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Tutoring Program

Drew and Brittany Brees Student-Athlete Learning Center Intercollegiate Athletics Facility

Purdue University

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Complete this form and return it to the tutor coordinator. I have received the Purdue University Athletic Tutor Manual. I understand that I am responsible for tutoring in accordance with university regulations and rules set forth by the Department of Intercollegiate Athletics. I further understand that any violation would be a breach of the integrity of the tutoring program and could result in my termination and possible further sanctions as determined by the Office of the Dean of Students at Purdue University. I am aware that all information regarding student-athletes’ academic progress is strictly confidential and I will not discuss this status with anyone other than the student-athlete or a member of the Athletic Academic Support Services staff. Any violation of this confidence would result in my termination. Tutor Signature Date Printed Name

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Student-Athlete Academic Support Services Directory Intercollegiate Athletic Facility

Purdue University

Tutor/Mentor Program Office: IAF 224 Email: icatutor@purdue.edu

Phone: 765.494.5479

Ed Howat Associate Athletic Director for Compliance and Academic Services 765.494.6069 eghowat@purdue.edu Michele Brost Administrative Assistant 765.494.9752 mwbrost@purdue.edu Tanya Foster Academic Support Services Advisor Life Skills Coordinator Track & Field, Soccer, Softball 765.494.9324 Tanya@purdue.edu Seth Schwartz Academic Support Services Advisor Football 765.494.3234 schwartzs@purdue.edu Max Miller Football 765.494.8381 maxmiller@purdue.edu

Tiffany Britten Academic Support Services Advisor Women’s basketball, baseball, Men’s and Women’s tennis 765.494.1320 britten@purdue.edu Nicole McKinney Academic Support Services Advisor Wrestling, Volleyball, Men’s &Women’s golf, Men’s and Women’s swimming & diving 765.494.4996 nicolerm@purdue.edu Todd Foster Academic Support Services Advisor Tutor/Mentor Coordinator Men’s Basketball 765.494.7888 tfoster@purdue.edu Maureen Allen Graduate Assistant 765.494.5479 mecarey@purdue.edu Andrew Ryland Graduate Assistant 765.494.5479

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Mission Statement

Athletic Academic Support Services offers a comprehensive tutor program for student-athletes. Tutoring is made available in all appropriate academic areas and is scheduled based upon the individual needs of each student-athlete. Some services include:

1. Individual tutors for specific courses. 2. Walk-in tutorials for “high usage” course, i.e., math walk-

in Sunday – Thursday from 7 – 10:30 p.m. (extra assistance on nights before exams).

3. Assistance in helping students form study groups with a tutor in specific courses.

Although the program is funded by the Intercollegiate Athletic Department, student-athletes are financially responsible for their own “no shows”.

Introduction The purpose of the Tutor Manual is to acquaint you with the goals, policies, and procedures of tutorial services offered by Athletic Academic Support Services as well as expectations for the tutorial staff. The Tutor Manual will also provide helpful hints designed to assist you in being a successful tutor. Hopefully you will find this manual to be a very useful tool.

Goals of the Academ ic Support Serv ices staff

Support student-athlete efforts to receive a quality education and to graduate from Purdue University with their chosen degree

Encourage and facilitate student-athlete’s goals for their careers and personal development

Ensure that the academic integrity of Purdue University and the Purdue Athletic Department is maintained.

Comply with university, department, Big Ten, and NCAA rules and regulations.

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Our Staff ONLY THE BEST!! !

Boilermaker Academic Tutor

Qualifications

• Demonstrated ability to tutor specified subject area • Appropriate academic/personal role model for student athlete • Excellent skills in written and verbal communication • Approval of Tutor Coordinator • Satisfactory academic standing/ experience in the subject

Responsibilities • Tutor assigned student-athlete(s) in the contracted area(s) • Submit session reports to appropriate area in a timely manner • Assist with time management and goal setting when appropriate

Boilermaker Academic Mentor Qualifications

• Approval of Tutor Coordinator • Satisfactory Academic Standing • Appropriate academic/personal role model for the student athletes • Ability to diagnose and remediate study skills • Excellent skills in written and verbal communication

Responsibilities • Evaluation and remediation of study skills • Supervise student-athlete’s weekly study program • Assist student-athlete’s in setting appropriate short-and long term

goals.

