RRC Academic Success Centre Staff Manual · Red River College Academic Success Centre September, 2015 Page 6 5. To increase access to the ASC by communicating its services and programs

Red River College Academic Success Centre September, 2015 Page 1

RRC Academic Success Centre Staff Manual 2015/16 revisions


TABLE OF CONTENTS

A. Introduction 4

Mission of Red River College Academic Success Centre

Underlying Values

Goals of the Red River College Academic Success Centre

B. Scope of Services 6 Central Mandate

Confidentiality Policy

Types of Academic Supports

Focus Learner Population

C. Tutoring: Hourly Provisions and Referrals 8 Tutoring Amounts

Exceptions

Matching Students with Tutors

Tutoring Requests for Special Situations

D. Details of Services 11 Peer Tutoring

English as a Second Language (ESL) Tutoring

Staff Tutoring for Students with Disabilities

Cancellations

Facilitated Study Groups

Supplemental Instruction

Prep Programming/”Here’s How to Succeed” week

In-Class Study Skills Presentations


E. Special Circumstances 16 Paying for Tutoring

Apprenticeship

Sponsoring Agencies

F. Pay sheets/Payroll – Important information for tutors 17

G. Location 18

H. Duration 19

I. Month End Reports 20

Green sheet, Yellow sheet, Pink sheet, Violet sheet

ASC White Sign-in Sheet 23


RED RIVER COLLEGE ACADEMIC SUCCESS CENTRE POLICIES AND PROCEDURES

A. Introduction

I. Mission of the Red River College Academic Success Centre

Empowering Students to Succeed

Academic Success Centre staff work to increase student success by improving content knowledge

and academic learning skills. ASC staff work to help students become independent and confident

life-long learners through services created in collaboration with faculty and delivered in a safe,

supportive environment that accommodates a diversity of learning and cultural backgrounds.

II. Underlying Values

We believe in the following values, which are the foundation for our efforts every day as we

work to realize our Mission.

Student Success

We work with learners who are striving to succeed in their programs.

We encourage and support the development of independent learners.

We enhance students’ academic and social engagement.

We respond to and meet the stated learning skills academic content needs of the students.

Quality

We provide high quality services that address students’ foundational academic support needs.

We stay current with research on innovations in supporting students.

We measure the outcomes of our services.

We gather qualitative and quantitative feedback to continuously improve our programming.


Partnerships

We create partnerships with faculty and others in the College and with colleagues across the province.

We investigate and examine models and activities used in other educational institutions to assess suitability for use here at RRC.

Responsiveness

We are accessible and flexible while remaining stable and consistent.

We recognize the increasing student reliance on electronic media and are committed to using technology to optimize support.

Integrity

We identify and work within specific areas of expertise.

We model life-long learning.

Inclusiveness

We conduct ourselves on the principles of fairness and equity.

We treat everyone with respect.

We create a safe, supportive, professional and receptive environment.

III. Goals of the Red River College Academic Success Centre

1. To address the foundational learning skills and academic content needs of students by providing tutoring, supplemental instruction, workshops, study preparation sessions and individual learning support.

2. To provide ESL language support so that students can effectively learn, demonstrate learning and transition smoothly to destination workplaces.

3. To determine students’ learning needs and develop relevant learning success services by working collaboratively with program faculty and staff across the College (including regional campuses).

4. To collaborate with academic programs and other College partners on service development, thereby creating opportunities for the sharing of expertise.


5. To increase access to the ASC by communicating its services and programs through outreach activities and various media, across all RRC campuses, and to students and faculty and staff in all program areas.

6. To ensure innovation in service design, delivery and success by remaining current in issues, trends and developments affecting service delivery through professional development, research activities and connection with other postsecondary institutions.

7. To evaluate continuously the services and learning supports of the ASC by establishing and reporting results on standards and performance measures.

B. Scope of Services

I. Central Mandate

The mandate of the ASC is to provide academic support services to current students of Red River College.

Students are provided services to assist them in their studies, but also to develop the initiative and

independent learning skills that are necessary in a workplace context after graduation.

