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Hello, Listers, Someone in an earlier email asked me for the rubric we use for the content specific scenarios. Here it is. *-Don't forget to learn.* *--------------------------------------* William G. Hardaway Academic Support Coordinator @: [log in to unmask] <[log in to unmask]> PH: 559.278.3052 SM: @whardaway Tutoring Schedule: https://urldefense.proofpoint.com/v2/url?u=http-3A__bit.ly_tutsched&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=bGt0qa08y6lpF1cQhSTNb4upO0IKznRvTxhpbTu_fE4&s=W2nMvjI38wrJeYyMiHMIlbl24inx9HZHZ66FqtAS6lg&e= Tutoring Infographic: https://urldefense.proofpoint.com/v2/url?u=http-3A__bit.ly_fstutinfograph&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=bGt0qa08y6lpF1cQhSTNb4upO0IKznRvTxhpbTu_fE4&s=rUOKsR8x2be2sNIn_aVPzEwMSJiZ8TWIC0CrT38zgEQ&e= Visits Dashboard: https://urldefense.proofpoint.com/v2/url?u=http-3A__bit.ly_TuVisits&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=bGt0qa08y6lpF1cQhSTNb4upO0IKznRvTxhpbTu_fE4&s=oF-IE7grJ5Nc--v63GXMllzgNvS2TP0wVN_KZ6M7j-8&e= *Ideation *|| *Restorative *|| *Relator *|| *Learner *|| *Belief* On Mon, Dec 3, 2018 at 10:23 AM Debbie Malewicki < [log in to unmask]> wrote: > Hi Michele, > > I require two letters of reference. If the student is tutoring a core > course, I want to hear from two distinct faculty about the student's > performance and interactions with classmates as their program progresses > and their skills and maturity levels develop as it's unlikely that this > student has taken more than one course with the same faculty member in this > situation, especially since, as you mentioned, most institutions are > staffing their freshman level courses with adjuncts. > > For a student supporting a subject in which they are majoring or minoring, > I'd be more inclined to go with a single letter of reference if that > professor has taught the student for more than one semester and knows them > sufficiently. > > Where a second letter of reference is meaningful to me in the latter > context stems from the reality that these students are often tutoring more > than one subject for me. Therefore, I ask for one letter per discipline, > e.g ., a psychology tutor may also want to support statistics. > Consequently, I want one letter from a statistics faculty member, even if > it's psychology statistics, and another from a general psychology faculty > member. In another scenario, someone may be supporting math and chemistry, > and I want to see that there is faculty support for that student in each > area. > > While it has not happened often, there were three or four times during my > nine years in my last position in which faculty disagreed with hiring the > student while a second faculty member supported the application. (In all > but one of those cases, the faculty member writing the supporting > application barely knew the student and was doing it just because the > student asked.) > > As a side note, I require my professional tutors to also provide two > letters of reference. I've been asked to provide two to three letters of > reference for every position professional position I've worked, so it seems > reasonable to continue that process as it gives me a more holistic sense of > the applicants' strengths and abilities. > > Sincerely, > Debbie Malewicki, M.A. > President > Integrity 1st Learning Support Solutions, LLC > www.Integrity1stLSS.com > Email: [log in to unmask] > Cell: (475) 238-5635 > Office: (203) 800-4100 > > On Dec 3, 2018 12:56 PM, Michele Doney <[log in to unmask]> > wrote: > > Dear all, > > > > Regarding faculty recommendations, I’m interested in hearing more from > folks who require more than one of these per applicant. Specifically, if > you require more than one, why do you do that, and do you have any evidence > that it leads to better hiring decisions and better tutoring? > > > > The reason I ask is that I have just decided to switch from two faculty > recommendations to one. Here’s why: In my previous job, we only required > one faculty recommendation (and no content testing). In nine years of > doing it that way, I almost never made a bad hire, and I had plenty of > evidence that my center’s tutoring was of very high quality. In my current > job, I have so far continued my predecessor’s practice of requiring two > recommendations, and so far I have never seen two recommendations for a > single student that differed in any way that was both meaningful and likely > to affect the hiring decision for that applicant. I asked my staff (who > had been doing it this way for a while under the previous director) if they > could provide even one example of an applicant for whom the decision to > hire or not hinged on the content of the