section 1: program details information · 3 st1 stage: ittpc new program / adding new level(s) /...

1 1st Stage: ITTPC New Program / Adding New Level(s) / Rejoin ITTPC Program – Certification Program Application Packet Rev. 1/8/2013

Section 1: Program Details Information: Application Instructions & Hints

To insure accurate posting/credit, enclose a copy of Section 1 of this completed application with your: a) appl. packet, and/or, b) any payment.

1. Level(s) Requested: Mark an “X” for EACH certification level you are applying for now, or, you are applying to add now:

_X_ Level I / Certified Program _X_ Level II / Advanced Certified Program _X_ Level III / Master Certified Program

(certification is valid for 1 year) (certification is valid for 1 year) (certification is valid for 1 year)

2. Program Details: (NOTE: For the certificate, in questions #2 & #4, list EACH Program & EACH Campus involved in this tutor training application.)

[FYI: When contacting CRLA-ITTPC, ALWAYS include your Country_State_Inst Name-Appl City- Program Name -Campus(es) – ID # (if known) & Levels

to insure an accurate reply = example: USA_AZ_Sampleville State U- Zville - Learning Support Center – North Campus - ITTPC-USA-AZ-0001 - L123]

ALL 4 of these aspects of tutor training certification requirements must be accomplished by each program & each campus applying together:

a) Tutor Selection, b) Tutor Training Topics, c) Tutor Experience Tracking, &, d) Tutor Evaluations.

There are three options for an institution applying for certification under one certificate (more detailed definitions are in question #4): Option A: 1 program on 1 campus [certificate will include the Institution name, 1 Program name, & 1 Campus name];

Option B: 1 program on more than 1 campus, where each campus listed coordinates, & includes ALL 4 aspects (a-d) of that program’s tutor

training certification requirements [certificate will include the Institution name, 1 Program name, & each coordinating Campus];

Option C: more than 1 program operating on 1 or more campuses, where each program and each of their related campus(es) coordinate,

and, each one includes these same 4 aspects (a-d) of the programs’ tutor training certification requirements [certificate will include the Institution name, each Program name, & each coordinating Campus name].

Institution Name: Umpqua Community College

Official Name of This Tutor Training Program: Academic Success Center

Names of each Program & Campus to be listed on this certificate: Academic Success Center at Umpqua Community College

ITTPC Program ID# (if known): ITTPC- ____ - ___ - _ _ _ _ [format: ITTPC - Country - State - 4 digit ID#. {ex: ITTPC-USA-AZ-0001}] Find your ID # for:

Currently Certified Tutor Training Programs, see: http://www.crla.net/ittpc/current_certifications.htm , & click on ‘downloads document’; - OR -

Apps already in process, see: http://www.crla.net/ittpc/AppStatus.htm , & locate your full program ID # - OR -

App. for new program = No ID# yet!

Program’s Webpage URL Address Link: http://umpqua.edu/current-students/academic-success

Program’s Street Mailing Address: 1140 Umpqua College Road; Roseburg, OR; 97470

City, State/Province, Country, Postal/Zip Code (if used, include Zip+ numbers): Roseburg, Oregon, United States, 97470

http://www.crla.net/ittpc/apps/instructions-1stStage.htm

http://www.crla.net/ittpc/current_certifications.htm

http://www.crla.net/ittpc/AppStatus.htm


3. Your Permission for ITTPC to use this appl. packet as a “Sample Appl.” or a “Model Program”: _X_ YES __ NO, I prefer not.

Occasionally, applications are selected to post on the ITTPC website as either a “Sample Application” or a “Model Program” for colleagues to share ideas

with colleagues, & to see ‘how it may be done’. A “YES” reply gives ITTPC permission to post the full contents of YOUR appl. packet on our website.

4. Your Program’s Administrative Structure, & all Program Contact(s) for This Application:

Read through our Option ‘A’, ‘B’, & ‘C’ listed below for our descriptions of administration/supervision of tutor training programs.

Mark an “X” by which of ‘Option’ listed below best describes the administration/supervision of your program.

Complete all of the information requested in the related table for the option (A, B, or C) you selected.

