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MASH Training Manual

Academic

Resources

Center

Daniels Hall, First Floor

508-831-5381

WPI MASH Manual – Fall 2012 2

Table of Contents

Welcome Letter……………………………………………………………………………………………………3

Contact Information……………………………………………………………………………………………..5

Job Description……………………….……………………………………………………………………………6

The Role of a MASH Leader………………………………………………………………………………….7

The Tutoring Cycle………………………………………………………………………………………………..9

Beginning a MASH Session…………………………….……………………………………………………10

Managing a MASH Session………….………………………………………………………………………12

Ending a MASH Session……….……………………………………………………………………………..12

MASH Do’s & Don’ts………….……………………………………………………………………………….13

Active Listening & Verbal Communication………………………………………………………….14

Learning Styles…………………………………………………………………………………………………..15

Diversity……………………………………………………………………………………………………………..15

Time Management……………………………………………………………………………………………..16

Policies & Procedures…………………………………………………………………………………………17

FERPA…………………………………………………………………………………………………………………18

References………………………………………………………………………………………………………….19


To the fall 2012 MASH Team

Thank you for your interest in our MASH program, and congratulations on

being selected to the fall 2012 MASH team! After sorting through applications,

interviewing, and reading over your recommendations, you have not only

proven to us your interest in the world of academic tutoring, but have shown us

your ability to become a great leader. With the combination of our unique

personalities, strong work ethics, and interests in academia, we make up an

invaluable team. Together we have the ability to help students become

independent learners, assist in the understanding of course material, and

provide stronger academic skills. Every day we are making a difference to the

students who meet with us, and THAT is why we believe so strongly in the work

we do here in the Academic Resources Center.

Each of us has different expectations coming into this experience, and I look

forward to helping you find excitement, fulfillment, and a sense of purpose in

your role as a tutor. I want to create a cohesive group that relies on each other—

the best way to learn is from each other, and by sharing our experiences with one

another. Please feel free to ask us any questions, or talk with me about any

concerns you may have along the way. I am SO excited to have you here as part

of the MASH team. Cheers to a great year!

-Kim


You Make a Difference!

Once upon a time there was a wise man that used to go to the ocean to do his writing.

He had a habit of walking on the beach before he began his work.

One day he was walking along the shore. As he looked down the beach, he saw a

human figure moving like a dancer. He smiled to himself to think of someone who

would dance the day away.

He began to walk faster to catch up, and as he got closer, he saw that this was a young

man, and the young man wasn’t dancing; he was reaching down to the shore,

picking up something and very gently throwing it into the ocean.

As he got closer he called out, “Good morning! What are you doing?”

The young man paused, looked up and replied, “Throwing starfish in the ocean.”

“I guess I should have said why are you throwing starfish in the ocean?”

“The sun is up and the tide is going out. If I don’t throw them in they’ll die.”

“But, young man, don’t you realize that there are miles and miles of beach and

starfish all along. You can’t possibly make a difference!”

The young man listened politely. He bent down, picked up another starfish and threw

it into the ocean, past the breaking waves and said, “It made a difference for that one.”


Contact Information

The Office of Academic Advising

508-831-5381 [email protected]

Office Hours: Monday – Friday, 8:00 am - 4:30 pm

Staff: Paul Reilly [email protected] Director of Academic Advising Connie Aramento [email protected] Associate Director of Academic Advising

Aleshia Carlsen-Bryan [email protected] Assistant Director or Academic Advising & Pre-Professional Programs Lindsey Weber [email protected] Advisor for Academic Support & Technology Kim Yeomans [email protected] Advisor for Academic Support & Learning Resources (Office in the Academic Resources Center) Teresa Geddis [email protected] Administrative Assistant

Academic Resources Center 508-831-5381 [email protected]

Hours: Monday – Thursday: 8:00 am – 10:00 pm Friday: 8:00 am – 4:30 pm

Sunday: 3:00 am - 10:00 pm

mailto:[email protected]









JOB DESCRIPTION

Title: MASH Leader

Basic Function & Responsibility:

To provide academic assistance to students enrolled in selected courses by offering regularly scheduled

out-of-class study sessions throughout the term.

