Dara Schwartz presents best practices and perspectives in tutoring services based on her educational background and professional experience in tutoring and higher education. She outlines various tutoring programs and services including supplemental instruction, peer tutoring, programs for first generation and veteran students, academic coaching, and online resources. She discusses training for tutors and learners, partnerships with other campus services, qualitative and quantitative assessment of tutoring programs, and considerations for database administration and program decision making.

1. TUTORING SERVICES
BEST PRACTICES &
PERSPECTIVES
Dara Schwartz, M.Ed.

2. Educational Background
• B.S. Business Administration, Finance, Rider University
• Kutztown University
M.Ed. Curriculum & Instruction
M.A. Clinical Mental Health, in progress
Professional Experience
• 20 Years Portfolio Management & Adult Education
• 5 Years Higher Education
Tutor Coordinator, Pre-Service Test Success Coordinator
Program Development, Implementation, Coordination
Barriers to Learning v. Learned Intelligence
Dara Schwartz, M.Ed. 2

3. Partnerships & Outreach
• Student populations:
1st Generation (incorporate alumni), Veterans,
Live and Learn Communities & Student Government
• Departments: Faculty & Advisors (course & section groups)
Pre-advisement Reporting Process
• Disability Services Office
• International: Writing, Conversational Groups, Service
• Orientation: Parents & Students
• Librarians
• College of Education
• EASE Success Program & Process, Strategy in re: 4 Pre-Service Test Options
• Pre-Service Hours: Service for 1st Generation & International
Dara Schwartz, M.Ed. 3

4. Partnerships & Outreach
Dara Schwartz, M.Ed. 4

5. Programs
• Supplemental Instruction (SI)
• Peer-Assisted Study Sessions (PASS)
• First Generation Achievement (FGA)
• Veteran Student Achievement (VSA)
• Academic coaching
• Learning disability-targeted programs
• Robust online resources and in-person workshops
• Individual instruction
Special Topics Include:
• Learning via Multiple Modalities
• Textbook Reading & Note-taking
• College Accountability 101
• Online Course Success
• Semester Planning
Dara Schwartz, M.Ed. 5

6. Training for the Learner
• Student Handbook and Statement on Academic
Honesty define boundaries
• Language matters: ‘I was always bad at…’
• Passive v. Active, inquiry-based learning
• Preparation for tutoring, not only study time
• Class attendance & tutoring notification expectations
Virtual Bookshelf (&/or Actual) Handouts:
• Delivering Effective Oral Presentations:
Stop public reading, start public speaking
• 7 Habits of Highly Successful Test Takers
• Hoax? Scholarly Research? Personal
Opinion? Resource Credibility
• Getting Past Perfectionism
• Websites and Mobile Applications
• eBookshelf for Courses/Sections
• Cornell (& other) Note-Taking Methods
• APA Basics
• Your Research Paper, Step-by-Step
• Plagiarism and How to Avoid It
Dara Schwartz, M.Ed. 6

7. Training for the Tutor
In person (teams!) v. the challenging learner
‘Hot Topic’ meetings
Training = higher tutor retention (Dvorak, 2001)
Effective tutoring:
• Builds rapport/erases stigma
• Demonstrates flexibility
• Assesses learner’s progress throughout meetings
• Supports independent thinking and learning
Dara Schwartz, M.Ed. 7

8. • Integration into early alert/
case management programs
• Reports to support program
decisions
• Cloud based v. server (IT issues?)
• Customization
• Email, Call &/or Text Reminders
• Accountability
• Card reader or
clock-in options
• Single sign-in
• Efficiency/Consistency
• eTutoring
$$$$ $$$ $
For practical input on what will suit your program’s needs: sales go to ListServ
$$$
Dara Schwartz, M.Ed. 8
Capabilities/Cost of Database Administration

9. Quantitative and Qualitative Analysis
• The criteria have changed:
• 1st Generation, Military, Low SES, Disability
• Before academic triage situation or after
• Frequency, consistency of visits
• Content of sessions
• Degree of active participation
• Outcomes
• Feedback from learners and faculty
• Self-assessment & feedback from/reviews of tutors:
• Being proactive
• Assessing the student
• Developing a working alliance
• Modeling appropriate behavior
• Matching to learning styles
• Communicating effectively
(Truschel, 2015)
Dara Schwartz, M.Ed. 9

