: Job Hiring Flyer, Job Announcement in Career Services
Level 2
-
Grade of “B” or better in subject content being tutored
Brief recommendation from professor
Level 2: Met _x_ or Exceeded ___
Documentation (not needed if met in Level 1) :
F. TUTOR EVALUTION CRITERIA
How are your tutors evaluated? Check all that apply. List only for the levels for which you are
applying:
Level 1:
_x_ an evaluation is in place
_x_ it occurs on a regular basis
_x_ results are made known to tutors
___ Other ________________________________________
Level 1: Met _x or Exceeded ___
Documentation:
The tutoring evaluation form will be attached to this application.
Level 2:
_x_ an evaluation is in place
_x_ it occurs on a regular basis
_x_ results are made known to tutors
___ Other ________________________________________
Level 2: Met _x_ or Exceeded ___
Documentation (not needed if met in Level 1) :
By submitting this application, you as program contact/liaison with CRLA’s International Tutor Certification
Program agree to continue to follow the guidelines you have submitted in this application.
Once your program is re-certified, CRLA will provide you with a certificate certifying your program for up
to five years and will provide you with a CRLA ITPC certificate template you may use and adapt to include
your institution’s information/logos/signatures/colors.
Six months before the end of your renewal period, you will be expected to apply for re-certification. Each
re-certification granted for this program will be for up to five years. Re-certification is patterned after the
initial certification application requirements and documentation, so be sure to archive your initial
documents to use as a reference to update with current program information for your re-certifications.
Appendix of Documents
Below, you will find the following documents:
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
Practicum syllabus
Evaluation form
Table of contents for our tutor training manual
Announcements with the Career Services
A couple of handouts from our workshops
Tutoring Practicum
Com 130 - Fall 2008/Spring 2009
Instructor: Anthony Velez
Office: MAR 104
Phone: 453-2059
Instructor Melinda Gunning
Office: SAT 104
Phone: 453-2247
Course Description
Tutoring Practicum examines the theory and praxis of tutoring, and it provides the opportunity to reflect
upon and process one’s experience as a tutor. Throughout the semester, this course will focus on
aspects of tutoring that applies to all tutoring situations, as well as those aspects that are particular to the
tutoring of writing and the tutoring of subjects. Among the topics that will be addressed in this course are
the differences between teaching and tutoring, pedagogy, learning styles, interpersonal dynamics, and
intercultural dynamics.
Course Objectives
The following objectives should be accomplished in this course by the end of the semester:
1. You should develop your understanding of tutoring theory and practice
2. You should develop your tutoring skills, as well as mastery over conducting tutoring sessions.
3. You should gain an awareness of our place as a tutoring center within the larger context of the
university.
Required Items
 The ability and will to read the handouts that I give you
 A dedicated notebook (or file on your computer) for notes and quick-writes
 An e-mail account and access to Campus Cruiser
Course Requirements
Class Participation
Participation is necessary for success in the tutoring practicum. Consequently, you need to come to the
practicum with readings completed, ideas and questions to share, and a willingness to share them.
Attendance
Attendance is related to class participation, and since I provide needed instruction, and because we will
do a lot of in-class writing, group work, and discussion, it is very important that you do not miss a
practicum session.
Conferences
This is actually not a requirement, but rather a strong encouragement. Periodically there will be
professional conferences oriented upon the issues and concerns on any of the following: writing,
reading, learning, and tutoring, and attendance at these conferences can enhance your professional
development, as well as extend your vision for the profession of tutoring.
Essay
It is my conviction that a focused and critical processing of our experience is a catalyst to help prompt
professional development. Consequently, you will need to write a 2 - 3 page, reflective essay due near
the end of the semester. Details will be forthcoming.
Course Policies
Cell Phones
Please turn off your cell phone or put it on silent mode during class, and this applies even if you have a really
cool ring tone. In fact, this applies especially if you have a really cool ring tone.
Academic Integrity
Everyone who participates in the academic experience at FPU is expected to pursue honesty and
integrity in all aspects of their student life. Cases of academic dishonesty are first handled between
students and their instructors. Depending on the severity of the case, consequences may range from no
credit on a given assignment to expulsion from the university. As in all situations where a member of the
university violates the behavioral and academic expectations of the community, opportunities for
restoration and restitution will be extended to those willing to work at correcting the situation and
reconcile with the college community.
