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Office Procedures

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Stephanie Daniels

on 3 August 2017

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Transcript of Office Procedures

Tutor Appointment Reports and Evaluations
Review the Tutoring syllabus, available at http://www.xavier.edu/academic-support/tutoring-syllabus.cfm, including the expectations and attendance policy. Have the tutee complete the goal sheet.

Tactile (small motor movements)
Kinesthetic (large motor movements)

We use senses of touch,
feeling and motion
to augment
primary learning
Barsch Learning Styles
Discuss the student's preferred style of learning
Develop study strategies that utilize their learning style in and out of tutoring sessions
Clues to this style
Suggestions for
Tutor session
needs to see info
artistic talent in visual arts
difficulty following spoken directions
misunderstanding or misinterpretation
of spoken material
overreation to sounds
take lecture notes
underline, highlight or circle material
borrow others' notes, compare to own
draw pictures in notes to illustrate
use a variety of colors for different
categories or concepts
write it out!
use outlines, pictures, graphs, charts
and diagrams
draw out ideas
work with many colors
make sure tutee can take visual materials
with them, to go back and look at them
prefers to listen to material
difficulty following written directions
spoken expression more effective
difficulty reading non-verbals
closes eyes to better understand
spoken material
study in groups and talk things out
get a mini tape recorder
record lectures to make permanent
verbal record of material
read texts out loud
listen to lecture/text tapes while driving
dictate papers to be typed later
tape record tutoring sessions
read questions and work out problems aloud
use word association
use discussion to help tutee hears self talk
ask tutee to explain diagrams, charts, graphs,
etc. out loud
have tutee repeat important points
prefers hands-on learning
can assemble parts without reading
needs to be able to touch or manipulate
what is being learned
trace letters of words with finger
use finger as a guide while reading
take class notes and type or rewrite
them later
get hands on - in science or computer
labs, for example, instead of watching
use models - of the human brain, DNA, etc.
have student write out everything
have student draw charts or diagrams of relationships
cope diagrams, have student cut elements apart and put them back together
difficulty sitting still
leanring is more effective when physical
activities are involved
strong talent for movement - in athletics
or dancing, for example
use musical rhythms as patterns for
make up dances for different ideas
study or brainstorm while walking
turn ideas into material objects
incorporate putting things together
organize ideas by rearranging sentences
allow tutee to move around frequently (to
write on a board, for example)
use purposeful movement whenever possible
do role-plays and skits
make letters, numbers or shapes with body
(like YMCA) for memorization
Tutor-Client Bill of Rights
A peer tutor has the right to:
A comprehensive training program
The punctuality of the tutee
24 hour notice if a tutee must cancel or reschedule an appointment
Request additional training materials
A job performance review in order to evaluate progress
Equal treatment by employer
Decline assistance due to a professional reason
Advance knowledge of mandatory meetings or scheduling conflicts
The opportunity to meet with a supervisor about concerns or questions at any time
An LAC client has the right to:
A punctual, prepared peer tutor
24 hour notice if a peer tutor must cancel or reschedule an appointment
Confidentiality from all individuals employed by the Learning Assistance Center
Expect timely contact from the LAC office and peer tutors
Pursue all avenues necessary for academic success
Change peer tutors if necessary
A comfortable tutoring environment
An explanation of their learning style test
Approach a supervisor if there are any concerns or questions
Office Procedures
Some notes on the Tutor Appointment Reports:
Tutor Appointment Reports are confidential. The only people who should be reading them are you, other tutors, the Director, and occasionally other Xavier staff members.
Tutor Appointment Reports are designed with multiple goals in mind, including:
1. To facilitate communication regarding the tutee and tutoring sessions between the tutor, Student Leader and Director.
2. To document tutor sessions for payroll and research purposes.
3. To give other current and future tutors an idea of what strategies work best with this tutee and what their typical strengths and shortcomings are.
4. To give the tutor the opportunity to think critically about the tutee's fundamental difficulties, their progress (or lack thereof) and what tutoring strategies are effective.
End of the Semester Evaluations:
At the end of the semester (late November or April), students will receive an electronic evaluation form where they have the opportunity to provide feedback about their tutoring experience. Please remind your tutees to complete this evaluation. It will help us to improve our services.
Initial Tutoring Session:
Every Tutoring Session:
* Pay close attention to the first session, as it will set the tone for any other sessions to follow. How it goes will also influence whether clients choose to continue with tutoring or not.