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Benefits YOU’LL RECEIVE AS AN ACADEMIC SUPPORT STAFF

MEMBER

Other than the obvious benefit of earning additional income, individuals who have worked for the Department of Athletics in the past will attest to the fact that they have gained substantially from the role of providing academic support. The rewards are many and the personal gains will become evident shortly after you begin. The Deve lopment o f In te l l e c t ual Depth and Scop e Studies have shown that an individual truly masters a course of study when he or she must teach it. This hold true for mentors and tutors as well. Many tutors learn the subject matter they tutor to an even greater degree when they help others learn the material. To be an effective tutor, you must know the material well enough to answer any questions the student may have. Merely memorizing concepts will prove insufficient. The continuous process of studying, tutoring, and evaluating will provide you with a tremendous amount of confidence in your own academic abilities, and further your interest in the learning process. Likewise, mentors often improve their own time management and study habits as they strive to be a role model to students with whom they work. Acqui rin g and Reinfo rc i ng Skil l s You will gain and use specific techniques that improve your reading, writing, verbal communication, and interpersonal skills. In short, you become a more effective communicator. Good communication skills are an essential commodity in all manner of professions. In addition, you will have the opportunity to learn to work well with a

diverse population and to develop leadership skills that can be the key to future success. The Deve lopment o f Academic and Personal Matu ri ty In assuming academic support responsibilities for a student, you learn to prioritize your own schedule. You will have a responsibility to “be there” for someone who is counting on you. You will learn to fine tune your emotions to be appropriate in the setting, i.e. being assertive even if you feel passive that day. You will begin to feel that as a role model you have a personal responsibility to excel in your given academic area. Caree r Deve lopment For many, a position with the Department of Athletics is the beginning of the resume development process. Other than the obvious advantage of resume enhancement, you will also be developing many life skills that may be transferable to other areas of work. You will develop the ability to work with others in a supervisory capacity. You will also be learning the skills of mediation and negotiation, which will be valuable in any career. You will probably find that you feel more comfortable about working in a professional setting as a result of the experience

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Benefits FOR THE STUDENT YOU HELP

Part of the reward of working with student-athletes comes from the real service you perform for others. When your enthusiasm is fading and when you become frustrated, you will need to remember how important your help is to your students. Remember, your individual attention and support can help another student know academic success in a new way. Improved Learning With the flexibility that individual instruction offers, students can set their own learning goals and achieve them at a more self-determined pace. The problem most frequently cited by student-athletes is time management. Individual assistance offers students a way of learning strategies for managing their time. In addition, the overall learning process is enhanced through the supplemental instruction provided by you. Improved Attitude toward Academics If the students’ grades improve as a result of academic services, they will feel more a part of the educational system and will develop a greater appreciation for the opportunities it will

provide. Even if the students don’t improve substantially, the individualized attention will give them the chance to control their learning environment and to pursue knowledge actively. Most will find learning more enjoyable as a result. Improved Self Image Developing an academic identity is an important part of being a student-athlete. Student-athletes with academic needs often have little self-confidence off the court. When these students begin to progress as a result of their own efforts, combined with your guidance, they gain the self respect and pride that enhances their personal and academic self-concept. While many student-athletes have a very positive athletic self image, they often do not realize that they also have the ability to excel in the classroom.

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Guidelines FOR TUTORIAL SERVICES

PROVIDED THOUGH THE DEPARTMENT OF ATHLETICS

How does a tutor get hired? Students and professionals interested in becoming academic tutors are required to meet with the Tutor/Mentor Coordinator or the Tutor/Mentor graduate assistant to complete a Tutor Information Form to gather some background information and examine the candidate’s qualifications, experience, and availability. The tutor may also be asked to submit a transcript and the name and contact information of an academic reference. If the tutor plans to tutor in an academic discipline studied at another institution s/he may be required to submit a transcript from that institution, as well. The hiring process is not complete until the tutor has participated in the Tutor Training Session. All tutors will receive training conducted by either of the graduate assistants. The tutor training includes a tour of the facilities, payroll information, policies and procedures, tutoring techniques, and NCAA compliance guidelines. Tutors will not be paid for any work with student-athletes performed prior to the training sessions. Once the decision to hire a tutor has been made, the tutor is directed to the Athletic Department Business Office to complete the necessary paperwork. Tutors may not work for In terco l l egiat e Athle t ic s unt i l al l phases o f the hi ring process are comple t e . This includes: • Pre-hire interview • Complete Tutor information form

o Passport/Drivers License • Submission of transcript

• Name/contact information of reference

• Tutor training

Policies for tutor pay rates Rate of pay will be based on verification of the applicant’s level of education from an official university transcript.