“Academic supports” are differentiated from both instruction and upgrading. Academic supports offered

by the ASC are provided to supplement – not replace – regular instruction and students’ regular

attendance in class. Similarly, when a significant amount of remediation is required, i.e. when the need for

academic assistance extends beyond the scope of a review or refresher, students should be referred to

other learning opportunities - either at the College or external education providers.

Tutor work to develop skills that support the independent completion of work. In the support role,

tutors do not provide the following:

Marking or pre-marking

Proofreading or editing

Completion of assignments or take home tests.

II. Confidentiality Policy

Tutors and ASC staff will a observe policy of confidentiality concerning RRC students. Students may

choose to communicate that they have accessed ASC services to instructors, but ASC staff will not do so

without the student’s permission.

Exceptions are made when the ASC engages in student success projects with RRC program partners, and in

these cases students will be given notice about our intention to share information.


When a staff tutor gets a request for personal information about a student, the request should be

discussed with the Tutoring Supervisor to ensure that the appropriate communication procedures are

being followed.

III. Types of Academic Supports: The ASC provides a variety of academic supports to students:

Advising and Referral: Tutors discuss academic and skill development needs with students in order to better design tutorial approaches and to refer to other services as necessary.

Peer Tutoring: Individualized student-led tutoring offered to all RRC students by student peers or staff tutors.

Staff Tutoring: Individualized tutoring offered to students with disabilities by staff tutors.

Academic Coaching: Individualized coaching to enhance study strategies and success skills.

Facilitated Study Groups: Small group tutoring sessions facilitated by staff tutors, designed to address student questions as they arise.

ESL Tutoring: Individual and group tutoring that focuses on the language skills needed to succeed in College programs and destination workplaces.

Supplemental Instruction or Weekly Review Workshops: Weekly workshops led by staff tutors to accompany historically challenging courses.

College Prep Weeks: Face-to-face content and study skills workshops offered before program start dates that focus on enhancing the skills and knowledge needed for success at RRC.

On-Line Tutoring: Web-based supports provided through programs like LEARN or Skype.

Resources: Informational handouts and web content such as tutorial videos, study skills tips and college learning strategies.

Student Success Workshops: Study skills workshops booked by instructors and held during class.

IV. Focus Learner Population: In keeping with the College’s success strategy, services are focused in three areas and designed primarily to help four types of students:

Students with

disabilities

Under-prepared

students

ESL

students

Students from disadvantaged

backgrounds

Content

Knowledge

This may include exposure to fundamental concepts and terminology, or review of

information provided in class.

Academic

Learning Skills

This may include essential skills like reading, writing, calculating, critical-thinking

and communication, as well as learning skills.

Language

Skills

This may include work in any of the key skill language areas, or in the academic

learning skills needed in a Canadian college.

Priorities may shift for each student, session or program, depending on the learner profile and the

primary purpose of the tutoring.


C. Tutoring: Hourly Provisions and Referrals Students can access a wide range of free workshops and group sessions through the ASC, as well as both peer

and staff tutoring. Some limitations apply:

I. Tutoring Amounts

All students are eligible for tutorial support, either in the form of group or individual tutoring.

Students from programs with high tutor demand are referred to group review sessions or weekly

workshops instead of individual tutoring. Nursing, Business Administration and EET are examples

of high-needs programs, and the ASC works to create weekly review sessions as needs arise. Your

Tutor Supervisor will inform you when programs are added to this list.

If individual students find group sessions are not sufficient for their needs, ASC staff will work to

provide alternative means of support. This may include individual tutoring or other forms of

support.

In programs where group reviews or workshops are not scheduled, students may receive up to 12

hours of free peer tutoring per term, provided that a suitable peer tutor is available. If a peer

tutor is not available, a staff tutor may be provided at a reduced hourly allowance of 8 hours a

term.

Students with ESL needs may receive up to one hour a week of assistance per term (in addition to

the 12 hours of peer tutored content tutoring).

Students with physical or learning disabilities who are enrolled in full-time/day programs may

receive up to 3 hours of tutoring support per week1.

If a student reaches out to you and asks about the type and amount of tutoring they are eligible for,

please direct them to the Tutor Supervisor at their campus.

Part-time students with disabilities are eligible for tutoring as follows:

Student in 1 course receive 1 hour of tutoring a week.

Students in 2 courses receive 2 hours of tutoring a week.