1. Expectations: Clarify the student's goals for tutoring, and go over mutual expectations. Use the Tutee Goal Sheet to facilitate this. Tell the student what you will and won't do. Try to get the student to repeat what you say to them. Then switch roles and have them tell you what they will and won't do, and then repeat that back to them.

2. Background and Interest: Talk about the student's background and interest in the course - this gets the student actively motivated and helps the tutor assess the student's motivation, preparation, etc.
* Listening is your primary and essential function in this conversation. You should only ask leading questions to draw the student out or to keep them on track.
* Set a time limit (for example, the first 10 minutes) for this conversation.

3. Discuss the Learning Style Inventory (Barsch): Go over the student's scores on the Barsch Learning Style Inventory (taken when they signed up for a tutor). Discuss the meaning of the scores and their impact on how you will proceed with tutoring.

4. Evaluate student's level: Try to gauge where the student is skill-wise in the course. This will give you a place to start.

5. Proceed with regular session tasks: Set goals and a schedule for the remainder of the session. Proceed with the strategies and things to keep in mind listed below.
Welcome new tutors! Please take some time to explore this online manual to learn more about what is expected of tutors at Xavier. Click the arrow at the bottom of your screen to begin the presentation.

3 Keys
to an organized tutoring session are: identify the task at hand, break it into parts, and set an agenda.
Review key concepts.
Encourage active learning:
get the tutee to teach the concept to you, explain the chart, graph or diagram, or work out another problem out loud and on paper.
Sit next to, not across from, the student.
Give clues:
help the student get where they need to go by suggesting some key concepts, giving clues and asking leading questions, instead of explaining it out to them.
Avoid yes/no questions.
instead, ask content questions. For example, don't ask "Do you understand?" say "Why don't you explain to me what you understand from this..."
Avoid lecturing.
This discourages the student's active involvement and prevents you from adequately assessing comprehension.
Use concrete examples for abstract topics.
Help students diagnose repeated mistakes
and recognize how to correct them.
Use materials already at hand.
it is much easier to take a problem or a question from the text or workbook than to create one off the top of your head. It also avoids bringing up concepts that the tutee doesn't understand yet.
Be empathetic towards the students' frustrations.
You can give examples of how you struggled with these same challenges, or use body language to show your understanding.
Simplify, or break down a problem
enough so that it looks familiar or recognizable to the student.
Use professors for benefit and profit.
Strongly encourage the student to meet with the professor. If it would help their confidence, go with the student to meet with the professor for the first time. With the student's permission, you may meet privately with the professor, but be sure to encourage the student to communicate with the professor. It is important to
keep the professor involved in the tutoring process.
Tutoring should not be isolated from the professor because the professor is your and your client's greatest resource.
Make drawings of relationships
between different concepts or components. This takes advantage of spatial organization thinking skills.
Let the student hold the pen/pencil.
Use clues from the student's learning style
to help explain concepts. This is particularly important for a student with a learning disability.
Have the tutee take notes during the session.
Have them write down all the steps involved in a process, before working the problems.
Encourage the use of flashcards
and other hands-on review materials.
For subjects where there are not problems to be solved
(such as history, philosophy, etc.): at the beginning of each session, come up with a set of questions that you will answer during that session. Have the student take notes on the key points for each answer.
Don't forget to arrange the next session!
This will keep you and your tutee on track and will encourage good time management skills.
Things to keep in mind
Build confidence.
This is the client's greatest hurdle on the path to good grades. Use listening skills, affirmation and positive feedback.
You can't cover everything.
That's why it's important to make and stick to a schedule.
The goal of tutoring is to help the tutee become independent.
Efficiency at the expense of learning is not the goal.
Pay attention to nonverbal cues
- facial expressions and body language. These can reveal comprehension, level of interest, confusion, anxiety, etc.
You are not only there to help with course content.
Perhaps the most important responsibility of a tutor is to
help students learn how to learn.
Bring various
study skills
concepts into your tutoring sessions as appropriate. Ask students:
Tutor Expectations
Tutor at least 5 hours per week, insofar as there is a demand for tutoring in your subject area(s). Tutors may be expected to carry a greater load than this.
Develop a professional, honest, caring, comfortable relationship with clients in order to better facilitate client's progress. Come to sessions prepared and ready to help.
Keep your schedule in the LAC up-to-date, using Accutrack or informing the Assistant Director of changes, so that initial tutoring appointments that fit into your schedule can be made for you.