Undergraduate tutors receive $7.50/hr.

Tutors with a bachelor’s degree receive $9.50/hr.

Tutors with a master’s degree or 30 hours of graduate credit receive $11.50/hr.

Tutors with a Ph.D. receive $13.50/hr.

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Location of Tutoring Tutors will ONLY meet with student-athletes at the Intercollegiate Athletics Facility (IAF). In cases where it is necessary for tutoring to occur elsewhere, prior approval must be obtained from Todd Foster, Tutor/Mentor Coordinator. IAF Study Hours: Monday - Thursday 8:00 am-10:30 p.m. Friday 8:00 am- 5:00 p.m. Sunday 12:00 noon- 10:30 p.m.

How are tutors assigned? Student-athletes requesting a tutor must complete a Tutor Request Form either online or using the forms supplied outside the graduate assistant’s office. Once the student athlete has submitted the Tutor Request Form, they will hear from the graduate assistant with a list of possible tutors to contact via email. From that point it is the responsibility of the student-athlete to contact a tutor. As a tutor it is your responsibility to respond to the student-athletes emails if you are interested in working with them. Remember that the student-athletes are often in a hurry to get a tutor and will email many individuals given to them so your quickness in responding will benefit you, and your pocketbook. Tutor Session Reports After each tutoring session, tutors are required to complete a Tutor Session Report. This report is very important to our program in that it allows our staff to assess the quality of the tutoring sessions and the student-athlete’s participation. TUTORS MUST COMPLETE A SESSION REPORT FOR EACH TUTORING SESSION, and Session Reports must be signed by both the tutor and the student-athlete. The Session Report form must be filled out completely and accurately. If it is not, the tutor’s pay will be delayed until the correct information regarding the session is obtained. Tutors should give one copy of the completed Session Report to the student-athlete and leave the other in the box for the Tutor Session Reports. Session Report forms for small group sessions must be completed for each group member.

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Guidelines continued… Tutor Hours It is the general policy of the Tutor/Mentor Program that a tutor may not work more than 40 HOURS every pay period. No exceptions will be granted without prior approval. Also, it is important to note that tutors are not guaranteed a specific number of sessions per week. Missed Sessions By Student Athle te s If a student-athlete fails to attend a scheduled session OR fails to contact the tutor within a reasonable time prior to the session, do the following.

1. Note the student-athlete’s name, course, date, and time of session on the session report form.

2. Check NO SHOW on the Tutor Session Report form. You will receive one hour of compensation for the “No Show” session.

By Tutors If you are unable to attend a scheduled tutoring appointment, you should contact the student-athlete 24 hours in advance. In the event of an emergency, please contact a graduate assistant so the student-athlete can be notified. Repeated absences and missed or late appointments will result in employment termination.

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Payro l l and Timecards Each week all tutors need to complete Session Report forms in order to get paid. All Session Report forms must be submitted by Friday at 5 p.m. Time cards are also to be filled out after each session. Failure to correctly fill out your timecard will delay processing of your payment. All timecards are due every other Wednesday by 10 p.m. (see the board outside the GA office for specific due dates). Below is an example of a correctly filled out timecard. Please take a minute to notice some important aspects.

1. All tutors get signatures from student athletes for the time worked. 2. All runners and note takers place these words in the signature line. 3. All groups are bracketed off to indicate how many people are in the group.

When your time card is ready to be turned in, place time card and tutor report in time card box before 10:00 p.m. on Wednesdays. Your checks may be picked up in IAF 231C from Carla Coffin AFTER 1:00 p.m. on the day noted on the time card box. If you miss the Wednesday deadline your paycheck will not be available until the NEXT pay period.

Unclaimed paychecks and pay stubs are returned to payroll in Freehafer after two weeks. We strongly suggest you consider direct deposit. This will save you time and trouble.

Note: We reserve the right to question excessive hours, hold cards if information is not correct, and ask for written confirmation from tutor or student-athlete regarding time card information. (See evaluations, release, and early dismissal.)