second recommendation. They could > not recall even a single example. I finally concluded I was creating twice > the work for faculty for what appeared to be no good reason, and I was also > making it harder for students to complete their applications, especially > since so many of the faculty teaching courses we tutor are adjuncts who are > often difficult to reach after the semester ends. > > > > Does anybody have evidence that requiring two leads to better hiring > decisions and better tutoring than requiring only one and is therefore > worth the extra trouble? I feel confident that I’m making the right > decision here, but I’m definitely open to hear evidence to the contrary! > > > > Michele > > > > > > Michele Costabile Doney, M.S.Ed. > > Director, Student Academic Consulting Center & Immersion Programs > > NCLCA Learning Center Leadership Certification Level Three > > Baruch College, CUNY > > 55 Lexington Avenue, Box B2-116 > > New York, NY 10010 > > [log in to unmask] > > 646-312-4833 > > > > [image: cid:[log in to unmask]] > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.facebook.com_SACC.Baruch_&d=DwMFAg&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Be2zCfzj5hA1QJUKvFR663apHEfRuDJjxQ8l_7qjUak&s=_P4nnmC7jgmCX1f4EMrF8BuIZLDuTek4JKNGaSGKkCg&e=>[image: > cid:[log in to unmask]] > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.instagram.com_sacc.baruch_&d=DwMFAg&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Be2zCfzj5hA1QJUKvFR663apHEfRuDJjxQ8l_7qjUak&s=gz08x-w84hSQqteIJ5pGnFLItSFbfkQSQw-2ECsVEYU&e=> > > > > > > > > *From:* Open Forum for Learning Assistance Professionals < > [log in to unmask]> *On Behalf Of *Debbie Malewicki > *Sent:* Thursday, November 29, 2018 2:26 PM > *To:* [log in to unmask] > *Subject:* Re: Content-Specific Screening for Hiring Tutors > > > > Hi Katie, > > > > Welcome! I'm going to respond using the system I developed in my last > position as a university director. Our program is CRLA Levels I, II, and > III certified and earned some fantastic results over the years. > > > > I'm a huge fan of a multi-modal approach that includes content testing for > core subject areas such as math, English, physics, and chemistry. > > > > Before we hit the interview, I want to see: > > - a 3.4 or higher cumulative GPA > > - a consistent record of successful learning with an A- or higher in at > least two courses in the subject (We accepted a high B for Organic > Chemistry II with faculty approval.) > > - a letter of reference from two faculty for core subjects or one from > each of two faculty for non-core disciplines that can be one per discipline > if they want to support multiple > > - a thoughtful and reasonably well proofread and articulate cover letter > and resume, as well as a good job filling out our standard application and > availability form > > > > Students who are invited to interview used to talk with me first, but we > found that so many of them failed the content questions that it was a waste > of my time. For students who are supporting core courses, they answer a > series of questions from fundamentals through sophomore-level courses. They > are able to earn partial credit, and our assessors, who are professional > tutors who typically have taught at the University, are clear in their > assessments when the student made one error and set off a chain reaction as > a result. In other words, they determine if the student followed the right > process even if one or two answers are off. > > > > Students who score in about the 90th percentile or higher proceed right to > the interview. Students who do not then meet with their assessor to walk > through their answers. If they're close to the score we want and the > assessor realizes that the applicant quickly caught their own error and ran > with it, we move them forward. If not, and their responses are promising, > they are given a week or two to study and review key elements that the > assessor recommends before retesting. Part of the meeting with the assessor > also allows them to play out a bit of a mock tutoring session with the > applicant to see how well they are able to explain the material. > > > > Our interview consists of an explanation and overview of the services we > offer, how we function as a department with an emphasis on the > metacognitive approach, how we focus on concepts and processes without > specifically talking about assigned problems, and then gives the candidate > the opportunity to sell him or herself if they see themselves as a good fit > at that point. The last hour is a series of sample scenarios they may > encounter on the job and how they would deal with them. > > > > I do strongly support content testing for core subjects. The reality is > that, in my