Savannah College of Art and Design - ITTPC

Transcription

1. Training Program and Institution Details for Certification
Savannah College of Art and Design
Program name
Learning Resource Hive
Institution name
Program’s Webpage URL Address Link
http://www.scad.edu/life/student-services/learning-assistance/
Program’s Complete Mailing Address
201 East Broughton Street
Savannah, GA 31401
City, State, Zip
Savannah, GA 31401
Primary contact person
Mr. David Blake, director of Learning Assistance Programs
Primary contact email
dblake@scad.edu
Other contact person
Ms. Emily Burke, administrative assistant, Learning Assistance Programs
Other contact email
eburke@scad.edu
Phone
912.525.5735
Fax
912.525.4731
2. Optional Questions
Primary contact is a CRLA Member
No
Type of Institution
Other [4 year (Freshman – Senior) and Master’s level degrees]
Funding Source
Private
3. Certification Level Requested
Certification Level Requested Using this
Application
Level 1 / Certified Tutor (1 year certification)
4. Non-refundable Fee
Fee
$150.00, Renewal (Level 1 is expiring after a 1 year certification)
5. Email Application Packet
Email
itpc@crla.net
Subject
USA, GA, Savannah College of Art and Design, Savannah Campus,
Savannah, Learning Resource Hive – Level 1, RR, pt 1
6. Document Bibliography
1.
2.
3.
4.
5.
a brief statement of how your program accomplishes that criteria requirement;
a brief description of how your program tracks/documents how the minimum requirement is ”Met”;
enough examples/samples to enable CRLA Reviewers to verify the excellence of your program;
a clear, descriptive title for each of your attached documents/files, with page number(s) specified;
the complete listing of each document/file referenced in this application.
Each academic quarter, tutors participate in a ten hour training program which builds upon
their existing skill set with the goal of helping them work more effectively with students. All
training sessions are required, however if a tutor misses training, they must complete an
equivalent make-up assignment. Attendance for each training session is documented and
tracked through sign-in sheets. The supervisor reviews training sign-in sheets to assure each
tutor has met the required number of hours/topics for certification.
Each training session incorporates seminar format with interactive components. Sessions can
include guest speakers, role-playing, group discussions, and handouts. Training sessions are
briefly explained (with referenced material) in the topic alignment, workshop description, and
document bibliography sections of this document.
In addition to training sessions, all tutors are required to be available to assist students a
minimum of six hours per week throughout the quarter. With director approval, tutors can
choose to work more hours. The Learning Resource Hive utilizes an online appointment
system, Appointment Plus, to track all tutoring hours. Each tutor is required to “clock in” and
“clock out” for each session. A report is generated each quarter which documents the total
number of appointments/hours per tutor.
A tutor can only be certified when they have completed all trainings and tutored for a
minimum of 25 hours. Tutors must also receive a minimum of “4 out of 5” on their evaluation in
order to receive certification. Evaluations are conducted quarterly, on a one-on-one basis, by
the director of learning assistance programs.
The following section further documents how the Learning Resource Hive meets the
requirements for Level 1 certification.
A. Amount/Duration of Tutor Training
Extent of Compliance
Documentation
The requirement of Level 1 certification is met. The Learning Resource Hive
offers the minimum of 10 hours of tutor training each quarter.
Sample Attendance Sheet
Sample Training Schedule
Topic Alignment
Workshop Descriptions
B. Modes of Tutor Training
Documentation
offers 10 hours of face-to-face, supervised, interactive training each quarter
utilizing handouts and other supplemental activities.
Topic Alignment
C. Areas/Topics to be Covered in Tutor Training
Documentation
The requirement of Level 1 certification is exceeded. Each quarter, the
Learning Resource Hive covers the minimum of eight topic areas plus
several additional areas of importance to the institution.
Topic Alignment
D. Required Tutor Experience
Documentation
requires 25 hours of actual tutoring experience.
Sample Tutor Experience and Workshop Attendance Report
Session Data - Winter 2011
Peer Tutor Drop-in Sheet
E. Tutor Selection Criteria
Documentation
requires applicants have: a grade of “A” or “B” in the subject content being
tutored, written approval (recommendation) of a faculty member,
department chair, or school dean, and an interview with the director of
learning assistance programs.
Peer Tutor Application
Learning Resource Hive Recommendation Form
F. Tutor Evaluation Criteria
Documentation
has a formal evaluation process in place which occurs on a regular basis
(annually). The results of the evaluation process are shared with the tutors.
Report of Peer Tutor Performance
Peer Tutor Evaluation
Session Data – Winter 2011
Academic Year 2010-11 Report
Application Narrative Responses
7. Are there any projected changes in your tutor training program in the upcoming academic year?
If so, please describe the planned changes, and clearly reference any pertinent documentation you
are including to verify your continued adherence to the requirement guidelines for each level you
are requesting continued certification. Be sure to list any added documents within Section “6.
Document Bibliography”
The Learning Resource Hive is committed to preparing effective tutors. Training sessions are
continuously reviewed and revised to ensure currency of the workshop material, examples, and
application of the skills gained in an art and design environment. In order to actively engage tutors
who have completed the requirements for certification and are still employed with the Learning
Resource Hive, new training sessions that are aligned with CRLA required topics will be developed.
Finally, the Learning Resource Hive will also enhance its collaboration with other student support
service groups to expand services in order to meet the needs of more students.
8. Please indicate any and all concerns/issues, pros and cons, that arose in the administration of
certification requirements for the level(s) you are currently certified for.
Since CRLA’s approval (Level 1) of the Learning Resource Hive in August 2010, the total number of
completed appointments by tutors has increased from 1,213 during the 2009-10 academic year to 1,412
completed appointments as of the end of winter quarter 2011. With the support of a cadre of efficient
administrative staff and dedicated tutors, the Learning Resource Hive did not encounter problems or
concerns in terms of the administration of the certification requirements. In addition, the certification
requirements provide the tutor program with an overarching framework for continuing the tutor
training program and serves as a valuable tool in training future tutors.
9. How has the certification process benefited you, your tutors, your program, and/or, your
institution? Also, let us know if you would be willing to allow us post your comments (named or
anonymously) to use as a valuable resource toward documenting and improving the quality and
components of CRLA’s ITPC. Thank you, The ITPC Team.
The certification has provided the Learning Resource Hive with a valuable way of promoting the
services to current students, demonstrating SCAD’s commitment to ensuring student success.
At SCAD, peer tutors are an extremely valuable asset in providing educational support services. In
2010, over 98% of surveyed students reported that they would recommend the tutoring program to a
fellow student and 93% agreed that their tutor had excellent knowledge of their subject matter.
Through the certification process, tutors have received well-deserved, national recognition. (named)
10. Submit the names, levels, and certification dates of your tutors who have already earned
certificates, or, that you anticipate will earn their certificate before the expiration of the current
certificate you are renewing.
Last Name
First Name
Level
Certification Date
Chakravarthy
Vijay
Level I
November 12, 2010
Doshi
Garland
Ricky
Brigitte
Level I
Level I
March 11, 2011
March 11, 2011
Gutoski
Hellinger
Nate
Laura
Level I
Level I
March 11, 2011
November 12, 2010
Horal
Jones
Jeff
Lauren
Level I
Level I
March 11, 2011
November 12, 2010
Kim
Lee
Lima
Malavasi
Malloy
Morris
Moten
Ortiz
Rao
Reynolds
Segall
Wanamaker
Wang
Willis
Wilson
Wu
Yao
Zhou
Seo
Chris
Alvaro
Maria
Renee
Kirk
Will
Eduardo
Chaitrasri
Cliff
Lauren
Andrew
Yang
Caitlin
Kelsey
Gloria
Anderli
Julie
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
Level I
March 11, 2011
March 11, 2011
November 12, 2010
November 12, 2010
March 11, 2011
November 12, 2010
March 11, 2011
November 12, 2010
November 12, 2010
November 12, 2010
November 12, 2010
November 12, 2010
March 11, 2011
March 11, 2011
November 12, 2010
November 12, 2010
March 11, 2011
March 11, 2011
Bibliography
“Academic year 2010-2011 Report.” Learning Resource Hive. Savannah College of Art
and Design.
Academic Skills Center, Dartmouth College. “Active Study.” Available online at
http://www.dartmouth.edu/~acskills/success/study.html under
“Concentration and Memory.”
“Authorization for Release of Information.” FERPA Guidelines. Savannah College of
Art and Design.
“Benjamin Bloom’s Taxonomy: Critical Thinking,” Taxonomy of Educational Objectives,
Handbook I: The Cognitive Domain. New York: David McKay Co. Inc.
“Goal Setting.” PowerPoint presentation created by Life Coach, Lynn Ashworth.
Career Development Specialist. Savannah College of Art and Design.
“Guessing Game,” Free team building ideas. Available online at:
http://www.businessballs.com/freeteambuildingactivities.htm#teambuilding-games-exercises-activities
“Final Tips from a Recovering Procrastinator.” Savannah College of Art and Design.
“How to Manage your Time: Research Papers.” Savannah College of Art and Design.
“Learning Resource Hive: Peer Tutor Handbook” Savannah College of Art and Design.
p5-6;9-12;17.
Learning Resource Hive. “Recommendation form.” Savannah College of Art and
Design.
“Learning Styles: An Introduction.” LEARN North Carolina. Available online at
http://www.learnnc.org/lp/pages/4033.
“Managing Stress,” PowerPoint presentation created by Don Musick. Counseling and
Student Support Services. Savannah College of Art and Design.
“Memory Principles: Quick Reference Guide for Brain Compatible Learning Principles.”
PowerPoint presentation presented by Analia Mendez, Director of the
Learning Resource Hive. Savannah College of Art and Design.
“Modeling Problem Solving,” PowerPoint presentation created by Analia Mendez,
Director of the Learning Resource Hive. Savannah College of Art and Design
“Peer Tutor Application.” Savannah College of Art and Design.
“Report of Peer Tutor Performance.” Savannah College of Art and Design.
“Responding to NNES (Non-Native English Speakers) Writing,” PowerPoint created by
Jan Fluitt-Dupuy, Director of ESL, Savannah College of Art and Design.
“Responding to NNES (Non-Native English Speakers) Writing,” handout created by
Jan Fluitt-Dupuy, Director of ESL at Savannah College of Art and Design.
“The Art of Critical Thinking,” PowerPoint presentation created by Analia Mendez,
Director of the Learning Resource Hive, Savannah College of Art and
Design.
“The Meyers-Briggs Type Indicator,” adapted from the Meyers-Briggs Personality
Types.
“Tips for Good Writing.” The Writing Center. Savannah College of Art and Design.
“Where to Study/How to Study.” Academic Skills Center at Dartmouth College.
Available online at http://www.dartmouth.edu/~acskills/success/study.html.
(click for information)
Workshop Supporting Material
(click for information)
Tutor Role and Responsibilities
2
Accelerated Learning Strategies
1
x
Learning Styles
1
x
Critical Thinking Skills
1
Stress Management
1
Modeling Problem Solving
1
Study Skills
1
x
Goal Setting and Planning
1
x
Working with International Students
1
x
x
x
x
x
x
x
x
x
x
Stress Management
Topics to be Covered in Tutor Training (minimum of 8)
International Learners
Compliance with the Ethics and Philosophy of
the Tutor Program / Sexual Harassment /
Plagiarism
Study Skills
Referral Skills
Active Listening and Paraphrasing
Communication Skills
Setting Goals / Planning
Role Modeling
Assertiveness / Handling Difficult Students
Workshop
Information
Adult Learners / Learning Theory / Learning
Styles
Techniques for Successfully Beginning and
Ending a Tutor Session
Basic Tutoring Guidelines / Tutoring do’s /
Tutoring don’ts
Definition of Tutoring and Tutor Responsibilities
SCAD Workshops
Workshop Description
Workshop Hours
Learning Resource Hive –Topic Alignment
Additional
Topics
Covered
x
x
x
x
SCAD
This workshop is the introductory session for Learning Resource Hive
tutors. It also serves as an “update” session for continuing tutors.
Instructors provide an overview of the Learning Resource Hive as well as
an overview of the peer tutor handbook. Instructors outline the
expectations of a tutor, the responsibilities of participants, appropriate
conduct, confidentiality, and the importance of safety while tutoring.
Possible resources for referral are also discussed.
Workshop Delivery
Face-to-face workshop including facilitator lecture and tutor interaction.
Workshop Materials Used / Documentation
Peer Tutor Handbook (pages 5-6; 9-12; 17).
2 hours offered quarterly.
Return to Topic Alignment
Workshop Hours
SCAD
This workshop provides information about various strategies for learning.
During this workshop, tutors are exposed to methods effective when
learning different types of information. Tips on time management and
communicating ideas through writing are also discussed.
Workshop Delivery
“How to Manage your Time: Research Papers”
“Final Tips from a Recovering Procrastinator”
Workshop Hours
1 hour offered quarterly.
“Tips for Good Writing”
Learning Styles
SCAD
During this workshop, tutors are exposed to methods effective when
working with students of various learning styles.
The workshop utilizes personality and learning style assessment to
spark discussion and raise awareness of various learning styles. Tips
for working with students during tutoring sessions are also discussed
in this workshop.
Workshop Delivery
Face-to-face workshop including facilitator lecture and tutor interaction
(discussion).
“Learning Styles: An introduction: Learning Styles Assessment”.
Nystrom, P. “Learning Styles: An introduction”. LEARN North Carolina,
January 2010. http://www.learnnc.org/lp/pages/4033.
Workshop Hours
“The Meyers-Briggs Type Indicator,” adapted from the Meyer-Briggs
Personality Types.
SCAD
This workshop provides an overview of how students employ a
disciplined process to conceptualize, apply, analyze, synthesize, and/or
evaluate information as a means of solving complex problems or making
decisions.
Workshop Delivery
(group discussion).
“Benjamin Bloom’s Taxonomy: Critical Thinking,” Taxonomy of
Educational Objectives, Handbook I: The Cognitive Domain. New York:
David McKay Co. Inc.
Workshop Hours
“The Art of Critical Thinking,” PowerPoint presentation created by Analia
Mendez, Director of the Learning Resource Hive, Savannah College of Art
and Design.
Stress Management
SCAD
This workshop provides an overview of the sources of stress and also
highlights ways of managing stress.
During this workshop, facilitators lead discussions on the sources of stress
for tutors and students. The workshop provides tutors with information
on how to balance coping and support as well as how students perceive
factors related to their stressors. Stress management information is also
provided.
Workshop Delivery
(group discussion).
Workshop Hours
“Managing Stress,” Power Point presentation created by Don Musick.
SCAD Counseling and Student Support Services.
SCAD
This workshop introduces tutors to strategies for creative problem
solving. Also included in this workshop is information about using active
listening and paraphrasing during tutoring sessions.
Workshop Delivery
“Guessing Game,” Free Team Building Ideas. Available online at:
http://www.businessballs.com/freeteambuildingactivities.htm#teambuilding-games-exercises-activities
Workshop Hours
“Modeling Problem Solving,” PowerPoint presentation created by Analia
Mendez, Director of the Learning Resource Hive, Savannah College of Art
and Design.
Study Skills
SCAD
This workshop concentrates on the challenges facing tutors in the areas
of organization, study skills, and time management.
This workshop includes training in: creating a study schedule, getting
organized, avoiding procrastination, prioritizing, setting goals, and
discovering better options.
Workshop Delivery
“Active Study”, Academic Skills Center at Dartmouth College.
http://www.dartmouth.edu/~acskills/success/study.html
“Concentration and Memory” section.
“Where to Study/How to Study,” Academic Skills Center at Dartmouth
College. http://www.dartmouth.edu/~acskills/success/study.html.
Workshop Hours
“Memory Principles: Quick Reference Guide for Brain Compatible
Learning Principles,” PowerPoint presentation presented by Analia
Mendez, Director of the Learning Resource Hive at Savannah College of
Art and Design.
SCAD
This workshop provides tutors with methods of reviewing their student’s
goals.
The workshop provides information on how to devise plans of action
for achieving goals.
Workshop Delivery
“Goal Setting,” Power Point presentation created by Life Coach, Lynn
Ashworth, Career Development Specialist, Savannah College of Art and
Design.
Workshop Hours
SCAD
This workshop concentrates on specific areas that are essential when
tutoring non-native English speakers.
Topics covered in this workshop include: tutoring do’s and don’ts,
learning styles, communication styles, and referral skills.
Workshop Delivery
“Responding to NNES (Non-Native English Speakers) Writing,”
PowerPoint created by Jan Fluitt-Dupuy, Director of ESL, Savannah
College of Art and Design.
Workshop Hours
“Responding to NNES (Non-Native English Speakers) Writing,” handout
created by Jan Fluitt-Dupuy, Director of ESL at Savannah College of Art
and Design.
Peer Tutor Training Information
for
Savannah College of Art
and Design
Peer Tutor Handbook
Spring 2011
Jen Library, room 218
Table of Contents
1. Learning Resource Hive Overview ……………………3-4
2. Peer Tutor Position Descriptions………………………5-6
3. Peer Tutoring………….………………………………..9-12
4. Peer Tutor Connection……………………….………13-16
5. Tutor Code of Conduct and Guidelines………………..17
6. Peer Tutor Acknowledgement Form……………………18
2
Learning Resource Hive provides opportunities for student learning by offering a
variety of supplemental programs designed to provide students with individual attention
focused on their specific academic needs. Learning assistance is designated by subject or
course and is provided to students free of charge. The Learning Resource Hive is located
in Jen Library, room 218. However, tutoring and workshops take place in various
locations depending on request.
Programs:
Peer Tutor Connection is an online appointment system that enables students to book
appointments online 24/7. Students can make individual appointments with peer tutors or
simply drop-in during scheduled tutoring hours. Individual tutoring is available in most
subjects and at various major building locations throughout SCAD Savannah.
Online tutoring appointments for eLearning or nontraditional students are also available
via SCAD Connect and can be requested through Peer Tutor Connection. Once an
appointment is booked, a confirmation email will be sent to the student with detailed
information on the date, time, location or link, and name of the tutor assigned. Also,
please note that there is a 24 hour cancellation policy with all tutoring appointments.
Who are SCAD Peer Tutors?
Peer tutors are upper level, high achieving students who assist fellow students with
courses. Peer tutors do not provide answers or solutions to homework assignments, but
instead work with the student in an effort to model problem-solving strategies and
explain course-specific concepts.
EL Guides
EL guides are trained in language teaching methods and the tutorial process. They
possess native or near-native proficiency in English with a GPA of 3.5 or above.
EL guides serve three types of students: 1) students in levels 5 and 6 of the SCAD ESL
program, 2) former ESL students, or 3) non-native speakers of English who have been
exempted from ESL courses. EL guides may help with assignments in academic classes,
provide general assistance in reading, and refer students to academic resources and
programs for assistance. They also serve as conversation partners to help students build
English fluency, increase confidence, and learn more about the university culture.
Peer Tutor Connection Access:
Student Portal:
1. MySCAD Student Workspace Tab
2. Scroll down to Learning Resource Network
Bee Skilled Workshops are designed to promote student success and enhance academic
learning skills. Specialized workshops include a series of quarterly workshops open to all
3
class levels. Workshops are led by the Learning Resource Hive staff along with partner
Learning Resource Network programs.
Workshops
Survive College by Managing Time Effectively:
Students will learn how to organize, plan, prioritize and get projects and assignments
done on time, as well as how to best utilize time.
To join the online workshop:
http://scadconnect.scad.edu/lrh-timemanagement/
Study Techniques = Academic Success:
A brief learning assessment will provide student participants with insight on best learning
approach and techniques that are aligned with their unique learning style.
http://www.studentlingo.com/
Enter the following login information:
Username: SCAD
Password: SCADc21!
Test Anxiety:
Students will learn how to study, prepare for tests, and techniques that will help with test
anxiety. Students will become aware of what works and what doesn't!
To join the online meeting:
Username: SCAD
Password: SCADc21!
Please visit MySCAD, Learning Resource Hive page for upcoming SCAD-Savannah
workshops on-location and technical workshops.
Peer Tutor Role:
•
Assists with specific course-related concepts and problems
•
Facilitates development of effective study skills and problem-solving
•
Identifies strengths to reach learning milestones
•
Motivates and works with learning styles
4
•
The ultimate goal of peer tutoring is to assist students in becoming independent
learners.
SCAD Peer Tutor-Level I Position Description
The Learning Resource Hive is currently seeking qualified peer tutors to tutor math,
metals and jewelry, interior design and others. Peer tutors are expected to be reliable,
empathetic, and able to work with diverse student populations. In addition, if the peer
tutor is tutoring a major that in offered online, the tutor may be selected to be an online or
eLearning tutor. Peer tutors provide one-on-one individual sessions in person or online
by appointment or drop-in. This is a work study paid ($10.00 p/hr) position
Tasks and Responsibilities:
•
•
•
•
•
•
•
•
Maintain a consistent tutoring schedule throughout the quarter
Attend six mandatory trainings per quarter
Coordinate and present specialized student workshops
Market Peer Tutor Connection and provide outreach support at special student
events
Maintain communication with the coordinators and managers of Peer Tutor
Connection
Manage online peer tutor schedule as needed (i.e. check online for appointments,
confirm and communicate with student seeking assistance)
Make student referrals to other departments when appropriate
Provide online tutoring
Peer Tutor Requirements:
•
•
•
•
•
•
•
Work-study eligibility (contact Work-study office at 912-525-8776 for details)
Minimum overall GPA of 3.5 cumulative or above (transcripts are checked on a
quarterly basis)
Junior, senior, or graduate standing
Faculty, chair or dean recommendation in the tutoring subject area
Interview with the Director of Learning Resource Programs
Good organizational, time management and communication skills is a must
Enjoy working with and helping others
Benefits of Being a Peer Tutor:
•
•
•
Develop interpersonal communication skills
Demonstrate student leadership on campus
Meet diverse groups of students across a variety of academic disciplines
5
•
•
•
Reinforce and build knowledge of course content
Flexible work hours around classes
Earn a paid campus position
SCAD EL Guide Position Description
English Language (EL) Guides act as resources for international students who may need
ongoing support in English while pursuing a degree at SCAD. EL guides serve three
types of international students: 1) students in levels 5 and 6 of the SCAD ESL program,
2) former ESL students, or 3) students who have been exempted from ESL courses. EL
guides may help with assignments in academic classes and can provide general assistance
in reading and refer students to academic resources and programs for assistance. They
also serve as conversation partners to help students build English fluency, increase
confidence, and learn more about the university culture. EL guides receive training in
language teaching and learning and the tutorial process.
EL Guides must:
•
•
•
•
•
Have native or near-native proficiency in English
Have a grade point average of 3.5
Have excellent skills in reading and writing
Have a working knowledge of English grammar
Be eligible for work-study
Pay is $10/hour; hours will be between 4-6 hours per week during the quarter.
Contact Emily Burke eburke@scad.edu or Jan Fluitt-Dupuy jdupuy@scad.edu for more
information.
6
Work Study
Work study eligibility
Students must be verified for work study eligibility by the Student Employment
Coordinator in the Turner Express Office prior to starting the tutoring position. Potential
tutors who assist students without completing the proper employment paperwork will not
be paid for those hours. In addition, all students must be enrolled in two courses or more
in order to maintain eligibility, unless the student is completing their last graduation
quarter.
Once hired, students must complete the Federal Form I-9 via Guardian, the online I-9
system. Students will receive an email notification including a user name and password
(provided in a separate email). You must log into the system to complete Section I of the
electronic I-9 and provide supporting documentation (samples included in the online
form packet). You MUST schedule a time to present your items to a representative of the
Student Employment Office to finish the process. Students ARE NOT CLEARED to
work until notification is provided to the supervisor stating all necessary documentation
has been submitted and recorded.
Hours of Operation:
Savannah
Monday - Friday 8:30am-4:00pm
Walk-ins 8:30am-12:30pm
Appointments Only 12:30pm-3:45pm
(I-9 verification by appointment only)
Time sheets
Time sheets are the official record by which the peer tutors are paid. Students must
submit work-study time sheets to Stephanie Braddy. Completed time sheets are due to
Emily Burke in person or scanned, signed and then emailed (email: eburke@scad.edu) by
5:00 on the Thursday prior to the listed deadline.
Department Code: 21103-764
Payroll calendar 2010 and 2011
VERY IMPORTANT: Because of the direct deposit transfer, if you do not turn in a timesheet
by the deadline date & time, you will not get paid until the next pay date.
Please go to MySCAD Student Employment page to view current schedule and information on
pay.
7
Students are responsible for:
•
•
•
•
Ensuring that time sheets are submitted in a timely manner
Ensuring that time sheets are legible and complete
Ensuring that they do not work during scheduled class time or more than 40 hours
per pay period.
Time sheets must be completed in blue or black ink.
Paydays are every other Friday. Review a payroll calendar for exact dates. Checks either
will be deposited directly into student's checking or savings accounts or mailed
to student’s current mailing address. There is a $30 reprocessing fee for all lost or
misplaced checks (this amount must be paid in full before the check is reproduced). All
students may view their check stubs on Ms under the My Info tab.
For more information, contact the Student Employment Office at stemploy@scad.edu
The Student Employment Office is located at SCAND-Savannah in the Turner Express
Office, 302 NW. Boundary St. and at SCAND-Atlanta in the Student Resource Center,
RN 129, 1600 Peach St.
SCAD-Savannah
Michele Eversol
Student Employment Coordinator
912.525.8776
8
Peer Tutoring
Scheduled tutoring hours
Peer tutors will be scheduled certain work hours in a designated building and room.
These are the hours that tutors are expected to work each week. These hours are
designed to provide students with a reliable place and time for tutoring opportunities, so
prompt arrival, adherence to scheduled hours, and physical presence in the designated
tutoring location is expected. We will review schedules at the beginning of the quarter
and at midterm to evaluate need. In the event that adjustments need to be made to better
accommodate student traffic; tutors will be asked for a new working schedule for the
quarter.
Location and rooms
The Learning Resource Hive is located in Jen Library in room 218. However, please
keep in mind that tutoring takes place in various locations on campus depending on the
subject matter and tools that are need during the tutoring session.
When possible, peer tutors will be assigned one designated building and room location.
If the designated location does not work for any reason, it is the peer tutors responsibility
to contact LRH staff immediately. eLearning tutoring via SCAD Connect will also take
place in the assigned location.
Checking in/out
Peer tutors will check in/out via the new online Peer Tutor Connection system that can be
accessed online at appointmentplus.com. Peer tutors will be expected to periodically
login the system to monitor their peer tutoring appointments and schedules. Drop-in
sessions will not be tracked on Peer Tutor Connection at this time. However, drop-ins
will be accounted for by having the student fill out the drop-in slip at the beginning of the
tutoring session. Drop-in sheets will then be turned in at the same time timesheets are
turned in to LRH staff.
Upon completion of the scheduled work hours, peer tutors will check out using the time
clock tab. Students will be paid based on Peer Tutor Connection time clock reports and
work-study time sheets.
To clock in/out:
1.
2.
3.
4.
5.
Select Time Clock from the menu tabs at top of the page of appointmentplus.com.
Select the link for Clock In/Out on left side of next page.
Select tutor name from drop down menu.
Click the Clock In button.
After work shift is completed, click the Clock Out button.
Tutors who do not clock in or out and/or don’t fill out their work-study timesheets may
not be paid for those scheduled hours.
9
Unscheduled tutoring
Tutors will only be paid for the number of hours that are scheduled and approved by the
LRH staff. If a student approaches a tutor for assistance outside of that tutor’s scheduled
hours, the tutor should check the schedule to see when other tutors are available to assist
with that subject during alternate times. Only if the student cannot meet during any of
the tutors’ scheduled hours or if they have a verifiable schedule conflict with scheduled
tutoring times will additional hours be added to the tutor’s schedule. Again, this must be
coordinated and approved through LRH.
Drop-in appointments
Peer tutors should be prepared for a number of students who drop by the designated
tutoring location without appointments. Tutors should make every effort to assist as
many students as possible. Time management is essential to maximize assistance to
students. If a student drops in while the tutor is with another student, the tutor should
advise the second student to either wait or schedule an appointment through the Peer
Tutor Connection system. Appointments should always be given preference over
drop- ins.
Mandatory peer tutor training
Peer tutors will be required to attend a minimum of ten 60 minute training meetings with
other peer tutors as well as the coordinators of the program. During these meetings,
tutors will discuss tutoring topics, scenarios and practice tutoring techniques.
Coordinators and other college staff will conduct workshops on a variety of topics related
to tutoring. These meetings will be valuable spaces in which to discuss happenings with
tutoring as well as continue development as a tutor. Students will be paid for attending
meetings.
If you miss a training session, it is your responsibility to:
1.
2.
3.
4.
Get the information you missed
Make up the training
Let David Blake know the session you will attend in order to make up your session.
If mandatory training hours are not completed by the end of each quarter, your
certification and employment will be in jeopardy for the following quarter.
CRLA Certification: Peer Tutor-Level I
In order to get certified through the College Reading and Learning Association you must:
1.
2.
3.
4.
Complete 25 hours or more of student contact tutoring per quarter
Maintain a cumulative GPA of 3.5 or above
Complete 10 hours of peer tutor training per quarter
All peer tutors must be certified by the end of the quarter in order to maintain
employment.
Absences and tardiness
10
In order to garner student confidence in the tutoring program, it is essential that tutors be
reliable in attending all scheduled tutoring sessions. If a tutor is unable to report to work
for any reason, s/he should notify David Blake, Director of Learning Assistance
Programs via email at dblake@scad.edu with a detailed explanation of the absence. In
addition, Ms. Emily Burke at eburke@scad.edu should be copied and your direct
supervisor.
If there is advanced knowledge that there will be an absence, it is the peer tutor’s
responsibility to rearrange coverage and reschedule tutoring appointments via Peer Tutor
Connection. However, if the absence is unforeseen and due to an emergency or an
illness, then an LRH representative will attempt to coordinate coverage with another peer
tutor on staff. If coverage is not possible, an LRH representative will notify the student
that their appointment will be rescheduled.
In the event of an absence, the peer tutor will arrange for a sign to be placed at the
designated tutoring location indicating the hour change for the day. Unreported,
frequent absences and tardiness will be grounds for termination. Please refer to the work
study Grounds for Immediate Termination section. Peer tutor attendance will be taken at
every meeting.