Question: “What information should I include within the table below?” the name of EACH program unit you are requesting to be certified on this application, and each of its related campuses;

If more than 1 program unit coordinates their 4 aspects of tutor training certification requirements,

list the name(s) of each added program & their participating campus(es) & each of their related contact(s) name’s information;

the name & information on each contact person responsible for one or more aspects of that program’s tutor training certification

requirements: a) Tutor Selection, b) Tutor Training Topics, c) Tutor Experience Tracking, & d) Tutor Evaluations.

If one person supervises multiple programs/campuses, list that person’s name for that program/campus entry.

[PLEASE list permanent employees only! No temp employees, grad students, etc. as a more permanent contact name is needed.]

DEFINITIONS:

‘A Program Unit’ = each program name and its related campus listed in your table.

‘Primary-Program Unit’ = the first program name and campus listed on this application, acting as an initial entry for this entire certification.

‘Primary Contact’ listed for each program = person who overseas & is directly responsible for that whole tutor training program.

‘other contact’ = person who directly is responsible for one or more aspects of that program’s tutor training certification requirements (‘a-d’ above).

ALL 4 of these aspects of tutor training certification requirements must be accomplished by each program & each campus applying together:

a) Tutor Selection, b) Tutor Training Topics, c) Tutor Experience Tracking, &, d) Tutor Evaluations.

There are three options for an institution applying for certification under one certificate: Option A: 1 program on 1 campus [certificate will include the Institution name, 1 Program name, & 1 Campus name];

Option B: 1 program on more than 1 campus, where each campus listed coordinates, & includes ALL 4 aspects (a-d) of that program’s tutor training certification requirements [certificate will include the Institution name, 1 Program name, & each coordinating Campus];

Option C: more than 1 program operating on 1 or more campuses, where each program and each of their related campus(es) coordinate,

and, each one includes these same 4 aspects (a-d) of the programs’ tutor training certification requirements

[certificate will include the Institution name, each Program name, & each coordinating Campus name].

Each ‘contact’ you list below should also submit a signed “Application Agreement” (See appl: Section 8) to the “Primary Contact” to keep in their files.

DO NOT SUBMIT their signed form with your application. The signed application agreement indicates that they agree they will continue to follow

the CRLA-ITTPC requirements for each level of tutor training at their program’s campus, just as approved for this certification.


_X_ Option A: Primary-Program Unit only [1 Program on 1 Campus], listed under one certificate,

where that one program is directly responsible for all of these tutor training program aspects/functions:

a) Tutor Selection; b) Tutor Training Topics; c) Tutor Experience Tracking; d) Tutor Evaluations.

Fees required: The ‘Primary-Program Unit Fee’ per level requested in this application. [ITTPC website: “Application Fees”.]

Each ‘contact’ you list below should also submit a signed “Application Agreement” (See appl: Section 8) to the “Primary Contact” to keep in their files.

DO NOT SUBMIT their signed form with your application. The signed application agreement indicates that they agree they will continue to follow

the CRLA-ITTPC requirements for each level of tutor training at their program’s campus, just as approved for this certification.

Primary-Program

Unit’s Name where all 4 tutor training

functions are done.

Related

Campus

Name

Dr. /

Mr. /

Mrs. /

Ms.

Primary Contact & Other Contact Names:

Name, & Position Title Email address Phone #

Academic Success

Center

Umpqua

Community

College

Mr. Terrance Bradford, Learning Skills Director [email protected] 541-440-7689

Academic Success

Center

Umpqua

Community

College

Dr.

Ali Mageehon, Dean of Academic Support

[email protected]

541-440-4715

[To add a row to the table, place the cursor in the last cell of the table, and press the ‘tab’ key.]


Section 2: Overview of Your Tutoring and Tutor Training Program Application Instructions & Hints

DIRECTIONS: Insert or attach a summary of your program overview.

In a few pages, include the following items that focus your tutoring program in general:

a. Program history c. Reporting lines e. Services and students served

b. Program objectives d. Source(s) of funding f. Program location(s) & facility(ies)

Also include the items that focus specifically on your tutor training program:

g. Training guidelines (administration, selection, hours, tracking, evaluation, etc.)

h. Briefly describe how you generally conduct your training (group size, meeting frequency / length, type of presentations, etc.)

BRIEF PROGRAM OVERVIEW

History and Mission

The Academic Success Center is committed to the success of each student at Umpqua Community College. By acknowledging each student’s

transition, we provide a collaborative, learner-centered environment focused on developing the scholarship of students and the leadership of

tutors.