Disabilities
Students with disabilities are eligible for reasonable accommodations in their academic work in all
classes. In order to receive assistance, the students with a disability must provide the Student Life office
with documentation, which describes the specific disability. The documentation must be from a qualified
professionally in the area of the disability.
Grading
This class is credit/no-credit, and yet there are minimums that you must complete if you are to get your
credit. The grading percentage for your work is as follows:
Attendance
Participation
Readings
Reflective Essays
100%
100%
100%
100%
Yes, I understand that this above percentage does not make sense mathematically, but the tacit
hyperbole that it expresses metaphorically communicates something just the same. I expect you to be
committed to this course and thereby your own professional development.
The Center for Writing and Learning
If you think that because you are a tutor you don’t need to avail yourself of our services, you are wrong.
Furthermore you misunderstand what tutoring is and could be, and you need to repent of your beliefs.
Consequently, you should be encouraged to rely upon one another to help improve your own academic
performance.
Tutoring Practicum Schedule
This course schedule is subject to change at the instructors’ discretion
Dates
8/19/08
10/11/08
11/08/08
12/06/08
2/21/09
3/21/09
Topics For New Tutors
Dates
Topics for Returning Tutors
Liberal Arts Education
Relationship of Support
Programs
VARK – Introduction
How to Give Feedback on
Writing
Building Relationships
Definition of Tutoring
8/19/08
Who Are Our Students
Tutoring Guidelines &
Responsibilities
Anatomy of a Tutoring Session
Tutoring Do’s & Don’ts
Incorporating Study Skills
Expectations & Goals
Tutoring Do's and Don'ts
Setting Goals & Planning a
Session
Active Listening
Tutor Responsibilities and Ethics
4Cs Report
Cultural Awareness
Common Problems
5/04/09
What We Did Well & What We
Can Do Better
On Being an Authority & Peer
Collaboration
Modeling
10/11/08
VARK – Application
Strengths Quest
Multiple Intelligences
11/08/08
12/06/08
2/21/09
3/21/09
5/04/09
Communication Skills
Critical Thinking Skills
Learning Theory & Collaboration
ESL
Campus Support Systems
Gender
Probing Questions
Role Modeling & Mentoring
4Cs Report
Common Problems
What We Did Well & What We Can Do
Better
Fresno Pacific University
Center for Writing and Learning
Observed Evaluation of Writing/Learning Consultant
Consultant:
________
_______
Subject:
_______
Evaluation was Scheduled or Unscheduled
Begin time:
Observer:
Score 1 – 10
The consultant . . .
1. Arrived on time.
2. Offered a welcoming greeting.
3. Asked sufficient questions about the assignment and student’s purpose.
4. Clearly negotiated what to work on in the session.
5. Made frequent eye-contact with the student.
6. Gave constructive criticism in a positive, helpful manner.
7. Gave detailed instruction and explanation.
8. Offered praise and acceptance of the student.
9. Solicited the student’s opinions, ideas.
10. Engaged the student in tasks of appropriate difficulty.
11. Did not try to do the work for the student.
12. Dealt with skills and topics in an appropriate order of priority.
Additional comments by the observer:
Recommendations:
End time:
Date:
Consultant response:
Consultant Signature _____________________________________________ Date: _____________
Observer Signature ______________________________________________ Date: _____________
Fresno Pacific University
Center for Writing and Learning
Table of Contents—Master Copy
GENERAL TUTORING
Student Life Division: Center for Writing and Learning
Employee Handbook
1. New Employee Information
2. Office Policies
3. Office Procedures
4. Evaluation forms
Tutoring Basics
1. Statement of Tutorial and Educational Philosophy
2. The National Tutoring Association Code of Ethics
3. Tutoring Basics
4. “Ingredients for a Good Tutor Session”
5. “Techniques for Successfully Beginning and
Ending a Tutor Session”
6. What a Good Tutor Does
7. Working with Non-Native Speakers of English
8. “Motivating the Unmotivated”
9. What We Can and Can’t Do for You in the Center
for Writing and Learning
10. College Reading and Learning Association
Certification levels 1 & 2
How People Learn
1. Introduction
2. VARK questionnaire (version 7.0)
3. VARK Questionnaire Scoring Chart
4. VARK helpsheets: Visual, Aural, Read/Write,
Kinesthetic, Multimodal
5. Index of Learning Styles
6. Working with Students with Learning Disabilities
7. Learning Disability Defined
8. Reasons for Math Learning Problems
9. Learning Styles and Strategies
10. Common Signs of Dyslexia: High School and
College Students
Tips for Student Success
1. Introduction
2. Beliefs and Principles that Empower Learners
3. Goals and Principles of Optimal Learning
4. Learning Pyramid
5. SQ3R—A Reading/Study System
6. Time Management Skills
7. Improving Your Test-Taking Skills
8. College Success the First Week and Beyond
9. 7 Steps to Better Management of Your Study Time
SUBJECT AREA INFORMATION
Principles and Practices of a Peer Writing Consultant
1. Our Goal
2. Introduction to Tutoring
3. “Why Peer Tutor?”