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Evaluations, Release, Dismissal At the close of each semester the student-athlete must complete a Tutor Evaluation Form. Forms are located in the slot to the left of the timecard box and also in the Student-Athlete Handbook. It is the tutor’s responsibility to see that the student-athlete receives the form.

Since tutoring needs vary from semester to semester it is difficult to maintain a fixed number of tutors or to guarantee any work beyond a given semester. Do not depend on tutoring as a primary source of income.

Tutors may be terminated for any of the following reasons.

1. Failure to maintain tutor/student-athlete confidentiality;

2. Failure to uphold the general duties of a tutor as outlined in this manual;

3. Failure to keep tutoring appointments;

4. Deficient academic skills;

5. Falsification of timecards;

6. Disruptive behavior that calls unfavorable attention to the tutor as a representative of Purdue’s Athletic Academic Support Services office;

7. Violation of university policies regarding codes of conduct as stated in Purdue University Regulations.

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Tutor Responsibilities and Expectations Confidentiality

Tutors must demonstrate integrity and confidentiality regarding all academic dealings.

Course Work

Tutors must have very good knowledge of the material they are tutoring. If the material is beyond his or her ability the tutor should call the graduate office, 494-5479, to make changes in the assignment.

Tutoring Session Decorum

Tutors are expected to maintain control during tutoring sessions. You are responsible for the activities occurring during your tutoring session. This includes noise level and traffic flow. While it is important to maintain a good rapport with the student-athletes a proper balance of interaction is important. Excessive visiting should be discouraged. The tutor program is designed to help the student-athlete make the most of an extremely tight schedule -- time management is constantly emphasized.

Study Skills/Test Anxiety

Tutors should be aware of any signs of study problems. This includes problems with time management, reading, writing, organizational skills,

and anxiety. Contact the athletic academic advisor should it be detected that a student-athlete has a study skill need or deficiency.

Show Enthusiasm

A student-athlete is more likely to be attentive if the tutor is genuinely enthusiastic.

Be Supportive

Everyone can benefit from encouragement. If a student-athlete deserves a pat on the back give it to him or her. If a student-athlete experiences a failure help him or her recognize areas that need improvement.

Be Professional

Exemplify professionalism in all aspects (conduct, dress, and relationship with student-athlete).

Be Understanding

Expressing a weakness can be threatening. Be open to the needs of the student-athlete.

Punctuality

Be punctual and prepared for all tutoring sessions.

Cooperation

Work cooperatively with fellow tutors and the Athletic Academic Services staff.

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Nothing Success!!

Beginning the Tutor Process A Conne ct io n You will receive an email from the student-athlete concerning when you will meet with this individual. At the initial meeting, you should begin by introducing yourself and possibly chatting with the student-athlete about general topics of interest to both of you, such as school-related issues. It is important to approach the initial meeting in a positive and friendly manner. Sharing information about yourself is optional, but can be helpful in developing a foundation of trust. While it is important to be friendly, remember the ultimate goal of these sessions is to address the student’s learning needs. Def ining t he Student ’ s Needs Use questioning as a way to begin defining the student’s needs. Begin by letting the student explain to you what difficulties she is having. Allow the student plenty of time to explain the situation without interruption or interpretation. Then, ask open-ended questions such as those which begin with why, how, or what. Closed questions begin with who or when, or are those which elicit yes/no or single-word responses and should be avoided if possible. These types of answers do little to illuminate any problems the student may be experiencing. Encouraging the student to talk about her difficulties not only helps you, but also helps the student find solutions as well. The initial meeting and defining the problem may take some time, but the benefits will be worth the effort. Interpreting the student’s problem may be more complex. You may immediately see the problem, or you may need to contact the tutor coordinator. The three most common problems you are likely to encounter are poor reading comprehension, poor study skills, and lack of motivation. Motivates a student like the feeling of