Pay attention to specific needs of client, especially as pertains to time management, note taking, test taking, reading, or other study skills.
Discuss issues or problems arising in tutoring with appropriate LAC staff (Student Leaders, Assistant Director).
Show up promptly for all sessions, including those scheduled for you. Check email every business day to remain informed of any new appointments. Be sure to check your LAC box at least weekly for forms.
Give 24 hours notice to clients if you cannot make it to a session.
Fill out and submit Tutor-Client Session Form to validate hours worked. Place the Tutor-Client Session form in the appropriate bin at the Desk Assistant work station. Submit paperwork within 1 day of tutor session.
Make sure you fill out and sign a payroll form before the Mondays that payroll is due.
Document all phone calls you make and missed sessions for clients on the Tutor-Client Session Form.
Complete Tutor Training and Certification requirements by the end of first year of employment. This includes 10 training hours and 25 tutoring hours. Topics covered in training include:
* Developing tutoring strategies and addressing common challenges or problems
* Becoming familiar with all our services and office procedures
* Learning about campus resources and how to make appropriate referrals to utilize other offices' services
* Working with a diverse student population, including students with disabilities
* Topics covered in on-going training at Tutor Meetings
Notify staff of what your tutoring specialties are and any changes in them. Be willing to tutor in these areas. This way we know we can count on you and we know what areas we need to strengthen.
Maintain a good relationship with professors, especially in subjects tutored. Communicate with your tutee's professors as needed.
Maintain high academic standards, including a 3.3 GPA in subjects tutored and a 3.0 GPA overall.
Attend all Tutor Meetings (every other Monday at 1:30 pm) in LOG 100, unless otherwise notified. These meetings are mandatory and essential for the proper functioning of the LAC's services. If a meeting must be missed, notify the Assistant Director. You must attend a "make up meeting" within that week. All tutors will be expected to know any information discussed at Tutor Meetings, including any announcements about payment, paperwork, or office policies.
Other tasks as determined appropriate by the Head Tutor, other Student Leaders, and full time LAC staff.
Tutoring FAQ
What do I do if I don't know the answer to a client's question?
Don't panic. Use the resources at hand: the text, notes, student, etc. If you are unable to figure it out, that's STILL OK. Tell the student you aren't sure, and encourage them to go talk to their professor and get the answer directly from the person who is going to be grading their tests.
What should I do if the client stands me up?
Sometimes accidents happen and sometimes people forget. After waiting about 10 minutes for your client, call him. Give the client up to 15 minutes to show up for the session. If he does not come in that 15 minute interval, document it on the Tutor-Client session form. Follow up with the student and attempt to schedule a new appointment.
If the client does not give you 24 hours notice for a session, this is considered an absence from the session. Document this as a stand up on the Client-Tutor session form. When you document no-shows/not 24 hours notice, include the 15 minute interval for pay purposes. The attendance policy is as follows:
* If a student misses an appointment (or does not give 24 hours notice to cancel), an email is sent indicating that if the student misses another session their privileges will be revoked. After two missed appointments, the Assistant Director will send an email, revoking tutoring privileges for the semester. The Assistant Director will record the student's status directly on the Tutor-Client session forms, and will carbon copy all the student's tutors on all emails sent to the student.
What should I do if the client really just doesn't have the knowledge or skills to pass a course, or really needs one of the prerequisites?
Sometimes students end up in courses they really shouldn't be in. The best advice to give here is to explain your concerns to the student, and suggest that they visit their academic advisor to discuss their options. Do not try to make up for the deficit through tutoring. Your job is not to make up for a whole class or knowledge/skill base. Your job is to provide supplemental help, a sounding board, and a guide for the student, not to make up for significant deficits.
How often should I meet with a tutee?
For most students, you should start off with once per week, for one hour. Some students need more, some students need less. If less is every other week, or every three weeks, that's perfectly fine. If less turns into the night before every test, that's not OK. Tutors are not cramming agents. If more is twice a week for the same subject, then talk to the Assistant Director for approval. If more turns into more time than the tutee is actually in class every week (usually 2.5 hours), that becomes a problem. Studies have shown that spending more time in tutoring than in class is generally ineffectual in improving a student's grade. If the student has a disability and is getting tutored in a class driectly related to that disability (i.e. a student with a math disability in a math class), an exception to this may be made with the approval of the Assistant Director of Tutoring Services.
Where should I meet with a tutee?