4. Anatomy of a Tutoring Session
5. Examples of Readerly Responses
6. Four Ways of Responding
7. Behavioral Differences Between Skilled and
Unskilled Writers
8. “How to Fix a ‘Fix-it-Shop’ Mentality in a Tutoring
Center”
9. “A Dozen Disconcerting Dramas in the Writing
Center”
Composition Theory and Writing Process
1. Writing as a Recursive Process
2. Model of Interactive Writing Processes
3. The Communication Triangle
4. Reflection Presentation
Working with English as a Second Language
Writers
1. Responding to the Writing of ESL Students
2. Working with Second-Language Learners
3. Let’s Get Practical: Working with Non-Native
Speakers of English
4. “The Needs of the ESL Student”
5. “Tutoring ESL Students”
6. “Tutoring Through Talking”
7. “How to Work with ESL Students”
8. Information on Japanese & Russian Cultures
9. Ten Techniques for Successful Writing Tutorials
Mechanics and Style of Writing
1. Characteristics of a Well-Written Essay
2. Guidelines for Evaluation
3. Grammar and Style
4. Punctuation Rules
5. What Is a Sentence?
6. “The Twenty Most Common Errors” from The
Everyday Writer
7. Comprehensive Diagnostic Test (grammar) and
Answer Key
8. Thesis Statements (with exercises)
9. How to Write a Thesis Statement
Modes and Purposes of Writing
1. Argumentative essays
2. How to Summarize
3. Two-Sentence Summaries
4. Resumé Writing
Research Paper Writing and Documentation
1. Writing a Research Paper
2. Writing Research Papers: A Step-by-Step
Procedure
3. How to Find Sources
4. Evaluating Internet Sources
5. Critical Evaluation of Sources
6. MLA Basics of How to Document Sources
7. Psychology Paper Guidelines (including a
discussion of plagiarism)
8. Writing Styles of FPU Departments
9. Citation Machine—copy of homepage
10. Common Knowledge
BIBLIOGRAPHIES
1. Bibliographies & Webliographies (LSCHE)
2. IWCA Writing Center Resources
3. Internet Guides—copy of homepage
4. Contents of CWL Filing Cabinet
SUPPLEMENTAL INSTRUCTION APPENDICES
COM 103L—Writing Lab: Employee Information
1. COM 103L Writing Lab Consultant Job Description
2. COM 103L Syllabus
3. COM 103L—Individual
4. How To Be an Effective Writing Consultant in COM
5. 103L COM 103L—First Week of Tutoring
Activities for Writing Groups
1. Ideas for Group Writing Labs
2. Choosing a Topic
3. Gathering Research
4. Organizing Paragraphs
5. More Peer Response
6. Opening Paragraphs
7. Description
8. Thesis Statements
9. Critical Thinking Skills
10. Four Ways of Responding
11. Color Coding Paragraphs
12. What I Expect Next
13. Introductions & Conclusions; Thesis Statements &
Arguments
14. Various Peer Review/Revision Worksheets
15. Short Writing Activities
Job Title:
Writing Tutor
Level:
II
Department:
Center for Writing and Learning
Supervisor:
Melinda Gunning, Anthony Velez
Date of Description:
31 March 2008
Brief summary of the nature and accountability of position:
Provide writing feedback and instruction to students on a drop-in basis for writing across the curriculum.