In the late 70’s the first tutoring center was established by two UCC instructors. It was intended for one on one drop-in tutoring but soon became

drop-in group tutoring with the increase of incoming students. In the 80’s, the tutoring center was moved into the Educational Skills Building

where it is still currently located.

Tutoring has been a major part of success in UCC courses since its establishment. In 2013 the name was changed to the Academic Success Center

where student success and retention are the main goals being pursued.

Program Objectives

The UCC Academic Success Center provides tutoring in courses that have shown to give students trouble in past history. The center focuses on

Math, Writing, Chemistry, Engineering, Foreign Language, Biology, Computer Science, Accounting, and Social Sciences. All tutors are trained to

provide assistance with course content, time management and learning styles to best assist tutees. The goals of the ASC are to enhance the

learning and educational experience of students in and out of the lecture hall, to build academic confidence, empower students through critical

thinking skills, and to create an atmosphere of mutual respect and trust for students. The program objectives for peer tutors are to develop



leadership skills, to gain more insight in the subjects being tutored, to learn how to work in diversity, and applying educational experiences to real

world content.

Reporting Lines

The ASC Peer Tutors report directly to the Learning Skills Director who reports directly to the Dean of Academic Support.

Sources of Funding

The Academic Success Center funding comes directly from Umpqua Community College, specifically from general fund and student fees.

Services

The ASC offers drop-in tutoring services for various courses. Currently enrolled UCC students are encouraged to sign in and then to pick a tutor of

their choice that is available for their subject. In most cases students will have the opportunity to receive one-on-one tutoring however, each tutor

is equipped to work with up to four tutees at a time. Tutor schedules are posted directly inside of the ASC as well as online.

The ASC is open five days a week from 8:00am to 4:30pm. These hours vary during the first week of classes and during finals week.

Program Location and Facility

Currently the Academic Success Center is located in the Educational Skills Building. The center consists of one large room with an open computer

lab area and several tables for tutors and tutees. Tutors are offered movable furniture in order to accommodate student needs. Supplemental

Instruction (SI) is also offered by tutors for interested instructors. The ASC maintains its own collection of text books and other learning tools.

The Learning Skills Director maintains a work space during operating hours. The department also has a secretary to assist in facilitating department

needs.

Training Guidelines

In order to qualify for a position of Peer Tutor at the ASC, the candidate must maintain an overall 3.0 GPA with an A or high B in the courses wishing

to be tutored. The candidate must also be a currently enrolled UCC student taking a minimum of six credits per term. Each candidate must submit

an application, work history, and instructor recommendations. Applicants are then interviewed by a hiring committee and the Learning Skills

Director. Once hired, the tutor is registered for tutor training. Once all steps are complete each Peer Tutor is expected to refresh tutored content


on a regular basis, insure that students are signed into Tutortrac for record purposes, communicate schedule changes and adhere to center policies

and procedures.

How Training Is Conducted

Each term (fall, winter, spring) the ASC conducts hiring for Peer Tutors. Tutor recruitment is done through traditional advertising such as word of

mouth, posted fliers, and website positing). All applicants are required to submit an application, work history, and instructor recommendation

sheet (s). Once all application materials are gathered, each candidate will be given an interview with a committee and the Learning Skills Director.

Upon hire, all selected tutors then attend a mandatory tutor meeting. This meeting is roughly two hours in length and covers the program’s

history, training mode, job description, and pay scale. Next, tutors complete a short answer handout relating to what they find important about

Peer Tutoring. This handout also gives the tutor a chance to explain why they personally want to be a Peer Tutor. This meeting also gives the

Learning Skills Director a chance to understand the group dynamics of the hired team.

Upon completion of these mandatory steps each tutor is then registered for training. This non-credit tutor training consists of two four-hour

workshop-style sessions for a total of eight hours. This training occurs prior to the start of the term. Tutors who exhibit undesirable characteristics

are not invited back for following training sessions. Additionally, a two-hour tutor orientation and training occurs during the first week of the term,

this gives a total of ten hours of training.

At the start of training, each tutor is given a copy of the ASC Tutor Manual (see ASC Tutor Manual pdf. document), which covers topics that are

required for certification by CRLA. The ASC Tutor Manual also serves as a workbook with exercises and role playing activities included within.

During training, tutors are also given two quizzes that are directly related to the presentations.

