Socratic Questions <ul><li>Who are we? </li></ul><ul><li>What are the basic social and political needs we exist to meet? </li></ul><ul><li>In general, what do we do to recognize, anticipate, and respond to these </li></ul><ul><li>needs or problems? </li></ul><ul><li>How should we respond to our key stakeholders? </li></ul><ul><li>What are our philosophy, values, and culture? </li></ul><ul><li>What makes us distinctive or unique? </li></ul><ul><li>(Bryson, 2004, 113-117, 166-167) </li></ul>
Delta College MISSION STATEMENT Our mission is to be an innovative and responsive community college dedicated to meeting the diverse educational and personal growth needs of our students by providing excellent learning opportunities and support services.
Teaching /Learning Centers of Delta College The mission of the Teaching/Learning Center is to support students to become successful independent learners. This support from professional staff, peer tutors, other students, or by way of T/LC services to faculty includes determination of needs; individual, group, and distance facilitation; and services needed to promote lifelong learning and the mission of Delta College. (Delta College, 2008)
Center for Education in Science Mathematics and Computing of Georgia Tech University Georgia Tech's Center for Education in Science Mathematics and Computing (CEISMC) is dedicated to the enhancement of science, mathematics and technology education. Its mission, K-12, is to advocate and participate in efforts to effect systemic changes that lead to improved appreciation and performance in science, mathematics and technology for all students.
Tutorial and Instructional Program The mission of Tutorial & Instructional Programs (TIP) at Gallaudet University is to provide bilingual instructional support programs to assist students in achieving their academic goals as well as providing training and support for peer tutors.
Wright State College Tutoring Center The mission of Tutoring Services is to serve as a center for learning assistance, providing a support structure that allows students to gain self-confidence and independence in their academic work.
Mager Criterion to Avoid <ul><li>Avoid instruments that do not directly measure the stated performance. </li></ul><ul><li>Is the objective or goal trivial? or Is the objective something subordinate to the true goal? </li></ul><ul><li>Do the goals and objectives reflect a classification scheme rather than needs? </li></ul><ul><li>Is the written objective or goal used? </li></ul><ul><li>Does objectives that describe states of being rather than of performance? </li></ul>
Tutoring Program Goals- MIT <ul><li>Address weaknesses in study habits and problem-solving skills. </li></ul><ul><li>Reinforce chemistry concepts and skills learned in lecture and recitation. </li></ul><ul><li>Reinforce basic chemistry concepts (this is especially important in the first few weeks of class). </li></ul><ul><li>Provide secondary support for students (Tutoring is not a substitute for attending recitation. Tutors should be wary of students coming to tutoring, but not to recitation.” (MIT, 2008) </li></ul>
The four parts of a Tutor’s Goals Audience---name of the tutee, Performance or behavior---an action verb written in future tense indicating that the tutor prepared for the session, Condition ---specifying the exact content to be covered, Degree---may be qualitative or quantitative.
Tutor’s Goals <ul><li>Kindsvatter (1992) refers to this as a “Pupil Performance Objective” suggests that this offers the students the clearest performance clues. He also states three conventions exist in teacher goals: </li></ul><ul><li>posing students as the actors rather than those acted upon, </li></ul><ul><li>having each goal address one broad outcome or learning task, </li></ul><ul><li>the goals be as brief and precise as possible.. </li></ul>
Identification of the Task The instructional objective can help clarify expectations for the tutorial, guide the content covered in the session, and organize the tutorial. The act of writing the instructional objective will help the tutor clarify to themselves the explicit outcomes to expect of the tutee. A benefit of working one-on-one in a tutorial setting is that the instructional objective can be tailored for the individual and their specific academic need rather than a universal approach to academic work. (MacDonald, 2000)
References Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Cognitive domain. New York: Longman, Green. Bryson, J. M. (2004). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (3rd ed.). San Francisco, CA: Jossey-Bass, 113-117, 166-167. Cohen, P.A., Kulik, J.A., & Kulik, C.L.C. (1982). Educational outcomes of tutoring: A metaanalysis of findings. American Educational Research Journal, 19(2), 237-248. Glutton, A. A. (1994). Developing a quality curriculum. Alexandria,VA: Association for Supervision and Curriculum Development. Kindsvatter, R.,Wilen,W .& Ishler, M. (1992). Dynamics of effective teaching (2nd ed.). White Plains, NY: Longman, 73-82. MacDonald, R.B. (2000). The master tutor: A guidebook for more effective tutoring (2nd ed.). Williamsville, NY: The Cambridge Stratford Study Skills Institute. Mager, R. F. (1984). Preparing instructional objectives. Belmont, CA: Lake Publishing Company, 3-23, 97-103. Marsh, C.J. & Willis, G. (1999). Curriculum: Alternative approaches, ongoing issues. Upper Saddle River, NY: Prentice-Hall. Ornstein, A.C. & Behar, L.S. (1995). Contemporary issues in curriculum. Needham Heights, MA: Allyn and Bacon, 14-18. Parkay, F.W., Anctil, & Hass, G. (2008). Curriculum planning: A contemporary approach (8th ed.). Needham Heights, MA: Allyn and Bacon. Tyler R. W. (1950). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.
Web Academic Resource Center at Georgetown University (2008) Tutor Job Description Accessed on the web at http:// ldss.georgetown.edu/mission.cfm on June 10, 2008. Academic Resource Center at Georgetown University (2008) Tutor Job Description Accessed on the web at http://ldss.georgetown.edu/tutor-job.cfm#goals on June 10, 2008. Center for Education Integrating Science, Mathematics, and Computing (CEISMC), Our Mission and Goals, accessed on the web at http:// www.ceismc.gatech.edu/about/missiongoals.htm June 10, 2008. Delta College “How to create a mission statement” Accessed on the web at http://www3.delta.edu/assessmt/Current%20Website%20Docs07/Developing%20Program%20Level%20Learning%20Outcomes%20web.rtf on March 25, 2009. Drucker, Peter. (1954). The practice of management. New York, NY, Harper Delta College (2008) Teaching/Learning Center. Accessed June 16, 2008 at http://www3.delta.edu/tlc/ Massachusetts Institute of Technology, Chemistry Tutor Resources (2008) accessed on the web at http:// web.mit.edu/chemistry/www/academic/tutors.html on June 10 , 2008 Ojo, E. (2008) Minority Affairs Tutoring Program, accessed on the web at http:// www.tntech.edu/bcc/Tutoring.htm June, 16, 2008 Tennessee Tech Minority Affairs Tutoring Program. Accessed on the web at http:// www.tntech.edu/bcc/Tutoring.htm . June 18, 2008 Texas Tech University TECHniques Center- Academic Enhancement program . Accessed on the web at http:// www.depts.ttu.edu /techniques/ . June 18, 2008 TIP, Welcome to Tutorial and Instructional Programs, Accessed on the web at http:// depts.gallaudet.edu /TIP/ . June 10, 2008 Write State University Tutoring Center. (2008) Accessed June 19, 2008 at http:// www.wright.edu/uc/tutor/handbook/goals.html