Marketing to students/faculty
Self promotion
In order for the tutoring program to be a success, it is important that peer tutors establish
themselves as content experts. One of the best ways to start this identification process is
to reach out to faculty who teach in the tutor’s subject area(s). This can be informal, as in
mentioning tutoring hours to professors either in class or in the hallways, or it can be
more directed, such as emailing all faculty in the subject area or sending word to the
department chair for distribution. Similarly, promoting services to students themselves is
critical to establishing the tutoring relationship. Classroom announcements, student
involvement activities, and physical marketing are just a few ways to get the word out to
students.
Identification and visibility
Each tutor will be provided with a name tag and a tutoring sign. Name tags should be
worn to each session as an identifier. Additionally, tutors will receive a Peer Tutor
Connection sign. These signs should be placed at the designated tutoring site when the
tutor is on duty. Tutors are responsible for keeping up with the signs and name tags, so
keep a close eye on them!
SCAD- Learning Resource Hive property
The peer tutor may be issued LRH property or equipment and are to be used solely for
the purpose intended. Property should be kept in good condition and returned in the
condition in which it was checked out. When checking out at the end of employment the
11
peer tutor will present the borrowed property in the condition that it was returned.
Otherwise, a student hold may be placed on your record and/or a replacement of the same
brand and quality must be purchased.
Peer tutor evaluation
The Director of Learning Assistance programs will provide you with an end of the
quarter evaluation. Evaluation will determine future employment.
The evaluation will be based on the following guidelines:
1. Quality of work
2. Student feedback and evaluations
3. Professional Judgment
4. Contribution to the Learning Resource Hive: Peer Tutor Connection Program
12
Peer Tutor Connection
Appointment-Plus is online software that is used to allow students to securely book their
own peer tutor appointments. It also allows internal staff to book appointments through
the administrative site appointmentplus.com. Peer tutors and staff will have access to the
site as location users, which will allow staff to see other peer tutor appointments.
Student appointment process
•
MySCAD Student Workspace tab > Learning Resource Hive > Peer Tutor
Connection
A confirmation email will be sent to the student that will provide detailed information on
the date, time, location and name of the tutor assigned. Once the appointment has been
confirmed, it is recommended that the student identify the challenge area(s) and is
prepared with material necessary for the tutoring session.
I need assistance with section
There is a section on the student appointment site that will ask for specific information on
the type of assistance that is needed. This is to be completed by the student prior to each
tutoring session. This section will also appear on the peer tutor student confirmation
email when the tutor session is booked. It is the peer tutor’s responsibility to view and
prepare ahead of time for the peer tutoring session.
Peer tutor appointment process
To access the administrative appointment system, peer tutors will go to
appointmentplus.com and enter their assigned log-in and password. Once the peer tutor
is logged in, s/he may change their password and update their information. The peer
tutor will then click on their name to the left of the screen and click on their schedule
session date. A box with the following information will appear to the right of the screen.
Alan Koda
W1 W2 W3 M
5:00pm
|
6:00pm
|
7:00pm
|
8:00pm
|
9:00pm
|
13
Reserve time
When QR is clicked, a new screen will appear that will show the following information:
Reserve time is not used to book appointments. It is used to block out unavailable time.
To book appointments, click on the white area to the right of the Q and R boxes.
Reason
Time
6:00pm
7:00pm
Add Reserved Time
Reservation time can be used to block out time when a peer tutor is not available. This
feature can be used when a peer tutor is out sick or has a meeting with a supervisor
during their work schedule.
Scheduling a student appointment
When the blank space next to QR is clicked, a new screen will appear that will allow the
peer tutor to book student appointments. The bolded text is required information that
must be completed to finalize the appointment.
Make Appointment
Finalize Appointment
Braddy, Stephanie
or enter student information below
First
Name
Last Name
Daytime
Phone
With
Alan Koda
Room
Session
Duration
Date
Thursday, September 17, 2009
Cell Phone
SCAD
E-mail
Student
ID#
Time
6:00pm
Status
Special Instructions for Student
Major
14
view
Referred
By
Please list specific areas that
you need help w ith.
Appointment Notes (internal only)
Type
one-time appointment
Send appointment e-mail to student
Send appointment e-mail to tutor
Created
Analia Mendez
By
Student Notes (internal only)
Cancellation policy
There is a 24 hour cancellation policy with all tutoring appointments. Once again there
are two methods that a tutoring appointment can be canceled. The first is via the student
site, Peer Tutor Connection and the second is via the administrative site,
Appointmentplus.com.
Appointment status change
Appointment status will change as the student books, completes or cancels the
appointment session. It will also change when a peer tutor or LRH staff member
changes the status of the appointment. It is imperative that when an appointment is
completed, the tutor change the status from scheduled or confirmed to complete.
Color codes:
White = Open session
Gray = Reserved
15
Dark Gray = Unavailable
Yellow = Scheduled
Blue = Confirmed
Gold = Complete
Pink = No show
Red = Reschedule
Open
Reserved
Unavailable
Scheduled
Confirmed
Complete
Reschedule
No
Show
show on side
When the session is completed the tutor will change the status from confirmed to
complete. If there is a no show, the tutor will change the status from confirmed to no
show.
3:00pm
Poetter Hall | Student Name GRDS 243 Digital Page and... | 555-5 |
|
000846065
[add]
A status change can be made by clicking on color desired and then the add link.
Evaluations
Completed peer tutor appointments and session evaluation
An online evaluation is to be completed by the student after the session has ended and
the peer tutor has changed the appointment status from reserved to complete. Once the
status is changed, an email will be sent to the student requesting them to fill out an
evaluation. Peer tutors will encourage students to fill out the evaluation as it will provide
the LRH valuable information on the peer tutor performance as well as help improve
student services. Evaluation reminder cards should be handed to the student after the
session is over.
To access the evaluation form click on:
http://websurvey.scad.edu/remark5/rws5.pl?FORM=PeerTutorSurveyFa10-SAV
Please note that there is a new link that is created every quarter and it must be
obtained for drop-in evaluations.
16
Tutor Code of Conduct and Guidelines
As employees and representatives of the college, peer tutors are expected to provide
professional learning assistance services to students. It is important to have a clear
understanding of the expectations and guidelines that will assist in providing high quality
student services.
1. Confidentiality of tutor /tutee working relationship. The Family Educational
Rights and Privacy Act (FERPA) guidelines are essential and should be followed.
Please refer to FERPA handout.
2. All tutoring will occur on SCAD property. For reasons of liability and security,
off campus tutoring is not permitted.
3. If, at any time, a tutor feels uncomfortable with a student or vice versa, the student
should alert David Blake, Director of Learning Assistance Programs at (912) 5254741 and other arrangements will be made. If there is an immediate threat call
911 or call SCAD security at (912) 525-4500.
4. Tutors are departmental representatives, and therefore should not engage in
conversations that are derogatory toward faculty or the college.
5. Tutors should dress in a manner that is appropriate and respectable. Peer tutors
working around equipment should not wear loose-fitting or dangling clothes or
accessories that might get caught in equipment. Refer to building and lab
emergency red manuals.
6. Sexual Harassment/Harassment: SCAD is committed to providing a work
environment that is free of discrimination and harassment. Actions, words, jokes
or comments based on an individual's sex, race, ethnicity, age, religion is
prohibited.
7. No alcohol or drugs will be promoted or consumed while or during working
hours.
8. Deliberate destruction of SCAD property will result in termination.
9. Peer tutors will read the SCAD Student Employment Guide for work study. In
addition review Grounds for Immediate Termination section.
10. Failure to comply with any of the above can lead to employment termination.
17
Peer Tutor Acknowledgement Form
I ____________________________by signing this document, I certify that I was
provided a copy of the Learning Resource Hive student handbook for Spring ‘11. Should
I have any questions, I will bring them to my supervisor’s attention immediately. I also
acknowledge that it is my responsibility to read the complete student handbook
Peer tutor signature:_____________________________________ Date:____________
18
for
How to Manage Your Time: Research Papers
Completed?
Task
Understand
your
assignment
Select topic
Plan Your Steps
Head to library
for researching
purposes
Get overview of
your topic
Description
Ask professor for all details and
requirements and suggestions.
How many pages? How many
sources? Types of sources? Are
websites ok?
Use textbook to get ideas, then
ask professor/librarian what they
think. Be open to adjusting topic
slightly later on, if necessary.
Give yourself a week to get
sources, a week to write, maybe a
couple of extra days, too, just in
case. Look for room in your
schedule for long study periods.
Can you spend a Sunday
afternoon at the library? Force
deadlines upon yourself. When
will you have to finish
researching? Your rough draft?
Etc.
Plan on spending at least 2 long
stretches of time at library,
gathering sources. Bring
everything you need with you: a
copy of your assignment, paper
and pen, SCAD ID card, flash
drive, money for copier, your
textbook.
Start with a reference book or
your textbook. Get an overview
of your topic, so you know what
to look for as you research. Why
is your topic important? What do
you know about it? Take some
notes.
Amount of Time
15 minutes – 2 days
(if waiting on email)
1 hour – 2 days (if
you’re waiting on an
email)
15-30 minutes to plan
when you will
complete each step of
this process. Write it
in a calendar, and
stick to it!
Good rule of thumb: 2
hours of research for
every 3 pages you
have to write.
20-30 minutes
Make a list of
search terms
Find books
Find articles
(Get help from
a librarian)
Stay organized
and keep track
of sources
Prepare to
write
Make a list of all the possible
search terms you may want to
use. Answer the following
questions about your topic: who,
what, when, why, where and
how. These terms will make
searching easier in your next step.
Using the search terms list you
just made, go to library catalog
and search for books on your
topic. Books are best to start
with, as they will be more general
and have more information than
articles. Books are organized by
subject, so look around. Check
out the table of contents and
index to see how much info it has
on your topic. A good rule of
thumb? One book per page you
have to write.
Now that you have a better
understanding of your topic, you
can look for articles. They are
more specific, so use them to fill
in any gaps you have in your
research. Use the library
databases and your search terms
to find these articles. Look in at
least 2 databases. When you find
an article you like, make sure you
keep a copy of the citation so you
can write your bibliography later.
Know when your books are due
and how to renew them. Staple
the article citation to the article
so you can refer to it later.
Now that you have gathered
everything, you may want to
think about how you want to put
it all together, what you want to
include and what you want to
leave out. Think about a possible
thesis statement.
20-30 minutes
1-2 hours
1 hour for every page
of your paper
Ongoing, but
shouldn’t take more
than a minute
30 minutes
Dos and Don’ts
1. DO bring everything you will need when you go to the library: student ID, money for the
photocopier, flash drive/laptop, a copy of your assignment, your textbook, paper and
pen. DON’T leave your stuff unattended when you get here.
2. DO make sure you are well (enough) rested, and that you aren’t hungry – you need to
focus! DON’T eat in the library. Spill-proof drinks are ok, though.
3. DO feel free to start with a librarian right away. We can save you tons of time! DON’T
think you can get everything you want at the library the day before your paper is due.
4. DO be open to altering your topic a little, if you aren’t finding enough stuff, or if you
change your mind. DON’T pick a topic too broad, too specific or too weird. It makes
research difficult.
5. DO make a list of search terms or keywords about your topic. It makes searching faster
and better. DON’T just do one search and stop. There may be more out there.
6. DO feel free to request books from the Atlanta campus. It only takes about 3 days.
DON’T worry if there’s a book or article you want and we don’t have it. Use interlibrary
loan.
7. DO spend time looking for great sources, rather than settling for ok sources. DON’T grab
whatever works just so you can have the minimum number of sources – you may end up
having to make another trip to the library just to get enough info to write the paper.
8. DO spend at least an hour gathering sources (2 hours would be better!) DON’T spin your
wheels – if you haven’t found anything after 15 minutes, it’s time to get help.
9. DO scan or photocopy pages from books you don’t check out. DON’T take notes out of
books – that takes forever!
10. DO ask a librarian to show you how to search in databases efficiently. DON’T look at a
list of more than 30 articles – it takes too long!
11. DO email/print/save articles if you don’t have time to read them right away. DON’T feel
you need to read everything as soon as you see it. (You can stop by the library for 30
minutes, email a bunch of articles to yourself, and read them later!)
Final Tips from a Recovering Procrastinator
1. Are you an owl or a rooster? Trying to research and write when you’re sleepy is not a
good use of your time.
2. Treat school like a job. If you aren’t prioritizing your work, it’s easy to procrastinate.
3. Don’t be afraid to ask for help. It usually saves you a lot of time.
4. How much TV are you watching a day? Surfing the web? Could you be studying instead?
You may want to take an inventory of how you spend your day.
5. If you dread long study sessions, reward yourself. Take an ice cream break, or have
something fun planned for later on. Knowing that your whole day isn’t going to be a
drag will make working that much easier.
6. Get into a routine with dedicated study times and dedicated fun times. Example: Never
study on a Saturday night, but ALWAYS study on a Sunday night. You will keep good
grades, but still have fun.
7. Some people also swear by having a designated study location. Pick a favorite spot in
the library or in your room. Doing all your studying there will become a habit, and when
you sit down, you will *magically* feel like studying!
8. Just do a little bit. Even completing one tiny task towards the assignment helps.
Breaking down your work into bite-sized pieces alleviates anxiety and stress, too.
9. Take breaks. Every 2-3 hours, let yourself have a 15-minute breather. You will be
surprised what a short walk or a chat on the phone can do for refreshment. Again, I
recommend ice cream.
10. Check your environment. Do you need total silence? Can you work with lots of
background noise? Do you need music? Be honest with yourself about this. Plan
accordingly, and you will get more work done in the same amount of time.
11. Do you get more done when you work alone, or would it help you to have a study buddy
who will encourage you to keep going? Learn what works best for you.
12. Never underestimate the importance of staying organized. Keep a calendar and a to-do
list. Refer to them often.
13. Multi-tasking rarely works. Learn how to prioritize your assignments, and do one thing
at a time.
14. Do the most labor-intensive, most boring, most dreadful assignment first. Get it over
with, and the rest of your tasks will be progressively easier.
15. This is all a learning process. It’s important to learn how to manage your time, but it’s
also challenging. Don’t beat yourself up if you have to cram for something. Just learn
where you went wrong and try to do better next time.
13 Signs You Need a Librarian
1. You have never been to the library, let alone written a research paper!
2. You have to write a research paper, and you think Google is all you need.
3. You tried to start looking for books and articles…and didn’t get anywhere.
4. You found books and articles! Yay! But you found WAY WAY too many.
5. You know how to find stuff, but it takes FOREVER! You want to be a research rock star!
6. You think buying an article online for $6.95 is ok.
7. You need inspiration or brainstorming.
8. Your professor said you can pick your own topic, and you have no idea what would be
good to do!
9. You think the library is too difficult to use.
10. Your 10 page paper…..is only 3 pages long. Your professor said 48 font is not acceptable.
11. You are really tired of camping out at the library all day, every day, looking for stuff.
12. Pulling all-nighters is really not fun anymore.
13. You read the instructions for your assignment….and don’t really understand what you’re
supposed to do.
Tips for Good Writing
1.
2.
Be consistent. When you write, be consistent with tenses (don’t jump from past to present to future in every other sentence), tone, voice, and all other aspects of your paper, including your argument. Stay on task. Make sure you don’t stray from your topic when you write. Stick with the assignment and satisfy those requirements. 3.
Avoid clichés. Clichés are those time‐worn phrases (they are as thick as thieves) that are overused and boring and, well, clichéd. Basically, it’s uncreative. 4.
Avoid the “writer voice.” Many students often write in some strange, foreign voice in an attempt to sound more academic and professional when in fact they end up confusing themselves and their readers with their ill‐constructed sentences and bad phrasing. 5.
Back it up. Back up what you’re saying in your paper with evidence. Imagine your reader is the judge or jury and you’re the lawyer presenting the case. Without proof, your argument means nothing. This is where you use research and examples to support your argument. 6.
Be aware of your audience. Make sure you know who your audience is when you write and be consciously aware of that audience throughout your paper. The most damaging thing you can do to yourself and to your paper is to isolate or, even worse, irritate your audience. 7.
Avoid repetition. We understood you the first time, so saying it three different ways throughout one paragraph is a little excessive and makes for a weak argument. 8.
Avoid fluff. Don’t write nonsense to fill the word or length requirement. 9.
Embrace the writing process. Writing involves an entire process: prewriting, outlining, drafting, revising, proofreading, documenting, etc. Follow the process and you will be surprised at the results. 10. Do research. Using other people’s authority to support your claim only makes your paper better. 1
The Writers Studio at SCAD
TWS Learning Resource Hive
for
Learning Styles
Learning Styles: An introduction
_______________________________‘s
Learning Styles Assessment
Your first and last name
Everyone has a preferred learning style. Knowing and understanding our learning
style helps us to learn more effectively. Through identifying your learning style,
you will be able to capitalize on your strengths and become a more self-confident
empowered learner. Here is one way to help you get started:
Directions: Place a check in all the blanks that describe you. The list with the
greatest number of checks is your dominant learning style.
Visual Learning Style
__1. Asks for verbal instructions to be repeated
__2. Watches speakers' facial expressions and body language
__3. Likes to take notes to review later
__4. Remembers best by writing things down several times or drawing pictures
and diagrams
__5. Good speller
__6. Turns the radio or T.V. up really loud
__7. Remembers things best when written out or diagrammed.
__8. Prefers information to be presented visually, (e.g. flip charts or chalk board)
__9. Skillful at making graphs, charts, and other visual displays
__10. Can understand and follow directions on maps
__11. Feels the best way to remember something is to picture it in their head
__12. Follows written instructions better than oral ones
__13. Good at solving jigsaw puzzles
__14. Gets the words to songs wrong
__15. Good at visual arts
Auditory Learning Style
__1. Follows spoken directions better than written ones
__2. Would rather listen to a lecture than read the material in a textbook
__3. Understands better when reads aloud
__4. Likes words (puns, plays on words, rhymes)
__5. Prefers to listen to the radio than to read a newspaper
__6. Frequently sings, hums or whistles to themselves.
__7. Dislikes reading from a computer screen
__8. When presented with two similar sounds, can tell if sounds are the same or
different
__9. Requires extra explanations of diagrams, graphs, or maps
__10. Enjoys talking to others
__11. Talks to self
__12. Can repeat whole conversations, sometimes even with inflections
__13. Would rather listen to music than view a piece of art work
__14. Uses finger as a pointer when reading
__15. Likes to tell jokes, stories and makes verbal analogies
Pat Nystrom. “Learning Styles: An introduction.” LEARN North Carolina, January 2010., Available on the
web at http://www.learnnc.org/lp/pages/4033
Tactile/Kinesthetic Learning Style
__1. Reaches out to touch things
__2. Collects things
__3. Talks using hands to communicate what they want to say
__4. Frequently fidgeting (e.g. tapping pen, playing with keys in pocket)
__5. Coordinated, good at sports, dance, etc.
__6. Takes things apart, puts things together
__7. Prefers to stand while working
__8. Likes to have music in the background while working
__9. Enjoys working with hands and making things
__10. Likes to chew gum or eat in class
__11. Learns through movement and exploring the environment around them
__12. May be considered hyperactive
__13. Good at finding their way around
__14. Can relate all the plot details and action of a story but not much about how
things looked or sounded
__15. Prefers to do things rather than watch a demonstration or read about
it in a book
Score:
Count the number of checks you have in each category. The category with the
highest number of checks is your preferred learning style. Remember that
learning styles aren't mutually inclusive. You may learn best through one style or
a combination of two styles. Or you may be a multi-sensory learner who uses all
three modalities.
This assessment -Visual_____Auditory____ Kinesthetic____
Your classmates’ opinions -Visual_____Auditory____ Kinesthetic____
ON-LINE ASSESSMENT RESULTS (NEXT WEEK)
Learning Styles Self-assessment -- Visual_____Auditory____ Kinesthetic____
Learning Styles Test I --
Visual_____Auditory____ Kinesthetic____
Learning Styles Test II --
Visual_____Auditory____ Kinesthetic____
What is your “best” learning style? _______________Your second best? _____________
Now that you know your learning styles, how might you improve your study habits?
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
The Visual Learner learns through seeing...
These learners can either process information randomly or absorb what unfolds
in sequence before their eyes. They need to see the teacher's body language
and facial expression to fully understand the content of a lesson. They tend to
prefer sitting at the front of the classroom to avoid visual obstructions (e.g.
people's heads).
DO YOU…
• Have a strong sense of color
• Follow written directions well
• Process what you hear slowly
• "Translate" word messages into pictures or images
• Closely watch a speaker's body language and facial expression.
• Get very distracted by noise or people talking in the background
• Use mental pictures to remember things
• Use visual representations to understand ideas, e.g. graphs, organizers,
pictures, slides, videos, diagrams, demonstrations, overheads, flip charts,
handouts etc.
• Know something by seeing it.
• Conjure up the image of a form by seeing it in your "mind's eye"
• Have a vivid imagination
• Often stare, need something to watch
• Not talk at length
• Become impatient or lose focus when extensive listening is required
• Prefer the visual arts and media
• Often prefer to take notes or draw pictures to absorb information.
• Like to write on the blackboard
• Remember quickly and easily what is read
• Learn better after seeing or writing something
• Get called a "bookworm"
• Grasp important concepts on first reading of material
• Love to read books, journals, magazines
• Perform hands-on tasks well.
• Read well from picture clues
The Auditory Learner learns through listening...
The auditory learner needs to be able to focus on what is being said, and may
find taking in information through the other senses at the same time distracting.
The Auditory learner processes new information in the order in which it is
presented, but also benefits from verbal discussion following the presentation.
They learn best through verbal lectures, discussions, talking things through and
listening to what others have to say. Auditory learners interpret the underlying
meanings of speech through listening to tone of voice, pitch, speed and other
nuances. Written information may have little meaning until it is heard.
DO YOU…
• Tend to remember and repeat ideas that are spoken
• Learn well through lectures
• Get described as an excellent listener
• Find it easy to reproduce symbols, letters or words by hearing them
• Like to talk
• Enjoy play, dialogues, and dramas
• Learn concepts by listening to tapes
• Enjoy music
• Find it easy to repeat or fulfill verbal instructions
• Think out loud
• Often hum or talk to yourself or to others
• Rarely stay quiet for great lengths of time
• Often talk at length
• Like to use other people as a sounding board
• Enjoy question/answer sessions
• Like small group discussions
• Prefer to discuss things with others
• Like to participate in class discussions or debates
• Like to make speeches and presentations
• Do well at telling the difference between sounds, musical notes and tones
• Memorize by listening to something over and over
• Have difficulty copying from the blackboard
Learning styles: An introduction
Students will read about and discuss learning styles. They will take a pencil and paper
assessment to investigate their own learning styles, and practice determining the learning style of
others with a story telling activity.
A lesson plan for grades 6–8 Guidance
By Pat Nystrom
Learn more
•
Learning Styles This chart helps distinguish between learning styles by giving examples
of how one would learn in various situations.
Related pages
•
•
•
The Shark Net: A discipline database: The Shark Net is a database, set up by the teacher,
where students keep records of all discipline interactions, of leaving the room, and of
outstanding work. It includes fields for first name, last name, date, block, problem code,
comments by students, time out, and time in. At two-week intervals students filter their
records to calculate class participation grades. The class participation grade counts 10
percent of the total class grade. Students with the highest-class participation grades are
rewarded with special activities such as ice cream parties, cookouts, field trips, etc.
Students are required to filter and print the report for progress reports, report cards, and
any time a parent/teacher or student/teacher conference is planned. This activity helps the
teacher keep an accurate discipline record and to maintain discipline with minimal effort.
It also helps the students understand how to use a database.
Who's unique?: Encourages students to examine their ideas about how they are different
and similar to each other by participating in an activity and then discussing their
thoughts.
Why I am me timeline: Student develops a timeline that correlates personal life events
with world events. Research and bibliographic skills are incorporated.
Related topics
•
Learn more about guidance, learning styles, and self-awareness.
Help
Please read our disclaimer for lesson plans.
Learning outcomes
Students will:
•
•
•
describe visual, auditory, and kinesthetic learning styles.
use a pencil and paper assessment to determine their learning styles.
practice assessing the learning styles of others through use of a story-telling activity.
Teacher planning
Time required for lesson
45 minutes
Materials/resources
•
•
•
one laminated class set of each of the following documents:
o The Visual Learner
o The Kinesthetic Learner
o The Auditory Learner
one copy of the Learning Styles Assessment for each student
Writing materials for students
Activities
1. Explain that some students have probably noticed that when they try to learn something
new that they prefer to learn by listening. However, other students prefer to read about a
concept to learn it; still others need to see demonstrations or use manipulatives. Learning
Style Theory proposes that different people learn in different ways and that it is good to
know your own preferred learning style.
2. “Does anyone want to guess how knowing your learning style might be to your
advantage?” Have students brainstorm about the value of knowing one’s learning style.
3. Each student receives three handouts on learning style. Read over each list of learning
style characteristics with the class. Ask “Now that you know about the behaviors that go
with each learning style, did you find a learning style that seems to describe you?”
4. Have students guess whether their learning style is visual, auditory, or kinesthetic. They
can guess out loud, one at a time, or raise hands when you ask “Who thinks they may be
a visual learner? An auditory learner? A kinesthetic learner?”
5. Hand out Learning Styles Assessments, ask students to put names on them and ask
students to complete and score them. The class can read aloud if it speeds things up. All
students should write results of the assessment at the bottom of the second page. Explain
that this assessment was only one opinion and that the class will do other assessments online the next week to get more information.
6. Ask the class whether they understand the learning styles concept well enough to be able
to figure out the learning styles of others. If they think so, students can volunteer to relate
a story and classmates will observe while they talk, looking for clues to learning style.
o Does the student use noises or voice inflections to help tell the story? Do they
imitate noises? Repeat who said what? Mention how things sounded? (Auditory?)
o Does the student tell about colors, sizes, appearances? Do they use their hands to
draw pictures in the air as they talk? Try to give you mental pictures? (Visual?)
o Does the student relate the action in the story without much visual or auditory
detail? Tell about feelings? Move around to act out things? (Kinesthetic?)
7. Each volunteer will tell a story while classmates observe and guess learning styles after
the story. Pay close attention yourself to be of help during the guessing.
8. If most classmates think the story-teller is a _____ learner, have the student add that
opinion to the information on the scoring sheet.
9. After making sure student names are on pencil and paper assessments, collect the papers
to take them yourself to the computer lab the following week.
10. Compliment students on cooperative behavior or good thinking you observed during the
class. Suggest that they practice assessing the learning styles of other people during the
week.
i
i
University of North Carolina, School of Education. “Learning Styles, An Introduction”.
http://www.learnnc.org/lp/pages/4033
for
Learning Objectives
By the end of the training you will…
 Be able to define critical thinking
 Understand why critical thinking is important
 Have an understanding of one critical thinking model
 Identify two critical thinking techniques that you can
apply when tutoring
Critical Thinking Definition
 Critical Thinking is…
 Critical Thinking defined by Edward Glaser is divided
into three key elements:
 An attitude of being open to thoughtful consideration of
ones encountered experiences, ideas and problems
 An understanding of methods an logic of problem
solving
 Skill in applying the methods.
Creative Definitions?
 Thinking outside the box
 Convergent thinking vs. divergent thinking
 Thinking about thinking
 Creative thinking
 Verbal and non-verbal thinking
Critical Thinking…
 What does that look like for you?
Critical Thinking Process
“The intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing,
syntehsizing, and evaluating information.”
- The National Council for Excellence in Critical Thinking 1987
The Triangle
How many triangles are there?
 What was your initial count?
 What did you question?
 Why did you question it?
 How did you come up with the total?
Bloom’s Taxonomy
 Knowledge
 Dates, events, places, vocabulary, key ideas, parts of a diagram, 5 W’s
 Comprehension
 Find meaning, transfer, interpret facts, infer cause and consequence
 Application
 Use information in new situations, solve problems
 Analysis
 Recognize and explain patterns and meaning, see parts a wholes
 Synthesis
 Discuss “what if?” situations, create new ideas, predict and draw conclusions
 Evaluation
 Make recommendations, assess value and make choices, critique ideas
Teacher Tap: http://eduscapes.com/tap/topic69
When do we use critical thinking?
Critical Thinking Techniques
 Instead of…
 Giving answers ask for answers
 Providing information ask the student for the
information on their knowledge f the subject
 Accepting single answers ask probing and open ended
questions such as the following:


“Tell me more about that?”
“How did you come to that conclusion?”
Other Techniques
 Encourage out loud thinking
 Motivate students to generate own questions
 Have the student analyze their own problem solving
methods
 Be conscientious of where the student is in the critical
thinking process
 Ask the student “what if?” questions
 Let the student sit with the process of critical thinking
Critical Thinking Application
Now that you have had the chance to think about your
thinking…
 Share two techniques you will use while tutoring.
for
Stress Management
Counseling and Student Support Services (CS3)
Stress defined:
 A non-specific response of the
body to any perceived demand
 Occurs when the demands of our life exceed our
ability to cope
 The ability to cope with stress depends on:
 Your physical and mental health at that moment
 Experience and skills you have in dealing with stress
Stress Theory
Balancing Factors:
Disequilibrium
•Coping mechanisms
•Support network
•Perception
Demands of Life:
•Stressors
•Unexpected events
Reference: Aquilera & Messick (1976)
Biofeedback Training
 Perception of stressors is important, but our
“emotional response” to the perception is even
more significant. (Reference: www.HeartMath.com)
 Biofeedback training is offered in the CS3 office
 Helps achieve
coherence and
alignment (your
“emotional response”)
through simple-to-learn
exercises and feedback
HeartMath emWave Stress System
What are some sources of
stress for you ?
Common Sources of Stress for
Students
 Interpersonal
relationships
Family, Friends
 Peers, Professors
 Dating