Training is an ongoing process throughout the term with at least one additional workshop each term presented by the Learning Skills Director or by

other guest speakers on various tutor training topics.

At least once per semester, the Learning Skills Director personally observes each tutor’s tutoring progress and completes a Peer Tutor Evaluation

Sheet (see Tutor Evaluation pdf. document). At the end of each term tutors complete a Tutor Self-Evaluation Form (see ASC Tutor Self-Evaluation

Form pdf document), where they rate their own strengths and weaknesses, and tutees complete a Student Evaluation, where they rate their tutor

(s) and their experience with the center. If a tutor has the intention to continue as a tutor for the following term the Learning Skills Director

requires a Letter of Intention in order to move forward. The Learning Skills Director will meet individually with each tutor to discuss evaluation

forms and the Letter of Intent.


Section 3: Verification of Certification Requirements Application Instructions & Hints

Section 3 is divided into separate areas for Levels I, II, & III, and each area contains questions A-F:

A. Amount / Duration of Tutor Training C. Areas / Topics to be Covered in Tutor Training E. Tutor Selection Criteria

B. Mode of Tutor Training D. Required Tutoring Experience F. Tutor Evaluation Criteria

To show how a requirement is met for each level you are requesting on this application, be sure you include:

answers to how your tutor training program meets that minimum requirement criteria;

a brief description of how your program meets each requirement;

a list of any supporting documents, &/or, and samples you are including within your application packet.

within their related question area, clearly name each supporting document (including pertinent page numbers), & sample used;

include each clearly named document and sample in the “Section 5: List of Supporting Documents”; and

list the related documents and samples within the appropriate Summary Chart(s).

Be aware of copyright issues in the use of your supporting materials. Read through CRLA’s copyright policy statement below, & type or E-sign

the name of your program’s ‘primary contact person’ (person who overseas & is directly responsible for that whole tutor training program) below.

CRLA’s Copyright Policy:

“Compliance with federal copyright law is expected of all CRLA-ITTPC programs. It is our legal and ethical responsibility to give authorship credit for

all materials we use in the classroom, or tutor, or mentor training. Additionally, it is our legal and ethical responsibility to purchase, or to have students

purchase, any copyrighted materials used in training. Programs found to be in violation of copyright law will lose their CLRA-ITTPC certification.”

I am the primary contact for this tutor training program, and I have read CRLA’s Copyright Policy above, and

I agree that our program will follow it throughout this certification period.

Type or E-sign your name here: _________ Terrance J. Bradford____________________ Date submitted: 03/07/2013

I. REQUIREMENTS FOR LEVEL I CERTIFICATION Application Instructions & Hints

A. AMOUNT / DURATION OF TUTOR TRAINING – Level I:

Minimum of ten (10) hours of tutor training that meet as one or both of the following options: [Mark an “X” by all that apply.]

1. ___ tutor training is offered as a course. Time to complete training: __ quarter / __ semester / __ year

2. _X_ tutor training is a set of meetings/sessions. Time to complete training: _X_ quarter / __ semester / __ year




B. MODES OF TUTOR TRAINING - Level I:

1. Minimum of six (6) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR],

and may take one or more of the following forms: [Mark an “X” by all that apply.]

a. ___ workshop instruction or seminar session c. ___ Multi-User Environment (MUVE, like Second Life)

b. _X_ face-to-face or online discussions d. ___ conferences with a tutor trainer or a supervisor

2. Additional modes of training used include: [Mark an “X” by all that apply.]

a. _X_ videotapes, DVDs, and/or websites d. __ special tutor projects

b. ___ Webquests, podcasts, webcasts, wikis, blogs e. __ Other (specify): ___

c. _X_ texts, handouts, scavenger hunts

C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level I:

A minimum of eight (8) of the following topics should be covered in Level I training. [Topics with ‘and/or’ count as only 1 choice.]

The exact amount of time devoted to each topic may vary.

Mark an “X” below for each topic covered in your Level I training sessions.