experience, the majority of students and some professionals > cannot pass them coming in even if they did well in the class. Being able > to earn a good grade by studying material currently in front of you is not > the same as proving that you've retained and are able to apply that > information a year or two or even three later. For professionals, they may > have aced the class years ago as a student but not taught that particular > course and need to brush up. > > > > Insofar as tutors for non core courses, I am much more inclined to rely on > faculty recommendations because these are typically majors or minors where > the student has worked with the same faculty member term after term and the > faculty member has often observed how that student interacts with their > peers and an ability to provide assistance. It's unusual for me to hire > somebody as a tutor in a major or minor unless they've completed at least > three semesters at the institution, which has given them the opportunity to > come to know faculty pretty well. > > > > English/writing tutors, incidentally, need to review a timed essay written > by a student, make notes, prioritize areas of weakness, and then conduct a > mock tutoring session that allows me to see that they are not proofreading > or editing for the student but able to help the student identify and learn > to independently correct their weaknesses and guide the student through > developing their own ideas and learning how to document. > > > > Our foci are on creating independence in the learning process and helping > the students understand and develop approaches to learning the material > that are optimal to them. I know what I'm describing is a long and detailed > process, but it generally yields excellent staff who are not only prepared > for but often excited about beginning CRLA Level I training when they join > us. > > > > Sincerely, > Debbie Malewicki, M.A. > President > Integrity 1st Learning Support Solutions, LLC > www.Integrity1stLSS.com > <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.Integrity1stLSS.com&d=DwMFAg&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=Be2zCfzj5hA1QJUKvFR663apHEfRuDJjxQ8l_7qjUak&s=7ut-jZfXG_Q7MteBZSPBkyI9llWIwP6YncybHhwfPwc&e=> > Email: [log in to unmask] > Cell: (475) 238-5635 > Office: (203) 800-4100 > > > > On Nov 29, 2018 10:59 AM, Katie Pierce <[log in to unmask]> wrote: > > Hello all, > > > > I am brand new to this listserv, so I apologize if this question has > already been asked. I'm also very new to my position with tutoring > services, so I'm hoping for some input regarding a request we've recently > had from one of the academic colleges on our campus. They have requested > that we work with instructors of courses to create a comprehensive > content-specific quiz for each course that potential tutors would need to > pass before being hired as a tutor for that course. Our current hiring > requirements are that the student must have earned an A or B in the course > (taken at our university) and must have an overall 3.0 GPA or better. I am > wondering if anyone else screens applicants using a content-specific quiz. > If so, I'd be interested to know the logistics of how you make that work. > If not, I'd be interested in knowing what requirements you are using to > determine if the applicant has a high enough level of content-specific > knowledge. > > > > Again, I'm new so I'm not even sure how replying to this message works, so > I'll include my email: [log in to unmask] > > > > Thank you for your time and consideration! > > > > Katie Pierce > > Interim Managing Director > > Academic Achievement Center Tutoring Services > > Kansas State University > > 103 Holtz Hall | 785-532-5703 > > > > > > > > > > ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to > change your subscription options (including subscribe/unsubscribe), point > your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To > contact the LRNASST-L owner, email [log in to unmask] > > ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to > change your subscription options (including subscribe/unsubscribe), point > your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To > contact the LRNASST-L owner, email [log in to unmask] > ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to > change your subscription options (including subscribe/unsubscribe), point > your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To > contact the LRNASST-L owner, email [log in to unmask] > > > ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to > change your subscription options (including subscribe/unsubscribe), point > your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To > contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]