 Separation from
family
 Academic demands
 Environmental concerns
Common Sources of Stress for
Students (cont’d.)
 Peer pressure
 Competition
 Financial concerns
 Increased freedom
and responsibility
 Work-related
concerns
 Over-involvement
 Lack of balance
How do you know when you
are stressed?
EFT for Managing Stress
 EFT is a form of psychological
acupressure that uses a gentle
tapping technique instead of
needles to stimulate traditional
Chinese acupuncture points.
(Reference: Dr. Carol Look, www.carollook.com)
 Sometimes called “acupuncture
without the needles”
EFT for Managing Stress (cont’d.)
 Balances the energy system and appears to relieve
psychological stress and physical pain
 Easy to apply; is non-invasive
 Currently being considered by the U.S. government
for treating war veterans.
 Try it on everything!
 EFT training @ CS3 office
Let’s
Try
Tapping…
Maybe that’s what she was smiling
about…
Stress Management Tools
Relaxation
 Take a bath,
 Progressive
muscle
relaxation
listen to music,
get a massage,
 EFT;
etc.
Biofeedback
 Deep breathing
 Exercise
 Meditation
 Yoga
Stress Management Tools (cont’.)
 Take a mental health day
 Minimize exposure to
negative people
 Good sleep habits
 Organization and time
management skills
 Talk to someone
 Come to CS3 for:
Workshops or events
 EFT or Biofeedback

Group Activity: “Meet Josh”
 Has ADHD
 Alaska is home
 Roommate issue
 Boyfriend at college
across the country
 ARCH major
 Beloved dog is ill
 Starting to isolate
Questions?
Thank you
for your
attention and
participation!
for
Guessing game
This is a simple and adaptable exercise which can be used to explore various themes. You could
run a version on a table-top, or use it to get people moving around quite a lot.
As facilitator you need just a tape measure and a pad of small sticky notes. You can change the
scale targets (in scale or metric/imperial) according to your situation. You can treat the activities
as a competition by awarding scores, and/or run the activity for teams, which adds an interesting
extra perspective.
Here is the basis of the exercise. Adapt it and use different exercises to suit your own situations.
Instruction to group:
This is an experiment to explore the brain's capability to estimate scale. Your guesses will be
measured and results given. The exercises involve simple guessing, but provide a basis for
understanding more about how reliably (or unreliably) our brains can estimate scale, etc., without
measuring tools or precise references. This relates to risks of making assumptions, and the
merits/risks/surprises associated with guessing, short-cuts, working from habit/instinct, etc.
Sometimes guessing and instinctive assumptions are effective; often they are not.
(Additionally/separately the activity prompts appreciation and exploration of multiple
intelligences theory - specifically how some people are naturally better at some of these tasks
than others.)
Using sticky notes (to be personalised for identification) mark the following:
•
•
•
a distance of ten feet on the floor
a height of three feet on a wall
a distance of one metre on a table
Note: As facilitator it will take you a while to measure and note scores for lots of guesses, so
think how best to do this. If using the exercise as a quick icebreaker, or if time is tight, especially
if group is large, think carefully about how many measuring exercises to include. Just one is fine
for an icebreaker. With big groups and treams issue people with tape measures and have them
score each other. Or see the examples for simplifying the activities below.
Review the activities as appropriate for your purposes, points for example:
•
•
•
•
•
•
What surprises did we find?
What clues are there to people's different abilities?
What differences are there in guessing different types of scale?
What creative methods were used in 'measuring'.
How does the brain guess something?
In work/life how do we decide when to guess and when to measure, and are these the best
criteria?
•
•
•
How can we make our guessing more reliable?
(If exercises are performed in teams) are team guesses more reliable than individual
guesses?
What merit is there in the 'Wisdom of Crowds' in guessing and making intuitive
judgments?
Depending on time and how you want to use the activities, other materials and measuring
devices can be used for different exercises, for example:
•
•
•
an angle of 30 degrees (ask people to draw two straight lines on a sheet of paper, like two
sides of a triangle - facilitator needs a protractor for measuring)
a square sheet of paper equal to one square metre (newspaper and sticky tape - a square
metre is for some people a surprisingly large area - each side must measure one metre)
or, for more adventure, which might appeal to children, explore volume and weight with
water and sand, etc, for which basically you only need the water, sand, some plastic
foodbags or balloons, and a measuring jug (and some cleaning-up cloths...)
i
i
“Free Team Building Activity Ideas,” http://www.businessballs.com/freeteambuildingactivities.htm#teambuilding-games-exercises-activities
LEARNING RESOURCE HIVE
F E B R U A R Y 1 1 TH, 2 0 1 1
What is Problem Solving?
 Problem Solving is a mental process and is part of
the larger problem process that includes problem
finding and problem shaping. Considered the most
complexof all intellectual functions, problem solving
has been defined as higher-order cognitive process
that requires the modulation and control of more
routine or fundamental skills.
 http://en.wikipedia.org/wiki/Problem_solvi
ng
Basics of Scientific Method
 Basics of Scientific Method is the search for
cause and effect.
 Ask a question: How, What, When, Who, Which,
Why, or Where?
 Research: Find the information before starting
from scratch.
 Construct a Hypothesis: A hypothesis is an
educated guess about how things work:

“If __(I do this)__, then __(this)__will happen.”
Basics of Scientific Method Cont.
 Test your Hypothesis by putting into practice:
 Analyze your Data and Draw a Conclusion:
 Did I get the results I wanted? What worked? What didn’t
work? What can I do differently? Will I accept or reject
information?
 Communicate your results: Complete assignment of
by writing on what was found.
 Other methodologies:
Activity: Solve your own problem
 Break up into groups of three
 Participant #1 will think of a problem (five minutes)
 Participant #2 will be the problem solver (ten
minutes)
 Participant #3 will record and observe if the
scientific method process is being used. (five minutes
to give feedback to group)
Process
 Participant #1 and #3 will share their experience by
answering the following:





What was observed
What is a question you wish participant #2 would have asked?
Was participant #2 helpful?
Where the solutions reasonable?
Was a conclusion/solution reached?
Summary
 Please write a one page summary of what you
learned.
 Have your name and date at the top of the page.
References
 The problem site
 http://theproblemsite.com/games/picture_word.asp
 Science Buddies
 http://www.sciencebuddies.org/science-fairprojects/project_scientific_method.shtml
for
Study Skills
ACTIVE STUDY
Adapted from: Ann Algier, Everything You Need To Know About Learning
A. Introduction
Learning takes time. Very few people have photographic memories. Learning requires
repetition- meaningful repetition. This is why active study techniques are so vitally important.
The "recording disk" of the brain accepts new material much faster if it "hears," "sees,"
"feels," "tastes," and detects motion (kinetic energy) during input or recording time. Then too,
the more times around the learning circuit, the longer lasting the impression. If you are able to
place abstract ideas into diagrammatic form, you will remember the concept.
B. Mnemonics
Material that is difficult to master can be organized by finding the key words in each point,
noting the first letter, and arranging the letters into a sense or nonsense word (the sillier, the
better). Examples:
1. What are the qualities of a scientist? (mnemonic answer: PIPOC)
P erserverance
I ntelligence
P atience
O riginality
C uriosity
2. Why did the U.S. enter World War I? (mnemonic answer: SPRENCZ)
S ubmarines, Germans lifted restrictions on use of
P ropaganda, British control of
R ussians overthrew the tsar
E conomic ties of U.S. with Britain and France
N eutrality, German violations of U.S.
C ultural ties with Britain
Z immerman telegram
Note: in example 2, the student has devised a mnemonic based on key words. If you
have a basic understanding of each point, you ought to be able to write a complete essay from
the mnemonic SPRENCZ. Example 1, however, represents the type of mnemonic a student could
use to learn a short list of items for an objective test. If you need to memorize a long list of items
such as the states in the union, alphabetize and learn in small "chunks." You can always depend
on the alphabet. Break down a list, rearrange, put on a study card and master. In the example of
learning the states in the union, it is easier to remember that there are four states whose names
begin with "A," no "Bs," one "D," etc., then to try to memorize the list.
C. Study Cards
In printing study cards, the student is using kinetic energy (energy in motion), thus making the
impression stronger on the brain, and the student will be able to use the cards for
overlearning. Another reason for having students make study cards is that they are
convenient to carry and flip through for mastery. Reading the cards silently, however, is too
passive. Go over the cards orally. A student will not master the cards by passively reading
them. Learning requires the expenditure of energy. The student must be actively engaged in
producing the sounds, using muscles and burning energy to make the sound.
D. Memory
1. General points to consider
a. The student must focus his or her attention on whatever needs to be remembered. If
you intend to remember something, you probably will.
b. The student must be "sold" on the course. Why is this subject worth knowing?
Correlative reading may enhance the student's interest. For example, historical
novels are a marvelous way to learn history. The greater the knowledge, the greater
the interest.
c. Help the students classify and associate. Many authorities feel that you will master
information faster if you learn in groups of seven or fewer at a time.
d. Have the students overlearn through repetition.
2. Association is a key to memory:
a. You remember approximately 10 percent of what you read.
b. You remember approximately 20 percent of what you hear.
c. You remember approximately 30 percent of what you see.
d. You remember approximately 50 percent of what you hear and see together.
e. You remember approximately 70 percent of what you say (if you think as you are
saying it).
f. You remember approximately 90 percent of what you do.
A WEEKLY FLOW CHART FOR STUDYING
PRE-READ
TEXT
GO TO
CLASS
TAKE NOTES
ASK QUESTIONS
OF INSTRUCTOR
REVIEW & EDIT NOTES SAME
DAY AS LECTURE
ASK YOURSELF
QUESTIONS
OUTLINE MAJOR
TOPICS
READ TEXT SELECTIVELY
DO HOMEWORK
ASK
QUESTIONS OF
T.A. OR
INSTRUCTOR
REVIEW & INTEGRATE
©Academic Skills Center, Dartmouth College 2001
Where To Study / How To Study
The documents on this page are provided for downloading in Microsoft Word and/or Microsoft
Excel format. You will need to have Microsoft Office 97/98, or later, to read and print them.
Where to Study
Although studying in a dorm room is convenient, it is often a poor place to learn. The dorm has a
plethora of distractions including Blitzmail, Snood, the telephone, video games, friends down the
hall. Lying down on the bed to read turns into an hour long nap and a bright yellow highlighter
spot on your sheets!
If you want to improve your concentration and efficiency as a student, develop a place to study
that is just that - a place where you go to work on academics. The campus is full of good spots to
study. Experiment with what works best for you. The handout below provides a list of common
study spots on campus and includes rankings of noise level, cleanliness, and availability.
•
Places to Study at Dartmouth (32K Word)
How to Study
Many students are surprised at the differences in studying for college courses versus how they
studied in high school. Regular worksheets are replaced by vast midterms and exams which
require knowledge about concepts rather than simple memorization of facts. Students frequently
discover they need to adapt their study habits to the college setting. Here are some tips for
getting started:
•
•
•
•
Study in chunks: 20-50 minute time periods followed by a brief break (5-10 minutes) is
the most effective way to study
Use daylight hours: an hour of studying during the day is worth two at night! Do the
work that requires the most concentration (typically reading) earliest in the day.
Rank your three classes and be sure to spend time on your most challenging class
everyday and early in the day.
Study actively: ask yourself questions, review your notes regularly, discuss key concepts
with peers and course professor
The following documents provide additional strategies for general academic success and for
specific subject areas including the sciences and writing.
•
•
•
Ten Steps for Academic Success (33K Word)
Studying for the Sciences (21K Word)
Writing Research Papers (34K Word)
Concentration and Memory
In order to combat forgetting, students need to review course materials regularly and
purposefully. The following worksheets provide specific strategies for staying motivated,
improving your memory and active review.
•
•
•
•
•
•
Basic Principles About Review (22K Word)
Concentration Tips (22K Word)
How to Retain Information (34K Word)
How to Study Actively (27K Word)
Motivation (21K Word)
Ways to Increase Memory (23K Word)
i
i
“Where to Study/How to Study.” Dartmouth College: Academic Skills Center.
http://www.dartmouth.edu/~acskills/success/study.html
MEMORY PRINCIPLES
QUICK REFERENCE GUIDE FOR
BRAIN COMPATIBLE LEARNING
PRINCIPLES
Click
http://frank.mtsu.edu/~studskl/mem.html
for students’ notes and what brain
research has discovered.
MAKING AN EFFORT TO REMEMBER

Interest: The brain prioritizes by meaning, value
and relevance. To have meaning, you must
understand what you are learning. In order to
remember something thoroughly, you must be
interested in it and think that it has value and
relevance in your life.

Intent to Remember: Your attitude has much to
do with whether you remember something or not.
A key factor to remembering is having a positive
attitude that you get it right the first time.
Attention is not the same as leaning, but little
learning takes place without attention.

Basic Background: Your understanding of new
materials depends on what you already know
that you can connect it to. The more you increase
your basic knowledge, the easier it is to build new
knowledge on this background.
CONTROLLING THE AMOUNT AND FORM

Meaningful Organization: You can learn and
remember better if you can group ideas into some
sort of meaningful categories or groups.
STRENGTHENING NEURAL CONNECTIONS

Visualization: The brain’s quickest and probably
the longest-lasting response is to images. By
making a mental picture, you use an entirely
different part of the brain than you did by
reading or listening.

Recitation: Saying ideas aloud in your own words
strengthens synaptic connections and gives you
immediate feedback. The more feedback you get,
the faster and more accurante your learning.
ALLOWING TIME TO SOLIDIFY PATHWAYS

Consolidation: Your brain must have time for
new information to establish and solidify a
neuronal pathway. When you make a list of
review your notes right after class, you are using
the principle of consolidation.

Association: Memory is increased when facts to
be learned are consciously associated with
something familiar to you. Memory is essentially
formed by making neural connections. Begin by
asking “What is this like that I already know and
understand?”
ALLOWING TIME TO SOLIDIFY PATHWAYS

