program‟s details: stage: new itpc program application packet · training/supervisi ng other...

1st Stage: New/Rejoin ITPC Program Certification Application Packet Rev. 3/6/2010

READING • LEARNING ASSISTANCE • DEVELOPMENTAL EDUCATION • TUTORING • MENTORING

*Program‟s Details:

1st Stage: New ITPC Program Application Packet

1. Training Program and Institution Details for Certification:

Institution Name: Florida Atlantic University

Program Name: Supplemental Instruction

Program’s Webpage URL Address Link: www.fau.edu/si

Program’s Complete Mailing Address: Florida Atlantic University, Center for Learning And Student

Success (CLASS), Supplemental Instruction, 777 Glades Road, SU 80, Room 130

City, State/Provence, Zip/Postal Code: Boca Raton, Florida, 33431

Name(s) of the Primary & Other Contact Person(s) & their Position Title(s):

1) _ Dr. _ Mr. X Ms. : Angelica Nevin

2) X Dr. _ Mr. _ Ms. : Jennifer Bebergal

3) _ Dr. _ Mr. _ Ms. :

Email Address(s): [email protected], [email protected]

Voice Phone #: 561-297-0906

Fax Phone #: 561-297-2151 2. Optional questions used only for statistics & demographic research by other CRLA members:

Primary Contact is a CRLA Member: __ Yes X No Type of Institution: _ 1 yr _ 2 yr Fr-Sph _ 3-4 yr Jr-Sr X 4 yr Fr-Sr _ Bus _ Other

Funding Source: X Public _ Private _ Business _ Other (specify): ___________________

3. Certification Level(s) requested using this application: (Mark an “X” for each level requested.)

(Fees can be combined if you are also applying now to add this level(s) to your current certification)

X Level 1 / Certified Tutor (1 year certification)

X Level 2 / Advanced Certified Tutor (1 year certification)

X Level 3 / Master Certified Tutor (1 year certification)

4. Non-refundable Fee for application(s) for the SAME PROGRAM, submitted together (effective 7/1/09):

(Fees can be combined if you’re now also submitting another appl. to add a new level(s) to your current certification.)

If submitting an online application is a problem, contact Rick Sheets at: [email protected] .

Fee schedule for online and paper applications is also listed on the “Instructions” pages of this application.

http://www.crla.net/itpc/application_process.htm (Always verify current fees on our website.)

mailto:[email protected]



http://www.crla.net/itpc/application_process.htm


5. Email Application Packet file to ONLY : [email protected] (only email address that can receive large files)

[Note: Name your email “Subject:” field using this format. These “*Program Details” expedite processing.]

Country,StateAbbrev,InstName,Campus,City,PrgrmName-Levels,N(new)/RR(renew)/RC(recert),part 1 (pt1,pt2,…)

Sample: USA, ZZ, Sample U., Zville Campus, Zville, Learning Assistance Center – L123, N, pt 1

________________________________________________________________________________________

6. “BRIEF PROGRAM OVERVIEW” FOR THE LEVELS REQUESTED ON THIS APPLICATION This Document is available on our website. Document name “Program Overview”

________________________________________________________________________________________

7. Summary Chart(s) of Tutor Training Topics, Materials, & Documents / Files used for Each Level on

This Application. The chart(s) gives the reviewers a brief “snap-shot” of your program, before you present your more detailed explanations and documentation of your program. Use the table headings listed in the sample charts below to create a chart of topics, materials, and documents used in your tutor training program for each level requested on this application.