Students in 3 or more courses receive 3 hours of tutoring a week.

Tutoring hours may be increased for additional courses or reduced for dropped courses.

Students with disabilities are also eligible to access other select ASC services, such as group tutoring.

1 The three-hour recommended limit (five hours for students in unusual circumstances involving multiple barriers to learning)

was set to reflect the ASC’s aim to encourage supported, independent learning. Students requiring more than the

recommended amount of tutoring may be better served through upgrading programs.


II. Exceptions to the Rules Students enrolled in either The American Sign Language-English Interpretation program or signing

programs will receive tutoring from qualified deaf tutors. Students are eligible for 12 hours per term even

though the tutor is listed as a staff tutor. The ASC will use recommendations from teaching staff in the

AEIP program in locating skilled and qualified tutors. In many cases the tutors are contract instructors who

work in the deaf studies program. These tutors must obey all other standard rules with regards to over-

time hours and employment regulations at the college.

Options for students who maximize their allocated hours: Students who have maximized their tutoring

hours may join in existing content tutoring sessions that are being offered. If the student decides to seek

private tutoring, it is the student’s responsibility to locate and reimburse a tutor should he/she wish to

continue tutoring. The ASC does not facilitate the outside contracting of its tutors.

Students in programs with 3 or more terms will receive a max of 24 hours of peer tutoring, distributed

evenly among the year’s terms.

III. Matching Students with Tutors

A tutoring match cannot be guaranteed. It may be difficult or impossible to find suitable peer or staff

tutors in some program areas or for some specialized topics. Students will be notified as soon as possible if

a suitable tutor cannot be found. In cases when a suitable tutor cannot be located, an attempt will be

made to refer the student to external tutoring agencies or academic supports.

ASC staff will endeavour to identify a suitable peer tutor for a walk-in student within 48 hours. It may

however take up to one work week to locate a suitable tutor, especially if tutoring is required in times of

high demand or for highly specialized topics. Students from entry-level programs will be given priority.

When a staff tutor is employed in the place of a peer tutor, the number of hours will be reduced to 8 from

12 reflect the increase in educational expertise provided by the staff tutor.

The Tutoring Supervisor matches students with tutors using the following guidelines:

1) Student need This includes the content expertise of the tutor and the match of tutoring style with student learning needs. 2) Tutor availability This includes the tutors’ schedules and the possibility of a peer tutor match. 3) Tutor equity This includes the attempt to distribute hours evenly among staff tutors.

All students will be referred to tutors by the Tutoring Supervisor. The Tutor Supervisor will direct the

number of hours and the nature of service the student will access.


If a student contacts a tutor directly, the tutor should direct the student to the Tutor Supervisor before

providing service. The Tutor Supervisor ensures the student is properly registered, is receiving

appropriate assistance and fully understands ASC policies.

Tutors should inform their Tutor Supervisor when issues or changes arise that deviate from the original

direction of the Supervisor.

Student with disabilities

RRC Counsellors are responsible for determining when a student requires and qualifies for staff

tutoring. If you feel that a student could benefit from a Counsellor’s assessment, please notify

your Tutor Supervisor. Your Tutor Supervisor will then assist the student in seeking assistance

from a Counsellor.

If there is a problem with the student and Counselling Services in any way, please refer the

student or talk to the Tutor Supervisor or ASC Coordinator.

IV. Tutoring Requests for Special Situations

Students with disabilities requiring staff tutoring in programs with a high degree of specialization are

strongly advised to make tutoring arrangements several months before the start of their program. If an

appropriate tutor cannot then be found by the end of the first week of the program, the student may be

required to find a tutor.

Peer and staff tutoring supports for students in off-campus programs can only be provided at Notre Dame

or Exchange District campuses. Group supports and presentations for off-campus programs may be

arranged by RRC faculty or staff with adequate advance notice.

Service delivery to regional campuses is limited to peer tutoring and occasional staff tutoring, but is being

actively expanded as resources allow.

Tutoring services to students in Distance Education courses can only be provided if the student is able to

come to one of the main campuses (urban or regional).

Staff tutoring services to students in Continuing Education can be arranged on a pro-rated basis (see

above) for the timeframe and number of courses being taken, but can only be provided if the student is

able to come to one of the main campuses (urban or regional).

