This document outlines the training for the CAPS STEM tutoring team. It discusses the program's mission to create a collaborative learning environment and the tutors' role in facilitating student learning. Tutors will receive training on strategies like prompting, probing, and assigning tasks. They will practice mock tutoring sessions. The training structure includes pre-semester, in-semester, program-specific, location-specific, and discipline-specific sessions.

1. CAPS STEM Team
Training
Spring 2017 STEM Team Module Training

2. Outline
 Program Mission, Vision, and Goals
 Team Structure
 Services
 Tutor Toolbox
 Mock tutoring sessions
 Training Structure

3. STEM Mission and Vision
 The CAPS STEM Program will develop a learning community of critical thinkers
and self advocates who utilize resources, ask questions, and correlate content
to their individual academic and professional goals while decreasing math and
science aversion across the academic spectrum.
 The mission of the CAPS STEM Program is to provide an interactive,
collaborative peer tutoring environment that encourages students to ask
questions, take ownership of their education, and experience individual
success in the math and science core curriculum.
 What does this mean for you as a tutor?

4. Your role as a peer tutor…
 Be positive, empathetic, and encouraging to all students.
 Provide a learning environment that is open to all and welcomes UNM’s
diverse student population.
 Facilitate conversations related to content and encourage students to ask
questions and become advocates for their own education.
 Assist students so they can complete similar problems on their own
 Know your limits and never be afraid to ask for help

5. Team Support Structure
 Callie French: STEM Program Specialist
 Xavier Quintana: Assistant Coordinator
 Gabriella Dalton: Student Support Services Center, Location Manager
 Alexandrya Leeds: Algebra and Statistics, Student Manager
 Mario Esparza Perez: Calculus, Student Manager
 Shannen Ramey: Chemistry and Biology, Student Manager

6. Services
 Zimmerman
 Individual Appointments
 Drop-In Tutoring
 Student Union Building (SUB)
 Drop-In Tutoring M-R 6:00 pm – 9:00 pm
 Student Support Services Center (SSSC)
 Drop-In Tutoring Su-R 6:00 pm -9:00 pm
 Math Connection (High School Math Tutoring)
 Online Tutoring TR 6:00 pm – 9:00 pm
 Drop-In Tutoring Su 2:00-5:00

7. STEM Courses Supported
 The STEM Team is broken into 5 main teams for academic support:
 Algebra and Statistics
 Calculus and Upper Level Math
 Physics
 Chemistry and Biology
 Multi-Discipline
 Students can receive academic support in any class which involves these
content areas.
 For example: students from Psychology 200 often come to the drop-in lab for
statistics support.

8. Tutor Toolbox
 Prompting-This involves helping the student by providing some information or
asking questions that will help point them in the right direction.
 Probing-This allows you to determine if the student is struggling with what
they are currently studying or if they are missing some background
information that is hindering their progress with new concepts/problems.
 Metaphors/ Analogies- Relating concepts and problems to something concrete
the student is familiar with helps them to understand and think about a
problem logically.
 Wait-Time- Gives the student time to ponder the question you just asked or
make a connection between points A and B.
 Assigning Tasks- This gives the student a chance to apply what you just
discussed and solidify their understanding of the concept.

9. A Typical Interaction
 Introduction- Tutors are expected to introduce themselves to students prior
to jumping into tutoring.
 Investigation- Tutors ask probing questions in order to try to get the student
to identify the type of problem they are working on and what they need help
with.
 Evaluation- The tutor identifies where the knowledge gap is occurring for the
student and how to best help meet their needs.
 Problem Solving- Tutors help students break down complex problems,
determine what they know and what they need to know, and assist them with
using resources effectively.
 Recap and Farewell- Tutors are expected to check for understanding rather
than simply solve problems.

10. Insert Video

11. Mock Interactions
 What did the tutor do well?
 What strategies/ tools did the tutor use?
 What would you try differently?
 Was the student’s problem resolved?

12. Training Structure
 Pre-Semester Training: Designed to give new tutors the information they need
to be successful in their first weeks of tutoring. This training will include CAPS
background, logistics, and application of information from modules.
 In-Semester trainings: Every Friday trainings are held from 3:00-5:00. The
structure changes based on the week.
 Program: Insight into the STEM team, non-content related skills practice.
 Location: Trainings designed to build teams who work at specific locations.
 Discipline: Content trainings designed to give tutors a refresher into content.
These trainings also focus on how to relate content to students in different ways
 New Employee Training (NET) and TAI: Trainings focusing on skills for new tutors
and, separately, opportunities for returners to develop and create new trainings
and initiatives.