7.1 LEVEL I: TOPICS, MATERIALS, AND DOCUMENTATION

(SUMMARY CHART)

Topic When Covered

Amount of time

Methods Materials Used/ Documentation

Definition of

Tutoring and

Responsibilities

Pre-Term

Training

45 min. Individual Reading and

Reflection, Group

Discussion

UMKC Leader Guide (pp.10-13 & 28)

PDF file pp. 2-5 & 25

Basic Guidelines

Do‟s & Don‟ts

Pre-Term

Training

1.5 hours Individual Reading and

Reflection, Group

Discussion

UMKC Leader Guide (pp. 12-13)

PDF pp. 4-5

Techniques:

Beginning &

ending session

Pre-Term

Training

1.25 hours Individual Reading and

Reflection, Group

Discussion

UMKC Leader Guide (pp. 29, 34-35, 53-

65, 72)

PDF pp. 13,18-19,26-39

Adult Learners Blackboard

Module

2-3 hours

Individual Reading and

Reflection, Group

Discussion

Andragogy and Self-Directed Learning:

Pillars of Adult Learning Theory

Sharan B. Merriam

Assertiveness/Han

dling Difficult

Situations

Pre-term and

in-service

1 hr.

Group Discussion UMKC Leader Guide (pp. 16-23, 29-30)

PDF pp. 6-11, 13-14

Role Modeling

All Trainings

(Pre-term, in-

service and

Blackboard

modules)

1.5 hrs.

Individual Reading,

Reflection, Group

Discussion and

individual meetings with

supervisors

It is our program‟s goal to tie appropriate

role-modeling into every discussion,

reading and interaction. As SI leaders, our

group is expected to be a model peer in

all respects. Personal examples are used

whenever possible.

Setting

Goals/Planning

Pre-term

training

Homework, in-

service

1 hr. Personal reflection,

group discussion and


supervisor(s)

Parameters are set on the agenda of our

pre-term training. Goals are tied to past

participation trends for individuals

(attached).

Communication

Skills

Pre-term and

in-service, on-

1 hr. Ice-breakers, group

discussions, etc.

Document: Ice-breakers

Peer and Supervisor Evaluations



going

Oral: Introductions to

class, observed by

supervisors and team

members.

Written: Guide to a well

written email, handouts,

etc.

Active Listening

and Paraphrasing

Blackboard

Module, pre-

term training,

on-going

2 hrs. Individual Reading,

Reflection, Group

Discussion, Redirection

of questions

Active Listening

Rogers, C. and Farson, R.E.

“Whose Line is it Anyway?” Activity

Referral Skills Pre-term 30 min. Supervisor led

discussion

Document: University Resource List

Study Skills All Trainings

(Pre-term, in-

service and

Blackboard

modules)


Reflection, Group

Discussion and


supervisors

UMKC Leader Guide (54-87)

PDF pp. 27-58

Top 25 ways to weave in study skills

Critical Thinking

Skills

Blackboard

Module


Reflection, Group

Discussion

Collaborative Learning Enhances Critical

Thinking. Gokhale, A.A.

Ethics,

Philosophy,

Harassment and

Plagiarism

All Trainings

(Pre-term, in-

service and

Blackboard

modules)


Reflection, Group

Discussion and


supervisors

University Honor Code

7.2 LEVEL II: TOPICS, MATERIALS, AND DOCUMENTATION

(SUMMARY CHART)

Topic When Covered

Amount of time


Probing Questions Pre-Term and

in-service

1.5 hr.

Group Discussion, Role-

playing

UMKC Leader Guide (all presented as

such)

“Whose line is it anyway?” activity

Leading by example

Cultural Awareness

and Diversity

Pre-term, in-

service,

Blackboard

2.5hrs.

Supervisor led

discussion, guest

speaker, reflection, role-

playing, Blackboard

Module Documentation

Expertise of guest speaker from Office

for Students with Disabilities

Leader discussion of diversity

Discussion of diverse populations at FAU

Identifying and

using resources

Pre-term 30 min. Supervisor led

discussion

Document: University Resource List

(located in „Informational pages)

Specific

Skill/Subject Areas

Pre-term, in-

service,

professor

office hours

3 hrs.