The following students are NOT eligible for tutoring:

Students not currently attending classes at the College. For example, apprenticeship students may be enrolled in a 4 level program but when the student is not actually at the College attending classes and out at work the student is unable to access tutoring support. Students who are waiting to complete a re-write of a provincial or national exam and not actively at the College taking classes are unable to access tutorial support.


Potential students in a program, asking for individual tutorial supports before their program actually begins. Students enrolled in preparatory workshops may access a limited amount of help while involved with the preparatory workshops.

At this time, the ASC does not have the resources to support students with cognitive learning disabilities

or language/literacy skills below the regular entrance requirements.

D. Details of Services

I. Peer Tutoring Peer tutoring takes the form of individualized or small group instruction provided by a fellow student.

Students are eligible for up to 12 hours of peer tutoring per term to a max of 24 hours yearly. Tutoring

is arranged on a “first-come, first-served” basis through the Tutoring Supervisor according to the

availability of tutors. Students and tutors are responsible for arranging convenient times and suitable

public locations to meet. Students may be asked to sign a Learning Contract with Tutoring Services.

Peer tutors are recruited through general advertising and recommendations by instructors.

All peer tutors must submit an “Instructor Recommendation Form” from an instructor who works with the student in that program.

Peer tutors are guided in their responsibilities by the Tutoring Supervisor. They are paid by the ASC according to rates set out in advance by the College.

Peer tutors most often provide supports in course content, but do not necessarily address the development of global learning, language or studying skills.

II. English as a Second Language (ESL) Tutoring Students with ESL–specific needs can access up to one hour a week of assistance per term with a trained ESL teacher. ESL tutors analyze student language and program needs to identify areas for improvement, create learning plans with their students and work one-on-one to develop assessed language areas. Students may request an ESL tutor through either an online intake form or a paper intake form found at the Academic Success Centre.


III. Staff Tutoring For Students with Disabilities

Staff tutoring takes the form of individualized tutorial instruction provided by a staff tutor to a student

with diagnosed physical and/or learning disabilities. Staff tutors are either graduates of the program (or

level) in which they are providing tutoring, or trained adult educators2.

Making Arrangements for Staff Tutoring

Students with disabilities wishing to access staff tutoring must first meet with a Counsellor in

Counselling and Disability Services. The Counsellor will assess the tutoring needs of the student and then

refer that student to the Academic Success Centre. The Tutoring Supervisor will conduct a brief

interview with the student in order to identify the most suitable staff tutor.

The Tutor Supervisor arranges and monitors Staff Tutoring assignments. Please speak to your Tutor

Supervisor should any issues arise. Tutor Supervisors liaise with Counselling Services should they need to

be consulted.

Full-time students with disabilities can access an average of three hours of staff tutoring a week. In some

circumstances, that amount may be increased by a Counsellor.3 (The College considers a student

enrolled in 3 + course per week as full time students.)

Students with a disability are eligible for staff tutoring as follows:

Fulltime students enrolled in 3 or more subjects may access 3 hours of tutoring per week.

Students enrolled in 2 classes a week can access an average of 2 hours of staff tutoring per week and students enrolled in 1 class are eligible for an average of 1 hour per week. Students with major vision or hearing loss may access up to 5 hours of tutoring per week with recommendations by the student’s Counsellor.

Students are required to meet with their Counsellor at the onset of a new semester to determine tutoring needs for the upcoming term. The specifics are determined by the Counsellor.

Often, funding for staff tutoring is provided by a sponsoring agency. Depending on the requirements of

the sponsoring agency, progress reports may need to be completed for staff tutored individuals.

The Worker’s Compensation Board of Manitoba requests a monthly progress report for their students.