#1 _X_ Definition of tutoring and tutor responsibilities #10 _X_ Referral skills

#2 _X_ Basic tutoring guidelines and/or Tutoring do's and/or Tutoring don'ts #11 _X_ Study skills

#3 _X_ Techniques for successfully beginning & ending a tutor session #12 ___ Critical thinking skills

#4 _X_ Adult learners and/or Learning theory and/or Learning styles #13 _X_ Compliance with the ethics and/or

#5 _X_ Assertiveness and/or Handling difficult students philosophy of the Tutor Program,

#6 _X_ Role modeling and/or Sexual Harassment,

#7 _X_ Setting goals and/or Planning and/or Plagiarism

#8 _X_ Communication skills #14 ___ Modeling problem solving

#9 _X_ Active listening and paraphrasing #15 _X Other(s) (specify): Marginality &

Mattering; Students with Disabilities


D. REQUIRED TUTORING EXPERIENCE - Level I:

Required for Level I: Tutors must complete at least 25 hours of actual tutoring time. Documentation is required.

1. Briefly describe the tracking & reporting method(s) you use to monitor the time your tutors spend actually working with students.

2. Include a sample report for at least one tutor over a time period of at least 2 weeks. [Create a sample report, if you wish.]

Your report(s) should include the following:

the tutor’s name, students’ names, times in & out, & the total tutor time actually working with students during that period.

List your report name(s) below. Also include the report name(s) in the “Section 5: List of Supporting Documents”.

REPORT NAME(s):

A Simple Tutor Log Option: If you do not currently have a tracking method in place, you can implement one now by

doing the following: each tutor maintains a log of each tutoring session (student’s name, date, & length of time) until

they reach at least the 25 required hours. The tutor submits it to the supervisor to show they have met this requirement.

E. TUTORING SELECTION CRITERIA - Level I:

Briefly describe your tutor selection process, and how it meets the criteria below.

Be sure to list the names of each sample document you included here, & also in the “Section 5: List of Supporting Documents”.

[Examples: Tutor Application, Faculty Referral Form, or Tutor Job Postings.]

Criteria One: An interview plus at least one of these options: [Mark an “X” by all that apply.]

a. _X_ the written approval of a content and/or skill instructor

b. ___ an endorsement of a tutor trainer and/or supervisor

Criteria Two: Selection also includes at least one of the following methods: [Mark an “X” by all that apply.]

a. _X_ grade of “A” or “B” in the subject content being tutored,

b. ___ documented experience equivalent to a grade of “A” or “B” in the subject content to be tutored.

F. TUTORING EVALUATION CRITERIA - Level I:

1. Mark an “X” for any of the evaluation criteria below that is true for your program.

a. _X_ a formal and/or informal evaluation process is in place

b. _X_ a formal and/or informal evaluation occurs on a regular basis

c. _X_ the results of the evaluation process are made known to the tutors

2. Briefly describe your tutor evaluation process, and how it meets the criteria you marked above.

3. Provide sample evaluation documents, and also include them in the “Section 5: List of Supporting Documents”.


II. REQUIREMENTS FOR LEVEL II CERTIFICATION Application Instructions & Hints

A. AMOUNT / DURATION OF TUTOR TRAINING – Level II:


1. __ our tutor training course meets: __ each quarter / __ each semester / __ annually

2. __ our tutor training non-course meets: __ each quarter / __ each semester / __ annually

B. MODES OF TUTOR TRAINING - Level II:

1. Minimum of four (4) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR],


a. ___ workshop instruction or seminar session c. __ Multi-User Environment (MUVE, like Second Life)

b. _X_ face-to-face or online discussions d. __ conferences with a tutor trainer or a supervisor





C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level II:

In addition to reviewing the topics covered in Level I training, a minimum of four (4) of the following topics should be covered in

Level II training. [Topics with ‘and/or’ count as only 1 choice.] The exact amount of time devoted to each topic may vary.

Mark an “X” below for each topic covered in your Level II training sessions.

#1 _X_ Review of Level I topics (REQUIRED) Plus at Least 4 of the Following Topic Choices:

#2 __ Use of Probing Questions

#3 __ Brain Dominance Learning

#4 _X_ Cultural Awareness, and/or Inter-cultural Communications, and/or Diversity, and/or Special Needs Students

#5 _X_ Identifying and Using Resources

#6 ___ Tutoring in Specific Skills, and/or Subject Areas

#7 _X_ Assessing or Changing Study Behaviors

#8 _ X_ Other(s) (specify): Educational Technology

[NOTE: You may use more than one “Other” in training, but all will count only as 1 of the required topics.]