Individual Reading,

Reflection, Group

Discussion and


supervisors and

professors

Past session plans, current and past

textbooks, weekly scheduled meetings

with professor(s), weekly attendance at

lecture

Assessing or

Changing Study

Pre-term and

In-service and

2-3.5 hrs.

Supervisor led

discussion, reflection,

UMKC Leader Guide (pp. 31, 35, 49-51,

53-87) PDF pp. 15,19,22-24,26-64)


Habits

Blackboard

Modules

role-playing

Encouraging Student Success: The

Instructional Challenges, Response

Strategies, and Study Skills of

Contemporary Undergraduates

Kuo, J., Hagie, C. & Miller, M.T.

Staying Motivated

Blackboard,

Individual

meetings for

follow-up

2 hrs. Reflection, Group

Discussion and


supervisors

Quotes from past members, motivational

primer from supervisor, group sharing of

coping and time management strategies

from fellow leaders.

7.3 LEVEL III: TOPICS, MATERIALS, AND DOCUMENTATION

(SUMMARY CHART)

Topic When Covered

Amount of time


Target Population

Dealings

Pre-term and

In-service

2 hrs.

Individual Reading,

Reflection, Group

Discussion and


supervisors and

professors

UMKC Leader Guide (pp.10-11,18-19,

30-33, 49-51)

PDF pp. 2-3,8-9,14-17,22-24

Weekly scheduled meetings with

professor(s)

Discussion with leader team at monthly

meetings

Role of Learning

Centers in Higher

Ed.

Blackboard

Module

2 hrs.

Individual Reading,

Reflection, Group

Discussion

Educational Outcomes of Tutoring: A

meta-analysis of Findings. Cohen, P.A.,

Kulik, J.A., Kulik, C.C.

The Effectiveness of Peer Tutoring in

Further and Higher Education: A

Typology and Review

of the Literature. Topping, K.J.

Structuring the

Learning

Experience

Pre-term and

In-service

1.5 hrs.

Pre-term training is

structured in the SI

model fashion with

opening, closing and

content techniques.

UMKC Leader Guide (pp. 12-

13,1819,29-35,49-51)

PDF pp. 4-5,8-9,13-19,22-24

Scheduled meetings with supervisor(s)

Training/Supervisi

ng other tutors

Individual

meetings with

supervisor

2.5 hrs.

Discussion, reflection,

role-playing

Peer Observation Sheet

Supervisor Evaluation Sheet

Group

Management Skills

Pre-term and

In-service

1.5 hrs

Individual Reading,

Reflection, Group

Discussion and


supervisors and

professors

UMKC Leader Guide

Theory and

Practice

Blackboard

Module

2 hrs.

Individual Reading,

Reflection, Group

Discussion

Four Twentieth Century Theories of

Education. Kneller, G.F.


________________________________________________________________________________________

8. “DOCUMENT BIBLIOGRAPHY” FOR THE LEVELS REQUESTED ON THIS APPLICATION This document is located on our website. Document name “Training Syllabus”

________________________________________________________________________________________ 9. VERIFICATION OF YOUR TUTOR TRAINING PROGRAM

9. (Parts A-F) Questions on Certification Requirements for Each Level

9-A.1: Level 1 (L1)

1. Number of hours for Level 1: 18.5-19.5 [Minimum required: 10 hrs total.] (a minimum of 10 cumulative hours of tutor training).

2. The requirements of Level 1 are: __ Met or X Exceeded

3. The 1st set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):

4. The method(s) we use to track/document our training sessions is: Through the SI Leader Training

Syllabus. Meeting requirements are signed and dated for each level.