You should meet in a public place where you both feel comfortable, such as the CLC, the library, or a study lounge. On each tutee's Preliminary Intake Form, they have marked the type of environment in which they learn best, in terms of noise distractions and lighting conditions. Please try to take these needs into account in choosing a place to meet.
Does the office tell me if I'm signed up to tutor a student with a disability?
Not under normal circumstances. It is your responsibility to discuss with the student their specific learning styles, including weaknesses and strengths, in the first session. It is the student's right to choose to self-disclose their disability to you in this situation. If they do not self-disclose, and you suspect a disability that would significantly impact the way you would tutor this individual, please talk to the Assistant Director, and if any pertinent disability is known, this may be disclosed to you with the student's permission.
What should I say if I call a client and get their voicemail?
Please don't leave a message on their voicemail saying, "Hi, I'm your tutor." The student may not want others to know they are getting a tutor. Some better messages include: "This is Stephanie, from the Learning Assistance Center. Please call me at 745-3214", or "This is Stephanie from the LAC. Does Monday at 2:30 in the library work for you?"
What should I do if the tutee really doesn't need my help?
Sometimes tutees come to us with only one true problem: lack of confidence, or perfectionism. If a tutee really seems to be on track with everything, from study skills to the course content, and is getting A's on most of their tests and assignments, they probably can make it on their own. One of the tutor's most difficult tasks can be "counseling out" a tutee. The first step in this is to talk to the tutee about why you think they no longer need you. You may also want to recommend they visit one of the drop-in tutoring services available on campus (LAC, Math Lab, Writing Center) whenever they have a question, instead of meeting regularly with you. Counseling out is an important process, and leads to greater independence on the part of the tutee, which is the goal of tutoring in the first place! If you tutor a student in an SI supported course, please encourage the student to attend SI for their class selection. It is important for students to utilize all available resources.
What should I say if the tutee puts me in an uncomfortable situation?
If the tutee puts you in an uncomfortable academic or ethical situation (i.e. asking you to do their homework or help them cheat on a test), this situation must be thoroughly documented (describe exactly what happened and how). Obviously, you should never help a tutee commit academic dishonesty, and if you ever learn of a tutee or other student committing (or trying to commit) academic dishonesty, you should inform the LAC Assistant Director ASAP. All reports of academic dishonesty will be kept confidential, and reported to the appropriate professors and authorities in the university without the use of your name.
Disability Services at the LAC
Over the course of your employment in the Learning Assistance Center, you will meet several Xavier University students who have disabilities. Most of the time, you will notice students taking exams here in the LAC or meeting with the Assistant Director of Disability Services, but you will not know the exact nature of the disability. Other times, you may overhear information about a student's disability. Any disability information is considered as confidential as your medical records. You would not appreciate it if the nurse at your doctor's office talked about your private medical records to her friends. Nor would a student with a disability appreciate you talking about his/her disability. It is your responsibility as an employee of the LAC to maintain confidentiality at all times. That means you can never, ever discuss someone's disability outside the LAC.
Students with disabilities must meet with the Assistant Director of Disability Services to determine an individual plan of accommodations tailored to their specific disability and needs. Some of the accommodations involved in this plan may include:
Use of Assistive Technology
Study skills assistance
Trained peer tutors
Help with getting books in alternative format
Note taking assistance
Sign language interpreters
Exam accommodations, including:
* Extended time
* Non-distracting atmosphere
* Readers
* Scribes
* Use of computer
Every semester, students wishing to receive accommodations must complete paperwork, including a release form, at the LAC. Letters are then sent to the student's professor, giving details about the student's disability and the accommodations required. Other LAC services related to disabilities include:
Referral for testing for learning disabilities
Family consultation
Faculty/staff consultation
Your role in providing accommodations
You are a very important part of the accommodations process for students with disabilities. Many students with disabilities need peer tutors to help them with difficult course materials. The student or the assistant directors may inform you of the presence of a disability in a student learner. This information is given to enable you to better understand your student learner so that you are able to help in a manner appropriate to how that student learns. Never hesitate to ask for help and advice when tutoring a student with a disability. Also, include the student learner in the advice-seeking as he or she is most able to tell you about what works and what doesn't.