Distributed Practice: A series of shorter study
sessions distributed over several days is
preferable to fewer but longer study sessions
for
Life Coach
A Life Coach helps deal with
stress management as well as
time management, goal setting
and other key areas of change to
help their clients lead more
balanced lives that better reflect
clients’ personal values and
priorities.
Compassion and Patience
What did you think
was most helpful?
Thanks for
listening and
having me here
today!
for
Responding to NNES (Non-Native
English Speakers) Writing
Jan Fluitt-Dupuy
Director of ESL
jdupuy@scad.edu
912-525-7036
The Writers’ Studio
• Trained professional consultants
• Skilled in explaining rhetorical and grammatical
concepts
• The absolute best resource for students who
need ongoing support with writing issues.
You Can’t Learn without Goofing!
• Be sensitive to self-esteem
• Encourage mistakes as a natural step in growing
as a language learner
• Highlight the error in a supportive manner
• Do not correct for the student (Hint: avoid
having a pencil in your hand)
• Guide the student to independent learning
Address Global Concerns First
• Content, Critical Thought, Organizational
Patterns are most important elements of writing.
• Find and analyze the thesis statement (TS).
• Look for strong topic sentences (ts) in body
paragraphs.
• Analyze the sentence supporting the ts.
• Balance positive/negative comments.
Sentence-Level Concerns
• Once larger issues are settled, address errors in a
hierarchical way.
• More serious errors impede communication.
• Errors in verbs and sentence structure are firstorder concerns.
1st order errors
Symbol
Explanation
vt
incorrect verb tense / aspect
vf
verb incorrectly formed
ss
incorrect sentence structure
wo
incorrect or awkward word order
?
unclear
2nd order concerns
• while distracting, these errors do not impede understanding.
Symbol
Explanation
agr
incorrect subject-verb agreement
art
incorrect of missing article (a, an, the)
sing/pl problem with the singular or plural of a
noun or a verb
wc
wrong word choice, including
prepositions
wf
wrong word form
Last order concerns
• Only if there’s time!
Symbol
Explanation
p
minor punctuation error
CS, RO, major punctuation error
Frag
dm
dangling or misplaced modifier
ref
pronoun reference unclear
sp
spelling error
Google “purdue owl”
owl.english.purdue.edu/owl/section/5/
learnersdictionary.com
Evaluation
Sample Tutor Experience and Workshop Attendance
Report
Session Data – Winter 2011
Evaluation
Return to Evaluation Main Page
Evaluation
Evaluation
Sample Tutor Experience and Workshop
Attendance Report
Winter 2011
Seo Gyoung Kim
Winter 2011 Evaluation
Date
Duration
Time
Appointment Status
1/13/2011
1/13/2011
1/14/2011
1/14/2011
1/20/2011
1/20/2011
1/20/2011
1/21/2011
1/27/2011
1/27/2011
1/27/2011
1/28/2011
1/28/2011
1/28/2011
2/3/2011
2/3/2011
2/4/2011
2/4/2011
2/10/2011
2/10/2011
2/11/2011
2/11/2011
2/11/2011
2/17/2011
2/17/2011
2/18/2011
2/18/2011
2/24/2011
2/25/2011
2/25/2011
2/25/2011
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2:00pm
3:00pm
4:00pm
4:00pm
2:00pm
3:00pm
4:00pm
2:00pm
3:00pm
4:00pm
3:00pm
4:00pm
3:00pm
4:00pm
2:00pm
3:00pm
2:00pm
3:00pm
4:00pm
2:00pm
3:00pm
2:00pm
3:00pm
3:00pm
2:00pm
3:00pm
4:00pm
Seo Gyoung Kim
Total Number = 38
Total Duration = 38 hour(s)
Drop-in Appointments: 5 appointments, 5 hours
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Seo Gyoung Kim
Total: 42 appointments, 42 hours
Seo Gyoung Kim
Training Attendance Report
Training Date
Attended?
January 7th
yes
January 14th
yes
January 28th
yes
February 11th
yes
February 25th
yes
March 11th
yes
Evaluation
LEARNING RESOURCE HIVE
AY 2 0 1 0 -2 0 1 1 R E P O RT
March 14, 2011
2 0 1 E . B RO U G H T O N S T.
S AVA N N A H , G A 3 1 4 0 2
AC A D E M I C Y E A R R E P O R T 2 0 1 0 - 1 1
TO DATE: MARCH 14, 2011
Peer Tutors:
A total of 42 peer tutors were hired to date for AY 2010-11. Most peer tutors continued
working through the academic year until completion of their degree, thus resulting in
quality services for students served and tutor retention.
Bee Skilled Workshops:
A total of 132 students were served via workshops, commencing with winter 2010
quarter and ending in spring 2010. Workshops included: Survive College by Managing
Time Effectively; Study Techniques = Academic Success; Test Anxiety; Materials,
Tools, Techniques; Photoshop Slam Vol. I
Challenges: Getting students excited about attending workshops that are not required
for graduation. Strategic marketing and having a catered event always seems to attract
students to workshops.
Supplemental Instruction (SI):
SI leaders are assigned a targeted (high attrition) course to attend and then gather
course content and instruction methods in order to assist students outside of the
classroom environment. SI leaders also coordinate and hold weekly group study
sessions on course content. SI leaders work closely with course faculty in order to
maintain a clear understanding of course learning objectives.
SI leaders began assisting students with math, physics and graphic design courses in a
group setting outside of the classroom environment mid winter 2011 quarter. A total of
22 students were served.
Challenges: The physics SI sessions were the most successful due to the direct
connection with architecture curriculum requirement. The math SI sessions were poorly
attended although, there is a great need for SI support for this particular area. The
graphic design SI sessions commenced late in the quarter, therefore a conclusion on its
success is difficult to determine.
A recommendation for next quarter would be to start advertising the sessions early in the
quarter in order to capture students that are struggling before they fail or withdraw from
the course. There are new marketing material (created by communications) that will be
distributed early in the quarter advertising SI sessions.
Peer Tutor Connection:
A total of 1,325 students registered on the Peer Tutor Connection online appointment
system. This number does not reflect students who completed drop-in appointments.
During the AY 2010 - 11 a total of 1,850 appointments were scheduled and of the
scheduled appointments, 1,412 were completed appointments. Below are several grids
of the appointment breakdown by tutor, quarter, and total students served.
2
LRH All
Dates 6/14/2010 to 3/14/2011
Session All
Tutor All
Status All
Total Appointments
Made
Total
Students
Served
Average
Number of
Visits Per
Student
LRH
Tutor
SCADSavannah/eLearning
Alvaro Lima-SAV
(Location User)
44
24
1.83
Alysha Caine-SAV
(Location User)
44
11
4
Anderli Yao
(Location User)
48
8
6
Andrew Wanamaker
(Location User)
113
58
1.95
Brigitte Garland
(Location User)
34
12
2.83
Brigittie TijerinaSAV (Location
User)
9
6
1.5
Caitlin Willis
(Location User)
35
18
1.94
Chaitrasri Rao
(Location User)
115
31
3.71
Chris Barfield-SAV
(Location User)
11
7
1.57
Chris Lee (Location
User)
47
11
4.27
Christopher Hench ESL-SAV-A
(Location User)
6
4
1.5
Christopher Hench ESL-SAV-B
(Location User)
3
2
1.5
Clifford Reynolds
(Location User)
78
40
1.95
Colleen Heine ESL-SAV-A
(Location User)
13
7
1.86
3
Colleen Heine ESL-SAV-B
(Location User)
11
6
1.83
Eduardo Ortiz
(Location User)
60
21
2.86
Emily Dye (Location
User)
7
6
1.17
Gloria Wu-SAV
(Location User)
100
38
2.63
Ian Bellomy-SAV
(Location User)
5
3
1.67
Jeff Horal (Location
User)
89
36
2.47
Jill Dykxhoorn
(Location User)
13
12
1.08
Joseph Burnette
(Location User)
15
6
2.5
Julie Zhou (Location
User)
53
11
4.82
Kelsey Wilson
(Location User)
59
37
1.59
Kirk Morris-SAV
(Location User)
35
26
1.35
Krista Williams
(Location User)
1
1
1
Laura Hellinger
(Location User)
107
42
2.55
Lauren Jones
(Location User)
34
24
1.42
Lauren Mayhew
(Location User)
11
5
2.2
Lauren Segall
(Location User)
47
11
4.27
Maria P. MalavasiSAV (Location
User)
61
33
1.85
Megan Sease ESLSAV-A (Location
User)
14
6
2.33
Megan Sease ESLSAV-B (Location
User)
17
7
2.43
4
Mitali Banerjee-SAV
(Location User)
31
12
2.58
Montana Keig
(Location User)
15
8
1.88
Nate Gutoski
(Location User)
11
5
2.2
Renée Malloy
(Location Admin)
59
22
2.68
Ricky Doshi
(Location User)
41
17
2.41
Sean Simon-SAV
(Location User)
75
41
1.83
Seo Gyoung Kim
(Location User)
86
16
5.38
Thomas Fullmer
(Location User)
10
4
2.5
Vijay Chakravarthy
(Location User)
96
46
2.09
Will Moten
(Location User)
34
18
1.89
Yang Wang
(Location User)
43
14
3.07
1840
773
2.38
10
7
1.43
10
7
1.43
1850
780
2.37
Totals
SCAD-Hong Kong
Timothy Budnick
(Location User)
SCAD-Hong Kong
Totals
Grand Totals
Does not include drop-in appointments
5
Summary of the AY 2008 - 09 for Comparison: (Pre Learning Resource Hive)
Fall 2008
Total
unknown
102
22
# of Students Served
# of Sessions
Tutor Totals
Spring 2009
# of Sessions
Tutor Totals
Total
93
225
11
Summary of the AY 2009 - 10 for Comparison: (Post Learning Resource Hive)
AY 2009 - 2010
# of Sessions
Tutor Totals
Total
493
1,213
66
Summary of the (to date) AY 2010 - 2011 for Comparison:
Summer 2010, Fall 2010, Winter 2011
# of Sessions
Tutor Totals
Total
780
1412
42
Success and Milestones:
Learning Resource Network:
The Learning Resource Hive in collaboration with Counseling and Student Support
Services (CS3), Drawing & Design Center, The Writers Studio, ESL Program, Graduate
Mentor Program, and Jen Library established a referral network for students in need of a
variety of learning resources. Prior to the Learning Resource Hive, academic and
student services were working independently to serve students. The idea of creating a
network where student referrals can easily be made and initiatives can be created to
streamline services for students became a reality when the network was formalized
summer 2010. Below are several initiatives that are currently making a difference at
SCAD:
-Learning Resource Network
-Creation of MySCAD LRN channel to help facilitate student access to services
-Facilitates student referrals
-Development of single piece marketing collateral for student services
-Establishing program standards for future domestic and international SCAD locations
6
The Sting:
The Learning Resource Network sponsored its Second Annual "The Sting" event, fall
2010 designed to introduce academic learning assistance programs to students at
SCAD. A total of 403 students attended the event last fall and learned of new
programming and services. This event has now become part of the SCAD’s culture and
tradition for new and incoming students.
Peer Tutor Connection:
The Learning Resource Hive: Peer Tutor Connection program was certified through the
College Reading and Learning Association, August 2010. The national certification
helps boost confidence in the program among colleagues, faculty and student by
following national training and tutor standards. The certification illustrates that the
program is a vital component in student learning.
Peer tutors (25) earning a Level I Certificate at SCAD will be recognized at other
certifying colleges and universities.
Certified Fall 2010-Level I
Alvaro Lima
Andrew Wanamaker
Chaitra Rao
Cliff Reynolds
Gloria Wu
Eduardo Ortiz
Kelsey Wilson
Kirk Morris
Laura Hellinger
Lauren Jones
Lauren Segall
Maria Malavasi
Renee Malloy
Vijay Chakravarthy
Certified Winter 2011-Level I
Anderli Yao
Brigitte Garland
Caitlin Willis
Chris Lee
Jeff Horal
Julie Zhou
Nate Gutoski
Ricky Doshi
Seo Kim
Will Moten
Yang Wang
7
Evaluation of Learning Resource Hive: Executive Summary for AY 2009 - 10
Created by SCAD Office of Institutional Research
Executive Summary
The peer tutor program survey intended to assess how the program is working for
students who received tutoring services. The survey was administered online; students
who participated in tutoring services were invited to respond throughout each quarter.
Respondent Overview
• 173 separate responses on 20 tutors
Survey Highlights
• Nearly all respondents understand how to use Peer Tutor Connection (95%) and
received an appointment confirmation e-mail (97%)
• More than 90% of respondents “agreed” that their tutor:
• Had excellent knowledge of the subject matter (93%)
• Incorporated their personal learning style (93%)
• Encouraged them to find their own answers (92%)
• Encouraged them to participate in the session (91%)
• One hundred seventy (98%) respondents would recommend the peer tutoring program
• Nearly all respondents reported:
• Learning skills to apply to the tutored subject matter (98%)
• Making progress in learning and problem-solving the relevant tutored subject
matter (97%)
• Understanding steps to take following the session (96%)
• Independently completing assignments because of tutoring (92%)
8
Evaluation
Session Data - Winter 2011
Page 1 of 19
Learning Resource Hive Totals by Session
Scheduled Appointment Listing
Winter 2011
Duration
Time
2/17/2011
Date
1 hour(s)
11:00am
GRDS 348 Graphic Design Studio 1
Session
Gloria Wu-SAV
Tutor (screen name)
Appointment Status
Complete
1/16/2011
1 hour(s)
3:00pm
ANAT 100 General Anatomy
Nate Gutoski
Complete
2/6/2011
1 hour(s)
3:00pm
Nate Gutoski
Complete
2/20/2011
1 hour(s)
4:00pm
Nate Gutoski
Complete
2/27/2011
1 hour(s)
3:00pm
Nate Gutoski
Complete
3/4/2011
1 hour(s)
4:00pm
Nate Gutoski
Complete
3/5/2011
1 hour(s)
3:00pm
Nate Gutoski
Complete
3/13/2011
1 hour(s)
3:00pm
Nate Gutoski
Confirmed
3/13/2011
1 hour(s)
4:00pm
Nate Gutoski
Confirmed
2/11/2011
1 hour(s)
8:00pm
ANIM 202 Animation I
Caitlin Willis
Complete
2/12/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
2/18/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/19/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
2/25/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/26/2011
1 hour(s)
11:00am
Jeff Horal
Complete
2/26/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
3/3/2011
1 hour(s)
4:00pm
Jill Dykxhoorn
Complete
3/5/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
3/11/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Confirmed
1/14/2011
1 hour(s)
2:00pm
ANIM 250 Digital Form, Space and Lighting
Jeff Horal
Complete
1/14/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
1/15/2011
1 hour(s)
12:00pm
Jeff Horal
Scheduled
1/16/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
1/21/2011
1 hour(s)
2:00pm
Jeff Horal
Complete
1/23/2011
1 hour(s)
11:00am
Jeff Horal
Complete
1/23/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
1/28/2011
1 hour(s)
3:00pm
Jeff Horal
Complete
1/28/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
1/28/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
1/29/2011
1 hour(s)
11:00am
Jeff Horal
Complete
1/30/2011
1 hour(s)
11:00am
Jeff Horal
Complete
1/30/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/4/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/5/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
2/5/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/6/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/11/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
2/12/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
Page 2 of 19
Duration
Time
2/13/2011
Date
1 hour(s)
4:00pm
Session
Sean Simon-SAV
Tutor (screen name)
Appointment Status
Complete
2/18/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
2/18/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/19/2011
1 hour(s)
11:00am
Jeff Horal
Complete
2/19/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
2/19/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/25/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/26/2011
1 hour(s)
5:00pm
Will Moten
Complete
2/26/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/26/2011
1 hour(s)
9:00pm
Caitlin Willis
Complete
2/27/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/27/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
3/4/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
3/4/2011
1 hour(s)
8:00pm
Caitlin Willis
Complete
3/5/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
3/11/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/4/2011
1 hour(s)
4:00pm
ANIM 252 Animation II
Sean Simon-SAV
Complete
2/18/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
2/19/2011
1 hour(s)
8:00pm
Caitlin Willis
Complete
3/4/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
3/4/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
3/5/2011
1 hour(s)
8:00pm
Caitlin Willis
Complete
1/28/2011
1 hour(s)
3:00pm
ANIM 280 3-D Character Setup and Animation
Sean Simon-SAV
Complete
2/11/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/13/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
2/25/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
3/13/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Confirmed
1/28/2011
1 hour(s)
2:00pm
ANIM 313 3-D Animation Production
Jeff Horal
Complete
2/27/2011
1 hour(s)
3:00pm
ANIM 313 3-D Animation Production
Sean Simon-SAV
Complete
1/8/2011
1 hour(s)
11:00am
ANIM 333 3-D Character Animation I
Jeff Horal
Complete
3/5/2011
1 hour(s)
11:00am
Jeff Horal
Complete
3/13/2011
1 hour(s)
12:00pm
Jeff Horal
Scheduled
2/6/2011
2 hour(s)
11:00am
ANIM 408 Senior Animation Project I
Jeff Horal
Complete
2/11/2011
1 hour(s)
3:00pm
ANIM 448 Senior Animation Project II
Jeff Horal
Complete
2/13/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
2/18/2011
1 hour(s)
3:00pm
Jeff Horal
Complete
2/20/2011
1 hour(s)
11:00am
Jeff Horal
Complete
2/25/2011
1 hour(s)
2:00pm
Jeff Horal
Scheduled
2/25/2011
1 hour(s)
3:00pm
Jeff Horal
Scheduled
3/5/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
3/6/2011
1 hour(s)
11:00am
Jeff Horal
Complete
Page 3 of 19
Duration
Time
1/16/2011
Date
1 hour(s)
9:00pm
ARCH 252 Structures I
Session
Andrew Wanamaker
Tutor (screen name)
Appointment Status
Complete
1/30/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
1/31/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/20/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
2/21/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
1/16/2011
1 hour(s)
7:00pm
ARCH 352 Structures II
Andrew Wanamaker
Complete
1/24/2011
1 hour(s)
7:00pm
ARCH 352 Structures II
Andrew Wanamaker
Complete
1/18/2011
1 hour(s)
4:00pm
ARTH 100 Survey of Western Art I
Maria P. Malavasi-SAV
Complete
1/19/2011
1 hour(s)
5:00pm
Alvaro Lima-SAV
Complete
1/25/2011
1 hour(s)
3:00pm
Complete
2/7/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
2/13/2011
1 hour(s)
5:00pm
Montana Keig
Scheduled
2/13/2011
1 hour(s)
6:00pm
Montana Keig
Scheduled
2/14/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
2/14/2011
1 hour(s)
5:00pm
Alvaro Lima-SAV
Complete
2/15/2011
1 hour(s)
2:00pm
Complete
2/15/2011
1 hour(s)
3:00pm
Complete
2/15/2011
1 hour(s)
4:00pm
Complete
2/15/2011
1 hour(s)
6:00pm
Montana Keig
Scheduled
2/16/2011
1 hour(s)
3:00pm
Alvaro Lima-SAV
Complete
2/20/2011
1 hour(s)
5:00pm
Montana Keig
Scheduled
2/21/2011
1 hour(s)
4:00pm
Alvaro Lima-SAV
Complete
2/23/2011
1 hour(s)
4:00pm
Brigitte Garland
Complete
2/23/2011
1 hour(s)
5:00pm
Alvaro Lima-SAV
Complete
2/24/2011
1 hour(s)
2:00pm
Complete
2/24/2011
1 hour(s)
7:00pm
Montana Keig
Scheduled
2/27/2011
1 hour(s)
6:00pm
Montana Keig
Complete
2/28/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
2/28/2011
1 hour(s)
4:00pm
Alvaro Lima-SAV
Complete
2/28/2011
1 hour(s)
5:00pm
Alvaro Lima-SAV
Complete
3/1/2011
1 hour(s)
2:00pm
Complete
3/2/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
3/7/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
3/7/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
3/7/2011
1 hour(s)
4:00pm
Brigitte Garland
Complete
3/8/2011
1 hour(s)
4:00pm
Complete
3/8/2011
1 hour(s)
6:00pm
Montana Keig
Scheduled
3/10/2011
1 hour(s)
4:00pm
Complete
3/10/2011
1 hour(s)
6:00pm
Montana Keig
Scheduled
1/19/2011
1 hour(s)
3:00pm
ARTH 110 Survey of Western Art II
Alvaro Lima-SAV
Complete
2/21/2011
1 hour(s)
5:00pm
Alvaro Lima-SAV
Complete
Page 4 of 19
Duration
Time
Tutor (screen name)
Appointment Status
2/22/2011
Date
1 hour(s)
2:00pm
Session
Complete
2/23/2011
1 hour(s)
4:00pm
Alvaro Lima-SAV
Complete
2/28/2011
1 hour(s)
3:00pm
Alvaro Lima-SAV
Complete
2/28/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
3/9/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
3/10/2011
1 hour(s)
7:00pm
Montana Keig
Scheduled
3/13/2011
1 hour(s)
5:00pm
Montana Keig
Scheduled
1/13/2011
1 hour(s)
2:00pm
ARTH 207: 20th-century art
Complete
2/14/2011
1 hour(s)
3:00pm
Alvaro Lima-SAV
Complete
2/21/2011
1 hour(s)
3:00pm
Alvaro Lima-SAV
Complete
2/12/2011
1 hour(s)
4:00pm
CHIN 101: Introduction to Chinese
Yang Wang
Complete
2/17/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/25/2011
1 hour(s)
5:00pm
Yang Wang
Complete
2/26/2011
1 hour(s)
3:00pm
Yang Wang
Complete
3/4/2011
1 hour(s)
5:00pm
Yang Wang
Complete
3/5/2011
1 hour(s)
4:00pm
Yang Wang
Complete
3/11/2011
1 hour(s)
5:00pm
Yang Wang
Complete
3/12/2011
1 hour(s)
3:00pm
Yang Wang
Complete
1/8/2011
1 hour(s)
12:00pm
CMPA 100: Survey of Computer Art Applications
Jeff Horal
Complete
1/12/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
1/12/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
1/23/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
1/30/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
1/31/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
1/31/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/2/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/7/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/9/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/9/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/14/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/16/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/16/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/21/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/23/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
