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- W156857185 abstract "In recent years, several institutions have recognized this problem and have mad,: available professionally and peer staffed tutoring centers. The university where I teach was advantaged by a Title III grant and set up such a service 11 years ago. Our tutoring center required students to make an appointment, register for a tutor, and come to a central location for group or individual tutoring. For aware, self-motivated students, this seemed to work fairly well; however, we found that less motivated and less self-aware students, who were genuinely in need of help tended not to present themselves at the tutoring center for needed assistance. This circumstance, involving student retention, came to the attention of our enrollment management administrator.(1) He called a meeting of faculty to discuss the perceived problem and asked for suggestions in solving it. Among several potential ideas came one that has emerged as popular and reasonably successful. A description of that idea follows. Volunteer core course professors were asked to self select students who have taken specific core courses(2) from the selecting professors in recent years to be in-class tutors.(3) These individuals are to: (a) sit in on all class sessions, (b) take notes as if they were students in those classes, (c) ask questions likely to be ones thought about by reticent students when others are not asking such questions, (d) take class attendance and call absentee students at their home/dorm, (e) make study guides for students, (f) hold periodic review sessions, (g) with time available, hold group and individual tutoring sessions, and (h) meet weekly with the professor to share insights and perceptions of student progress. Class tutors are not to be asked to: grade assignments, be left to manage class by themselves, or be involved in classroom management or student evaluation. In addition, truly underprepared, overloaded, or otherwise distressed students can be detected, diagnosed, and prudently advised to withdraw from courses in which they show little or no promise of succeeding in. The two minds/eyes/ears rather than one approach aids in spotting at-risk students and saves them from imminent disaster. Class tutors are paid for their work at prevailing student worker rates including the times for class attendance, tutoring, and preparation time. Up to now, six tutors have been funded for approximately 100 hours of work each per semester. Classes in Art, Biology, Communication, History, Math, Psychology, and Sociology have had class tutors.(4) The program is in its fourth term. …" @default.
- W156857185 created "2016-06-24" @default.
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- W156857185 date "1999-12-22" @default.
- W156857185 modified "2023-09-26" @default.
- W156857185 title "In-Class Tutoring Provides Vital Assistance to In-Need Students" @default.
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