Study skills and learning styles are often the vital keys to success for students with learning disabilities. Other students can often get by, with varying degrees of success, without taking advantage of study skills or their preferred learning styles. But for students with learning disabilities, these tools can make the difference between swimming or sinking in the challenges of college coursework. Thus, it is essential that you understand and take advantage of these tools whenever possible in your tutoring sessions.
Understanding Learning Disabilities
Unlike other disabilities, like paralysis or blindness, a learning disability (LD) is a hidden handicap. A LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways - as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can not only impede speaking, reading, writing, or doing math in the present moment, but also have impeded their ability to learn these skills throughout their lives.
A learning disability is a permanent disorder - it cannot be "fixed" and will not just go away. An LD can, however be highly inconsistent, appearing one week and not at all the next, or posing severe problems in grade school, disappearing in high school and coming back in college. LDs occur in individuals of normal or above average intelligence, and are often noticed because of a significant difference between expected and actual achievement in one of many areas required for the learning process. LDs can, in many cases, affect many parts of a person's life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single, isolated learning problem that has little impact on other areas of their lives.
Different kinds of Learning Disabilities
Learning Disabilities can be broken down into several categories:
Reading Disabilities
Written Language Disabilities
Math Disabilities
Receptive and Expressive Oral Language Disabilities
Attention Deficit (Hyperactivity) Disorder

