EMBEDDING TUTORING

The Learning Center’s Embedded Tutoring Program

The Learning Center's Embedded Tutoring Program provides faculty with the opportunity to integrate a student tutor seamlessly into their course, providing just-in-time support for their students. Embedded tutors are trained through the Learning Center and mentored by their instructors to provide academic support for the students in the instructor's sections. While they are not TAs who can help with grading, fetch laundry from the dry cleaners, or assume teaching responsibilities, embedded tutors provide synchronous and/or asynchronous tutoring and mentorship to students in your sections. It does require a time commitment on the part of the faculty mentor and the tutor, but survey data indicate faculty, tutors, and students value the program.

Usually, faculty find a prospective candidate from one of their classes. You want a compassionate, capable student who has the time, inclination, and interest to take on this work. Don't just look for A+ students; star students aren't always the best tutors. Some of our best tutors have been B+ students who care about learning and know how to engage peers in conversation! Most importantly, can you see yourself working with this student? This will be a close mentorship.

We are not accepting new applications for Winter 2025. Only returning tutors work during the intersessions.

Spring 2025, faculty (new or returning) complete the declaration of interest form below express interest by Friday, January 17th. New students tutors apply below by Friday, January 17th. (Returning tutors do not need to submit a new application.)

If you'd like to mentor a student in English but do not have a student in mind, complete the declaration of interest form and type "N/A" in the field assigned to the student's name. We will try to match you with an excellent tutor.

Shant will return to the office on January 6th and

will contact prospective tutors and faculty mentors after this date.

New tutors should expect to complete online, asynchrous training before beginning in the spring.

Instructors new to the program should expect to complete online, asynchronous training before beginning in the spring.

What is a tutor?

A tutor’s primary objective is to engage in a genuine dialog with students in which each party contributes meaningfully and equally to a mutually enriching conversation that challenges both the tutor and tutee to negotiate – on a regular basis – their understanding of each other’s expectations and goals and the outcomes of their collaboration. In this process, the tutor empowers the tutee to become an independent learner. This requires flexibility, creativity, and an appreciation for the benefits and potential outcomes of conflicting opinions. In short, tutors do not grade, proofread, or edit papers or homework; they enable maturing learners to make informed decisions about their own work.

Are there any restrictions?

Of course, common sense prevails here. The tutors may not do work for which you are being compensated (i.e. lecture, grading, etc.). They are not permitted to run errands for you; keep or access confidential student records, such as gradebooks, attendance rosters, or personal emails; and they cannot conduct formal evaluative or administrative functions not sanctioned by the college, such as student evaluation oversight.

Why should I host an embedded tutor in my classroom?

Secure a teaching partner who can help both during and after class
Mentor an aspiring or budding professional
Provide extra support to those students who need or want it
Save time and energy by capitalizing on the support an embedded tutor can provide

What are the benefits for those who choose to tutor?

A part-time job ($16/hr) that fits into your schedule and prioritizes your studies
Practice in the subject area or skill (one learns by teaching)
Valuable experience working with people (and a great entry for their resumes and college applications)

How will this help students?

Achieve higher retention and success rates
Provide models of proximal ability and potential
Foster a culture of learning through ancillary resources
Develop a more nuanced understanding of how students relate to large institutions where many of them have been historically underrepresented
Empower students with options and alternate routes to success

What are the requirements?

The Learning Center requires all tutors to meet certain criteria:

Have at least a 3.0 GPA (to ensure that tutoring does not compromise their educational pursuits)
Be recommended by an instructor
Receive an A/B in classes they wish to tutor
Observe one to two tutoring sessions
Be observed for a tutoring session
Complete a tutor training program

Why are prospective tutors required to complete a tutor training seminar?

Even though students may have mastered a specific subject area, they will still need to develop other skills to ensure they will be effective tutors. The seminar (most of which is online) will teach tutors the following:

How to promote independent learning and set boundaries with students
How to be respectful of individual differences within students (including cultural)
How to recognize learning styles & possible learning obstacles and strategies to address those
How to motivate students
How to help students manage complex assignments
How to listen well and prioritize
Content-specific tips (for tutoring writing or math or science)
Business/work protocols and how to work in a team environment

To participate, faculty must recommend their student and have the prospective embedded tutor complete an application, if they have not done so already. All training is asynchronous.

FACULTY RECOMMENDATION / DECLARATION OF INTERST IN MENTORING A NEW OR RETURNING EMBEDDED TUTOR

EMBEDDED TUTOR APPLICATION

Once your embedded tutor is in your class, you should plan regular meetings, observations, and mentoring.