2/23/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
2/23/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
3/2/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
3/2/2011
1 hour(s)
7:00pm
Clifford Reynolds
Complete
3/5/2011
1 hour(s)
11:00am
Clifford Reynolds
Complete
3/9/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
3/13/2011
1 hour(s)
11:00am
Jeff Horal
Complete
Page 5 of 19
Duration
Time
Session
1/9/2011
Date
1 hour(s)
3:00pm
CMPA 110 Advanced Survey of Computer Art Applications
Sean Simon-SAV
Tutor (screen name)
Appointment Status
Complete
1/12/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
1/14/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
1/15/2011
1 hour(s)
11:00am
Clifford Reynolds
Complete
1/16/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
1/16/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
1/21/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
1/30/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/6/2011
1 hour(s)
4:00pm
Sean Simon-SAV
Complete
2/13/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/14/2011
1 hour(s)
9:00am
Clifford Reynolds
Complete
2/18/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/20/2011
1 hour(s)
5:00pm
Sean Simon-SAV
Complete
2/27/2011
1 hour(s)
12:00pm
Jeff Horal
Scheduled
2/28/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
3/4/2011
1 hour(s)
2:00pm
Jeff Horal
Complete
3/6/2011
1 hour(s)
12:00pm
Jeff Horal
Complete
3/11/2011
1 hour(s)
3:00pm
Sean Simon-SAV
Complete
3/11/2011
1 hour(s)
7:00pm
Will Moten
Complete
3/12/2011
1 hour(s)
8:00pm
Will Moten
Complete
1/27/2011
1 hour(s)
3:00pm
COMM 105 Speech and Public Speaking
Yang Wang
Complete
2/3/2011
1 hour(s)
3:00pm
Yang Wang
Complete
2/19/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/24/2011
1 hour(s)
4:00pm
Yang Wang
Complete
1/11/2011
1 hour(s)
7:00pm
DRAW 100 Drawing I
Kirk Morris-SAV
Complete
1/22/2011
1 hour(s)
3:00pm
DRAW 100 Drawing I
Lauren Jones
Complete
1/25/2011
1 hour(s)
8:00pm
DRAW 100 Drawing I
Kirk Morris-SAV
Complete
2/2/2011
2 hour(s)
8:00pm
DRAW 100 Drawing I
Kelsey Wilson
Complete
2/6/2011
1 hour(s)
2:00pm
DRAW 100 Drawing I
Kelsey Wilson
Complete
2/8/2011
1 hour(s)
7:00pm
DRAW 100 Drawing I
Kirk Morris-SAV
Complete
2/9/2011
2 hour(s)
8:00pm
DRAW 100 Drawing I
Kelsey Wilson
Confirmed
2/13/2011
1 hour(s)
3:00pm
DRAW 100 Drawing I
Kelsey Wilson
Complete
2/15/2011
1 hour(s)
7:00pm
DRAW 100 Drawing I
Kirk Morris-SAV
Complete
2/18/2011
1 hour(s)
4:00pm
DRAW 100 Drawing I
Eduardo Ortiz
Complete
2/27/2011
1 hour(s)
6:00pm
DRAW 100 Drawing I
Eduardo Ortiz
Complete
3/4/2011
1 hour(s)
4:00pm
DRAW 100 Drawing I
Eduardo Ortiz
Complete
3/6/2011
1 hour(s)
3:00pm
DRAW 100 Drawing I
Kelsey Wilson
Confirmed
1/14/2011
1 hour(s)
3:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
1/15/2011
1 hour(s)
2:00pm
DRAW 101 Drawing II
Lauren Jones
Complete
1/16/2011
1 hour(s)
4:00pm
DRAW 101 Drawing II
Kelsey Wilson
Complete
1/20/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Lauren Jones
Scheduled
Page 6 of 19
Duration
Time
1/21/2011
Date
1 hour(s)
5:00pm
DRAW 101 Drawing II
Session
Eduardo Ortiz
Tutor (screen name)
Appointment Status
Complete
1/22/2011
1 hour(s)
2:00pm
DRAW 101 Drawing II
Lauren Jones
Complete
1/23/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Scheduled
1/23/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Scheduled
1/28/2011
1 hour(s)
3:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
1/29/2011
1 hour(s)
3:00pm
DRAW 101 Drawing II
Lauren Jones
Complete
1/30/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/4/2011
1 hour(s)
4:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/13/2011
1 hour(s)
6:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/20/2011
1 hour(s)
4:00pm
DRAW 101 Drawing II
Kelsey Wilson
Complete
2/20/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/20/2011
1 hour(s)
6:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/20/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/23/2011
1 hour(s)
8:00pm
DRAW 101 Drawing II
Kelsey Wilson
Complete
2/25/2011
1 hour(s)
4:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/27/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/5/2011
1 hour(s)
3:00pm
DRAW 101 Drawing II
Lauren Jones
Complete
3/6/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/6/2011
1 hour(s)
6:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/6/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/11/2011
1 hour(s)
3:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/11/2011
1 hour(s)
4:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/11/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/13/2011
1 hour(s)
5:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/13/2011
1 hour(s)
6:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
3/13/2011
1 hour(s)
7:00pm
DRAW 101 Drawing II
Eduardo Ortiz
Complete
2/3/2011
1 hour(s)
7:00pm
DSGN 100 2-D Design
Lauren Jones
Complete
2/6/2011
1 hour(s)
3:00pm
DSGN 100 2-D Design
Kelsey Wilson
Complete
2/27/2011
2 hour(s)
2:00pm
DSGN 100 2-D Design
Kelsey Wilson
Complete
3/2/2011
1 hour(s)
7:00pm
DSGN 100 2-D Design
Kirk Morris-SAV
Complete
1/19/2011
1 hour(s)
8:00pm
DSGN 101 Color Theory
Kelsey Wilson
Complete
1/29/2011
1 hour(s)
2:00pm
Lauren Jones
Complete
2/3/2011
1 hour(s)
8:00pm
Lauren Jones
Complete
2/5/2011
2 hour(s)
2:00pm
Lauren Jones
Complete
2/12/2011
2 hour(s)
2:00pm
Lauren Jones
Complete
2/13/2011
1 hour(s)
2:00pm
Kelsey Wilson
Complete
2/13/2011
1 hour(s)
4:00pm
Kelsey Wilson
Complete
2/19/2011
1 hour(s)
3:00pm
Lauren Jones
Complete
2/18/2011
1 hour(s)
2:00pm
ELDS 205 Computer Aided Product Design
Julie Zhou
Complete
2/24/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
3/4/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
Page 7 of 19
Duration
Time
3/9/2011
Date
1 hour(s)
2:00pm
Session
Julie Zhou
Tutor (screen name)
Appointment Status
Complete
3/11/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
1/15/2011
1 hour(s)
1:00pm
ELDS 225 Electronic Design I
Ricky Doshi
Complete
1/22/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
2/5/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
2/5/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
2/5/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
2/6/2011
2 hour(s)
11:00am
Ricky Doshi
Complete
2/13/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
2/13/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
2/13/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
2/26/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
2/26/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
3/5/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
3/6/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
3/12/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
3/12/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
3/12/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
2/6/2011
1 hour(s)
1:00pm
ELDS 425 Design Practice and Project Management
Ricky Doshi
Complete
2/19/2011
2 hour(s)
11:00am
Ricky Doshi
Complete
2/19/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
2/20/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
2/20/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
2/26/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
2/27/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
2/27/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
2/27/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
3/5/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
3/6/2011
1 hour(s)
11:00am
Ricky Doshi
Complete
3/6/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
3/13/2011
1 hour(s)
12:00pm
Ricky Doshi
Complete
3/13/2011
1 hour(s)
1:00pm
Ricky Doshi
Complete
1/9/2011
1 hour(s)
10:00am
English Language guide
Chaitrasri Rao
Complete
1/10/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
1/12/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
1/13/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
1/13/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
1/14/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
1/14/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
1/19/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
1/20/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
Page 8 of 19
Duration
Time
1/20/2011
Date
1 hour(s)
3:00pm
Session
Seo Gyoung Kim
Tutor (screen name)
Appointment Status
Complete
1/20/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
1/21/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
1/23/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
1/24/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
1/25/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Complete
1/25/2011
1 hour(s)
4:00pm
Chaitrasri Rao
Complete
1/27/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
1/27/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
1/27/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
1/28/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
1/28/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
1/28/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
1/31/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
1/31/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
2/1/2011
1 hour(s)
4:00pm
Chaitrasri Rao
Complete
2/2/2011
1 hour(s)
9:00am
Chaitrasri Rao
Complete
2/2/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
2/3/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/3/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
2/4/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/4/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
2/6/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
2/6/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
2/7/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
2/7/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
2/8/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Complete
2/10/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
2/10/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/11/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
2/11/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/11/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
2/13/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
2/14/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
2/16/2011
1 hour(s)
9:00am
Chaitrasri Rao
Complete
2/16/2011
1 hour(s)
10:00am
Chaitrasri Rao
Confirmed
2/17/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
2/17/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/18/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
2/18/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/21/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
Page 9 of 19
Duration
Time
2/22/2011
Date
1 hour(s)
3:00pm
Session
Chaitrasri Rao
Tutor (screen name)
Appointment Status
Complete
2/22/2011
1 hour(s)
4:00pm
Chaitrasri Rao
Complete
2/23/2011
1 hour(s)
9:00am
Chaitrasri Rao
Confirmed
2/24/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/25/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
2/25/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
2/25/2011
1 hour(s)
4:00pm
Seo Gyoung Kim
Complete
2/28/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
3/1/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Confirmed
3/1/2011
1 hour(s)
4:00pm
Chaitrasri Rao
Confirmed
3/2/2011
1 hour(s)
9:00am
Chaitrasri Rao
Complete
3/3/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
3/4/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
3/6/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
3/7/2011
1 hour(s)
10:00am
Chaitrasri Rao
Complete
3/7/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
3/10/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
3/10/2011
1 hour(s)
3:00pm
Seo Gyoung Kim
Complete
3/11/2011
1 hour(s)
2:00pm
Seo Gyoung Kim
Complete
3/14/2011
1 hour(s)
10:00am
Chaitrasri Rao
Confirmed
3/14/2011
1 hour(s)
11:00am
Chaitrasri Rao
Confirmed
1/20/2011
1 hour(s)
4:00pm
FASH 100 Fashion Technology
Alysha Caine-SAV
Complete
1/29/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Complete
2/5/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Complete
2/6/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Confirmed
2/19/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Complete
2/20/2011
1 hour(s)
2:00pm
Alysha Caine-SAV
Complete
2/24/2011
1 hour(s)
4:00pm
Alysha Caine-SAV
Complete
2/26/2011
1 hour(s)
2:00pm
Alysha Caine-SAV
Complete
2/27/2011
1 hour(s)
2:00pm
Alysha Caine-SAV
Complete
3/5/2011
1 hour(s)
2:00pm
Alysha Caine-SAV
Complete
3/6/2011
1 hour(s)
2:00pm
Alysha Caine-SAV
Complete
3/12/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Complete
3/13/2011
1 hour(s)
3:00pm
Alysha Caine-SAV
Complete
1/31/2011
1 hour(s)
2:00pm
FASH 110 Introduction to Fashion Design
Lauren Mayhew
Confirmed
2/2/2011
1 hour(s)
4:00pm
Lauren Mayhew
Confirmed
2/7/2011
1 hour(s)
3:00pm
Lauren Mayhew
Confirmed
1/26/2011
1 hour(s)
5:00pm
FASH 219 Introduction to Fashion Sketching
Lauren Mayhew
Confirmed
2/9/2011
1 hour(s)
5:00pm
Lauren Mayhew
Confirmed
2/16/2011
1 hour(s)
4:00pm
Lauren Mayhew
Confirmed
2/23/2011
1 hour(s)
4:00pm
Lauren Mayhew
Confirmed
Page 10 of 19
Duration
Time
1/19/2011
Date
1 hour(s)
5:00pm
FASH 220 Advanced Fashion Sketching
Session
Lauren Mayhew
Tutor (screen name)
Appointment Status
Confirmed
3/2/2011
1 hour(s)
4:00pm
FASH 220 Advanced Fashion Sketching
Lauren Mayhew
Confirmed
1/18/2011
1 hour(s)
1:00pm
FASM 220 Fashion Merchandising, Planning and Control
Mitali Banerjee-SAV
Complete
1/25/2011
1 hour(s)
1:00pm
FASM 220 Fashion Merchandising, Planning and Control
Mitali Banerjee-SAV
Complete
1/24/2011
1 hour(s)
2:00pm
FREN 101 1
Brigitte Garland
Complete
1/31/2011
1 hour(s)
2:00pm
FREN 101 1
Brigitte Garland
Complete
2/16/2011
1 hour(s)
3:00pm
FREN 101 1
Brigitte Garland
Complete
3/1/2011
1 hour(s)
3:00pm
FREN 101 1
Complete
3/3/2011
1 hour(s)
3:00pm
FREN 101 1
Complete
1/12/2011
1 hour(s)
1:00pm
GRDS 201 Introduction to Graphic Design
Rene Malloy
Confirmed
1/13/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/24/2011
1 hour(s)
2:00pm
Rene Malloy
Complete
1/24/2011
1 hour(s)
3:00pm
Rene Malloy
Complete
1/28/2011
1 hour(s)
4:00pm
Rene Malloy
Complete
1/31/2011
1 hour(s)
2:00pm
Rene Malloy
Confirmed
1/31/2011
1 hour(s)
3:00pm
Rene Malloy
Confirmed
2/1/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/7/2011
1 hour(s)
3:00pm
Rene Malloy
Confirmed
2/8/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/12/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/19/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/19/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
2/22/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/24/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
3/1/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
3/3/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
3/8/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
3/12/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/28/2011
1 hour(s)
3:00pm
GRDS 205 Typography I
Rene Malloy
Complete
2/3/2011
1 hour(s)
11:00am
GRDS 205 Typography I
Gloria Wu-SAV
Complete
1/21/2011
2 hour(s)
2:00pm
GRDS 233 Vector and Raster Graphics
Rene Malloy
Complete
1/27/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
2/4/2011
1 hour(s)
2:00pm
Rene Malloy
Complete
2/7/2011
1 hour(s)
2:00pm
Rene Malloy
Confirmed
2/24/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
1/10/2011
1 hour(s)
11:00am
GRDS 243 Digital Page and Web Graphics
Rene Malloy
Complete
1/24/2011
1 hour(s)
1:00pm
Rene Malloy
Complete
3/5/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
1/22/2011
1 hour(s)
11:00am
GRDS 348 Graphic Design Studio I
Gloria Wu-SAV
Complete
1/25/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/31/2011
1 hour(s)
1:00pm
Rene Malloy
Confirmed
Page 11 of 19
Duration
Time
1/28/2011
Date
1 hour(s)
2:00pm
GRDS 358 Production Design
Session
Rene Malloy
Tutor (screen name)
Appointment Status
Complete
1/22/2011
1 hour(s)
3:00pm
IDUS 100 Introduction to Industrial Design
Anderli Yao
Complete
1/22/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
1/24/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
1/29/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
1/29/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/5/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/5/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/12/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/12/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/26/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/26/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/5/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
3/5/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/12/2011
1 hour(s)
3:00pm
Anderli Yao
Confirmed
3/12/2011
1 hour(s)
4:00pm
Anderli Yao
Confirmed
2/10/2011
1 hour(s)
4:00pm
IDUS 212 Model and Prototype Development
Anderli Yao
Complete
1/19/2011
1 hour(s)
2:00pm
IDUS 213: Industrial Design Idea Visualization
Julie Zhou
Complete
1/23/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
1/24/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
1/26/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
1/26/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
1/27/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
1/27/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
1/30/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
1/30/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/10/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/11/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/13/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/14/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/14/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/17/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/20/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/2/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/13/2011
1 hour(s)
3:00pm
IDUS 313: Computer Modeling
Anderli Yao
Complete
2/16/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/16/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/21/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/21/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/28/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/28/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
Page 12 of 19
Duration
Time
3/7/2011
Date
1 hour(s)
2:00pm
Session
Julie Zhou
Tutor (screen name)
Appointment Status
Complete
3/7/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
3/14/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
1/21/2011
1 hour(s)
2:00pm
IDUS 316 Portfolio Development
Julie Zhou
Complete
1/31/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
1/31/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/3/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/6/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/6/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/18/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/25/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
3/4/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/2/2011
1 hour(s)
2:00pm
IDUS 400: Transport Design
Julie Zhou
Complete
2/2/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/3/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
2/7/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/7/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/9/2011
1 hour(s)
2:00pm
Julie Zhou
Complete
2/9/2011
1 hour(s)
3:00pm
Julie Zhou
Complete
2/17/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/24/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
2/27/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/3/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
3/3/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/6/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
3/6/2011
1 hour(s)
4:00pm
Anderli Yao
Complete
3/10/2011
1 hour(s)
3:00pm
Anderli Yao
Complete
3/13/2011
1 hour(s)
3:00pm
Anderli Yao
Confirmed
3/13/2011
1 hour(s)
4:00pm
Anderli Yao
Confirmed
3/10/2011
1 hour(s)
3:00pm
INDS 702: Interior Design Seminar
Krista Williams
Scheduled
1/16/2011
1 hour(s)
2:00pm
ITGM 260 Interactive Design
Chris Lee
Complete
1/16/2011
1 hour(s)
3:00pm
Chris Lee
Complete
1/19/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/2/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/6/2011
1 hour(s)
2:00pm
Chris Lee
Complete
2/6/2011
1 hour(s)
3:00pm
Chris Lee
Complete
2/8/2011
1 hour(s)
2:00pm
Chris Lee
Complete
2/15/2011
1 hour(s)
2:00pm
Chris Lee
Complete
2/20/2011
1 hour(s)
3:00pm
Chris Lee
Complete
2/20/2011
1 hour(s)
4:00pm
Chris Lee
Complete
2/21/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
Page 13 of 19
Duration
Time
2/22/2011
Date
1 hour(s)
3:00pm
Session
Chris Lee
Tutor (screen name)
Appointment Status
Complete
2/22/2011
1 hour(s)
4:00pm
Chris Lee
Complete
2/27/2011
1 hour(s)
4:00pm
Chris Lee
Complete
3/8/2011
1 hour(s)
4:00pm
Chris Lee
Complete
3/9/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
3/13/2011
1 hour(s)
3:00pm
Chris Lee
Complete
3/6/2011
1 hour(s)
2:00pm
ITGM 303 Programming for Interactivity
Chris Lee
Complete
1/24/2011
1 hour(s)
3:00pm
ITGM 315 C++ Programming I
Laura Hellinger
Complete
2/16/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
3/7/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