Minimal requirements of position:
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Currently enrolled as a student at FPU with minimum GPA 3.0
Completion Written Communication (COM 110) or its equivalent with at least a “B”
Demonstration of an above-average ability to write at the college level (please submit a writing sample)
Faculty recommendation (please submit a letter)
Ability to work in collaboration with fellow students
Ability to communicate effectively and sensitively
Willingness/availability to participate in COM 130 Tutor Training Practicum
Professional manner
Major responsibilities and duties:
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Meet students on a drop-in basis according to your scheduled hours in the Center for Writing and Learning
(CWL) for the duration of a semester.
Assess students' writing strengths and weaknesses . In consultation with the student establish short- and
long-term goals as appropriate for each student's development.
Read students' essays in various stages of development. Give feedback and instruction to enable students to
improve their writing on each essay and in general.
Consult with other Writing Consultants, composition faculty, and the Director of Academic Support Services
during weekly meetings and as needed to gain knowledge of writing process, tutoring techniques, and
grammar.
Read professional journals and books for further development.
Keep an accurate record of student use of the CWL.
While on duty in the CWL assist students and instructors with administration of make-up exams.
Other duties as assigned necessary for the daily operation of the CWL.
To be eligible for continued employment and raises, must work to meet CRLA Level I Certification
requirements (10 hours of training and 25 hours tutoring experience by the end of two semesters of
employment.
Pay/compensation:
$8.00 starting pay, may increase with CRLA certification
Application procedure: submit application, writing sample, letter of recommendation from a faculty familiar with writing
and academic performance
Application deadline:
18 April, 2008
Job title:
Subject area tutor (sciences, Spanish, mathematics, economics/accounting)
Level:
II
Department:
Center for Writing and Learning
Supervisor:
Melinda Gunning, Anthony Velez
Date of description:
31 March 2008
Brief summary of the nature and accountability of position:
Provide subject-area tutoring and study sessions on a drop-in basis or by appointment under supervision of CWL
staff.
Minimal requirements of positions:
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Currently enrolled as a student at FPU with minimum GPA 3.0
Completion of subject area pre-requisites with at least a B in each course
Ability to communicate subject matter clearly and sensitively
Faculty recommendation (please submit letter from faculty in subject area)
Ability to work in collaboration with fellow students
Willingness/availability to participate in COM 130 Tutor Training Practicum
Professional manner
Major responsibilities and duties:
 Meet students on a drop-in basis or by appointment according to your scheduled hours in the Center for
Writing and Learning (CWL) for the duration of a semester.
 Help advertise tutoring availability to relevant classes.
 Give student clients advice and information to enable them to understand subject material, to complete tasks,
and to develop skills necessary to succeed on current and future assignments.
 Consult with subject-area instructors in order to be informed of course requirements and test dates.
 Organize and advertise study sessions prior to class test dates.
 While on duty in the CWL assist students and instructors with administration of make-up exams.
 Other duties as assigned necessary for the daily operation of the CWL.
 Consult with other Learning Consultants, subject area instructors, and CWL staff as needed to gain knowledge
of tutoring techniques and subject matter.
 Keep an accurate record of student use of the CWL.
 To be eligible for continuing employment, must work to meet CRLA Level I Certification requirements (10
hours of training and 25 hours tutoring experience) by the end of two semesters of employment.
Pay/compensation:
$8.00 starting pay, may increase with CRLA certification
Application procedure: submit application, letter of recommendation from a faculty member familiar with your work in
that subject area and academic performance
Application deadline:
18 April 2008
Classical Learning Theories
Behaviorism
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The
learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative
reinforcement. Learning is defined as a change in behavior in the learner. Lots of (early) behaviorist work was done
with animals (e.g. Pavlov’s dogs) and generalized to humans.
In terms of learning, according to James Hartley (1998) four key principles come to the fore:
1. Activity is important. Learning is better when the learner is active rather than passive
2. Repetition, generalization and discrimination are important notions. Frequent practice - and practice in varied
contexts - is necessary for learning to take place.
3. Reinforcement is the cardinal motivator. Positive reinforcers like rewards and successes are preferable to
negative events like punishments and failures.
4. Learning is helped when objectives are clear. Those who look to behaviorism in teaching will generally frame
their activities by behavioral objectives e.g. 'By the end of this session participants will be able to…”
Cognitivism
Cognitivism is a response to behaviorism, people are not “programmed animals” that merely respond to
environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions
are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in
the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being
processed, and leads to certain outcomes.
