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Job Description

Peer tutors support the Learning Center’s mission to offer a welcoming and inclusive community that provides targeted peer-to-peer academic support to Â鶹Æƽ⴫ý students. Tutors provide 1:1 and/or group tutoring sessions. Tutors are trained to enhance learning by coaching and guiding students to become thoughtful, confident and life-long learners. The purpose of tutoring is to increase and enhance the mastery of concepts. Tutors model effective study skills, learning strategies and time management techniques to support students’ academic growth.

Through this position, peer tutors will increase their own knowledge and understanding of the subject matter, gain leadership and employment experience, as well as strengthen interpersonal and critical thinking skills.

Position Qualifications

• Peer tutors must have earned an A or B grade in the course they wish to tutor and maintain a cumulative GPA of 3.0.
• Peer tutors must be in good standing with the University.
• Peer tutors must receive a faculty recommendation for each discipline they wish to tutor.
• Peer tutors should be dedicated to helping students identify and meet their academic goals.
• Peer tutors must be able to model appropriate academic attitudes and behaviors.
• Peer tutors must possess strong written and oral communication skills.
• Peer tutors must have an appreciation and desire for diversity and inclusivity.
• Peer tutors should demonstrate an ability to establish a positive rapport and maintain a professional relationship with students.

Position Responsibilities

• Peer tutors will provide individualized subject area and skill development tutoring to students.
• Peer tutors will create and maintain a tutoring schedule each week that is convenient to both the Learning Center and tutor.
• Peer tutors will attend and complete all training requirements.
• Peer tutors will maintain accurate and up-to-date records of each tutoring session using the WC Online system.
• Peer tutors will assist with additional projects including, but not limited to, facilitating time management and study skills workshops and presentations, data entry, and creating and distributing marketing materials.
• Peer tutors will maintain professional standards adhering to the .
• Peer tutors will follow FERPA guidelines and maintain strict confidentiality of all student information, material and discussions shared in the tutoring relationship.

Job Description

Supplemental Instruction (SI) leaders support the Aylward-Dunn Learning Center’s mission to offer a welcoming and inclusive community that provides targeted peer-to-peer academic support to Â鶹Æƽ⴫ý Students. SI Leaders provide peer-led group review sessions for students in a specific course that has been identified as traditionally difficult for most students. These sessions are designed to integrate how to study with what to study and implement various collaborative learning techniques to promote student interaction and active learning. SI leaders model effective study skills, learning strategies and time management techniques to support students’ academic growth.

Through this position, SI leaders will increase their own knowledge and understanding of the subject matter, gain leadership and employment experience, as well as strengthen interpersonal, communication and critical thinking skills.

Position Qualifications

• SI leaders must be sophomores, juniors, seniors, or graduate Â鶹Æƽ⴫ý students.
• SI leaders must have taken the course for which they will lead SI and must have earned an A or B in the class.
• SI leaders must maintain at least a 3.0 GPA.
• SI leaders must be in good standing with the University.
• SI leaders must receive a faculty recommendation for the course they wish to lead SI. The faculty member teaching the course must approve the SI leader assigned to their class.

Position Responsibilities

• SI leaders must attend all SI Leader Training Sessions, including a full-day training at the start of each semester.
• SI leaders must attend the class for which they are leading SI.
• SI leaders will thoroughly plan and conduct two hour-long sessions per week for the students in their course.
• SI leaders will schedule two office hours in the Learning Center each week.
• SI leaders will meet regularly with the SI supervisor.
• SI leaders will collect data and administer program evaluations.
• SI leaders will actively market their sessions and engage with the students in their courses.