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Subject:

Re: Tutor training as a college class

From:

Lisa D'Adamo-Weinstein <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Wed, 30 May 2012 17:36:42 -0400

Content-Type:

multipart/related

Parts/Attachments:

Parts/Attachments

text/plain (181 lines) , image/jpeg (181 lines)

We offer a practicum course at the 2 or 4 credits. See the information 
about the course at 
http://peercoaches.pbworks.com/w/page/44237542/Practicum or look at the 
text below:
_______________________________________________________________________________________________________________

Students wishing to become Peer Coaches may participate in the program by 
enrolling in a PRACTICUM course (see description below).  This course can 
be taken for 2 or 4 credits at the advanced level.
Practicum 
A practicum is a credited bearing study that gives students both 
theoretical and practical experience in the field of learning assistance 
and adult learning.  Anyone interested in the practicum should obtain 
approval from their mentor before they enroll in the study as an 
independent study with the Director of Academic Support (Lisa 
D'Adamo-Weinstein) and pay for it as they would any other credit bearing 
course at the college.  Students can earn 2-4 credits as part of their 
college level degree program and will also receive all of the general 
benefits listed above.
Requirements:  
 Peer Coaches who wish to receive practicum credits (2 or 4 credits) must 
have mentor approval, register and pay for the credits, and follow all of 
the requirements listed in the practicum learning contract/syllabus.
Peer Coach must have active participation in peer coaching activities 
during the term of enrollment totaling 100-140 hours for 4 credits or 
50-70 Hours for 2 credits. Specific activities are discussed and developed 
during the practicum and some examples are described in the learning 
contract/syllabus. 
Peer Coaches earning practicum credits are expected to write two essays 
discussing the theories they learned about and their involvement in the 
Peer Coaching program. 
 

PRACTICUM COURSE INFORMATION
TITLE: The Theory and Practice of Learning: Learning Assistance and 
Academic Support for Post-Secondary Learners
Offered at 2 or 4 credits, Advanced, liberal 
A. PURPOSE - The purpose of this practicum is for students to develop a 
theoretical grounding in the field of learning assistance and to engage in 
practical applications for teaching/training postsecondary learners. 
Students in the practicum will learn about the scholarship and best 
practices of college level learning assistance and academic support by 
reading about and engaging in discussion of academic literature on 
appropriate theories of adult learning, student engagement, academic 
skills development, and learning center pedagogy.  They will also engage 
in hands-on practice in assisting college level learners in enhancing 
general study skills, tutoring in specific content areas, navigating 
through college resources, and/or developing study strategies and 
resources within specific Areas of Study or general learning skills 
development.  
B. LEARNING ACTIVITIES
Most of the work for this study will occur as part of the student?s work 
as a peer coach.  The ten hours of training that all peer coaches 
undertake is a part of the initial theoretical and practical foundations 
of the study and should be completed before engaging in other learning 
activities of this practicum.  
There are THREE CATEGORIES of learning activities:
1 - PEER COACHING: TRAINING, ENGAGEMENT, & REFLECTION
The amount of time spent over the course of the term should range between 
at total of 100-140 hours for 4 credits and 50-70 Hours for two credits.  
These hours include peer coach training, meeting with the course 
instructor, and working with students or on specific academic support 
projects. Scheduling of the bulk of these hours is determined between the 
student and the Peer Coaching Program Coordinator and/or practicum 
instructor. 
The first 10 hours of this time commitment are derived from the official 
Peer Coach training (outlined @http://www.peercoaches.pbwiki.com).  
Additionally, five to ten of the remaining hours should be spent in 
individual meetings with the course instructor to discuss the readings for 
the study.  A specific schedule will be developed between the instructor 
and the student after the student completes the 10 hours of training 
The remaining hours should be dedicated to specific engagements focusing 
on the all aspects of academic skills counseling including preparation, 
evaluation, and conducting individual and group support in face-to-face 
and virtual environments.  These engagements will range from observation 
to active participation.
2 ? ACADEMIC READING
All required and supplemental readings and course materials will be 
available online at http://www.peercoaches.pbwiki.com/Practicum  (Please 
Note ? the instructor updates the site each term and students in the 
practicum may be asked to add some of their work to the wiki).
     Reading List
3 ? WRITTEN WORK
Two 8-10 page formal written essays are required for this study:
Theory Essay ? This essay should be grounded in the literature and should 
include critical theoretical analysis of assigned readings and/or relevant 
research. The essay should explore research, theories and practices gained 
from course materials, independent research, discussions with the 
instructor, and experiences at the practicum site. The essay can be a 
combination of a literature review that includes relevant examples from 
the practicum experience or it can solely be about the areas of interest 
the student has in the literature and research. The student should plan to 
hand this essay in around the midpoint of the term.  
Students are both assigned readings and select their own readings from the 
resources listed below:
Readings & Resources  
Astin, A. (1993). What Matters in College?: Four Critical Years Revisited. 
San Francisco, CA: Jossey-Bass, Inc.
Casazza, M. & Silverman, S. (1996). Learning Assistance and Developmental 
Education. San Francisco, CA: Jossey-Bass, Inc.
Flippo, R. & Caverly, D. (2000). Handbook of College Reading and Study 
Strategy Research. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Maxwell, M. (1997). Improving Student Learning Skills. Clear Water, FL: 
H&H Publishing Co. 
Pascarella, E. & Terenzini, P. (2005). How College Affects Students. San 
Francisco, CA: John Wiley & Sons, Inc. (Jossey-Bass Publisher).
Sheets, R. (1994). The Effects of Training & Experience on Adult Peer 
Tutors in Community Colleges. Doctoral Dissertation. Accessible at 
http://www.pvc.maricopa.edu/~sheets/dissertation/ .
Practice Essay - One essay should be reflective in nature and articulate 
the specific experiences at the practicum site as well as the knowledge 
and skills gained during the practicum.  This essay should be handed in at 
the end of the term as a reflective piece and to document the entire 
practicum experience. 
C. METHOD AND CRITERIA FOR EVALUATION
Evaluation will be based on the quality of the work performed in the peer 
coaching setting, engagement with the course instructor, and on the 
quality of the two essays. All written work is expected to be at the 
college level with an analytical component, and the hands on work at the 
will be evaluated according to local best practices and College Reading 
and Learning Association (CRLA) standards.
___________________________________________
Lisa D'Adamo-Weinstein, Ph.D.
Director of Academic Support
SUNY Empire State College - Northeast Center
21 British American Boulevard
Latham, NY 12110
tel. (518) 783-6203 Ext. 5939
fax. (518) 783-6443
http://necacademicsupport.pbworks.com
www.esc.edu/northeast 
[log in to unmask]

Helping you connect the pieces for academic success.





From:   Dan Callihan <[log in to unmask]>
To:     [log in to unmask]
Date:   05/30/2012 05:06 PM
Subject:        Tutor training as a college class
Sent by:        Open Forum for Learning Assistance Professionals 
<[log in to unmask]>



Hello all,

Do you know of any schools that have their peer tutor training as a class 
that is worth college credit?

Sincerely, Dan Callihan M.S.
Assistant Director of the Center for Learning Excellence
Certified Developmental Education Specialist
Jenkins Education Complex rm 208a
MacMurray College
447 East College Avenue
Jacksonville, Illinois 62650
217-479-7131
www.mac.edu


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~~~~~~~~~~~~~~~
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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