Hi Christel,
You raise a really important question which I feel has implications
well beyond this particular issue.
I think you give a very empathic description of the issue. You start
by really understanding where students (and their families) are coming
from. I think this is crucial first step in all the work we do. It
helps us avoid simplistic deficit thinking. Such socio-historical
analyses emphasize how the norms and conventions (not to mention the
values and belief systems) of college and universities are often
qualitatively different than most K-12 environments and are thus
unfamiliar to students. Since they are new, we cannot simply expect
students to know them, we must help them learn these new ways, the new
culture. Learning support professionals are in a really good position
to make these differences explicit so that students can adapt to them.
Thanks for so thoughtfully articulating the issue.
Nic
On Apr 26, 2012, at 5:27 PM, Christel A Taylor wrote:
> I plan to steal it as well!
>
> My particular concern is helping students with disabilities in this
> transition. The student I mentioned earlier has a great number of
> challenges in reading, cognitive processing, articulating what she
> is doing, etc. She is a student who had an IEP throughout her K12
> years. Our tutoring appointments are typically half an hour; this
> student receives the accommodation of multiple one-hour tutoring
> sessions each week. She has twelve years of one kind of assistance,
> and helping her make the transition from that to what we do is where
> I'm trying to focus. This particular student is a delight; her
> tutors love her, her parents are supportive, and she is engaging in
> all sorts of ways with campus resources and activities.
>
> I've seen lots of parents of students with disabilities experience a
> sudden shock when they lose a certain level of control of and access
> to their children's learning experiences when college and FERPA are
> in front of them. So while part of what I want to do is provide very
> clear information about what to expect (I appreciate what you've all
> said so far and am taking notes), I also want to have something that
> addresses the transition itself--how to adjust, how parents can
> support a student who is suddenly experiencing something different,
> and so on.
>
> Christel Taylor
> Director of Learning Services
> Student Success Center - HL 122
> Mount Mary College
> 2900 North Menominee River Parkway
> Milwaukee, WI 53222
>
> Phone: 414-258-4810, ext. 373
> Fax: 414-256-0181
> Email: [log in to unmask]
> http://www.mtmary.edu/
>
> ~connectedness~empathy~intellection~strategic~learner~
>
> "We are learning that a standard of social ethics is not attained by
> traveling a sequestered byway, but by mixing on the thronged and
> common road where all must turn out for one another, and at least
> see the size of one another's burdens"
>
> ~Jane Addams, Democracy and Social Ethics
>
> ________________________________________
> From: Open Forum for Learning Assistance Professionals [[log in to unmask]
> ] on behalf of Laura Symons [[log in to unmask]]
> Sent: Thursday, April 26, 2012 3:59 PM
> To: [log in to unmask]
> Subject: Re: What tutoring is (and is not)
>
> Nic,
>
> As usual, I love what you wrote. I plan to steal it :-)
>
> Laura
>
> Laura Symons
> Coordinator of the Learning Center
> Piedmont Virginia Community College
> 501 College Drive
> Charlottesville, VA 22902
> 434 961 5320
>
>
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]
> ] On Behalf Of Nic Voge
> Sent: Thursday, April 26, 2012 4:29 PM
> To: [log in to unmask]
> Subject: Re: What tutoring is (and is not)
>
> Hi Christel,
> I think this is a very common issue that comes in lots of varieties.
> Not only is college work different than high school work, but,
> correspondingly, college tutoring is as well, especially if it is
> being provided by the institution rather than a private provider.
> Our goals are aligned with the institutional goals and those include
> independence, and self-direction.
>
> One way to communicate these expectations is by articulating how
> students can get the most from tutoring and what kind of tutoring
> will serve the student best in the long run. Our is a different kind
> of tutoring context, granted, but the following is one way we shape
> students' expectations about tutoring on campus.
> Best,
> Nic
>
> Getting the Most out of Study Hall Group Tutoring
>
>
>
> Work toward mastering concepts and skills rather than focusing on
> obtaining the answers to specific questions. The tutor's role is to
> guide you in this process. Think ahead to the exam and use homework
> problems to learn the skills necessary to solve exam-level (harder
> than homework) questions on your own.
>
>
> Expect the tutors to ask you questions about the material!
> Explaining what you know and talking through your approach, research
> on learning shows, is more valuable than hearing an explanation from
> a tutor.
>
>
> Study Hall is a group tutoring format, so you will be expected-and
> prompted by your tutor-to work with classmates. You should
> definitely work independently as well, but working collaboratively
> offers unique opportunities to learn from others and check your
> understanding of
> concepts, techniques and specific problems Come prepared and use
> the group setting to achieve the mastery Princeton exams demand.
>
>
> Try to avoid waiting until the day before an assignment is due to
> seek tutoring. Many students use Study Hall to check their answers
> and build on their understanding AFTER completing problem sets on
> their own. Spend a few hours each day keeping up with your
> assignments; it is easier to keep up than to catch up!
> On Apr 26, 2012, at 3:42 PM, Christel A Taylor wrote:
>
>> I work closely with our Coordinator of Accessibility Services. We
>> have
>> run into several situations recently where her students (and their
>> families) have expectations of tutoring that don't match what we
>> actually provide. For instance, one current student had a tutor for
>> every single class in high school. What this meant is that she had
>> someone work with her on all her homework, for every single class.
>> Rather than try to do her homework on her own and come to the tutor
>> with the things she found challenging, she simply always had a tutor
>> on hand when doing her homework. She now expects her tutor to go
>> through every single problem with her and is then frustrated when
>> they
>> run out of time.
>>
>> We are looking for a simple way to communicate with our students and
>> families to help them have appropriate expectations of our tutoring
>> services. I thought I'd check to see if anyone on this list has
>> something like this already that they might be willing to share to
>> get
>> my brainstorming started.
>>
>> Thanks!
>> Chris
>>
>> Christel Taylor
>> Director of Learning Services
>> Student Success Center - HL 122
>> Mount Mary College
>> 2900 North Menominee River Parkway
>> Milwaukee, WI 53222
>>
>> Phone: 414-258-4810, ext. 373
>> Fax: 414-256-0181
>> Email: [log in to unmask]
>> http://www.mtmary.edu/
>>
>> ~connectedness~empathy~intellection~strategic~learner~
>>
>> "We are learning that a standard of social ethics is not attained by
>> traveling a sequestered byway, but by mixing on the thronged and
>> common road where all must turn out for one another, and at least see
>> the size of one another's burdens"
>>
>> ~Jane Addams, Democracy and Social Ethics
>>
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> __________________________________
> Dominic (Nic) J. Voge
> [log in to unmask]
> (609)258-6921
> http://www.princeton.edu/mcgraw/us/
>
> Associate Director
> McGraw Center for Teaching and Learning
> 328C Frist Campus Center
> Princeton University
> Princeton, NJ 08544
>
> Individual Appointment Times:
> By appointment for Fall 2011
>
>
>
>
> ~~~~~~~~~~~~~~~
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__________________________________
Dominic (Nic) J. Voge
[log in to unmask]
(609)258-6921
http://www.princeton.edu/mcgraw/us/
Associate Director
McGraw Center for Teaching and Learning
328C Frist Campus Center
Princeton University
Princeton, NJ 08544
Individual Appointment Times:
By appointment for Fall 2011
~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
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