The STEM Tutoring Program primarily serves math and science courses. Tutors assist students with understanding course material, practicing problems, and developing college-level study skills and test-taking strategies.
Tutors are outstanding undergraduate students recommended by UWSP faculty. Tutors bring experience, expertise and enthusiasm to group discussions, drop-in tutoring, and one-on-one tutoring.
Courses Served by the STEM Tutoring Program
- The charge of the STEM Program is primarily to serve lower-level math and science GEP classes with high rates of D, F, or W grades.
- Courses/sections with 60 or more students and an average course GPA of less than 3.0 tend to have enough interest in tutoring to sustain a tutoring group throughout the semester. Other courses are better served through one-on-one or drop-in tutoring, if available.
- Small discussion/study groups that provide students with additional opportunities to engage with course material and other students.The collaborative learning group is facilitated by a peer tutor who has successfully completed the course.
- Group tutoring sessions are 50 minutes long, held in various locations (schedule here) beginning week 3 of the semester. Attendance is optional and no sign up is required.
- Free for all students.
- Students may "drop in" anytime a tutor for their course is available beginning week 2 of the semester. No sign up is required.
- Located in the Drop-In Tutoring Center in the Chemistry-Biology Building (CBB) 190.
- Free for all students.
- Students meet weekly with a tutor who has successfully completed the course. Students must submit a request form on the TLC website to be placed with a one-on-one tutor by the STEM Tutoring Program Coordinator.
- One-on-one tutoring sessions are held in the Tutoring-Learning Center, Albertson Hall (ALB) 018.
- Free for all students.
- Tutors must have received an A or A- in the courses they tutor (B+ is acceptable in some cases; test out also applicable).
- Tutors must maintain a 3.0 or better cumulative GPA. A 3.5 or better cumulative GPA is preferred for new hires.
- Tutors must be patient with various learning styles and the needs of different students. Tutors are not expected to be a substitute instructor, nor do they need to have all the answers. Tutors should be resourceful and able to help students work through material in order to assist students with developing a deeper understanding. Tutors also offer strategies for remembering and processing course content.
- All new tutors must take Education 301: Workshop in Academic Success Strategies within their first two semesters of employment. Topics include: tutoring strategies and practices; group facilitation skills; study and test-taking skills; time-management; university resources; and inclusive excellence principles.
- Faculty members are encouraged to make
recommendations of students who they feel would make good tutors. The Program Coordinator will verify tutor eligibility (see "Tutors" section above).
- Faculty with tutoring groups for their course(s) should plan to
meet with the group leader(s) during week one of the semester to provide the tutor with a syllabus and to generally discuss the course, assignments, quizzes, tests, provide access to Canvas, etc. Informing the tutor of dates of exams, quizzes, or homework will help the tutor to select suitable group meeting times.
- Students and tutors will benefit from
ongoing communication between the group tutor and instructor. This may take many different forms: some faculty members meet weekly with group leaders; others prefer email communication. This may vary depending on the tutor's familiarity with the discipline, number of semesters the tutor has led a group, and faculty preference. Tutors are compensated for prep time which can include meetings with the instructor.
- The Program Coordinator will announce groups several times throughout the semester by contacting students through the course email distribution list.
Participation in tutoring increases when faculty members encourage (and frequently remind) students to utilize the services. Allowing the tutor to promote group tutoring through a class visit may help to ease potential reluctance to participate in tutoring. Positive reinforcement of group tutoring may include recommendations to attend tutoring sessions in addition to posted office hours in order to receive timely assistance.
- Success is enhanced by consistent tutoring attendance. Therefore,
early feedback to students regarding academic progress prior to mid-semester
is crucial to allow students to determine tutoring applicability. Tutoring
groups begin week three of the semester.
Role of the Program Coordinator
- The Program Coordinator will solicit tutor recommendations from faculty, verify tutor eligibility based on GPA and course grades, interview, hire, provide tutor orientation and training, assign group meeting rooms, announce tutoring opportunites through course e-mail distribution lists, maintain a database of enrolled students, provide on-going support to tutors, and process payroll.
- Tutor wages start at $10.00 per hour. In addition to tutoring, tutors are also paid to attend meetings with professors and training sessions.
- Tutor wages are funded through a variety of funding sources. Currently, there is no cost to the department.
STEM Tutoring Coordinator
018D Albertson Hall