5. Our tutor training is done as a: __ Course X Non-Course __ Other (specify):

6. Documentation: All documents on our website for level one certification will verify:

a. how our program has “Met” at least the minimum requirements, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-A.2: Level 2 (L2)

1. Number of hours for Level 2: 11.5-13 [Minimum required: 10 hrs total beyond the 10 hrs minimum for L1]

(a minimum of 20 cumulative hours of tutor training). 2. The requirements of Level 2 are: __ Met or X Exceeded

3. The 2nd set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):



5. Our tutor training is done as a: __ Course X Non-Course __ Other (specify):

6. Documentation: All documents on our website for level two certification will verify: a. how our program has “Met” at least the minimum requirements, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-A.3: Level 3 (L3)

1. Number of Hours for Level 3: 11.5 [Min. required: 10 hrs total beyond 10 hrs L1 min. & 10 hrs L2 min.] (a minimum of 30 cumulative hours of tutor training).

2. The requirements of Level 3 are: __ Met or X Exceeded

3. The 3rd set of Tutor Training Sessions is done in: __ Quarters X Semesters __ Other (specify):



5. Out tutor training is done as a: __ Course X Non-Course __ Other (specify):

6. Documentation: All documents on our website for level three certification will verify:

a. how our program has “Met” at least the minimum requirements, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.


9-B. Mode of Tutor Training for Each Level Applied for on This Application [within min. # of hrs listed]

9-B.1: Level 1 (L1):

Pre-requisite: No prior CRLA tutor training or certification is required to begin L1 Tutor Training.

1. Describe the training modes used for training Level 1 tutors.

L1 Requirements: a min. of 6 hours of training, and MUST use all 3 of these training components:

a) Tutor-trainer supervised, b) Interactive, and c) Live / Real-time training.

Our training incorporates each of the required modes (tutor-trainer supervised, interactive, and live /

real-time training. We also use online discussions through Blackboard.

2. Describe the training forms used for training Level 1 tutors. (Varied formats are recommended.)

Our program uses multiple training methods. Pre-term training, interactive, supervisor led with veteran leader-led activities and

University guest speakers. In-service team meetings and trainings (supervisor led) In-service team meetings and trainings (veteran leader-led) face-to-face individual and group discussions with peers and supervisors On-line open-forum discussions with peer leaders and supervisors Guided Blackboard modules peer leaders and supervisors focusing on topics of interest

3. Describe the main delivery medium(s) used for any remaining training time for Level 1 tutor training.

As with all levels, our training mediums vary greatly for each topic covered. Our attempt is to reach each individual in a meaningful way, regardless of learning style.

4. The requirements of Level 1 are: __ Met or X Exceeded 5. Documentation: All documents on our website for certification will verify:

a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and, b. how our program documents that we have met this requirement, through our tutor training syllabus being signed and dated by authorized personnel c. these documents/files are included within the “8. Document Bibliography” of this appl.

9-B.2: Level 2 (L2):

Pre-requisite: Tutor MUST complete L1 Certification Requirements prior to beginning L2 training.




Our training incorporates each of the required modes (tutor-trainer supervised,

interactive, and live / real-time training. We also use online discussions through

Blackboard.







4. The requirements of Level 2 are: __ Met or X Exceeded 5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:

a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-B.3: Level 3 (L3):

Pre-requisite: Tutor MUST complete L1 & L2 Certification Requirements prior to beginning L3 training.




Our training incorporates each of the required modes (tutor-trainer supervised, interactive, and live /

real-time training. We also use online discussions through Blackboard.






4. The requirements of Level 3 are: __ Met or X Exceeded 5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:

a. how this minimum is at least “Met” (including samples of training materials, logs, etc.), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-C. Areas/Topics to be Covered in Tutor Training for Each Level Applied for on This Application: Answer questions 1-3 for each level you have requested. Each level lists the minimum topics that are required for completion of that level. The exact amount of time devoted to each topic may vary.