Find in g So lut ions If t he p robl em is re ad in g comprehens io n , your plan may need to include assisting the student-athlete with studying difficult or technical vocabulary and reviewing the text to understand the main ideas. Oftentimes, this involves creating flashcards and quizzing the student on terms and concepts. Students with consistent problems in reading comprehension should be referred to an academic counselor. Some students may be advised to take advantage of the reading lab on campus to enhance their speed or comprehension. If t he p robl em is s tudy sk i l l s , your first task is to review the process which the student is currently using. How does the student review chapters? What is the quality and the quantity of the notes the student takes? How much time does the student actually spend studying? Use the information you have learned to assist the student in devising a plan to improve those areas that need attention. Always encourage the student to make every effort to improve his own skills rather than relying on others. In tutoring, you may make suggestions from your own experience for study skills that may enable the student to study more efficiently. I f t he p robl em is mot ivat io n , then the student is likely not putting in the time and energy necessary to be a successful student. Coaches will say that winning breeds winning and the same philosophy is true for student learning. Many student-athletes are readily willing to devote countless hours to conditioning for their sports, but find it difficult to apply this same dedication in the classroom. Part of your job as a tutor is to help the student-athlete begin to appreciate the rewards of pursuing and achieving academic goals. Each small success will breed the next success, and nothing motivates like the feeling of success. Point out any progress you see, no matter how small, in the learning process. Academic success will lead to new-found energy and commitment.

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The Tutorial Process Plannin g Whi le Tutoring At the beginning of every tutorial, you should plan the session with the tutee. Ask the student-athlete what he or she wants to accomplish and see how that correlates with what you think is a realistic goal. Then, develop a plan that is satisfactory for both of you. Make every attempt to motivate the student athlete during each tutorial session. It is important to develop strategies and techniques for stimulating the student’s intellectual curiosity during each session. Plan to review material learned in previous sessions. Encourage the student to go back and show mastery of areas of study in the preceding lessons. To review and recall motivates most students to master each level before proceeding to the next. In guiding students through the learning process, you should consider using varying learning strategies. Remember to involve writing, reading, and listening, in combination, for maximum results. In each session make it a point to provide feedback for the student-athlete on the work which has been accomplished. It is important to reinforce in a positive manner all attempts at learning. Determining the Student ’s Mode o f Learn ing Most students when asked directly, “Are you a visual or auditory learner?” will not understand the question. When asked “Do you learn better by seeing the information (i.e., reading) or by listening to the information as it is given?”, most students will be able to give you an answer. It is important to establish immediately the best mode for instructing the student. If the student is better able to

understand the material when you have explained it to him orally, then he is probably an auditory learner. If he needs to see the information, such as watching you work through a sample math problem or using flashcards, then he is probably a visual learner. Thus, it is probably not going to be effective to get into lengthy discussions of course material with a student who is a visual learner. If the student is unable to tell you his preferred mode of learning, then try a combination of approaches until the best method is found. Remember to be flexible and get feedback in order to assess the best teaching method. After Tutoring Make sure that each student-athlete leaves the session with a plan for additional study. Record the assignments and remember to discuss the independent study work at the next session. Make notes of the session both in a personal log and on the session report form for the Student services records. This follow-up will enable you to be prepared for the next session. You should never rely on memory alone for information for the next session. Be sure to note any information the student’s academic counselor may need to know. Informally evaluate each session by comparing your plan with what actually happened during the session. Analyze which strategies and techniques worked and which were not successful. If you feel you are not accomplishing the goals you and the student have set for your tutorial sessions, you should feel free to discuss any problems with the tutor coordinator or the student-athlete’s academic counselor.

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The Test-taking Game Plan – How to Prepare for Academic Competition

Quest ions you shou ld be able to answer one week prior to the exam:

1. How am I going to prepare for this exam? 2. How will the test attempt to measure my understanding of the

course materials? 3. What will be the relationship between the lecture, the reading,

and the test? 4. What chapters should I emphasize and reread? 5. Are there any specific concepts, theories, etc. that I must master

for the test? 6. What types of questions will be on the test (multiple choice, true-

false, essay, fill-in-the-blank)? 7. If one or more essay questions are included, very specifically,

what will the professor or TA be looking for in the essay answers?

8. What would an “A” essay answer contain? What won’t an “A” essay answer contain?

9. Do I know what I have to score on this test in order to earn the grade I want?

Quest ions you shou ld be able to answer one week aft e r the exam:

1. Did I receive the grade I thought I deserved? If no, then why not? 2. Did I go over my test with the professor or TA? If no, why not? 3. How close was I to the next grade? 4. Do I need to discuss my answers with the professor or TA in order to

attempt to receive additional points on some questions? 5. Did I miss any lectures? If so, how many and why? 6. Did I do all the assigned reading for the test? If no, why not? 7. Did I do all the assigned homework before the exam? If no, why not? 8. Did I study the right material? If no, why not? 9. Did I dedicate sufficient study time to this test? If no, why not? 10. Did my study time lack quality? If so, why? 11. What mistakes did I make on this test and in preparing for this test? Why

did I make those mistakes? 12. How do I avoid making those mistakes on the next test? 13. What did I do well on this test or in preparing for the test so I can

continue to do so?