10. Program Decisions
Not purely based on research (Norton & Agee
2014), rather, it should be driven by the institution
A program should have rigor and
discipline, while being nimble.
If something is not working, change it!
Dara Schwartz, M.Ed. 10

11. However…
-Dara Schwartz, M.Ed. 11
For the answer to this cliffhanger, to discuss
concepts addressed in this presentation or to talk shop
in general, please feel free to message me through
LinkedIn with your availability and contact
information so that we can schedule time.
Thank you for viewing my presentation on best
practices and perspectives in the delivery of engaging,
rigorous tutoring services!

12. References
Arendale, D. (2005). Selecting interventions that succeed: Navigating through
retention literature. NADE Digest, 1(2), 1-7.
Balemian, K. & Feng, J. (2013). First Generation Students: College Aspirations,
Preparedness and Challenges. College Board AP Annual Conference. Las Vegas,
NV. July 19, 2013. Retrieved from:
https://research.collegeboard.org/sites/default/files/ publications /2013/8/
presentation-apac-2013-first-generation-college-aspirations-preparedness-
challenges.pdf
Center for Research on Learning and Training. (2014). University of Michigan.
CRLT: Active Learning. Retrieved from: http://www.crlt.umich.edu/tstrategies/tsal
Clark-Thayer, S. & Putnam Cole, L (2ndEd). (2009). NADE self-evaluation guides:
Best practices in academic support programs. Clearwater, FLA: H&H Publishing.
CASHE. (2007). Self- Assessment Guides: Learning Assistance. Council for the
Advancement of Standards in Higher Education. Washington, DC.
Derek Bok Center for Teaching and Learning. (2002). , Harvard University.
Teaching in Racially Diverse College Classrooms. Online Document. Retrieved
from: http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html
Dara Schwartz, M.Ed. 12

13. References
Dvorak, J. “The college tutoring experience,” The Learning Assistance Review,
(6)2, Fall 2001, pp. 33-46
Glover-Graf, N.M., Miller, E. & Freeman, S. (2010). Research Brief:
Accommodating Veterans with Post-traumatic Stress Disorder Symptoms in
the Academic Setting. Rehabilitation Education; 24 (1&2), 43-55. Syracuse
University Institute for Veterans and Military Families
Iribarren, J., Prolo, P., Neagos, N., & Chiappelli, F. (2005). Post-Traumatic Stress
Disorder: Evidence-Based Research for the Third Millennium. Evidence-Based
Complementary and Alternative Medicine, 2(4), 503–512.
doi:10.1093/ecam/neh127
Lesyk, S. (2014). Syllabus Analysis: A Course Compass. The Teaching and
Learning Center. University of Oregon. Retrieved from: http://tep.uoregon.edu
/resources/faqs /outsidehelp/syllabus.html
PA Department of Education (2014). Certification Testing Requirements.
Retrieved from: http://www.education.pa.gov/Teachers%20–
%20Administrators/Certifications/Pages/Certification-Testing.aspx
Dara Schwartz, M.Ed. 13

14. References
Norton, J., Agee, K.S. (2014). Assessment of Learning Assistance Programs:
Supporting Professionals in the Field. CRLA: College Reading & Learning
Association. Retrieved from: http://crla.net/images/ whitepaper/Assessment
of LearningAssistancePrograms2014.pdf
Teaching Effectiveness Program. (2014). Motivating Students. The Teaching
and Learning Center, University of Oregon. Retrieved from:
http://tep.uoregon.edu/resources/faqs/
motivatingstudents/motivating.html
Truschel, J. (2015). 6 Habits of a Highly Effective Tutor. The Association for
the Tutoring Profession. Retrieved from: http://www.myatp.org/wp-
content/uploads/2015/ 04/Synergy-Vol-1-Truschel.pdf
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.
Dara Schwartz, M.Ed. 14