The tutor completes a standardized evaluation form on a monthly basis. The tutor will be paid for one

2 Except in unusual circumstances approved by the Tutoring Supervisor, a student’s instructor should not also be their tutor. This allows the student to benefit from a variety of perspectives and teaching methods. Similarly, to avoid a conflict of interest, staff tutors should not be workers from the student’s sponsoring agency. 3 The three-hour recommended limit (five hours for students in unusual circumstances involving multiple barriers to learning) was set to reflect the ASC’s aim to encourage supported, independent learning. Students requiring more than the recommended amount of tutoring may be better served through upgrading programs.


hour to complete and submit the form to the Tutoring Supervisor. Worker’s Compensation has

requested that their students be linked with a staff tutor upon request. If a peer (student) tutor is the

only available choice the ASC will pay the peer tutor the group rate of $15/hour to ensure regular

tutorial support and to have the evaluation form completed by the peer tutor.

IV. Cancellations

Students are expected to contact their tutor directly by email or phone or contact Tutoring Services at

204.632.2251 (NDC) or 204.931.3342 ( EDC) if they are unable to attend their session on time. Staff

tutors will wait for 15 minutes before marking the student as a “no show.” Ideally, staff tutors would be

given 24 hours’ notice so that they can book another student in the time slot.

If one staff tutoring session is skipped without notice, tutoring services will be postponed until a

satisfactory arrangement has been reached with the Tutor Supervisor. Please direct your student to

speak with the Tutor Supervisor if they miss a session without notice or adequate explanation. If three

sessions are skipped without notice, tutoring services may be permanently suspended.

V. Conditions of service provision

Students receiving peer tutoring from staff tutors may be asked to complete a Learning Contract which

outlines the responsibilities of both the student and the tutor. The Learning Contract stipulates the

following:

Locations: Tutoring should take place on either the Princess or Notre Dame campuses, unless

otherwise approved by the Supervisor of Tutoring Services (204.632.2251).

Times: Staff Tutoring must take place during regular ASC hours, unless otherwise approved by the

Supervisor of Tutoring Services.

Cancellations: Students receiving staff tutoring must contact their tutor or the Supervisor of Tutoring

Services 24 hours in advance of the scheduled session to change or cancel a tutoring session. If one

staff tutoring sessions is skipped without notice, tutoring services will be postponed until a satisfactory

arrangement has been reached with the Supervisor of Tutoring Services. If a third session is skipped

without notice, tutoring services may be permanently suspended.

Availability of Tutor: All scheduled hours of tutoring are subject to the availability of an appropriate

and qualified tutor. Although the ASC will make every effort to locate tutors, the ASC does not

guarantee tutors for all subjects.

VI. Facilitated Study Groups

Facilitated Study Groups are small group sessions led by a staff tutor or peer tutor. These sessions are

course-content specific. Students bring questions to the session to be addressed by the tutor or by


others in the group. There is no set curriculum. Both content and study skills may be addressed as they

arise. Peer tutors will be paid the group rate when leading a Facilitated Study group.

Any current RRC student can participate in group study sessions for their program area. No prior sign-up

is required, although new students should speak to the staff tutor or the Tutoring Supervisor before

attending a session.

New study groups are started as requests come in, given availability of a suitable staff tutor.

VII. Supplemental Instruction or Weekly Reviews

Supplemental Instruction is term used to describe a series of small group sessions led by a staff tutor.

Content review is the primary focus, and schedules are set in advance by the Tutoring Supervisor to

accompany a course for a longer period of time (e.g. a whole term). The schedule is set by the Tutoring

Supervisor at a time likely to be convenient to the greatest number of students in the program. The

sessions are posted on the bulletin board outside the ASC and on the RRC College website

www.rrc.ca/asc .

Staff tutors set the pace of the sessions, although student input is encouraged.

Supplemental Instruction is intended to support a program area or course, not just a particular group of students. As such, there is less customization.

Any current RRC student can participate in Supplemental Instruction for their program area. No prior sign-up is required, but students will be asked to sign in to attend the session.

New Supplemental Instruction series are planned as larger group needs are identified, given availability of a suitable staff tutor.

Supplemental Instruction workshops will be discontinued if there is a lack of attendance.

VIII. Prep Programming

Week long prep weeks may be offered to students entering specific programs. Project-based instruction

methods, infused with study strategies are used whenever possible. Students are introduced to

foundational knowledge and skills key to their program and receive a preview of what is to come in the

program.

IX. In-Class Study Skills Presentations

Faculty may contact the ASC to arrange for a presentation on study or academic skills. Presentations

should not be scheduled on Friday afternoons and requesting staff are requested to be present at the

beginning and end of the presentation.