James Hartley (1998) has usefully drawn out some of the key principles of learning associated with cognitive
psychology. As he puts it: 'Learning results from inferences, expectations and making connections. Instead of
acquiring habits, learners acquire plans and strategies, and prior knowledge is important'. The principles he identifies
are:
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Instruction should be well-organized. Well-organized materials easier to learn and to remember.
Instruction should be clearly structured. Subject matters are said to have inherent structures--logical
relationships between key ideas and concepts--which link the parts together.
The perceptual features of a task are important. Learners attend selectively to different aspects of the
environment. Thus, the way a problem is displayed is important if learners are to understand it.
Prior knowledge is important. Things must fit with what is already known if it is to be learnt. Thus, new
information is introduced after a brief review of what is already learned.
Differences between individuals are important, as they will affect learning. Differences in 'cognitive style' or
methods of approach influence learning.
Cognitive feedback gives information to learners about their success or failure concerning the task at hand.
Reinforcement can come through giving information - a 'knowledge of results' - rather than simply a reward.
Constructivism
Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an
information constructor. People actively construct or create their own subjective representations of objective reality.
New information is linked to prior knowledge, thus mental representations are subjective.
Peter Honebein describes seven goals for the design of constructivist learning environments:
1.
2.
3.
4.
5.
6.
7.
Provide experience with the knowledge construction process;
Provide experience in and appreciation for multiple perspectives;
Embed learning in realistic and relevant contexts;
Encourage ownership and voice in the learning process;
Embed learning in social experience;
Encourage the use of multiple modes of representation;
Encourage self-awareness in the knowledge construction process.
Humanism
Humanism is a paradigm that emerged in the 1960s, focuses on the human freedom, dignity, and potential. A central
assumption of humanism, is that people act with intentionality and values. This is in contrast to the behaviorist notion
of operant conditioning (which argues that all behavior is the result of the application of consequences) and the
cognitive psychologist belief that the discovering knowledge or constructing meaning is central to learning.
Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and
develops over the lifespan. It follows that the study of the self, motivation, and goals are areas of particular interest.
Key proponents of humanism include Carl Rogers and Abraham Maslow. A primary purpose of humanism could be
described as the development of self-actualized, automomous people. In humanism, learning is student centered and
personalized, and the educator’s role is that of a facilitator. Affective and cognitive needs are key, and the goal is to
develop self-actualized people in a cooperative, supportive environment.
Perhaps the best known example is Abraham Maslow’s hierarchy of motivation. At the lowest level are physiological
needs, at the highest self-actualization. Only when the lower needs are met is it possible to fully move on to the next
level. A motive at the lower level is always stronger than those at higher levels. Tennant (1997) summarizes these as
follows:
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Level one: Physiological needs such as hunger, thirst, sex, sleep, relaxation and bodily integrity must be
satisfied before the next level comes into play.
Level two: Safety needs call for a predictable and orderly world. If these are not satisfied people will look to
organize their worlds to provide for the greatest degree of safety and security. If satisfied, people will come
under the force of level three.
Level three: Love and belonginess needs cause people to seek warm and friendly relationships.
Level four: Self-esteem needs involve the desire for strength, achievement, adequacy, mastery and
competence. They also involve confidence, independence, reputation and prestige.
Level five: Self-actualization is the full use and expression of talents, capacities and potentialities.
Self-actualizers are able to submit to social regulation without losing their own integrity or personal independence;
that is they may follow a social norm without their horizons being bounded in the sense that they fail to see or
consider other possibilities. They may on occasion transcend the socially prescribed ways of acting. Achieving this
level may mean developing to the full stature of which they are capable. (Tennant 1997: 13)
Perhaps the most persuasive exploration of a humanistic orientation to learning came from Carl Rogers. His passion
was for education that engaged with the whole person and with their experiences. He believed that learning that
combines the logical and intuitive, the intellect and feelings found a ready audience. ‘When we learn in that way’, he
said, ‘we are whole, utilizing all our masculine and feminine capacities. He saw the following elements as being
involved in significant or experiential learning.
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It has a quality of personal involvement—the whole person in both feeling and cognitive aspects being in the
learning event.
It is self-initiated. Even when the impetus or stimulus comes from the outside, the sense of discovers of
reaching out, of grasping and comprehending, comes from within.
It is pervasive. It makes a difference in the behaviour, the attitudes, perhaps even the personality of the
learner.