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Ins t ruct ional Strat egie s for Teaching Mathemat i cs 1

Initiating and Instructing the Math Lesson

1. Initiate the lesson with the student-athlete. a. Together read and discuss the guidelines and instructions in the

text. b. Demonstrate several examples in the manner shown in the text. c. Have the student-athlete close his/her book and work out problems

without “seeing” the recipe. d. When appropriate, discuss other problem-solving strategies that will

aid in the student-athlete’s understanding. Note: When sharing strategies not written in a published text, write out the sequence asking the student-athlete to keep that information. This will enable the student-athlete to refer to the unpublished instructional advice in your absence. It is essential that consistency be promoted from lesson to lesson.

e. Explain each step. If you think the student-athlete is not grasping the concept try to relate it to something in everyday life – draw a picture, use a tangible object, use the computer, etc.

f. Ask the student-athlete to write down each instructional step. g. Demonstrate, to the student-athlete as many times as necessary, to

aid the student-athlete’s mastery. Note any observations that will be of assistance to you when developing future tutoring plans.

2. Assisting with story problems a. Read problems twice. b. Review the story problem contemplating the process. Ask, “what is

it asking me to find?” c. Write down the facts noted in the problem. d. Identify key words: sum, difference, product, etc. e. Identify the operations to be used. f. What steps will be needed to solve the problem? g. How many steps are needed to solve the problem? h. After obtaining the solution to the problem, reread the problem.

Does the answer make sense? i. Encourage the student-athlete to adopt this strategy when he/she is

working on story problems independently. 3. Correcting math problems

a. The student-athlete is responsible for checking his/her own lesson (answers are provided at the back of most texts for at least the odd numbered problems).

b. The tutor will then be available to assist with problems and processes that remain unresolved.

4. Remaining with the student-athlete a. Remain with the student-athlete until he/she can solve the problem

correctly and has demonstrated mastery. 5. When independence is demonstrated

1 The Lafayette Adult Reading Academy Tutor Training Manual.

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a. Once the student-athlete has demonstrated some independence it may not be necessary to remain with the learner for the entire lesson. However, return to the student-athlete periodically to check on his/her progress.

6. Mastery in the early stages a. If the student-athlete demonstrates mastery in the early stages of

your lesson, minimize unnecessary practice and move on to a more challenging task. Note any change within the lesson and compensate for the change.

7. Positive reinforcement a. Praise and encourage neatness and a systematic approach to

problem solving. Demonstrate rationale for implementing both of these necessary components.

8. When the tutor is uncertain a. When you are uncertain regarding a mathematical problem or

process, admit your concern to the student-athlete. Read the instructions and explanations together. Do not leave the student-athlete confused or stranded. It is important that the student-athlete receives accurate instruction.

The Process o f Wri t ing2

Students o f t en fo l low a three -phase wri ting procedure . Firs t , they panic; then they procrastinate; and f inal ly , they furiously write down anything they can think o f jus t to f in i sh the assi gnment . The fi rs t phase i s experi enced as a j o l t in t ime , the s e cond as an e longat ion o f t ime , and the thi rd as a compression o f t ime .

An alt e rnat ive i s to re-image the process o f wri t ing. This capi tal izes on the advantage of writing – the abi l i t y to say what you want to and then foo l wi th i t be fore submit t ing a f inal draft . The process o f writ ing may be vi ewed in three s t eps .

Step 1

Define the task. What ques tions shou ld you ask? Think o f the e ssay as a sus tained answer to a complex quest ion . Convert the assi gnment to something you contro l . Teach the s tudent -athle t e how to use the compos i t i on diagram as he/she plans a pape r. These are avai lable in the s lot s to the le f t o f the t imecard box.

Gather and analyze ideas and information. What are the answers to those quest ions? The material you gather depends on be ing a sophi st i cated reader.

Make a plan. What s t rat egy wi l l he lp you present your material c l early and convincingly? Lis t your ideas , paying at t en t ion to cat egori es and then to sequence .