9-C.1: Level 1 (L1): a min. of eight (8) of the following 15 listed topics must be covered in Level 1 training. 1. Mark an “X” by the eight (8), or more, topics you cover in your Level 1 Tutor Training, and

X Definition of Tutoring and Tutor Responsibilities X Basic Tutoring Guidelines, and/or, Tutoring Do's, and/or, Tutoring Don'ts X Techniques for Successfully Beginning and Ending a Tutor Session X Adult Learners, and/or, Learning Theory, and/or, Learning Styles X Assertiveness, and/or, Handling Difficult Students X Role Modeling


X Setting Goals, and/or, Planning X Communication Skills X Active Listening and Paraphrasing X Referral Skills X Study Skills X Critical Thinking Skills X Compliance with the Ethics and Philosophy of the Tutor Program, and/or, Sexual Harassment, and/or, Plagiarism _ Modeling Problem Solving _ Other (please specify): ____________________________________________________

2. Indicate if you have met or exceeded the minimum of 8 of these specific topics listed above. The Level 1 requirements are: __ Met or X Exceeded

3. Documentation:

UMKC Leader Guide: Abridged version for FAU purposes

Informational pages

Ice-Breakers, Warm-ups, etc.

In-Service Trainings

Adult Learners

o Readings

o Prompt

o Discussion

Active Listening

o Readings

o Prompt

o Discussion

Critical Thinking

o Readings

o Prompt

o Discussion

Ethics and Philosophy

o Readings

o Prompt

o Discussion

9-C.2: Level 2 (L2): In addition to reviewing the topics covered in Level 1 Training, a minimum of an

additional four (4) or more of the following 8 listed topics must be covered in Level 2 training. 1. Complete the “*Required Review of Level 1 topics covered during Level l training”, and, also

mark an “X” by the additional four (4), or more, topics you cover in your Level 2 Tutor Training: X *Required Review* of Level 1 topics covered during Level 1 training (*required topic) X Use of Probing Questions _ Brain Dominance Learning X Cultural Awareness and Inter-cultural Communications, and/or, Diversity X Identifying and Using Resources X Tutoring in Specific Skills, and/or, Tutoring in Specific Subject Areas X Assessing or Changing Study Behaviors X Other (please specify): __Staying Motivated_________________ _ Other (please specify): ____________________________________________________

2. Indicate if you have met or exceeded these minimum of 5 topics (L1 review + 4 others) listed above. The Level 2 requirements are: __ Met or X Exceeded

3. Documentation: these clearly titled documents/files (with page numbers specified) will verify:


a. how this minimum is at least “Met” (including samples), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

[Example: Use of Probing Questions: see the “Tutor Training Syllabus, pp. 6-7”]


Informational pages

Study Skills

Keeping the Fire Lit: Staying Motivated!

o Readings

o Prompt

o Discussion

Redirecting questions activity

9-C.3: Level 3 (L3): In addition to reviewing the topics covered in Levels 1& 2 Training, a minimum of an

additional four (4) or more of the following 8 listed topics must be covered in Level 3 training:

1. Complete the “*Required Review of Level 1 & Level 2 topics covered”, and, also

mark an “X” by the additional four (4), or more, topics you cover in your Level 3 Tutor Training:

X *Required Review of Level 1 & Level 2 topics covered in Level 1 & 2 training (*required topic)

_ Self-regulating Learning, and/or, Brain Learning, and/or, Memory

X How to Tutor, and/or, How to Deal with Target Populations

X The Role of Learning Centers in Higher Education

X Structuring the Learning Experience

X Training and Supervising Other Tutors (Supervisory Skills)

X Group Management Skills (Group Interaction and Group Dynamics)

X Other (please specify): Theory and Practice

2. Indicate if you have met or exceeded these min. of 5 topics (L1 & 2 review + 4 others) listed above.

The Level 3 requirements are: __ Met or X Exceeded

3. Documentation:


In-Service Trainings

Role of a Learning Center in Higher Education

o Educational Outcomes: Meta-Analysis

o The effectiveness of peer tutoring

Theories

o Readings

o Prompt

o Discussion

9-D. Required Tutoring Experience in Tutor Training for Each Level Applied for on This Application: Each Level requires a minimum of 25 hours of actual tutoring time. [25(L1) + 25(L2) + 25(L3) = 75 total hrs.]