It is evaluated by the learner. She knows whether it is meeting her need, whether it leads toward what she
wants to know, whether it illuminates the dark area of ignorance she is experiencing. The locus of evaluation,
we might say, resides definitely in the learner.
Its essence is meaning. When such learning takes place, the element of meaning to the learner is built into
the whole experience.
Collaboration
Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by
students, or students and teachers together. Usually, students are working in groups of two or more, mutually
searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely,
but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or
explication of it. Collaborative learning represents a significant shift away from the typical teacher-centered or lecturecentered milieu in college classrooms. In collaborative classrooms, the lecturing/ listening/note-taking process may not
disappear entirely, but it lives alongside other processes that are based in students’ discussion and active work with
the course material. Teachers who use collaborative learning approaches tend to think of themselves less as expert
transmitters of knowledge to students, and more as expert designers of intellectual experiences for students-as
coaches or mid-wives of a more emergent learning process.
Various names have been given to this form of teaching, and there are some distinctions among these: cooperative
learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, reciprocal
learning, team learning, study circles, study groups, and work groups. But all in all, there are three general types of
group work: informal learning groups, formal learning groups, and study teams (adapted from Johnson, Johnson, and
Smith, 1991).
Informal learning groups are ad hoc temporary clusterings of students within a single class session. Informal
learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes
discussing a question you have posed. You can also form groups of three to five to solve a problem or pose a
question. You can organize informal groups at any time in a class of any size to check on students'
understanding of the material, to give students an opportunity to apply what they are learning, or to provide a
change of pace.
Formal learning groups are teams established to complete a specific task, such as perform a lab experiment,
write a report, carry out a project, or prepare a position paper. These groups may complete their work in a
single class session or over several weeks. Typically, students work together until the task is finished, and
their project is graded.
Study teams are long-term groups (usually existing over the course of a semester) with stable membership
whose primary responsibility is to provide members with support, encouragement, and assistance in
completing course requirements and assignments. Study teams also inform their members about lectures and
assignments when someone has missed a session. The larger the class and the more complex the subject
matter, the more valuable study teams can be.
Thinking Critically and Effectively
Elements of Critical Thinking
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Purpose: Why is the thinker addressing this issue? What result does she hope to have?
Central Question: What is the main question being dealt with? (If the question is not clear, take the issue being
addressed and turn it into a question.)
Information: What sources of information are used to develop one’s thinking? What kind of authority is being
appealed to?
Concepts: What are the key ideas related to the issue being addressed? How are these ideas being defined?
Are there related concepts or ideas not addressed?
Point of View: What is the central conviction or stance that the thinker takes toward the issue being
addressed? Is there an underlying worldview the author is thinking from?
Assumptions: What are the beliefs or values that the thinker takes for granted? What beliefs or values are
implied by her point of view?
Inferences/Conclusions: What logically follows from the information and ideas that the thinker has presented?
What conclusion does the he want you to come to? Do you see possibilities for other conclusions?
Implications/Consequences: What does the thinker’s conclusions imply about how we should view the world
and how we should act in it?
Standards for Thinking Critically
Good thinking should have the following characteristics:
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Clarity: are there enough details, and examples, illustrations?
Accuracy: is the thinking a genuine reflection of the facts?
Precision: is the thinking appropriately specific and exact?
Relevance: is there a natural connection between the information and the idea or central problem?
Depth: are the complexities and difficulties adequately addressed or acknowledged?
Breadth: are other perspectives and all relevant data considered?
Logic: do the conclusions flow from the evidence or premises? How well does everything fit together?
Significance: Why is this issue important? Why does this matter? Is the central issue being addressed?
Fairness: am I objectively representing other viewpoints, am I acknowledging my own bias?
Characteristics of Ineffective Thinkers
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Ineffective thinkers are impulsive, and often jump to conclusions.
Ineffective thinkers are inflexible in approaching thinking tasks.
Ineffective thinkers use imprecise language, and are not specific and detailed.
Ineffective thinkers plunge into thinking without planning.
Ineffective thinkers fail to check their thinking for accuracy.
Ineffective thinkers are reluctant to obtain as much data as possible.
Ineffective thinkers skip steps in executing a thinking task.
Ineffective thinkers are unable to engage in a line of reasoning (premise: all dogs are brown, plus premise:
spot is a dog, leads to the conclusion that spot is brown.)
Ineffective thinkers are incapable of launching a thinking task. They often don’t know where to begin.