Step 2

2 Northwestern University Tutor Manual. Northwestern University Department of Athletics and Recreation and the Office of Academic and Student Services.

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Write a draft. Put your ideas on paper. Do not le t yourse l f s low down to worry about de tai ls l ike spe l l ing or organizat ion . Keep writ ing! I f you ge t s tu ck ask, “What ques tion would an int erest ed, at t en t ive reader ask now?”

Step 3

Revise. Revi ew what you have writ t en – revi se , “resee ,” think twic e . Cons ider ways to re focus , reorganize , add, and de le t e . Ask yourse l f , what am I t ry ing to say? Res tat e each paragraph in one s en t ence .

Edit. Test each sen t ence . Is it c l ear? Dire c t? Grammat i cal ly sound?

Some Focal Poin t s for Discuss ing a Paper in Progress 3

A tutor can embody the int eres ted, at t ent ive reader. You can make the wri te r aware o f the process by asking what he/she did in wri t ing the paper. Quest ions may c en t er in the fo l lowing areas .

Content and Thoughtfulness

• What i s this paper about? • What i s sues are addressed? • What quest ions are rai s ed? • What i s i ts si gn i f icance? • So what?

Focus

• What i s the c en tral poin t? • How soon does i t be come c lear?

Development

• What de tai ls , examples , and de f in i t i ons are provided in order to di f f e ren t iat e the author’s ideas?

• If you want more abs t rac t ion , ask the s tudent -athle t e to provide an example .

• What evidence is gi ven? Which possible obj e ct i ons are cons idered? Organization

• Ask students about cat egori e s . Which cat egori e s are at work here? • Is your approach chronologi cal? Topi cal? • Use a compos i ti on diagram to c reat e a ske leton out l ine or f low-chart

o f the paper. Style and Mechanics

• Is each sen t ence as c lear, di re c t and pre c is e as the wri t e r can make i t?

• Read the paper aloud.

3 A Guide to Tutoring Student-Athletes. East Carolina University Department of Athletics.

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NCAA Guidelines FOR TUTORIAL SERVICES

PROVIDED THOUGH THE DEPARTMENT OF ATHLETICS

As an employee of Purdue University who works closely with members of our Athletic Department, you need to be aware of the limitations and guidelines regarding your interactions with Purdue student-athletes. Failure to follow set policies and procedures could result in a student-athlete losing his/her athletic aid along with his/her eligibility and severe sanctions for the University. This will also result in the termination of your appointment with the Tutor/Mentor Program. The guidelines are addressed as mandatory components of our tutor training.

1. Under NO circumstances should a tutor speak with a student-athletes instructor. Please check with the Tutor/mentor program staff if you or a student-athlete is unclear about the assignment. If it is determined that additional information is needed from a professor, the tutor/mentor staff will make the appropriate contact. Our general policy is that it is the student-athlete’s privilege and responsibility to contact his/her instructor to clarify assignments.

2. A tutor is expected to contact the Athletic Academic Services Advisor if s/he suspects

that a student-athlete is not attending class regularly, engaging in academic dishonesty, or experiencing unusual stress or difficulty in our out of the classroom. Failure to do this could cause the student-athlete to become ineligible or be expelled or suspended from the university.

3. Unethical academic behavior will not be tolerated. This includes writing papers, taking

tests, completing assignments, etc. A tutor who is suspected of academic dishonesty will be suspended until the Athletic Department staff can conduct an investigation. The incident will also be reported to the Office of the Dean of Students. That office will determine disciplinary action.

4. The tutor is to maintain confidentiality in all areas regarding student-athletes. A

student-athlete’s academic concerns may be discussed with that student-athlete and the Athletic Academic Support Services Advisor staff only. Do not discuss the student-athletes academic concerns with other student-athletes, faculty, members of the media, or anyone else. Doing this is in violation of the student-athlete’s right to privacy under the Buckley Amendment. In addition to academic concerns, tutors may find themselves exposed to information such as disciplinary matters, injuries, and personal problems. All information must be treated with the greatest confidentiality and sensitivity.

5. Responsibility for academic success or failure rests with the student-athlete. A tutor

is not expected to “save” the student athlete. You will never be evaluated based on the final grade a student-athlete receives. You are responsible for assisting the student-athletes best you can. You are not responsible for his/her performance.