3/7/2011
1 hour(s)
3:00pm
Laura Hellinger
Complete
1/11/2011
1 hour(s)
2:00pm
ITGM 719 Scripting for Interactivity
Chris Lee
Complete
1/16/2011
1 hour(s)
4:00pm
Chris Lee
Complete
1/18/2011
1 hour(s)
3:00pm
Chris Lee
Complete
1/23/2011
1 hour(s)
4:00pm
Chris Lee
Complete
1/30/2011
1 hour(s)
3:00pm
Chris Lee
Complete
1/30/2011
1 hour(s)
4:00pm
Chris Lee
Complete
2/1/2011
1 hour(s)
3:00pm
Chris Lee
Complete
2/27/2011
1 hour(s)
2:00pm
Chris Lee
Complete
2/27/2011
1 hour(s)
3:00pm
Chris Lee
Complete
3/1/2011
1 hour(s)
3:00pm
Chris Lee
Complete
3/1/2011
1 hour(s)
4:00pm
Chris Lee
Complete
3/6/2011
1 hour(s)
3:00pm
Chris Lee
Complete
3/6/2011
1 hour(s)
4:00pm
Chris Lee
Complete
3/8/2011
1 hour(s)
2:00pm
Chris Lee
Complete
3/8/2011
1 hour(s)
3:00pm
Chris Lee
Complete
3/13/2011
1 hour(s)
2:00pm
Chris Lee
Complete
1/24/2011
1 hour(s)
2:00pm
MATH 100 College Mathematics
Laura Hellinger
Complete
1/24/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
1/26/2011
1 hour(s)
5:00pm
Emily Dye
Scheduled
1/28/2011
1 hour(s)
4:00pm
Yang Wang
Complete
1/29/2011
1 hour(s)
3:00pm
Yang Wang
Complete
1/30/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
1/31/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
2/1/2011
1 hour(s)
2:00pm
Jill Dykxhoorn
Complete
2/5/2011
1 hour(s)
3:00pm
Yang Wang
Complete
2/5/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/6/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/7/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
2/7/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/10/2011
1 hour(s)
2:00pm
Jill Dykxhoorn
Complete
Page 14 of 19
Duration
Time
Session
2/10/2011
Date
1 hour(s)
3:00pm
Yang Wang
Tutor (screen name)
Appointment Status
Complete
2/10/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/10/2011
1 hour(s)
4:00pm
Jill Dykxhoorn
Complete
2/11/2011
1 hour(s)
5:00pm
Yang Wang
Complete
2/14/2011
1 hour(s)
4:00pm
Laura Hellinger
Complete
2/14/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
2/14/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
2/14/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/15/2011
1 hour(s)
2:00pm
Jill Dykxhoorn
Complete
2/17/2011
1 hour(s)
3:00pm
Yang Wang
Complete
2/17/2011
1 hour(s)
5:00pm
Emily Dye
Scheduled
2/18/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/21/2011
1 hour(s)
2:00pm
Laura Hellinger
Complete
2/21/2011
1 hour(s)
5:00pm
Emily Dye
Scheduled
2/21/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
2/21/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/22/2011
1 hour(s)
2:00pm
Jill Dykxhoorn
Complete
2/22/2011
1 hour(s)
3:00pm
Mitali Banerjee-SAV
Complete
2/23/2011
1 hour(s)
3:00pm
Mitali Banerjee-SAV
Complete
2/24/2011
1 hour(s)
2:00pm
Jill Dykxhoorn
Complete
2/25/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/25/2011
1 hour(s)
9:00pm
Caitlin Willis
Complete
2/26/2011
1 hour(s)
8:00pm
Caitlin Willis
Complete
2/27/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
3/1/2011
1 hour(s)
3:00pm
Mitali Banerjee-SAV
Complete
3/6/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
3/7/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
3/7/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
3/8/2011
1 hour(s)
3:00pm
Mitali Banerjee-SAV
Complete
3/13/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Scheduled
1/11/2011
1 hour(s)
3:00pm
MATH 101 Intermediate Mathematics
Chaitrasri Rao
Complete
1/18/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Complete
1/22/2011
1 hour(s)
4:00pm
Yang Wang
Complete
1/23/2011
1 hour(s)
11:00am
Chaitrasri Rao
Complete
1/29/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/1/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Complete
2/7/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
2/11/2011
1 hour(s)
6:00pm
Caitlin Willis
Complete
2/11/2011
1 hour(s)
7:00pm
Caitlin Willis
Complete
2/14/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
2/16/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
Page 15 of 19
Duration
Time
2/17/2011
Date
1 hour(s)
3:00pm
Session
Emily Dye
Tutor (screen name)
Appointment Status
Confirmed
2/17/2011
1 hour(s)
4:00pm
Emily Dye
Confirmed
2/18/2011
1 hour(s)
9:00pm
Caitlin Willis
Complete
2/20/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
2/20/2011
1 hour(s)
9:00pm
Andrew Wanamaker
Complete
2/21/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
2/22/2011
1 hour(s)
2:00pm
Mitali Banerjee-SAV
Complete
2/23/2011
1 hour(s)
2:00pm
Mitali Banerjee-SAV
Complete
2/23/2011
1 hour(s)
3:00pm
Brigitte Garland
Complete
2/23/2011
1 hour(s)
4:00pm
Mitali Banerjee-SAV
Complete
2/23/2011
1 hour(s)
5:00pm
Mitali Banerjee-SAV
Complete
2/24/2011
1 hour(s)
5:00pm
Emily Dye
Scheduled
2/27/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
2/27/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
3/2/2011
1 hour(s)
2:00pm
Brigitte Garland
Complete
3/2/2011
1 hour(s)
4:00pm
Brigitte Garland
Complete
3/5/2011
1 hour(s)
3:00pm
Yang Wang
Complete
3/6/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
3/11/2011
1 hour(s)
4:00pm
Yang Wang
Complete
2/20/2011
1 hour(s)
11:00am
MATH 201 Applies Mathematics
Chaitrasri Rao
Confirmed
3/8/2011
1 hour(s)
3:00pm
Chaitrasri Rao
Complete
3/8/2011
1 hour(s)
4:00pm
Chaitrasri Rao
Complete
3/9/2011
1 hour(s)
9:00am
Chaitrasri Rao
Complete
1/15/2011
1 hour(s)
12:00pm
MOME 130: Motion Media Design Techniques I
Gloria Wu-SAV
Complete
1/20/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/22/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
1/25/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
1/27/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
1/29/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/29/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
2/1/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
2/3/2011
1 hour(s)
12:00pm
Gloria Wu-SAV
Complete
2/5/2011
1 hour(s)
11:00am
Gloria Wu-SAV
Complete
1/9/2011
1 hour(s)
7:00pm
PHYS 201 Applied Physics
Andrew Wanamaker
Complete
1/10/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
1/16/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
1/23/2011
1 hour(s)
8:00pm
Andrew Wanamaker
Complete
1/31/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
2/7/2011
1 hour(s)
7:00pm
Andrew Wanamaker
Complete
2/5/2011
1 hour(s)
12:00pm
TECH 311 Digital Materials and Textures
Jeff Horal
Complete
3/11/2011
1 hour(s)
8:00pm
TECH 311 Digital Materials and Textures
Will Moten
Complete
Page 16 of 19
Duration
Time
2/11/2011
Date
1 hour(s)
6:00pm
TECH 312: Advanced Application Scripting
Session
Will Moten
Tutor (screen name)
Appointment Status
Complete
3/4/2011
1 hour(s)
5:00pm
TECH 312: Advanced Application Scripting
Will Moten
Complete
2/4/2011
1 hour(s)
3:00pm
TECH 316 Digital Lighting and Rendering
Jeff Horal
Complete
2/11/2011
1 hour(s)
7:00pm
Will Moten
Confirmed
2/13/2011
1 hour(s)
11:00am
Jeff Horal
Complete
2/18/2011
1 hour(s)
6:00pm
Will Moten
Complete
2/18/2011
1 hour(s)
7:00pm
Will Moten
Complete
2/20/2011
1 hour(s)
12:00pm
Jeff Horal
Scheduled
2/25/2011
1 hour(s)
7:00pm
Will Moten
Complete
2/27/2011
1 hour(s)
11:00am
Jeff Horal
Scheduled
3/12/2011
1 hour(s)
12:00pm
Jeff Horal
Scheduled
2/19/2011
1 hour(s)
8:00pm
VSFX 160: Intro/Visual Effects Program
Will Moten
Complete
2/25/2011
1 hour(s)
5:00pm
Will Moten
Complete
2/25/2011
1 hour(s)
8:00pm
Will Moten
Complete
2/26/2011
1 hour(s)
8:00pm
Will Moten
Complete
3/4/2011
1 hour(s)
7:00pm
Will Moten
Complete
1/19/2011
1 hour(s)
7:00pm
VSFX 210 Digital 3-D Visual Effects
Clifford Reynolds
Complete
1/26/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
1/26/2011
1 hour(s)
7:00pm
Clifford Reynolds
Complete
1/29/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
1/31/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
2/2/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
2/5/2011
1 hour(s)
6:00pm
Will Moten
Complete
2/5/2011
1 hour(s)
7:00pm
Will Moten
Complete
2/12/2011
1 hour(s)
6:00pm
Will Moten
Complete
2/12/2011
1 hour(s)
7:00pm
Will Moten
Complete
2/19/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
2/19/2011
1 hour(s)
6:00pm
Will Moten
Complete
2/19/2011
1 hour(s)
7:00pm
Will Moten
Complete
2/23/2011
1 hour(s)
7:00pm
Clifford Reynolds
Scheduled
2/26/2011
1 hour(s)
6:00pm
Will Moten
Complete
2/26/2011
1 hour(s)
7:00pm
Will Moten
Complete
3/5/2011
1 hour(s)
5:00pm
Will Moten
Complete
3/5/2011
1 hour(s)
6:00pm
Will Moten
Complete
3/5/2011
1 hour(s)
7:00pm
Will Moten
Complete
3/11/2011
1 hour(s)
5:00pm
Will Moten
Complete
3/11/2011
1 hour(s)
6:00pm
Will Moten
Complete
3/12/2011
1 hour(s)
6:00pm
Will Moten
Complete
3/12/2011
1 hour(s)
7:00pm
Will Moten
Complete
3/14/2011
1 hour(s)
9:00am
Clifford Reynolds
Complete
3/14/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
Page 17 of 19
Duration
Time
2/12/2011
Date
1 hour(s)
8:00pm
VSFX 319: Programming Models/Shaders I
Will Moten
Complete
2/18/2011
1 hour(s)
8:00pm
Will Moten
Complete
2/25/2011
1 hour(s)
6:00pm
Will Moten
Complete
1/15/2011
1 hour(s)
10:00am
VSFX 350 Procedural Modeling and Animation
Clifford Reynolds
Complete
1/19/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
1/22/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
1/24/2011
2 hour(s)
9:00am
Clifford Reynolds
Complete
2/2/2011
1 hour(s)
7:00pm
Clifford Reynolds
Complete
2/7/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
2/9/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
2/9/2011
1 hour(s)
7:00pm
Clifford Reynolds
Complete
2/14/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
2/16/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
2/19/2011
1 hour(s)
11:00am
Clifford Reynolds
Complete
2/21/2011
1 hour(s)
10:00am
Clifford Reynolds
Complete
2/23/2011
1 hour(s)
6:00pm
Clifford Reynolds
Complete
3/12/2011
1 hour(s)
11:00am
Clifford Reynolds
Scheduled
2/12/2011
1 hour(s)
10:00am
VSFX 428 Particles and Procedural Effects
Clifford Reynolds
Complete
2/16/2011
1 hour(s)
7:00pm
VSFX 428 Particles and Procedural Effects
Clifford Reynolds
Complete
Total Number = 672
Total Duration = 683 hours(s)
Session
Tutor (screen name)
Appointment Status
Savannah College of Art
and Design
Peer Tutor Handbook
Spring 2011
Jen Library, room 218
Table of Contents
1. Learning Resource Hive Overview ……………………3-4
2. Peer Tutor Position Descriptions………………………5-6
3. Peer Tutoring………….………………………………..9-12
4. Peer Tutor Connection……………………….………13-16
5. Tutor Code of Conduct and Guidelines………………..17
6. Peer Tutor Acknowledgement Form……………………18
2
Learning Resource Hive provides opportunities for student learning by offering a
variety of supplemental programs designed to provide students with individual attention
focused on their specific academic needs. Learning assistance is designated by subject or
course and is provided to students free of charge. The Learning Resource Hive is located
in Jen Library, room 218. However, tutoring and workshops take place in various
locations depending on request.
Programs:
Peer Tutor Connection is an online appointment system that enables students to book
appointments online 24/7. Students can make individual appointments with peer tutors or
simply drop-in during scheduled tutoring hours. Individual tutoring is available in most
subjects and at various major building locations throughout SCAD Savannah.
Online tutoring appointments for eLearning or nontraditional students are also available
via SCAD Connect and can be requested through Peer Tutor Connection. Once an
appointment is booked, a confirmation email will be sent to the student with detailed
information on the date, time, location or link, and name of the tutor assigned. Also,
please note that there is a 24 hour cancellation policy with all tutoring appointments.
Who are SCAD Peer Tutors?
Peer tutors are upper level, high achieving students who assist fellow students with
courses. Peer tutors do not provide answers or solutions to homework assignments, but
instead work with the student in an effort to model problem-solving strategies and
explain course-specific concepts.
EL Guides
EL guides are trained in language teaching methods and the tutorial process. They
possess native or near-native proficiency in English with a GPA of 3.5 or above.
EL guides serve three types of students: 1) students in levels 5 and 6 of the SCAD ESL
program, 2) former ESL students, or 3) non-native speakers of English who have been
exempted from ESL courses. EL guides may help with assignments in academic classes,
provide general assistance in reading, and refer students to academic resources and
programs for assistance. They also serve as conversation partners to help students build
English fluency, increase confidence, and learn more about the university culture.
Peer Tutor Connection Access:
Student Portal:
1. MySCAD Student Workspace Tab
2. Scroll down to Learning Resource Network
Bee Skilled Workshops are designed to promote student success and enhance academic
learning skills. Specialized workshops include a series of quarterly workshops open to all
3
class levels. Workshops are led by the Learning Resource Hive staff along with partner
Learning Resource Network programs.
Workshops
Survive College by Managing Time Effectively:
Students will learn how to organize, plan, prioritize and get projects and assignments
done on time, as well as how to best utilize time.
http://scadconnect.scad.edu/lrh-timemanagement/
Study Techniques = Academic Success:
A brief learning assessment will provide student participants with insight on best learning
approach and techniques that are aligned with their unique learning style.
Username: SCAD
Password: SCADc21!
Test Anxiety:
Students will learn how to study, prepare for tests, and techniques that will help with test
anxiety. Students will become aware of what works and what doesn't!
To join the online meeting:
Username: SCAD
Password: SCADc21!
Please visit MySCAD, Learning Resource Hive page for upcoming SCAD-Savannah
workshops on-location and technical workshops.
Peer Tutor Role:
•
Assists with specific course-related concepts and problems
•
Facilitates development of effective study skills and problem-solving
•
Identifies strengths to reach learning milestones
•
Motivates and works with learning styles
4
•
The ultimate goal of peer tutoring is to assist students in becoming independent
learners.
SCAD Peer Tutor-Level I Position Description
The Learning Resource Hive is currently seeking qualified peer tutors to tutor math,
metals and jewelry, interior design and others. Peer tutors are expected to be reliable,
empathetic, and able to work with diverse student populations. In addition, if the peer
tutor is tutoring a major that in offered online, the tutor may be selected to be an online or
eLearning tutor. Peer tutors provide one-on-one individual sessions in person or online
by appointment or drop-in. This is a work study paid ($10.00 p/hr) position
Tasks and Responsibilities:
•
•
•
•
•
•
•
•
Maintain a consistent tutoring schedule throughout the quarter
Attend six mandatory trainings per quarter
Coordinate and present specialized student workshops
Market Peer Tutor Connection and provide outreach support at special student
events
Maintain communication with the coordinators and managers of Peer Tutor
Connection
Manage online peer tutor schedule as needed (i.e. check online for appointments,
confirm and communicate with student seeking assistance)
Make student referrals to other departments when appropriate
Provide online tutoring
Peer Tutor Requirements:
•
•
•
•
•
•
•
Work-study eligibility (contact Work-study office at 912-525-8776 for details)
Minimum overall GPA of 3.5 cumulative or above (transcripts are checked on a
quarterly basis)
Junior, senior, or graduate standing
Faculty, chair or dean recommendation in the tutoring subject area
Interview with the Director of Learning Resource Programs
Good organizational, time management and communication skills is a must
Enjoy working with and helping others
Benefits of Being a Peer Tutor:
•
•
•
Develop interpersonal communication skills
Demonstrate student leadership on campus
Meet diverse groups of students across a variety of academic disciplines
5
•
•
•
Reinforce and build knowledge of course content
Flexible work hours around classes
Earn a paid campus position
SCAD EL Guide Position Description
English Language (EL) Guides act as resources for international students who may need
ongoing support in English while pursuing a degree at SCAD. EL guides serve three
types of international students: 1) students in levels 5 and 6 of the SCAD ESL program,
2) former ESL students, or 3) students who have been exempted from ESL courses. EL
guides may help with assignments in academic classes and can provide general assistance
in reading and refer students to academic resources and programs for assistance. They
also serve as conversation partners to help students build English fluency, increase
confidence, and learn more about the university culture. EL guides receive training in
language teaching and learning and the tutorial process.
EL Guides must:
•
•
•
•
•
Have native or near-native proficiency in English
Have a grade point average of 3.5
Have excellent skills in reading and writing
Have a working knowledge of English grammar
Be eligible for work-study
Pay is $10/hour; hours will be between 4-6 hours per week during the quarter.
Contact Emily Burke eburke@scad.edu or Jan Fluitt-Dupuy jdupuy@scad.edu for more
information.
6
Work Study
Work study eligibility
Students must be verified for work study eligibility by the Student Employment
Coordinator in the Turner Express Office prior to starting the tutoring position. Potential
tutors who assist students without completing the proper employment paperwork will not
be paid for those hours. In addition, all students must be enrolled in two courses or more
in order to maintain eligibility, unless the student is completing their last graduation
quarter.
Once hired, students must complete the Federal Form I-9 via Guardian, the online I-9
system. Students will receive an email notification including a user name and password
(provided in a separate email). You must log into the system to complete Section I of the
electronic I-9 and provide supporting documentation (samples included in the online
form packet). You MUST schedule a time to present your items to a representative of the
Student Employment Office to finish the process. Students ARE NOT CLEARED to
work until notification is provided to the supervisor stating all necessary documentation
has been submitted and recorded.
Hours of Operation:
Savannah
Monday - Friday 8:30am-4:00pm
Walk-ins 8:30am-12:30pm
Appointments Only 12:30pm-3:45pm
(I-9 verification by appointment only)
Time sheets
Time sheets are the official record by which the peer tutors are paid. Students must
submit work-study time sheets to Stephanie Braddy. Completed time sheets are due to
Emily Burke in person or scanned, signed and then emailed (email: eburke@scad.edu) by
5:00 on the Thursday prior to the listed deadline.
Department Code: 21103-764
Payroll calendar 2010 and 2011
VERY IMPORTANT: Because of the direct deposit transfer, if you do not turn in a timesheet
by the deadline date & time, you will not get paid until the next pay date.
Please go to MySCAD Student Employment page to view current schedule and information on
pay.
7
Students are responsible for:
•
•
•
•
Ensuring that time sheets are submitted in a timely manner
Ensuring that time sheets are legible and complete
Ensuring that they do not work during scheduled class time or more than 40 hours
per pay period.
Time sheets must be completed in blue or black ink.
Paydays are every other Friday. Review a payroll calendar for exact dates. Checks either
will be deposited directly into student's checking or savings accounts or mailed
to student’s current mailing address. There is a $30 reprocessing fee for all lost or
misplaced checks (this amount must be paid in full before the check is reproduced). All
students may view their check stubs on Ms under the My Info tab.
For more information, contact the Student Employment Office at stemploy@scad.edu
The Student Employment Office is located at SCAND-Savannah in the Turner Express
Office, 302 NW. Boundary St. and at SCAND-Atlanta in the Student Resource Center,
RN 129, 1600 Peach St.
SCAD-Savannah
Michele Eversol
Student Employment Coordinator
912.525.8776
8
Peer Tutoring
Scheduled tutoring hours
Peer tutors will be scheduled certain work hours in a designated building and room.
These are the hours that tutors are expected to work each week. These hours are
designed to provide students with a reliable place and time for tutoring opportunities, so
prompt arrival, adherence to scheduled hours, and physical presence in the designated
tutoring location is expected. We will review schedules at the beginning of the quarter
and at midterm to evaluate need. In the event that adjustments need to be made to better
accommodate student traffic; tutors will be asked for a new working schedule for the
quarter.
Location and rooms
The Learning Resource Hive is located in Jen Library in room 218. However, please
keep in mind that tutoring takes place in various locations on campus depending on the
subject matter and tools that are need during the tutoring session.
When possible, peer tutors will be assigned one designated building and room location.
If the designated location does not work for any reason, it is the peer tutors responsibility
to contact LRH staff immediately. eLearning tutoring via SCAD Connect will also take
place in the assigned location.