Multiple Disabilities:
Many aspects of speaking, listening, reading, writing, and arithmatic overlap and build on the same brain capabilities. So it is not surprising that people can be diagnosed as having more than one area of learning disability. For example, the ability to understand language underlies learning to speak. Therefore, any disorder that hinders the ability to understand language will also interfere with the development of speech, which in turn hinders learning to read and write. A single gap in the brain's operation can disrupt many types of activity.

Perceptual/Processing Difficulties - Visual, Auditory, or Mixed:
A disturbance in the awareness of objects, relations, or qualities involving the interpretation of sensory stimulation. Will manifest itself within one of the various disabilities enumerated above, but possibly with ramifications in other areas.
Reading Disabilities
Reading is a very complicated process, requiring individuals to simultaneously:
Focus attention on the printed marks and control eye movements across the page
Recognize the sounds associated with letters
Understand words and grammar
Build ideas and images
Compare new ideas to what you already know
Store ideas in memory
Given the complications of combining all these processes, reading disabilities can involve the following characteristics:
Inadequate word attack skills
Confusion of similar words
Difficulties with phonetic skills
Slow reading rate and/or difficulty in modifying reading rate in accordance with level of difficulty
Problems understanding what is read
Difficulty identifying main ideas and details
Difficulty integrating new vocabulary
Terms involved with Reading Disabilities include:
A distinct reading problem based on phonologic processing problems (associated with deficits in sound discrimination, sound blending, memory for sounds, and sound analysis) present from birth, which affects word learning and which also may cause language disabilities. Interferes with learning to read despite average or above average intelligence, motivation, opportunities, and sensory acuity. Usually associated with the production of, rather than the understanding of, language.
The loss of the ability to read because of some brain damage, or the complete failure to acquire reading skills.
Written Language Disabilities
Can involve the following characteristics:
Poor penmanship
Slow written production
Difficulty with sentence structure or poor grammar
Difficulty copying from a blackboard or book
Difficulty with learning rules of grammar
Compositions lacking in organization and development of ideas
Frequent spelling errors
Poor proofreading and revising skills
Terms involved with Written Language Disabilities include:
Difficulty in motor output or in performing purposeful motor movements.
Individuals with a diagnosis of dysgraphia have extremely poor handwriting or are unable to perform the small motor movements required for handwriting.
Math Disabilities
Can involve the following characteristics:
Incomplete mastery of basic facts
Difficulty recalling sequence of math operations and processes
Misunderstanding of math vocabulary
Confusion or reversal of numbers and operational symbols
Difficulty reading or understanding word problems
Inaccurate copying of problems
Problems with time, money and measurement
Terms involved with Math Disabilities include:
People with developmental arithmetic disorders, or dyscalculia, may have difficulties recognizing numbers and symbols, memorizing facts such as the multiplication table, aligning numbers, and understanding abstract concepts like place value and fractions.
Receptive and Expressive Oral Language Disabilities
Can involve the following characteristics:
Difficulty expressing ideas or thoughts aloud
Problems describing events or stories in proper order
Mispronunciation of words
Difficulty remembering specific words
Poor ability to remember or understand spoken instructions
Inability to concentrate and pay attention in class
Terms involved with Receptive and Expressive Oral Language Disabilities include:
Difficulty in recalling or remembering words or the names of objects; for example, when the word is on the tip of your tongue and you just can't find it - 100 times a day!
Impairment of the ability to use or understand oral language.
Attention Deficit (Hyperactivity) Disorder (AD(H)D)
Attention Deficit (Hyperactivity) Disorder (AD(H)D):
This is a neurological condition that affects both learning and behavior. AD(H)D is the result of a chronic disturbance in the areas of the brain that regulate attention, impulse control, and the executive functions which control cognitive tasks, motor activity, and social interactions. Hyperactivity may or may not be present. The diagnosis of ADD is always a medical one, and must rule out causation from other mental disorders. The most effective management of ADD often includes a combination of drug therapy (like Ritalin) and cognitive behavioral therapy (self-instruction, relaxation).
Characteristics associated with AD(H)D can include:
Distractibility, inconsistency in focus
Low frustration tolerance
Sleep problems
Personality disorders
Disorganization in time and place
Poor self esteem
Moodiness and depression
Conditions related to academics can include:
Specific learning problems
Poor time management skills
Difficulty in being prepared for class and keeping appointments, getting to class on time
Reading comprehension difficulties
Difficulty with math problems requiring changes in action, operation, and order
Inability to listen selectively during lectures, resulting in problems with note taking
Lack of organization in work, especially written work and essay questions
Limited elaboration skills, both speaking and writing problems
Difficulties with learning foreign languages
Problem solving skills can include:
Ability to "hyperfocus" for intense periods of time
Ability to tolerate chaos and rapidly rearrange ideas and environments
Excellent skills for developing multiple approaches to tasks
Terms involved with AD(H)D include:
Taking action or making statements without first thinking them through and considering their appropriateness
Campus Resources