Duties:

Attends training sessions prior to the beginning of the term, as well as any scheduled continuous

trainings and conferences/meetings with the Advisor for Academic Support & Learning

Resources

Ascertain course requirements and maintain contact throughout the term with the course

professor or designated representative

Refers students to the Advisor for Academic Support & Learning Resources for additional

assistance with study skills as deemed appropriate

Attends two classes per week, takes notes, and reads all assigned course materials including

text(s) and supplementary readings

Schedules and conducts three 50 minute sessions per week throughout the term

Collects attendance data for every study session, including student names, course title, date,

and time of session and enters into TutorTrac

Maintains regular working hours and notifies Advisor for Academic Support & Learning

Resources in advance if session cannot be conducted as scheduled

Accepts feedback from Advisor for Academic Support & Learning Resources, and participates in

program/personal evaluations

Qualities:

Keep a positive attitude, always remain friendly and willing to help

Create a comfortable learning environment, free of distractions

Foster independent learners

Be knowledgeable and patient

Remain up-to-date with material, and involve activities surrounding various learning styles

Minimum Qualifications:

Overall good academic performance; with exceptional performance in selected course(s)

Content-competency (to be determined by the department)

Effective communication and interpersonal skills (to be determined by the supervisor)


The Role of a MASH Leader

The goal of tutoring is to empower students to become independent learners. This way, students will

gain self-confidence through their successes, and they will be able to apply the learning skills they have

been taught to their other courses. A tutor’s role is to help students discover the answers by guiding

them through the learning process. In tutoring sessions, students learn how to critically analyze

problems and develop their own solutions, rather than being told the answers.

At the beginning of your relationship with the student, it is important to begin helping them to become

independent learners. In order to do this, it is crucial that you facilitate your sessions structurally and

effectively based on the student’s needs, ask probing questions rather than just answering all of their

questions, be a model student, and listen to their concerns, but not counsel their problems. Examples of

these situations can be found below.

Facilitating a Structural and Effective MASH Session

It is important for you to come to each session with some sort of an agenda of what you will be doing

with the student that day, even if you don’t anticipate any students attending the session By creating a

session plan of how you will regularly facilitate sessions, students will know how to accurately prepare,

and will feel more comfortable in the learning environment.

Asking Probing Questions – NOT Always Providing Answers

Students come to MASH to get their questions answered…but who says they can’t answer their own

questions?! Your job as a tutor is to get them to become independent learners, and to guide them

through the problems you’re reviewing by asking them questions to get them to the answers they are

looking for. If a student asks you, “Is this math formula correct?” or “Is this equation balanced

correctly?” you should prompt yourself to respond to them by saying, “Can you explain to me the

process you went through when trying to balance this equation?” or “What was the formula you went

over in class?” Not only does this give the student extra practice, but it helps them answer their own

questions.

Being a Model Student

Being a model student goes beyond just being successful academically and receiving high grades. Being a

model student encompasses many areas of academic success, including having strong time management

skills, successful test-taking and note-taking skills, being organized, and being aware of how you act

around others in class. Remember that you will see your tutees around campus, and may even have

classes with them outside of the ARC, so it is important that you model behavior that you teach.

Being a Good Listener – but NOT a Counselor1

*Adapted from Lipsky, S. (2010). A training guide for college tutors and peer educators. Indiana: Prentice Hall.


Sometimes students may get upset or angry during your sessions and may begin to share information

about their personal life outside of classes, or their academic life at WPI. While you may certainly

provide a listening ear, it is important for you to not become involved in their life in any way outside of

tutoring. Do NOT engage in inappropriate conversations about their personal life, or academic life while

in tutoring, and do your best to maintain an appropriate and mature relationship outside of the ARC. If

they being to discuss matters with you that make you feel uncomfortable, please speak personally with,

or refer the student to, the Advisor for Academic Support and Learning Resources as soon as possible.

Every MASH Leader Has a Right To:

Learn effective tutoring techniques: learning strategies, communication skill, and ways to

reinforce learning

Be treated with respect by the tutee and tutoring staff and to appreciate differences of

ethnicity, race, gender, and age

Be treated as a tutor, not as an instructor, professor, or teaching assistant

Expect the tutee to come prepared to work and to focus on the subject matter during the

tutoring session: dismiss the tutee for being habitually unprepared

Be comfortable telling the tutee, “I don’t know.”

Confer with a professor regarding coursework and/or expectations

Refer problems to the Advisor for Academic Support & Learning Resources and be informed of

the results

Refuse to do a tutee’s work, but always encourage the tutee to become an independent learner

Expect the Academic Resources Center to maintain appropriate rules to promote effective

tutoring, such as scheduling, cancellations, space, noise, and conduct

Ask the Advisor for Academic Support & Learning Resources for feedback regarding sessions


THE TUTORING CYCLE2

*Adapted from SWTJC Student Support Services Tutor Manual

Greeting & Establishing a

Positive Climate

Identification of Tasks

Set an Agenda for the Session

Breaking the Task into

Smaller Parts

Addressing the Task &

Summarizing often during the session

Tutee Summary of Content & Underlying Processes

Tutor Summery:

Acknowledging Work Done &

Referral if Necessary

Arranging & Planning Next

Session

Closing & Goodbye


BEGINNING A MASH SESSION 3

The First Meeting:

As a MASH leader, it is important for you to establish a trusting relationship with your students, as well

as to provide them with a comfortable learning environment. To create this atmosphere, it is crucial for

you to ask questions to get to know your tutees in their first session in order for them to feel

comfortable around you, and confident that they are in a judgment-free zone. Below is a sample “script”

you can use during your first session to get to know one another:

Getting to know you questions:

How has your day been? Did you do anything fun this past weekend/have any plans for this

upcoming weekend?

What year are you?

What’s your major?

Where are you from?

Do you live on campus? Where?

Are you involved in any activities on campus? If so, what?

What are your hobbies/what do you do for fun?

Class related questions:

Who is your professor for this course?

How has the class been going so far?

What’s working for you in the class and what could be better (i.e. teaching style, use of

examples, PowerPoint/other visuals, testing, grading structure, etc.)?

What do you find the most difficult part of this course?

Are there specific aspects of the course that you are concerned about?

Are there specific areas/topics of the course that we should focus our sessions on?

Would it be possible for me to make a copy of the syllabus so that I can see where the class is

right now, and what assignments will be due throughout the semester so I can best help you?

We should map out a plan to help you meet those deadlines/get ready for your exam.

Tutoring Logistics/Communication questions:

Where do you usually study?

What is your long-term goal for this course?

When do you think would be a good time to meet on a consistent basis? In thinking about when

you are at your most/least energetic, when do you think would be a good time to meet?



Regularly Scheduled Meetings:4

At the beginning of the session it is incredibly important to assess the student’s learning, and find out a

better sense of what the students know, what they don’t know, and what material they may be unclear

about. It is also important to recognize the student’s preparation level in order to help them recognize

ways to better prepare for class. By completing an assessment at the beginning of each session, you will

be able to gather this information and effectively prep for following sessions.

Creative ways to assess student’s learning:

Ask questions! Ask the students what material is giving them difficulties – the more specific your

questions are, the more help you will be able to provide the student. Ask students what they did

to prepare for your session, what problems they may have missed on their last homework

assignment, last quiz or test, and how long it takes them on average to complete homework

assignments.

Give students a quiz. By providing students sample problems, or asking them to summarize the

content they are current learning, you will be able to gain a better sense of the material they

have mastered, as well as the material they need further help with.

Provide focus questions. Giving students pre-written questions that you have prepared will help

them draw attention to the topics that you are expecting to cover during your session, as well as

questions that you should be addressing based on their knowledge of the content. Doing this

will allow students to gain a better sense of the material they should possibly be paying more

attention to in class.

Example questions you can ask when asking students about their preparation techniques:

How well have you been concentrating on your reading thus far?

Do you often get distracted while reading material for this course? If so, how do you get your

focus back to the reading?

What are you doing to help yourself understand and remember the information you gain while

reading for this course?

What do you expect to come next in the chapter you are currently learning?

How much do you concentrate on the class lecture? Do you get distracted? If so, how do you

gain your attention back?



MANAGING A MASH SESSION5

Checking in with the student periodically throughout the session is an effective way to ensure the

student understands the material, and that you are making progress towards the student’s independent

learning.

This assessment is typically and most effectively done when you are moving in between topics, or

procedures within the material.

Creative ways to check in with the student:

Have the student repeat their learning to you by teaching you the equation, or reciting the

process aloud

Have the student complete another, similar problem independently, or teach another student in

the room

Provide additional examples

Paraphrase or summarize the information into their own words

Draw conclusions, based on the information that was reviewed, independently

Provide the student with a problem or procedure that includes errors, and have the students

point them out

Give the student a practice test

Ha

ENDING A MASH SESSION

At the conclusion of your session, it is important to review the information that was addressed to ensure

the student has a good grasp on the knowledge, and to make note of information that should be

reviewed again at the next session. To do this, it is crucial that you assess the student’s knowledge of the

material.

Creative ways to review at the end of a session:

Have the student complete sample tests

Have the student summarize key information

Have the student create test questions for each other

Have the student apply the concept

Have the student complete a procedure independently

Be sure to remind the student of any other scheduled tutoring sessions, or to let them know when you

are available for additional sessions.

**Make sure you enter attendance into TutorTrac within 12 hours of your session



MASH Do’s & Don’ts

Do be considerate of time and make the student comfortable upon entering the session.

Don’t allow a student to wait for a long period of time before being addressed by a tutor.

Do ask the student what the assignment is. Don’t tell the student how to do the assignment.

Do allow the student to ask questions throughout the session, allowing you to become an active

listener. Don’t cut off all communication with the student and take the role of “expert.”

Do ask open-ended. Don’t tell the student what the correction should be.

Do give positive reinforcement to the student. Don’t simply hear the student’s faults and mistakes.

Do thank the student and encourage him/her to return to the Academic Resources Center after the

session. Don’t simply let the student walk away from the session.

Do establish and maintain rapport with students. Don’t act like you are disinterested in students and

attempt to assist them with an attitude.

Do keep your concentration on the student(s) you are working with. Don’t criticize instructors or

other students.

Do try to help all students to the best of your ability. Don’t discriminate based on personal

preference.

Do have fun and learn while you are a tutor in the Academic Resources Center! Don’t look at this

chance as simply another “job.” It can be much more exciting if you allow it to be!


ACTIVE LISTENING & VERBAL COMMUNICATION6

Active Listening:

Review notes from a previous session

Have supplies ready to use in order to take notes and facilitate discussion

Position yourself to see and hear the tutee

Pay close attention, and be mindful to details

Be aware of verbal and nonverbal cues (both yours and the tutees)

Participate in both asking and answering questions

Follow up with questions to ensure understanding

Verbal Communication:

Provide a purpose, overview, or ending point : start by providing students with the bigger

picture of what you’ll be discussing, and then work on breaking it down.

Be precise: Give exact direction. Ex. “Flip to page 46 in your book.”

Procede one step at a time: Check for understanding. Have them explain what they are going to

do next, and be prepared to repeat information you may have already discussed.

Seek feedback from the student: Ask them to tell you specifically what information doesn’t

make sense or is unclear to them.

Encourage give-and- take between tutor and student: Create an atmosphere where students are

not afraid to ask questions, and try new ways to find a solution.

Be patient: Remember that just because you understand it, doesn’t mean that they will be right

away.

Express your limits: It’s okay to not always know the answers – it is not okay to give out wrong

information. Always direct them to their instructor if you do not know the information.



DIVERSITY7

Diversity comes in many forms- culture, race, sexual orientation, religion, ethnicity, nationality, age,

gender, physical and learning disabilities, etc. Learning styles can also be very diverse in terms of skill

level, experiences, personal values, and goals. As a peer educator who will come in contact will a very

diverse, and consistently changing, group of students, it is important for you to build a comfortable and

accepting atmosphere, while still recognizing student’s individuality. Ultimately you want to create a

cohesive learning environment, which includes all types of students.

If you are in a situation where the environment becomes uncomfortable, or potentially harmful, it is

important for you to respond and react in an appropriate behavior in order to maintain your integrity as

a student leader, as well as to keep the positive reputation of the tutoring program. Should there be any

additional concerns, please contact the Advisor for Academic Support and Learning Resources as soon as

possible.

LEARNING STYLES

Students learn in a variety of ways, which makes it incredibly important to incorporate many different

types of activities and ways to facilitate discussion in your tutoring sessions. While students may identify

more closely with one of the following learning styles, it is crucial for you to include activities and parts

of your discussion that allow the students to speak aloud, write, and manipulate the problem to ensure

that the student is learning and retaining the information.

Visual Learners:

Favor mind maps, flowcharts, graphs, and other visual materials

Tend to use color and design when learning

Auditory Learners:

Repetition of information, discussion, debate, talking aloud to themselves, reciting

rhymes/pneumonic devices (PEMDAS – Please Excuse My Dear Aunt Sally)

Use tapes, MP3 players, and other recorded material

Kinesthetic Learners:

Favor experiential learning, hands-on tasks, lap work, field trips, role playing, dramatizing, and

demonstration of subject matter

Prefer media such as videos, podcasts, and computer simulations.

Use case studies, examples, and personal analogies

Perhaps giving your students a Learning Styles Inventory at your initial meeting would be beneficial in

your collaboration. These are available in the ARC.



TIME MANAGEMENT8

As a peer educator you will often run into students who have poor time management skills, which is

hindering their academic performance. They may be missing assignments, producing sloppy work,

rushing through homework because they have procrastinated too long, and ultimately are left feeling

stressed due to their lack of organization.

While you may feel as if you know how to effectively manage your time, it is important for you to

recognize the added time commitment of being a tutor, and the scheduling and preparation involved

with this responsibility. Be sure to take the time to educate both yourself and your students on time

management.

Ways to organize your time:

To-Do Lists – Make one every day to ensure you are completing everything that you need to. Be

sure to prioritize and cross items off as completed.

Weekly Block Schedules- Fill in classes, lab hours, work, and any other commitments to give

yourself a visual look at your scheduled time for the week.

Semester Calendars- Keep track of deadlines for all courses throughout the semester to give

yourself a “big picture.”

Using a planner (electronic or paper) – Prioritize and include academic, personal, and social

responsibilities.

All of these resources are available, to both you and your tutees, in the ARC. Please ask the Advisor for

Academic Support & Learning Resources if you, or your students, need any additional guidance.



POLICIES & PROCEDURES

General Procedure:

You are expected to be in the ARC for the entire duration of your MASH shift; and should always be

working on materials related to tutoring or other academic resources. You are expected to attend all

training and meetings, unless excused by the Advisor for Academic Support & Learning Resources.

All tutoring materials are to remain in the Academic Resources Center, or are to be signed out with the

desk assistant and returned within 24 hours. MASH leaders are not permitted, under any circumstance,

to lend materials to students to take out of the ARC.

Please be sure to clean the dry-erase boards, push in the chairs, and return any materials prior to leaving

the center.

Record Keeping:

All MASH leaders are required to enter session attendance into TutorTrac within 12 hours of their

session. Not recording attendance may result in receiving a written warning, at the discretion of the

Advisor for Academic Support & Learning Resources.

Time Keeping/Getting Paid:

It is the MASH leader’s responsibility to keep track of time spent tutoring and/or in training. While this

does require the integrity of the individual MASH leader, the hours will need to be approved by the

Academic Advising Office. All hours will be submitted on Banner, and it is the tutor’s responsibility to

keep up with the submission of these hours.

Getting paid!

MASH leaders who have not already done so, will submit the Payroll Authorization form,

Federal & State Tax forms, and the I-9 form, all of which are available at Human Resources,

located in Boynton Hall. MASH leaders will need to bring a picture ID, and information

regarding the checking accounts you want the checks deposited to, as well as a blank check (all

employees of WPI are required to have direct deposit). If you have not previously held a paid

position on campus, your first paycheck will be available in the Human Resources Office, and

after that they will be deposited into your account. All future checks are deposited on the

Thursday of the bi-weekly pay schedule.

If you have questions regarding time keeping or getting paid, please call the Advisor for Academic

Support & Learning Resources at 508-831-5381.


Dress Code:

Tutors are expected to dress in an appropriate and professional manner. Inappropriate clothing would

consist of “short shorts,” spaghetti straps, baggy clothes, clothing displaying offensive language,

slippers, etc., unless otherwise permitted. Personal hygiene and dress should not distract students from

the learning process.

Attendance:

All MASH leaders are required to read and sign an Attendance Policy at the beginning of each semester,

and will be provided with a copy of their policy. Any questions or concerns should be directed to the

Advisor for Academic Support & Learning Resources.

Plagiarism:9

Plagiarism as defined by The New American Webster Dictionary is, “the offering of another’s artistic or

literary work, ideas, research etc. as one’s own.” Plagiarism is wrong and has serious consequences for

those who neglect to follow the laws set to define plagiarism. Tutors should not be involved with

plagiarism at any time either with a student or personally. Should the incident occur with student-tutor

plagiarism involvement, the Advisor for Academic Support & Learning Resources should be notified as

soon as possible (A. Morehead, 514).

Personal Conduct:

MASH leaders should avoid loud conversations and/or other activities while in the office, as well as

talking on their cell phones, as it may be distracting to other students. Please do not use obscene or

offensive language, dress inappropriately or sit on the tables while in the Academic Resources Center.

MASH leaders are not permitted to have visitors during their scheduled work hours.

FERPA/CONFIDENTIALITY

As an employee of the Academic Advising Office/Academic Resources Center, you may have access to

confidential information such as grades, student records, tests results, student progress in class, and

similar data. You may also have verbal or written communication with professors, which should be kept

confidential. To accept employment is to accept the responsibility to preserve the confidentiality of this

information. Failure to adhere to these guidelines may result in termination of employment.

All signed copies of the Employee Confidentiality Statement will stay on record in the Academic

Resources Center. Should you ever have any questions or concerns, do not hesitate to ask the Advisor

for Academic Support and Learning Resources.

*Adapted from SWTJC Student Support Services Tutor Manual


REFERENCES

Lipsky, S. (2010). A training guide for college tutors and peer educators. Indiana: Prentice Hall.

New American Webster Dictionary, The. Ed. Albert Morehead and Loy Morehead. New York: Penguin

Group, 1995. 514.

Student Support Services Tutor Manual. Southwest Texas Junior College, 2011.

mash training manual

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