1. Explain how you track your tutors’ actual tutoring experience.

Sign-in sheets are used at both SI sessions and at office hours. On website as „Session

attendance recording forms‟ Attendance is entered into a database, which is tallied

every other week.

2. Indicate if you have “Met” or “Exceeded” the minimum of 25 hours of actual tutoring time per level.


Our leaders typically exceed the minimum. With an entire semester of employment, all leaders receive at least the minimum contact hours for certification.

3. List each clearly titled attached document sample (with page numbers specified) to confirm compliance.

On website as „Session attendance recording forms‟ Attendance is entered into a

database, which is tallied every other week.

4. Documentation: these clearly titled documents/files (with page numbers specified) will verify: a. how this minimum is at least “Met” (including samples), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl. [Examples: “Tutor Time log for John Public tutoring student Mary Doe, p.10”, or “Tutor-Track printout.]

9-D.1: Level 1 (L1): Required: a minimum of 25 initial hours of actual tutoring experience for Level 1.

1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:


attendance recording forms‟ Attendance is entered into a database, which is tallied every

other week.

2. The requirement of 25 hours of actual tutoring experience for Level 1 is: __ Met or X Exceeded 3. These are examples of our tutor tracking documentation:



Spot-checks for attendance accuracy (dropping in on sessions and during leader office

hours to „count heads‟).

4. Documentation: Session attendance recording forms

9-D.2: Level 2 (L2): Required: a minimum of 25 additional hours of actual tutoring experience, after the completion of the Level 1 requirements [25 hrs (L1) + 25 hrs (L2) = 50 cumulative hours]. 1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:


attendance recording forms‟ Attendance is entered into a database, which is tallied

every other week.







9-D.3: Level 3 (L3): Required: a minimum of another 25 added hours of actual tutoring experience, after the completion of the L1 & L2 requirements [25 hrs (L1) + 25 hrs (L2) + 25 hrs (L3) = 75 cumulative hrs]. 1. The tracking method(s) we use to track our tutors’ actual tutoring experience include the following:


attendance recording forms‟ Attendance is entered into a database, which is tallied every

other week.








9-E. Required Tutor Selection Criteria for Each Certification Level Applied For on This Application.

9-E.1: Level 1 (L1): Describe below how your program completes the tutor selection criteria requirements:

1. The Step 1 interview option(s) we use for L1 tutor selection, and how we use them, are: All interviews are supervisor constructed and led. Other members of our team are always encouraged to participate. Interview type 1: All applications have a mandatory field for a endorsement from a faculty member. When the potential leader is in consideration, we send an email to the referenced faculty member and/or the current faculty member for verification of endorsement. Faculty members are also invited to take part in the actual face-to-face interview of leaders. Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of potential leaders each semester.

2. The Step 2 knowledge verification means we use for L1 tutor selection, and how we use them, are: All potential leaders must have received at least an „A-‟ in the course they are applying for. Applicants must also maintain at least a 3.0 institutional GPA for consideration. Life experience is taken into account, but is not a mandatory prerequisite of employment with CLASS.

3. The requirements of Level 1 tutor selection are: __ Met or X Exceeded 4. Here are clearly titled document samples (with page numbers specified) to confirm compliance.

First leader recruitment email template

Second leader recruitment email template

Application for new leaders

Applications for returning leaders

Faculty feedback request for current applicants

Group interview agenda

Group interview questions

Notification of ‘alternate’ status

Employment offer template

Leader Contract and confidentiality statement

5. Documentation: these clearly titled documents/files (with page numbers specified) will verify:


9-E.2: Level 2 (L2): Describe below how your program completes the tutor selection criteria requirements: [not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.] 1. The Step 1 interview option(s) we use for L2 tutor selection, and how we use them, are:

All interviews are supervisor constructed and led. Other members of our team are always encouraged to participate.