These are primary - we do most of our learning through our eyes and ears
McGrath Health and Wellness Center
Student Academic Support Services
Student Success and Retention
Psychological Services Center
The James A. Glenn Writing Center
Center for Adult & Part-Time Students (CAPS)
Center for International Education (CIE)
Office of International Student Services
Office of Multicultural Affairs
Center for Academic Computing
TRiO, Student Support Services
Mathematics Lab
Academic Advising
Located on 5th floor of Conaton Learning Commons (CLC 514, X3489)
Assists undergraduates by helping them plan an educational program which will lead to a major, degree, and/or career
Students establish goals and develop educational plans through graduation and beyond
Center ensures that every undergraduate student in the 3 colleges has an adademic advisor and understands:
- academic policies
- registration procedures
- core curriculum requirements
- requirements in individual majors
Undeclared students, Natural Sciences freshmen and pre-OT students are assigned academic advisors in the Center
Students meet with advisors a minimum of twice a year
Located on 5th floor of Conaton Learning Commons (CLC 530, X3141)
Serves as central career office for the University including employer relations/development, on-campus recruiting, career exploration and employment for students awarded the Federal Work Study
Provides targeted services to grad and undergrad students and alumni in the College of Arts & Sciences and the College of Social Sciences, Health & Education
Supports 6 major computing labs on campus, located in the basement of Alter Hall, Hailstones Building, 2nd floor of CLC, 1st floor of Elet Hall and the Cohen Center (X4860)
Modern Language Lab in basement of Alter Hall
Help Desk serves as source of support information to assist students and staff in solving technology-related issues and is located on the 3rd floor of CLC
Located in Alter Hall (102A, X3355), a full service office for adult students (22 and older) who want to begin or complete an associate's or bachelor's degree
Admits, advises and registers undergraduate full- and part-time students
Offers free transcript evaluations and special financial assistance - tuition grants are offered to qualified students through Bursar's Office, and a tuition deferral program is accessible to students receiving tuition assistance from their employers
Advises and registers all undergraduate non-degree students
Located in the Gallagher Student Center (GSC 230, X2864), responsible for internationalization of the campus and curriculum by supporting students, faculty and staff achieve their international goals via the promotion of study, teaching, volunteering and research overseas
Comprised of: Office of International Admissions, Office of International Student Services, Office of Study Abroad, Academic Service Learning Semesters, and Intensive English Program (ESL)
Located on the 4th floor of the Conaton Learning Commons (CLC 400, X2875), and provides assistance at all stages of the writing process
Tutors available to discuss understanding an assignment, generating ideas, drafting, organizing, revising, editing, addressing sentence structure, grammar, punctuation concerns, and documenting sources.
Provides assistance in refining resumes and cover letters
Does not provide editing or proofreading services, but tutors assist writers in learning how to proofread for their particular pattern of errors and to edit their own work
Writing-related references, computers and printers are provided for those who need a quiet place to work; no appointment necessary
Located on the 4th floor of the Conaton Learning Commons (CLC 419, X3069), and provides tutoring in mathematics courses from MATH 105 up to and including MATH 171
Offers a place to work on math homework with a tutor available, no appointment necessary
Facilities, collections and services of XU Libraries provide access to information resources for research and study in all subject areas
Professional librarians are available to assist with research needs, help interpret information, find facts and statistics, and identify libraries (via OhioLink) that have material that Xavier does not own
Located at 1714 Cleneay Ave (next to the Cohen Center parking lot, X3022), and offers medical, counseling and other services to the campus community
Medical services include primary care, allergy, travel medication, lab, pharmacy, x-ray and other diagnostic services
Counseling services are provided by professional psychologists and counselors to assist with a wide range of personal concerns including anxiety, depression, adjustment, relationships, eating disorders, alcohol and drug issues, and family and other problems
Located in the Romero International Center in the Gallagher Student Center (230, X2864), and assists international and other students in achieving their educational goals and provides opportunities for growth through cross-cultural interaction
Provides orientation, adjustment services, information dissemination, programming activities, and serves as advocate for international and other students
Students can obtain assistance with concerns, primarily in scheduled activities, visit with other students, and enjoy coffee every Wednesday afternoon
Located in the Gallagher Student Center (280, X3181), and provides direct support to students of color (African American, Hispanic American, Latino/a, Asian American and Native American)
Services include advocacy, leadership development and personal advising.
Seeks to engage and involve the university community in celebrations, discussions, forums, workshops and interpersonal relationships that help create awareness, appreciation and understanding of racial diversity
Located on the west side of campus in the Sycamore House, on Winding Way next to the Schmidt Fieldhouse (X3531), and offers wide range of services to students at no cost
Services provided include individual therapy, couples and marital therapy, psychological evaluations, consultation and referral, child and family therapy and group programs
Common reasons individuals come to therapy include academic problems, relationships problems, inability to concentrate, depressed feelings, family problems, suicidal thoughts, sexual concerns, grief, eating disorders, and concerns adjusting to college
Mission is to develop students academically, professionally, and personally through individually tailored services in order to maintain a high level of retention and to graduate students within 4 years
Located on the 5th floor of the Conaton Learning Commons and consists of:
TRiO, Student Support Services
Student-Athlete Academic Support Services
Student Success and Retention
Academic Advising, and
Learning Assistance Center (Tutoring and Disability Services)
Mission is to develop, plan, coordinate and administer the freshman experience programs that significantly improve the academic and social integration necessary to enhance the quality of the college experience
Continues to assist students as they matriculate, from year to year, with programs that provide financial and academic support, social adjustment, and academic advising
Goal is to retain and graduate the maximum number of students from each cohort year group
Located on 5th floor of the Learning Commons (CLC 514, X3036)
Located on 5th floor of the Conaton Learning Commons (CLC 515, X3758) and provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students towards the successful completion of their postsecondary education
Students who are first generation, have a documented disability, or meet financial requirements qualify for the program
Goal is to increase college retention and graduation rates of its participants and facilitate the process of transition from one level of higher education to the next; all services are free to those who qualify
Suggestions can be made as to how these activities may be done more effectively, and point out to
the student that these changes can help to improve their specific course grades.
Remain open to new ways of doing things,
and to strategies the student brings to the session. Your way of doing it is not the only way to do it. Explore new methods.
Be aware of your client's thought processes.
Don't just assume they know how to do it because they did it. Do your best to figure out how they are thinking about it.
Throughout your tutoring relationship, you should continue to
get to know the student better.
Encourage them to share their stories, their experiences, their needs and frustrations. Not only will this help you get to know them better, and be able to better serve them, it will also help them relax into each session, and will help them feel like you are listening to them.
how they go about reading
how they write notes
how they

study outside of sessions
how they structure their time
how they usually prepare for classes or exams
Initial session
* If the student stands you up,
email tutor@xavier.edu about the
stand up.
For each subsequent session, complete a tutor appointment report through EAB|SSC Campus.
Complete a tutor appointment report through EAB|SSC Campus. Directions for how to complete these reports are available on the OAS Canvas page.
Subsequent sessions
At midterm, discuss
your tutee's
progress toward
their stated
LAC services
Student Disability Services
Key auidence: Xavier students with disabilities
Services: Accommodations, advocacy, auxillary aids, and other services are available for students with documented disabilities. Referrals for Learning Disability Testing are provided. More information can be found later in this presentation.
Peer Tutoring
Key audience: Current Xavier students who have signed up with the LAC for a tutor.
Services: Free content-area tutoring by appointment with trained peer tutors. Emphasis is placed not only on course material but also on the development of study skills and building the skills and confidence needed to work independently and successfully.
Study Skills Workshops
Key audience: Xavier students having difficulties with study skills and/or Xavier campus organizations and groups in need of programming.
Services: Free Study Skills workshops are available on an individual or group basis. Workshops are available for developing a weekly schedule, organizing class materials, developing effective reading skills, using your learning style, test taking strategies, and other strategies.
Supplemental Instruction (SI)
Key audience: Xavier students in designated science courses.
Services: Trained SI leaders attend the class they support and regularly facilitate structured study sessions that integrate "how to learn" with "what to learn." SI sessions target historically difficult courses, and attendance is voluntary. Courses that have SI include Anatomy & Physiology, General Biology, General Chemistry, and Organic Chemistry.
Drop-In Tutoring
Key audience: Xavier students in specific courses.
Services: Trained peer tutors are available for a few designated hours each week in a designated location to help with any questions in the subject. Currently, Drop-In Tutoring is provided for Spanish, Music Theory, and Physics courses. There is no need to sign up for this tutoring; students only need to show up during the scheduled time.
LAC Website: www.xu.edu/lac
Key audience: Users of the World Wide Web
Services: The website provides information on the LAC services. Forms to request tutoring, sign up for tests, and other services are available through our website.
Be sure to complete all paperwork by the Sunday that the pay period ends. Pay periods are 2 weeks long. Log your hours in Web Time Entry and submit it by midnight every other Sunday (when payroll is due).
Full transcript