#9 __ Exception: You may substitute one unused topic from Level I or Level III for ONE of the options above

but you MUST include a justification or need for that substitution:



D. REQUIRED TUTORING EXPERIENCE - Level II:

Required for Level II: After completion of all of the Level I requirements, Level II tutors must complete at least 25 additional hours

of actual tutoring time, for a minimum of 50 cumulative hours of actual tutoring. Documentation is required.





List your report name here, and include the report name(s) in the “Section 5: List of Supporting Documents”.

REPORT NAME:



they reach at least these 25 required hours. The tutor submits it to the supervisor to show they have met this requirement.

E. TUTORING SELECTION CRITERIA - Level II = Met at Level I

F. TUTORING EVALUATION CRITERIA - Level II = Met at Level I

III. REQUIREMENTS FOR LEVEL III CERTIFICATION Application Instructions & Hints

A. AMOUNT / DURATION OF TUTOR TRAINING – Level III:


1. __ our tutor training course meets: __ each quarter / __ each semester / __ annually

2. _X_ our tutor training non-course meets: _X_ each quarter / __ each semester / __ annually

B. MODES OF TUTOR TRAINING - Level III:

1. Minimum of two (2) hours of tutor training must be: Tutor-trainer supervised, Interactive, Live, and Real-time [TILR],


a. ___ workshop instruction or seminar session c. __ Multi-User Environment (MUVE, like Second Life)

b. _X_ face-to-face or online discussions d. __ conferences with a tutor trainer or a supervisor







C. AREAS / TOPICS TO BE COVERED IN TUTOR TRAINING - Level III:

In addition to reviewing the topics covered in Levels I & II training, a minimum of four (4) of the following topics

should be covered in Level III training. [Topics with ‘and/or’ count as only 1 choice.]

The exact amount of time devoted to each topic may vary.

Mark an “X” below for each topic covered in your Level III training sessions.

#1 _X_ Review of Levels I & II topics (REQUIRED) Plus at Least 4 of the Following Topic Choices:

#2 __ Self-regulated Learning, and/or Brain Learning, and/or Memory

#3 __ How to Tutor/Deal with Target Populations

#4 _X_ The Role of Learning Centers in Higher Education

#5 X_ Structuring the Learning Experience

#6 _X_ Training and Supervising Other Tutors (Supervisory Skills)

#7 _X_ Group Management Skills (Group Interaction and Group Dynamics)

#8 _ _ Other(s) (specify): ____

[NOTE: You may use more than one “Other” in training, but all will count only as 1 of the required topics.]

#9 __ Exception: You may substitute one unused topic from Level I or Level II for ONE of the options above

but you MUST include a justification or need for that substitution.

D. REQUIRED TUTORING EXPERIENCE - Level III:

Required for Level III: After completion of all of the Levels I & II requirements, Level III tutors must complete at least 25

additional hours of actual tutoring time, for a minimum of 75 cumulative hours of actual tutoring. Documentation is required.





List your report name here, and include the report name(s) in the “Section 5: List of Supporting Documents”.

REPORT NAME:



they reach at least these 25 required hours. The tutor submits it to the supervisor to show they have met this requirement.

E. TUTORING SELECTION CRITERIA - Level III = Met at Level I

F. TUTORING EVALUATION CRITERIA - Level III = Met at Level I


Section 4.1: Summary Charts - Level I (Required for Level 1 application) Application Instructions & Hints

This summary chart creates a more complete “snap-shot” of your tutor training program for the reviewers.

If applying for Level I on this application, include these items within the chart below:

Minimums: at least eight (8) of the Level I topics must be covered. The amount of time devoted to each ITTPC topic may vary.

These ITTPC topic names must match your choices marked in Level I: Section 3-C of this application.

Required “Tutor-trainer supervised, Interactive, Live, and Real-time (if online)” training sessions should be marked as “TILR”, and must add up to at least six (6) hours.

Be sure the total minimum of hours shown here adds up to at least ten (10) hours of training time.

SUMMARY CHART – LEVEL I :

Session Title ITTPC Topic When

Covered

Amount

of time

Methods

Used

Specify the Materials Used /

Documentation

(include page numbers)

Definition of Tutoring

& Tutoring Guidelines

Definition of Tutoring

and Responsibilities /

Tutoring Guidelines

(Do’s and Don’ts)

Level 1

Training

1 hour

Classroom Discussion/

Reading / Video /

Presentation

Definition of Tutoring and

Guidelines Presentation

Beginning and Ending

Tutor Sessions

Techniques for

successfully beginning &

ending a tutor session

Level 1

Training

0.5 hours


Reading / Presentation

Beginning and Ending Tutor

Sessions Presentation

Assertiveness and

Handling Difficult

Sessions

Assertiveness and/or

handling difficult

students

Level 1

Training

1 hour

Classroom

Discussion/ Reading /

Activity / Presentation

Handling Difficult Students

Presentation

Difficult Tutoring Situations

WS - Illinois State University

Role Modeling

Role Modeling

Level 1

Training

0.5 hours



Role Modeling Presentation

Setting Goals &

Planning

Setting goals and/or

planning

Level 1

Training

0.5 hours


Setting Goals in Tutoring

Presentation


http://umpqua.edu/images/academic-success/Presentations_and_WS/Definition_of_Tutoring_Guidelines.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Definition_of_Tutoring_Guidelines.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Beginning_Ending_Tutor_Sessions.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Beginning_Ending_Tutor_Sessions.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Handling_Difficult_Students.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Handling_Difficult_Students.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Difficult_Tutoring_Situations_-_Illinois_State_University.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Difficult_Tutoring_Situations_-_Illinois_State_University.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Role_Modeling.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Setting_Goals_in_Tutoring.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Setting_Goals_in_Tutoring.pdf


Active Listening and

Paraphrasing

Active listening and

paraphrasing

Level 1

Training

1 hour



Active Listening &

Paraphrasing Presentation

Adult Learners and

Learning Theory

Adult learners and/or

learning theory and/or

learning styles

Level 1

Training

1 hour


Video / Presentation

Adult Learners and Learning

Theory Presentation

Study Skills

Study Skills

Level 1

Training

0.5 hours



Study Skills Presentation

Student Retention /

Marginality &

Mattering

Other

Level 1

Training

1 hour



Marginality and Mattering

Presentation

Students with

Disabilities & Sexual

Harassment

Other

Level 1

Training

0.5 hours

Classroom Discussion /

Presentation

Students With Disabilities

Presentation

Sexual Harassment Video

Safe Colleges “Sexual

Harassment: Policy &

Prevention”

Manual Training

Other

Level 1

Training

0.5 hours

Discussion / Activity

ASC Manual

http://umpqua.edu/images/academic-success/Presentations_and_WS/Active_Listening_-_Paraphrasing.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Active_Listening_-_Paraphrasing.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Adult_Learners_and_Learning_Theory.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Adult_Learners_and_Learning_Theory.pdf

http://www.umpqua.edu/images/academic-success/Presentations_and_WS/Study_Skills.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Marginality_and_Mattering.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Marginality_and_Mattering.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Tutoring_a_Student_with_Disabilities.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Tutoring_a_Student_with_Disabilities.pdf

https://www.youtube.com/watch?v=EAxu68ZlQwQ

http://umpqua.edu/images/academic-success/Presentations_and_WS/Sexual_Harrasment_Policy_Safe_Colleges.pdf



http://umpqua.edu/images/academic-success/Forms_and_publications/UCC_ACS_Tutor_Manual.pdf


Section 4.2: Summary Charts - Level II (Required for Level 2 application) Application Instructions & Hints


If applying for Level II on this application, include these items within the chart below:

Minimums: a review session of the Level I topics your covered before, and four (4) of the Level II topics must be covered.

The amount of time devoted to each ITTPC topic may vary.

These ITTPC topic names must match your choices marked in Level II: Section 3-C of this application.

Required “Tutor-trainer supervised, Interactive, Live, and Real-time (if online)” training sessions should be marked as “TILR”, and must add up to at least four (4) hours.


SUMMARY CHART – LEVEL II :


Covered

Amount

of time

Methods

Used

Specify the Materials Used /

Documentation


Review of Level 1

Topics

Review of Level 1

Level 2

Training

1 hour

One on One Discussion

/ Activity

Tutor Review Sheet Level 1

Topics WS

Review of Resources

and Online Content

Identifying & Using

Resources

Level 2

Training

1 hour


Independent Research

and Reading

Review of Resources and

Online Content WS

Interpersonal &

Intercommunication

Communication

Cultural &

Inter-Cultural

Awareness

Level 2

Training

1 hour



Intercultural and

Interpersonal Awareness

Presentation

Motivation &

Procrastination

Assessing or Changing

Behaviors

Level 2

Training

1 hour



What Science Tells Us About

Motivation and

Procrastination Presentation


http://umpqua.edu/images/academic-success/Presentations_and_WS/Tutor_Review_Sheet_Level_1_Topics.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Tutor_Review_Sheet_Level_1_Topics.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Review_of_Resources_and_Online_Content.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Review_of_Resources_and_Online_Content.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Intercultural_-_Interpersonal_Awareness.pdf



http://umpqua.edu/images/academic-success/Presentations_and_WS/What_Science_Tells_Us_about_Motivation_and_Procrastination.pdf




Educational

Technology

Educational Technology

Level 2

Training

1 hour



Getting Started with

Educational Technology -

Jasmine Filley & Joan

Campbell, Umpqua

Community College

Section 4.3: Summary Charts - Level III (Required for Level 3 application) Application Instructions & Hints


If applying for Level III on this application, include these items within the chart below:

Minimums: a review session of Level I & Level II topics your covered before, and four (4) of the Level III topics must be covered.

The amount of time devoted to each ITTPC topic may vary.

These ITTPC topic names must match your choices marked in Level III: Section 3-C of this application.

Required “Tutor-trainer supervised, Interactive, Live, and Real-time (if online)” training sessions should be marked as “TILR”, and must add up to at least four (4) hours.


SUMMARY CHART – LEVEL III :


Covered

Amount

of time

Methods Used Specify the Materials Used /

Documentation


Review of Level 1 & 2

Topics


Topics

Level 3

Training

1.5 hours

One on One Discussion

/ Activity


Topics WS

Learning Experience

Structuring the

Learning Experience

Level 3

Training

1 hour


Presentation

The Tutor Juggle

Presentation - M.E.

McWilliams

Group Management

Skills

Group Management

Skills (Group

Interaction and Group

Dynamics)

Level 3

Training

1.5 hours


Video / Presentation /

Activity

Group Management Skills

Presentation; Group

Management Skills Activity

WS

https://www.smore.com/sp3f






http://umpqua.edu/images/academic-success/Presentations_and_WS/Review_of_Level_1_-_2_Topics_WS.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Review_of_Level_1_-_2_Topics_WS.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Structuring_the_Learning_Experience.pdf



http://umpqua.edu/images/academic-success/Presentations_and_WS/Group_Management_Skills.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Group_Management_Skills.pdf

http://umpqua.edu/images/academic-success/Presentations_and_WS/Group_Management_Skills_Activity.pdf




Training & Supervising

Other Tutors

Training and

Supervising Other

Tutors (Supervisory

Skills)

Level 3

Training

1 hour


Presentation

From the Start: Getting the

Most Out of Your Student

Employee Presentation -

Heather Ball of Georgetown

University

Learning Centers in

Higher Education

The Role of Learning

Centers in Higher

Education

Level 3

Training

1 hour



The Role of Learning

Centers in Higher

Education Presentation

Section 5: List of Supporting Documents Application Instructions & Hints

Provide a cumulative listing of ALL the documents / files / samples you referenced in the various application sections as evidence for certification.

APA or MLA format is NOT required. Be thorough & consistent in format.

For helpful format tips, see Part E: Naming my ‘Sample’ Documents and My Comprehensive “List of Supporting Documents” in Section 5

Sample documents can include the following:

Administrative Documents like: In-house tutor training manual Faculty Referral Form Brochures / Flyers / posters Tutoring Time tracking forms

Tutor application Tutor Job Posting Tutor training guides Evaluation Forms

Level Specific Training Documents like: Workshop overview or description Session descriptions or overviews Assignments or learning logs

PowerPoint Presentations (.ppt) Handouts, scenarios, or role plays Websites used

Course syllabi Titles & ISBN numbers of copyrighted books (.doc), videos, DVDs, Surveys, or other training materials

My List of Supporting Documents: The materials/documentation, forms, and publications used in our training are available on our website at:

http://umpqua.edu/crla-application

http://umpqua.edu/images/academic-success/Presentations_and_WS/Training_and_Supervising_Other_Tutors.pdf





http://umpqua.edu/images/academic-success/Presentations_and_WS/The_Role_of_Learning_Centers_in_Higher_Education.pdf




http://www.crla.net/ittpc/apps/instructions-1stStage.htm#5

http://umpqua.edu/crla-application