Checking in/out
Peer tutors will check in/out via the new online Peer Tutor Connection system that can be
accessed online at appointmentplus.com. Peer tutors will be expected to periodically
login the system to monitor their peer tutoring appointments and schedules. Drop-in
sessions will not be tracked on Peer Tutor Connection at this time. However, drop-ins
will be accounted for by having the student fill out the drop-in slip at the beginning of the
tutoring session. Drop-in sheets will then be turned in at the same time timesheets are
turned in to LRH staff.
Upon completion of the scheduled work hours, peer tutors will check out using the time
clock tab. Students will be paid based on Peer Tutor Connection time clock reports and
work-study time sheets.
To clock in/out:
1.
2.
3.
4.
5.
Select Time Clock from the menu tabs at top of the page of appointmentplus.com.
Select the link for Clock In/Out on left side of next page.
Select tutor name from drop down menu.
Click the Clock In button.
After work shift is completed, click the Clock Out button.
Tutors who do not clock in or out and/or don’t fill out their work-study timesheets may
not be paid for those scheduled hours.
9
Unscheduled tutoring
Tutors will only be paid for the number of hours that are scheduled and approved by the
LRH staff. If a student approaches a tutor for assistance outside of that tutor’s scheduled
hours, the tutor should check the schedule to see when other tutors are available to assist
with that subject during alternate times. Only if the student cannot meet during any of
the tutors’ scheduled hours or if they have a verifiable schedule conflict with scheduled
tutoring times will additional hours be added to the tutor’s schedule. Again, this must be
coordinated and approved through LRH.
Drop-in appointments
Peer tutors should be prepared for a number of students who drop by the designated
tutoring location without appointments. Tutors should make every effort to assist as
many students as possible. Time management is essential to maximize assistance to
students. If a student drops in while the tutor is with another student, the tutor should
advise the second student to either wait or schedule an appointment through the Peer
Tutor Connection system. Appointments should always be given preference over
drop- ins.
Mandatory peer tutor training
Peer tutors will be required to attend a minimum of ten 60 minute training meetings with
other peer tutors as well as the coordinators of the program. During these meetings,
tutors will discuss tutoring topics, scenarios and practice tutoring techniques.
Coordinators and other college staff will conduct workshops on a variety of topics related
to tutoring. These meetings will be valuable spaces in which to discuss happenings with
tutoring as well as continue development as a tutor. Students will be paid for attending
meetings.
If you miss a training session, it is your responsibility to:
1.
2.
3.
4.
Get the information you missed
Make up the training
Let David Blake know the session you will attend in order to make up your session.
If mandatory training hours are not completed by the end of each quarter, your
certification and employment will be in jeopardy for the following quarter.
CRLA Certification: Peer Tutor-Level I
In order to get certified through the College Reading and Learning Association you must:
1.
2.
3.
4.
Complete 25 hours or more of student contact tutoring per quarter
Maintain a cumulative GPA of 3.5 or above
Complete 10 hours of peer tutor training per quarter
All peer tutors must be certified by the end of the quarter in order to maintain
employment.
Absences and tardiness
10
In order to garner student confidence in the tutoring program, it is essential that tutors be
reliable in attending all scheduled tutoring sessions. If a tutor is unable to report to work
for any reason, s/he should notify David Blake, Director of Learning Assistance
Programs via email at dblake@scad.edu with a detailed explanation of the absence. In
addition, Ms. Emily Burke at eburke@scad.edu should be copied and your direct
supervisor.
If there is advanced knowledge that there will be an absence, it is the peer tutor’s
responsibility to rearrange coverage and reschedule tutoring appointments via Peer Tutor
Connection. However, if the absence is unforeseen and due to an emergency or an
illness, then an LRH representative will attempt to coordinate coverage with another peer
tutor on staff. If coverage is not possible, an LRH representative will notify the student
that their appointment will be rescheduled.
In the event of an absence, the peer tutor will arrange for a sign to be placed at the
designated tutoring location indicating the hour change for the day. Unreported,
frequent absences and tardiness will be grounds for termination. Please refer to the work
study Grounds for Immediate Termination section. Peer tutor attendance will be taken at
every meeting.
Marketing to students/faculty
Self promotion
In order for the tutoring program to be a success, it is important that peer tutors establish
themselves as content experts. One of the best ways to start this identification process is
to reach out to faculty who teach in the tutor’s subject area(s). This can be informal, as in
mentioning tutoring hours to professors either in class or in the hallways, or it can be
more directed, such as emailing all faculty in the subject area or sending word to the
department chair for distribution. Similarly, promoting services to students themselves is
critical to establishing the tutoring relationship. Classroom announcements, student
involvement activities, and physical marketing are just a few ways to get the word out to
students.
Identification and visibility
Each tutor will be provided with a name tag and a tutoring sign. Name tags should be
worn to each session as an identifier. Additionally, tutors will receive a Peer Tutor
Connection sign. These signs should be placed at the designated tutoring site when the
tutor is on duty. Tutors are responsible for keeping up with the signs and name tags, so
keep a close eye on them!
SCAD- Learning Resource Hive property
The peer tutor may be issued LRH property or equipment and are to be used solely for
the purpose intended. Property should be kept in good condition and returned in the
condition in which it was checked out. When checking out at the end of employment the
11
peer tutor will present the borrowed property in the condition that it was returned.
Otherwise, a student hold may be placed on your record and/or a replacement of the same
brand and quality must be purchased.
Peer tutor evaluation
The Director of Learning Assistance programs will provide you with an end of the
quarter evaluation. Evaluation will determine future employment.
The evaluation will be based on the following guidelines:
1. Quality of work
2. Student feedback and evaluations
3. Professional Judgment
4. Contribution to the Learning Resource Hive: Peer Tutor Connection Program
12
Appointment-Plus is online software that is used to allow students to securely book their
own peer tutor appointments. It also allows internal staff to book appointments through
the administrative site appointmentplus.com. Peer tutors and staff will have access to the
site as location users, which will allow staff to see other peer tutor appointments.
Student appointment process
•
MySCAD Student Workspace tab > Learning Resource Hive > Peer Tutor
Connection
A confirmation email will be sent to the student that will provide detailed information on
the date, time, location and name of the tutor assigned. Once the appointment has been
confirmed, it is recommended that the student identify the challenge area(s) and is
prepared with material necessary for the tutoring session.
I need assistance with section
There is a section on the student appointment site that will ask for specific information on
the type of assistance that is needed. This is to be completed by the student prior to each
tutoring session. This section will also appear on the peer tutor student confirmation
email when the tutor session is booked. It is the peer tutor’s responsibility to view and
prepare ahead of time for the peer tutoring session.
Peer tutor appointment process
To access the administrative appointment system, peer tutors will go to
appointmentplus.com and enter their assigned log-in and password. Once the peer tutor
is logged in, s/he may change their password and update their information. The peer
tutor will then click on their name to the left of the screen and click on their schedule
session date. A box with the following information will appear to the right of the screen.
Alan Koda
W1 W2 W3 M
5:00pm
|
6:00pm
|
7:00pm
|
8:00pm
|
9:00pm
|
13
Reserve time
When QR is clicked, a new screen will appear that will show the following information:
Reserve time is not used to book appointments. It is used to block out unavailable time.
To book appointments, click on the white area to the right of the Q and R boxes.
Reason
Time
6:00pm
7:00pm
Add Reserved Time
Reservation time can be used to block out time when a peer tutor is not available. This
feature can be used when a peer tutor is out sick or has a meeting with a supervisor
during their work schedule.
Scheduling a student appointment
When the blank space next to QR is clicked, a new screen will appear that will allow the
peer tutor to book student appointments. The bolded text is required information that
must be completed to finalize the appointment.
Make Appointment
Braddy, Stephanie
or enter student information below
First
Name
Last Name
Daytime
Phone
With
Alan Koda
Room
Session
Duration
Date
Thursday, September 17, 2009
Cell Phone
SCAD
E-mail
Student
ID#
Time
6:00pm
Status
Special Instructions for Student
Major
14
view
Referred
By
Please list specific areas that
you need help w ith.
Appointment Notes (internal only)
Type
one-time appointment
Send appointment e-mail to student
Send appointment e-mail to tutor
Created
Analia Mendez
By
Student Notes (internal only)
Cancellation policy
There is a 24 hour cancellation policy with all tutoring appointments. Once again there
are two methods that a tutoring appointment can be canceled. The first is via the student
site, Peer Tutor Connection and the second is via the administrative site,
Appointmentplus.com.
Appointment status change
Appointment status will change as the student books, completes or cancels the
appointment session. It will also change when a peer tutor or LRH staff member
changes the status of the appointment. It is imperative that when an appointment is
completed, the tutor change the status from scheduled or confirmed to complete.
Color codes:
White = Open session
Gray = Reserved
15
Dark Gray = Unavailable
Yellow = Scheduled
Blue = Confirmed
Gold = Complete
Pink = No show
Red = Reschedule
Open
Reserved
Unavailable
Scheduled
Confirmed
Complete
Reschedule
No
Show
show on side
When the session is completed the tutor will change the status from confirmed to
complete. If there is a no show, the tutor will change the status from confirmed to no
show.
3:00pm
Poetter Hall | Student Name GRDS 243 Digital Page and... | 555-5 |
|
000846065
[add]
A status change can be made by clicking on color desired and then the add link.
Evaluations
Completed peer tutor appointments and session evaluation
An online evaluation is to be completed by the student after the session has ended and
the peer tutor has changed the appointment status from reserved to complete. Once the
status is changed, an email will be sent to the student requesting them to fill out an
evaluation. Peer tutors will encourage students to fill out the evaluation as it will provide
the LRH valuable information on the peer tutor performance as well as help improve
student services. Evaluation reminder cards should be handed to the student after the
session is over.
To access the evaluation form click on:
http://websurvey.scad.edu/remark5/rws5.pl?FORM=PeerTutorSurveyFa10-SAV
Please note that there is a new link that is created every quarter and it must be
obtained for drop-in evaluations.
16
Tutor Code of Conduct and Guidelines
As employees and representatives of the college, peer tutors are expected to provide
professional learning assistance services to students. It is important to have a clear
understanding of the expectations and guidelines that will assist in providing high quality
student services.
1. Confidentiality of tutor /tutee working relationship. The Family Educational
Rights and Privacy Act (FERPA) guidelines are essential and should be followed.
Please refer to FERPA handout.
2. All tutoring will occur on SCAD property. For reasons of liability and security,
off campus tutoring is not permitted.
3. If, at any time, a tutor feels uncomfortable with a student or vice versa, the student
should alert David Blake, Director of Learning Assistance Programs at (912) 5254741 and other arrangements will be made. If there is an immediate threat call
911 or call SCAD security at (912) 525-4500.
4. Tutors are departmental representatives, and therefore should not engage in
conversations that are derogatory toward faculty or the college.
5. Tutors should dress in a manner that is appropriate and respectable. Peer tutors
working around equipment should not wear loose-fitting or dangling clothes or
accessories that might get caught in equipment. Refer to building and lab
emergency red manuals.
6. Sexual Harassment/Harassment: SCAD is committed to providing a work
environment that is free of discrimination and harassment. Actions, words, jokes
or comments based on an individual's sex, race, ethnicity, age, religion is
prohibited.
7. No alcohol or drugs will be promoted or consumed while or during working
hours.
8. Deliberate destruction of SCAD property will result in termination.
9. Peer tutors will read the SCAD Student Employment Guide for work study. In
addition review Grounds for Immediate Termination section.
10. Failure to comply with any of the above can lead to employment termination.
17
Peer Tutor Acknowledgement Form
I ____________________________by signing this document, I certify that I was
provided a copy of the Learning Resource Hive student handbook for Spring ‘11. Should
I have any questions, I will bring them to my supervisor’s attention immediately. I also
acknowledge that it is my responsibility to read the complete student handbook
Peer tutor signature:_____________________________________ Date:____________
18
Attendance List for Tutor Training
2/11/2011
Guest Speaker from Guidance and Counseling Services: Don Musick
Name
Alvaro Lima
Alysha Caine
Anderli Yao
Andrew Wanamaker
Brigitte Garland
Caitlin Willis
Chaitrasri Rao
Chris Lee
Clifford Reynolds
Eduardo Ortiz
Emily Dye
Gloria Wu
Jeff Horal
Jill Dykxhoorn
Julie Zhou
Kelsey Wilson
Kirk Morris
Krista Williams
Laura Hellinger
Lauren Jones
Lauren Mayhew
Maria Malavasi
Micco Caporale
Mitali Banerjee
Montana Keig
Nate Gutoski
Renee Malloy
Ricky Doshi
Sean Bender
Sean Simon
Seo Gyoung Kim
Will Moten
Yang Wang
Signature
Peer Tutoring Drop-In Tally Sheet: Spring 2011
Peer Tutor Name: ___________________________ Date: ______________________________________
Student Name: ___________________________________ ID# __________________________________
Course Name/Subject: __________________________________________________________________
Major: _________________________________________Start Time: ___________ End Time: _________
Classification:
Freshman
Sophomore
Junior
Senior
Graduate
Student Name: ___________________________________ ID# __________________________________
Classification:
Freshman
Sophomore
Junior
Senior
Graduate
Student Name: ___________________________________ ID# __________________________________
Classification:
Freshman
Sophomore
Junior
Senior
Graduate
Student Name: ___________________________________ ID# __________________________________
Classification:
Freshman
Sophomore
Junior
Senior
Graduate
Student Name: ___________________________________ ID# __________________________________
Classification:
Freshman
Sophomore
Junior
Senior
Graduate
Page 18 of 19
Learning Resource Hive Totals by Session
Drop-in Sessions
Winter 2011
Tutor Name
Date
Course Name/Subject
Student Major
Start Time
End Time
Kelsey Wilson
2/20/2011
2D Design
Architecture
3:00
4:00
Jill Dyxkhoorn
2/24/2011
3D Animation
Animation
3:00
5:00
Jill Dykxhoorn
3/8/2011
Action Analysis
Animation
4:00
5:35
Nate Gutoski
1/16/2011
Anatomy
Fashion Marketing
3:00
4:30
Nate Gutoski
2/11/2011
Anatomy
Industrial Design
3:00
5:00
Nate Gutoski
2/13/2011
Anatomy
Industrial Design
3:00
4:00
Nate Gutoski
2/11/2011
Anatomy
Industrial Design
3:00
5:00
Nate Gutoski
2/13/2011
Anatomy
Industrial Design
3:00
4:00
Nate Gutoski
2/13/2011
Anatomy
Fashion Marketing
4:00
5:30
Nate Gutoski
2/13/2011
Anatomy
Graphic Design
5:30
6:30
Nate Gutoski
2/20/2011
Anatomy
Fashion Marketing
3:00
5:00
Jill Dyxkhoorn
2/14/2011
Animation 101
Animation
4:00
5:00
Caitlin willis
2/12/2011
Animation 250
Animation
9:00
10:00
Caitlin willis
2/5/2011
Animation II
Animation
8:00
9:00
Alysha Caine
1/16/2011
Apparel 111
Fashion
2:00
3:00
Alvaro Lima
2/19/2011
Art History
Industrial Design
12:30
13:30
Brigitte Garland
2/6/2011
Art History
Industrial Design
5:00
6:00
Laura Hellinger
1/26/2011
C++ Programming
ITGM
2:45
4:00
Laura Hellinger
1/19/2011
CMPA 100
Painting
2:30
4:00
Caitlin Willis
2/11/2011
CMPA Maya
Photography
9:00
10:15
Caitlin Willis
2/18/2011
CMPA Maya
Photography
8:00
9:00
Kelsey Wilson
1/30/2011
Color Theory
Film
2:00
3:00
Lauren Jones
1/13/2011
Color Theory
Fashion Marketing
8:00
9:00
Lauren Jones
Color Theory
Production Design
7:15
9:00
Lauren Jones
Color Theory
Game Design
7:00
9:00
Seo Kim
1/20/2011
Conversation
Motion Graphics
2:00
3:00
Seo Kim
1/21/2011
Conversation
Fashion
3:00
4:00
Seo Kim
2/4/2011
Conversation
Industrial Design
2:00
3:00
Kelsey Wilson
1/12/2011
Drawing 101
Animation
8:00
10:00
Lauren Jones
2/5/2011
Drawing 101
Interior Design
3:30
4:00
Kelsey Wilson
1/12/2011
Drawing II
Animation
8:00
8:30
Lauren Jones
2/24/2011
Drawing II
Game Design
7:30
9:00
Lauren Jones
2/5/2011
Drawing II
Photography
3:30
4:00
Seo Kim
1/14/2011
EL Guide
ESL/Architecture
4:00
5:00
Seo Kim
3/10/2011
English Language Guide
Industrial Design
2:00
3:00
Mitalia Banerjee
1/25/2011
Fashion 220
Fashion
2:00
2:30
Alysha Caine
1/21/2011
Fashion Technology
Writing
10:30
11:00
Alysha Caine
2/26/2011
Fashion Technology
Writing
3:00
4:00
Page 19 of 19
Tutor Name
Date
Course Name/Subject
Student Major
Start Time
End Time
Alysha Caine
2/27/2011
Fashion Technology
Writing
3:00
5:00
Brigitte Garland
1/19/2011
French I
3:00
4:00
Brigitte Garland
1/31/2011
French I
Animation
3:30
5:00
Brigitte Garland
2/14/2011
French I
Art History
4:00
5:00
Brigitte Garland
2/21/2011
French I
Art History
3:00
5:00
Brigitte Garland
2/23/2011
French I
Animation
2:00
3:00
Maria Malavasi
3/5/2011
French I
Photography
2:00
3:00
Maria Malavasi
3/7/2011
French I
Photography
2:00
3:00
Anderli Yao
2/29/2011
Industrial Design
Industrial Design
3:00
5:00
Alysha Caine
1/22/2011
Intro to Fashion
Fashion Management
3:00
4:00
Will Moten
2/18/2011
Intro to Programming
Visual Effects
4:00
6:00
Kelsey Wilson
1/23/2011
Life Drawing
Film
3:15
4:00
Mitalia Banerjee
3/1/2011
Math 100-College Math
Animation
2:30
3:00
Mitalia Banerjee
3/8/2011
Math 100-College Math
Animation
2:00
3:00
Caitlin willis
2/18/2011
Math 101
Architecture
10:00
10:30
Mitalia Banerjee
2/22/2011
Math 101-Intermediate Math
Architecture
1:30
2:00
Kelsey Wilson
2/16/2011
Media Comp II
Furniture
8:15
8:45
Kelsey Wilson
2/16/2011
Media Comp II
Interior Design
8:40
10:00
Painting
Color Theory
2:00
4:00
Lauren Jones
Will Moten
2/11/2011
Tech 216
Visual Effects
8:00
9:00
Will Moten
2/18/2011
Visual Effects
Animation
9:00
10:30
Will Moten
2/4/2011
VSFX 419
Visual Effects
8:00
9:00
Total Drop-In Appointments: 60 Appointments, 72 Hours 55 minutes
Total Combined Appointments
732 Appointments, 755 Hours and 55 Minutes
Peer Tutor Training Schedule
Winter 2011
Date and Location
Topic
Time
Presenters
January 7, 2011
Jen Library, 118
Welcome Back –
Tutor Role and
Responsibilities and
Basic Tutoring
Guidelines
11:30 a.m. – 1:30 p.m.
Review of tutor responsibilities and
basic tutoring guidelines
January 14, 2011
Alexander Hall Auditorium
Accelerated Learning
Strategies
11:00 a.m. – 12:00 p.m.
Maggie McClellan, Head of
Reference, Jen Library
Learning Styles
12:00 p.m. – 1:00 p.m.
Jennifer Johnson, Writing Center
Adapting to different learning
styles
January 28, 2011
11:00 a.m. – 12:00 p.m.
Catherine Cardarelli, professor of
photography
Creativity
February 11. 2011
Modeling Problem
Solving
11:00 a.m. – 12:00 p.m.
Stress Management
12:00 p.m. – 1:00 p.m.
Don Musick,
Guidance and Counseling Services
Stress management and dealing
with personal issues of students
including: anxiety, depression, sleep
problems, and substance use.
February 25, 2011
Study Skills
12:00 p.m. - 1:00 p.m.
Study Skills Workshop
March 11, 2011
Goal Setting and
Planning
11:00 p.m. – 12:00 p.m.
Lynn D. Ashworth, professor of
foundation studies
Life Coach
Working with
International
Students
12:00 p.m. – 1:00 p.m.
Jan Fluitt-Dupuy, Director of ESL
Working with International
Students
For peer tutoring information, please contact David Blake, Director of Learning Assistance Programs.
Email: dblake@scad.edu, phone: (912) 525-5735.

Savannah College of Art and Design - ITTPC

Transcription

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