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Good morning,
I too have encountered tutee's, active and prospective, who struggle with
the word 'tutoring' as a negative term that indicate that they "need to be
helped" or "that they should be help" - even when they know that they are
in need of the help in the context of tutoring. Has anyone associated
tutoring as "collaborative learning" ? I assume that over time this too
will become a negavite concept as well.
Jen, I like the idea of "helping students reframe the idea of "help" as
showing maturity and a competency they can leverage in the real world." I
also like to help reframe by using the examples based on the history of
education and the origins of tutoring. If I have this right, in many cases,
education was accomplished through tutoring. It was also a way to establish
credibility for ones knowledge or expertise. In modern times, we see this
happening in the form of internships as well as apprenticeships. I'll get
off my soapbox :-).
On Mon, Jul 20, 2015 at 8:26 AM, Jennifer Daniel <[log in to unmask]> wrote:
> One other point to consider is the age of the student.
>
> First year students "don't know what they don't know," so having some
> required visits for learning support might not be a bad idea. For us -
> there are times when first year students don't get options b/c the research
> tells us that they need help.
>
> After that point - I would agree with the sentiments below. The
> motivation isn't there, so the appointments are ineffective.
>
> For us our goal has been the change the narrative of what tutoring is in
> college. Also, we try to reframe the idea of "help" as showing maturity
> and a competency they can leverage in the real world.
>
> Jen
>
> Jennifer Smith Daniel,
> Director of Writing and Learning Services
> The Center for Student Success
> Queens University of Charlotte
> 1900 Selwyn Avenue
> Charlotte, NC 28274
> 704-337-2209
> 704-688-2738 Fax
>
> “Non ministrari sed ministrare”
>
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals [mailto:
> [log in to unmask]] On Behalf Of TRPP
> Sent: Friday, July 17, 2015 4:44 PM
> To: [log in to unmask]
> Subject: Re: Academic Support Workshops
>
> Here's another reason not to offer incentives for tutoring.
>
> Research shows that external rewards do not foster intrinsic motivation
> and, in fact, are counterproductive to it!
>
> Thanks for this discussion
>
> Sharon
>
> Sent from my iPhone
>
> > On Jul 17, 2015, at 2:34 PM, Nic Voge <[log in to unmask]> wrote:
> >
> > Very illuminating example, Michele. Thanks for sharing it.
> > Nic
> > ________________________________________
> >
> >
> > Dominic (Nic) J. Voge || Associate Director Undergraduate Learning
> > Program McGraw Center for Teaching & Learning || Princeton University
> > 328 Frist Center
> > (609)258-6921 || http://www.princeton.edu/mcgraw/us/
> >
> >
> >
> >
> >
> >
> >
> >> On 7/17/15, 3:00 PM, "Michele Doney" <[log in to unmask]> wrote:
> >>
> >> I also have very mixed feelings about requiring/incentivizing
> >> tutoring as a way to get people to go. Due to the limits of our
> >> ever-shrinking budget, tutoring capacity is very much a zero sum game
> >> for us. People who show up just to get the points are taking up
> >> seats that could go to students who actually want to be there. Case
> >> in point: For the past several years, students in biochemistry were
> >> given bonus points for attending at least one tutoring session before
> each of the four exams.
> >> What we saw: with almost no exceptions, biochem students attended
> >> tutoring EXACTLY four times per semester, and their tutors complained
> >> bitterly that students showed up for their tutoring sessions
> >> unprepared and it was difficult to get them to engage during the
> >> session. I finally begged the biochem instructor to take the bonus
> >> points out of his syllabus (he had inherited the practice from the
> >> previous instructor and was very willing to be flexible- I wish I had
> asked much sooner!). The !
> >> result: biochem tutoring fell by a whopping 92% in a single year.
> >> This freed up enough tutoring capacity to allow students in paced
> >> general chemistry to sign up to receive weekly one-on-one tutoring,
> >> which everyone agrees is a much better use of tutors' time.
> >>
> >> M
> >>
> >> Michele Costabile Doney, MSEd
> >> Director, Math & Science Resource Center Adjunct Instructor,
> >> Department of Mathematics & Computer Science Recording Secretary,
> >> Higher Education Officers Council Secretary, Association for the
> >> Tutoring Profession NCLCA Certified Learning Center Professional
> >> Level One John Jay College of Criminal Justice Room 01.94 NB
> >> 524 W 59 ST
> >> New York, NY 10019
> >> 646-557-4595
> >>
> >> ________________________________________
> >> From: Open Forum for Learning Assistance Professionals
> >> [[log in to unmask]] on behalf of Rebecca Sue McGuire
> >> [[log in to unmask]]
> >> Sent: Saturday, July 11, 2015 11:35 AM
> >> To: [log in to unmask]
> >> Subject: Re: Academic Support Workshops
> >>
> >> As Coordinator of Tutoring Services I also see some of these same
> >> issues tied to getting students into the Tutoring Center. We
> >> frequently hear from students once they have come to the center "Boy!
> >> I wish I had started doing this earlier". So why don't they come
> >> earlier? As Morgan stated, many students do not want to attend
> >> anything that would imply "I need help", even when it is obvious that
> >> they need help. We have bounced around the idea of other names than
> >> "tutoring" but have yet to come up with anything that the students
> >> feel would make a difference to prospective tutees.
> >>
> >> As for mandating a tutoring session I have seen mixed results. Some
> >> students see it as a required part of an assignment and just do it.
> >> And yes, some of those students do see the benefits of this resource
> >> and do return. Then there are those students that come but have no
> >> intention of participating and resent the fact they have been
> >> required to set foot in the Tutoring Center. This is quite
> >> frustrating for the tutors and does not make for a pleasant
> >> atmosphere at all. There are also those students that do not show up
> >> in the Tutoring Center even when it is required. Is it worth the
> >> frustration and difficult sessions if only a few are going to see the
> >> benefit of this added resource? Absolutely! If we can get a handful of
> students to see the benefits of tutoring it is well worth it.
> >> I do ask my tutors to note a difficult session, particularly if it is
> >> because of a tutee's attitude. If the teacher that is requiring the
> >> session asks for a record of the sessions, this is passed on !
> >> as we see necessary.
> >>
> >> One thing we are working on is to make the Tutoring Center and spaces
> >> more inviting. Anything from art work on the walls to a friendly and
> >> inviting face right as you walk in are being used. Any wonderful
> >> ideas and suggestions along this line are more than welcome.
> >>
> >>
> >> R. Sue McGuire
> >> Coordinator of Tutoring Services
> >> Learning Specialist
> >> Lees-McRae College
> >>
> >> ________________________________________
> >> From: Open Forum for Learning Assistance Professionals
> >> <[log in to unmask]> on behalf of Morgan Church
> >> <[log in to unmask]>
> >> Sent: Friday, July 10, 2015 1:44 PM
> >> To: [log in to unmask]
> >> Subject: Re: Academic Support Workshops
> >>
> >> Eric,
> >>
> >> I am new to this field but recently diving into to the Academic
> >> Support Department. I have found out form other colleges that many
> >> students do not like to attend things if they could be classified as
> >> ³We need help² workshops. I am not sure exactly how you have been
> >> advertising for these classes but it could help to change the title
> >> to something that doesn¹t make students feel some of the stereotypes
> >> behind receiving help form academic support. I might also help
> >> students attend if instructors could mandate that students attend at
> >> least one workshop or provide extra credit for those who attend. This
> >> would encourage students that excel to attend and possible help
> >> students that are struggling feel less threatened. It might also be a
> >> more comfortable setting if you could house these workshops in
> >> student friendly environment rather than a set classroom or tutoring
> >> center area.
> >> I know that others
> >> have suggested to partner with the residence halls which is a great
> idea.
> >>
> >> Sincerely
> >>
> >> Morgan Church
> >> Graduate Student, Appalachian State University Caldwell County Family
> >> Literacy Instructor
> >>
> >> ~~~~~~~~~~~~~~~
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--
James
****************************
James Scudder
Alpha Scholars Program
Administration Building 315A
jms97w.youcanbook.me
Tel: 325-674-2667
email: [log in to unmask]
[image: View photo in message]
~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
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