Interview type 1: All applications have a mandatory field for a endorsement from a faculty member. When the potential leader is in consideration, we send an email to the referenced faculty member and/or the current faculty member for verification of endorsement. Faculty members are also invited to take part in the actual face-to-face interview of leaders. Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of potential leaders each semester.













5. Documentation: these clearly titled documents/files (with page numbers specified) will verify: a. how this minimum is at least “Met” (including samples), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-E.3: Level 3 (L3): Describe below how your program completes the tutor selection criteria requirements:

[not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.] 1. The Step 1 interview option(s) we use for L3 tutor selection, and how we use them, are:

All interviews are supervisor constructed and led. Other members of our team are always encouraged to participate. Interview type 1: All applications have a mandatory field for a endorsement from a faculty member. When the potential leader is in consideration, we send an email to the referenced faculty member and/or the current faculty member for verification of endorsement. Faculty members are also invited to take part in the actual face-to-face interview of leaders. Interview type 2: Veteran leaders are invited and encouraged to attend the interviews of potential leaders each semester.














5. Documentation: these clearly titled documents/files (with page numbers specified) will verify: a. how this minimum is at least “Met” (including samples), and, b. how our program documents that we have met this requirement, and, c. that these documents/files are included within the “8. Document Bibliography” of this appl.

9-F. Tutor Evaluation in Tutor Training for Each Level Requested on This Application:

1. Indicate which of these required method(s) are used, and how, to evaluate your tutors at that level.

a formal / informal evaluation process is in place

a formal / informal evaluation occurs on a regular basis

the results of the evaluation process are made known to the tutors

2. Indicate if you have “Met” or “Exceeded” the minimum criteria requirements for that level.

3. Provide clearly identified samples, with page numbers specified, of these tutor evaluations.

4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:

a. how this minimum is at least “Met” (including samples), and,

b. how our program documents that we have met this requirement, and,

c. that these documents/files are included within the “8. Document Bibliography” of this appl.

Naming Examples: “Level 1: Learning Styles Presentation.ppt, #2-8 ”, or,

“End of Semester Tutor Evaluation by Supervisor.doc, pp. 1-3”.]

“Tutor Training Syllabus”, pages 2-4 ]

9-F.1: Level 1 (L1):

1. Mark an “X” for all options that you use to evaluate your tutors for this level: X a formal and an informal evaluation procedure is in place

X a formal, and an informal evaluation occurs on a regular basis

X results of their evaluation process are made known to tutors

X other (please specify): We reflect as a group on the evaluation process and discuss how

we will all attempt to change or continue to do.

2. The evaluation requirements for Level 1 tutors are: __ Met or X Exceeded 3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations: 4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:


9-F.2: Level 2 (L2): [not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1.]


1. Mark an “X” for all options that you use to evaluate your tutors for this level: __ a formal, &/or, __ an informal evaluation procedure is in place __ a formal, &/or, __ an informal evaluation occurs on a regular basis __ results of their evaluation process are made known to tutors __ other (please specify): _____________________________________________________

2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded

3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations: 4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:


9-F.3: Level 3 (L3): [not needed, if “Required Tutor Selection Criteria” is “Met” in Level 1, &/or in Level 2.] 1. Mark an “X” for all options that you use to evaluate your tutors for this level:

__ a formal, &/or, __ an informal evaluation procedure is in place __ a formal, &/or, __ an informal evaluation occurs on a regular basis __ results of their evaluation process are made known to tutors __ other (please specify): _____________________________________________________

2. The evaluation requirements for Level 1 tutors are: __ Met or __ Exceeded

3. Here are clearly identified samples, with page numbers specified, of these tutor evaluations: 4. Documentation: your clearly titled documents/files (with page numbers specified) should verify:
