The Many Ways We Can Help
The following are the types of tutoring services available in the Peer Tutoring Program.
One-on-one tutoring appointments are individual tutoring sessions that must be scheduled in advance (by 9PM the night before) via the Student Hub. These sessions can be in-person or online, specified in advance by the student requesting the appointment. Each student may schedule a maximum of 2 one-on-one tutoring appointments per week per course. One-on-one tutoring sessions can be 30 or 45 or 60 minutes long.
Small group tutoring occurs when a tutor leads a single session with a group of up to 3 students. Students must be enrolled in the same course with the same instructor and must need assistance with the same material. Generally, students schedule a group tutoring session together. However, individual students can schedule a group session with the understanding that other students from the same course may be added to it.
Small group tutoring is based on collaborative learning principles where all members, guided by a tutor, are responsible for sharing their knowledge. Group tutoring sessions are 60 minutes long.
Walk-in services are one-on-one or small group tutoring sessions in various departments within each college. Walk-ins are offered in a designated place in the department where 2-4 tutors are available at specific days/times during each academic semester. The students who seek tutoring assistance are served on a first-come-first-serve basis. Walk-in tutoring sessions are typically 30 minutes long.
These are weekly review or problem-solving sessions offered in selected courses and sanctioned by the faculty. Reviews are run by peer tutors (upper class undergraduate students recruited by the faculty and trained and hired by PTP) under the supervision of the faculty member responsible for the course. All students are encouraged to attend review sessions when they are offered. Attendance at review sessions is generally not mandatory; however, in some cases they are an integral part of the course. Students should check their course syllabus to see whether review sessions are offered and if they are optional or a requirement of the course.
This service is designed to assist the faculty interested in embedding tutors in their courses which are either project (curriculum) based or problem based.
- Project based: When a tutor is embedded in a project-based course to assist the faculty during class by helping students with a variety of tasks. Embedded tutoring has been used for a number of years by faculty members teaching the ENGW 1110 and ENGW 1111 courses. The embedded tutors in the freshman writing courses assist students during class with all the stages in the writing process.
- Problem based: When a tutor is embedded in a problem-based course to assist the faculty during class by helping students with problem solving. Embedded tutoring has been used in the past by a faculty member teaching a General Chemistry course. This service works best when the problem-based learning methodology is applied in the design and delivery of the course material.
These are weekly conversation sessions offered in selected modern language courses and are sanctioned by the Faculty. Conversation sessions are run by peer tutors under the supervision of the faculty member responsible for the course(s). The Peer Tutors are native language speakers in Arabic, Chinese, French, German, Hebrew, Italian, Japanese, Portuguese, Russian, and Spanish. Students who are interested in practice speaking in a modern language need to be enrolled in the respective courses in order to participate. Conversation sessions are 60 minutes long.
SI sessions are facilitated by a trained tutor as an SI leader, and are designed to supplement, not replace class lectures. SI sessions are interactive and collaborative. The goal of Supplemental Instruction is for students to be able to integrate “how” to learn with “what” to learn. Attendance is generally voluntary.
This service is designed to assist NU undergraduate students who have been identified by their instructors or their academic advisors as potentially at risk of failing one or more courses. Our early warning system “FACT” (the Faculty Advisor Communication Tool) is also used to identify students who are potentially at risk academically.
This service provides a holistic approach to learning where students will be matched with a CRLA certified peer tutor to assist them with both the “what” they need to learn as well as with the “how” they can learn best. Designated tutoring appointments are one-on-one tutoring sessions.
The Peer Tutoring Program sponsors 2-4 workshops during the academic year. The workshops are open to all undergraduate students but, are catered to students who plan to become peer tutors. Topics include critical thinking strategies, test preparation and test taking strategies, time management, coping with stress, as well as cultural awareness and diversity.
During tutoring sessions, students may present information or exhibit behavior indicating that they may be facing personal problems that seem to be consistently interfering with learning. In such cases, the tutors should not attempt to solve the problem, but rather refer the student to the appropriate office or service at the University.
The tutors are familiar with the range of professional services available at the University and will refer the student to the appropriate office for assistance.
Students can request a consultation with the Director of the program to discuss any issues related to the learning process or any concerns they have regarding peer tutoring. Students interested in setting up a consultation can either fill out an inquiry via the Student Hub found under “Resources” in “Miscellaneous,” by clicking TUTORING or can contact the Director via email at firstname.lastname@example.org.