6. Dependent student-athlete/tutor relationships are actively discouraged. It is the tutor’s

responsibility to encourage the student-athlete to learn to help him/herself. Friendships can develop between the student-athlete and the tutor but should not get in the way of “working time.”

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NCAA Guidelines

16.02.3 Extra Benefit. An extra benefit is any special arrangement by an institutional employee or a representative of the institution’s athletics interests to provide a student-athlete or the student-athlete’s relative or friend a benefit not expressly authorized by NCAA legislation. Receipt of a benefit by student-athletes or their relatives or friends is not a violation of NCAA legislation if it is demonstrated that the same benefit is generally available to the institution’s students or their relatives or friends or to a particular segment of the student body (e.g., foreign students, minority students) determined on a basis unrelated to athletics ability. (Revised: 1/10/91) An extra benefit may include, but is not limited to: 1. cash or loans in any amount 2. signing or co-signing a note for a loan, or arranging a loan 3. gifts (birthday, holidays, etc.) 4. free use of a telephone to make long distance calls 5. use of an automobile or other free or reduced transportation 6. free or reduced housing or rent 7. free or reduced cost goods or services (e.g., laundry, photocopies, meals, etc.) 16.3 ACADEMIC AND OTHER SUPPORT SERVICES 16.3.1 Mandatory 16.3.1.1 Academic Counseling/Support Services. Member institutions shall make available general academic counseling and tutoring services to all student-athletes. Such counseling and tutoring services may be provided by the department of athletics or through the institution’s non athletics student support services. In addition, an institution may finance other academic and support services that the institution, at its discretion, determines to be appropriate and necessary for the academic success of its student-athletes, including, but not limited to, the following: (Adopted: 1/10/91 effective 8/1/91, Revised: 4/25/02 effective 8/1/02) (a) Tutoring expenses; (d) On-campus student development and career counseling (including the provision of related materials of little or no commercial value to student-athletes) utilizing outside resources; (Revised:1/10/95) (g) Use of computers and typewriters. Use of institutionally owned computers and typewriters on a check-out and retrieval basis; however, typing/word processing/editing services or costs may not be provided, even if typed reports and other papers are a requirement of a course in which a student-athlete is enrolled; (Revised: 4/25/02 effective 8/1/02) (h) Use of copy machines, fax machines and the Internet, including related long-distance charge, provided the use is for purposes related to the completion of required academic course work; (Adopted: 4/25/02 effective 8/1/02) (i) Course supplies (e.g., calculators, art supplies, computer disks, subscriptions), provided such course supplies are required of all students in the course and specified in the institution’s catalog or course syllabus; (Adopted: 4/25/02 effective 8/1/02) 10.1 UNETHICAL CONDUCT Unethical conduct by a prospective or enrolled student-athlete or a current or former institutional staff member (e.g., coach, professor, tutor, teaching assistant, student manager, student trainer) may include, but is not limited to, the following: (Revised: 1/10/90, 1/9/96, 2/22/01) (a) Refusal to furnish information relevant to an investigation of a possible violation of an NCAA regulation when requested to do so by the NCAA or the individual’s institution; (b) Knowing involvement in arranging for fraudulent academic credit or false transcripts for a prospective or an enrolled student-athlete; (c) Knowing involvement in offering or providing a prospective or an enrolled student-athlete an improper inducement or extra benefit or improper financial aid; (Revised: 1/9/96) (d) Knowingly furnishing the NCAA or the individual’s institution false or misleading information concerning the individual’s involvement in or knowledge of matters relevant to a possible violation of an NCAA regulation; or (e) Receipt of benefits by an institutional staff member for facilitating or arranging a meeting between a student-athlete and an agent, financial advisor or a representative of an agent or advisor (e.g., “runner”). (Adopted: 1/9/96)

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REFERENCES

Northwestern University Tutoring Handbook. (1991). Department of Athletics and Recreation and the Office of Academic Student Services. Northwestern University. Evanston, IL.

A guide to tutoring: Helpful hints and strategies to assist you in being a successful tutor. Drake University. Des Moines, IA.

Make a difference in someone’s world. Lafayette Adult Reading Academic. Lafayette, IN.

The University of Alabama Tutor Manual. (1991) University of Alabama, Center for Athletic Student Services. Tuscaloosa, AL.

A Guide to Tutoring Student-Athletes. East Carolina University, Department of Athletics.