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Ms. Williams,

Sorry about that, I forgot to forward the message.  However, thanks, 
this is very useful information! 

Ken Foster


Williams, Lynell wrote:


>Ken- 
>
>I'm not Glenda, but our tutors do this. We use a method I learned from
>Darlene Buck at Northern Michigan University, borrowed from the medical
>professions. The acronym is "SOAPIE." The tutors put their SOAPIE notes
>right into TutorTrack, where they are available to me, to the same tutor
>at a future session, and to another tutor if the student is assigned to
>see someone else (other tutors can't see them unless the student appears
>in their schedules). This has been well-received by the tutors, and I am
>very happy with the system as well. 
>
>Here's an excerpt from my tutor handbook explaining the method:
>
>S = Subjective data: Write what a student tells you that is pertinent to
>the tutoring session.
>Example: "Jason reports having worked up to number 19 and says he always
>has trouble with story problems in math."
>O = Objective data: Make observations about the student. Example: "His
>tone indicated frustration and he was frowning. He had a partially
>completed assignment and math book with him. Concentration was good."
>A = Assessment: Record what you make of the situation.
>Example: "Jason was prepared and trying but still frustrated."
>P = Plan: Record what you planned to do in the session.
>Example: "He agreed it might help if he talked his way through a story
>problem while I observed and then offered suggestions."
>I = Intervention: Record what you actually did to help a student.
>Example: "We spent most of the session on the story problems. I
>encouraged him to slow down and read it out loud (multiple modalities)."
>E = Evaluation: Describe how the session went.
>Example: "Jason was able to do a few simple story problems on his own by
>the end of the hour. We agreed that he would attempt the remaining
>problems before his next session. He said tutoring was helpful."
>
>Lynell Williams
>UNC Wilmington
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Foster, Kenneth
>Sent: Thursday, July 20, 2006 3:44 PM
>To: [log in to unmask]
>Subject: Re: Best uses of TutorTrac
>
>Glenda,
>
>Fyi -  This is all fine, but the tutors are going to document each
>tutoring session in detail??
>
>Ken
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Suzanne Robertshaw
>Sent: Thursday, July 20, 2006 12:55 PM
>To: [log in to unmask]
>Subject: Re: Best uses of TutorTrac
>
>We've been using TutorTrac for our peer tutoring center and writing
>center for 5 years now.  
>
>I like the online help system on the pages, denoted by a ? (question
>mark) at the right hand side of something on a page.  Not sure what that
>means? Click on the question mark and you see the explanation, in the
>context of the page you're working on.  I also email the folks there
>w/questions and they are sooooo nice about answering, holding my hand. 
>We got a new server (five years is a long time in computerland) and
>David and Marcus helped immensely.  
>
>Jan and everyone else is right...get your IT staff talking to the
>Redrock Software guys.  Not only do they speak the same language, but I
>think our IT dep't. can learn from the quality of service that TTrac
>gives.  We have Banner, and like Jan (I think?), we upload demographic
>data every so often.   
>
>Our new admin. assistant in March learned TutorTrac very quickly, and
>discovered reports I didn't know about.  One I hadn't used before but
>wanted for my annual report (Marcus in TTrac helped me figure it out)was
>how to see what majors were going to tutoring for each course.  Very
>cool.  My Econ prof husband and his department will love to see those
>stats...how many in those intro courses are int'l. business vs. econ vs.
>int'l relations, etc. etc. 
>
>We use it differently from many places, having the tutors and writing
>consultants log out the students, since we have certain questions we
>want to tutors to answer after each session...when was the assignment
>due, first-time visit or not, stage of the writing process for a paper,
>or other reason for visit.  So our students use it to make and cancel
>appointments only, often doing it in the early hours of the morning
>after a long night. That was the biggest reason for adopting it way back
>when, but now the record keeping and data crunching aspects are foremost
>in my mind.
>
>Best wishes with your new toy!  It's such a relief not to have paper
>scheduling. And what a dream for program stats.
>
>Susie
>
>Suzanne Robertshaw, tutor coordinator
>Johnson Student Resource Center (TJ's)
>Rollins College   1000 Holt Ave. 2613
>Winter Park, FL  32789   USA
>(office) 407 646-2652   (fax) 407 646-2245
>http://www.rollins.edu/tpj/tutoring   [log in to unmask]
>
>"Knowledge emerges only through invention and reinvention,  through the
>restless, impatient, continuing, hopeful inquiry men pursue in the
>world, with the world, and with each other." ~Paulo Freire
>
>"Good writing is clear thinking made visible." ~Bill Wheeler
>
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