Presentations are generic in nature; customizations to a particular program area or topic must be

discussed with ASC at least three weeks in advance.

http://www.rrc.ca/asc


E. Special Circumstances

Paying for Tutoring There are a few things to be aware of if a student approaches you and offers to pay you for private

sessions:

1) The ASC may provide additional individual sessions if necessary, free of charge. If any student

reports that the current level of support is not meeting their needs, please refer students to

your Tutor Supervisor. The Tutor Supervisor may refer the student to a Counsellor for an

assessment, or the ASC may offer additional assistance for a short period of time. We need to

ensure students explore all the free services available to them before they look elsewhere for

paid assistance. Though individual tutoring at RRC is not guaranteed, but staff at the ASC will try

their best to accommodate student needs.

2) The College has a Conflict of Interest Policy that you will need to review if you intend, or

already are, offered private tutoring sessions. Please disclose all issues to the ASC Coordinator

(Lauren Phillips) that have the potential of conflict of interest for evaluation, as per the Colleges

Conflict of Interest (COI): policy (link below).

http://www.rrc.ca/files/file/policies/new/P3-ConflictofInterest.pdf

You can use the following guidelines below to ensure you are avoiding Conflict of Interest:

Do not solicit private tutoring while at the College: Tutors employed by RRC are not allowed to solicit business from RRC students they tutor at the ASC.

Ensure you include disclaimers on private tutor advertising materials: If you run private tutoring services in your own time, you will need to ensure that RRC students understand that there is no business relationship between your private business and the ASC.

Use of College resources: Private tutoring cannot occur on College property or make use of any College resources.

If you have any questions, please speak to your Tutoring Supervisor.

http://www.rrc.ca/files/file/policies/new/P3-ConflictofInterest.pdf


F. Pay sheets / Payroll

Submitting hours to Human Resources

A staff tutor at the college is listed as a casual employee. You will be paid 2 weeks in arrears, which

means you will receive payment via direct deposit 2 weeks after you submit your 2-week hourly

timesheet.

It is your responsibility to record your hours in the attendance binder located near Nicole at NDC or

Gisele at EDC. You will:

locate a blank page,

add your name to the page in the Tutor 1 or Tutor 2 row, depending on your position, and

record the hours you worked each day.

These sign in sheets are submitted to Human Resources for payment on Monday early in the morning,

so please have the bi-weekly sheets completed by Friday afternoon. It is important to be prompt and

accurate.

Occasionally Human Resources may request that the time sheets be submitted early. Your Tutor

Supervisor will keep you informed of any changes.

The attendance sheets should accurately reflect the hours you submit on yellow, green or pink

sheets. Tutors are responsible for keeping accurate and up-to-date records of their hours.

Overtime:

All college employees work 7.25 hours as a full day of work. You should never have more than 7.25

hours recorded daily. Anything above 7.25 hours would be considered overtime. We do not have

permission to charge overtime hours without permission from the Coordinator of the Academic Success

Centre. Overtime has to be approved before you make arrangements to meet with a student. The

College will not pay you OT rates without permission.

Statuary Holidays: Tutors are not expected to work during statutory holidays.


G. Location: Tutoring should take place in a public location only. Spaces should only be used once your student has arrived.

Available Rooms - NDC Tutor use policy

Contact person

3 Tutor Rooms The 3-person rooms across from Ron’s office

First come, first served.

Ron Hamerling 632-2251

Group Tutor Room 6-person room close to the main tutor room.

First come, first served. Please consult booking sheet if posted and book time if available.

Ron Hamerling 632-2251 and/or Babette or Crystal 632-3992 632-2592

4 Testing Rooms The rooms across from accommodation services.

Availability is based on needs of test writers. Consult with Babette or Crystal for availability.

Babette or Crystal 632-3992 632-2592

Board Room D102 At the entrance – D102

First come, first served. note that you can be bumped out of the room if an urgent situation arises.

Ron Hamerling 632-2251

Library Two tables in the group work area, to your right when you walk in.

First come, first served Note that students may be uncomfortable meeting in public. Please ensure this location is a good fit before use.

RRC Classrooms Through booking with the Room Allocations Clerk.

Ron or Nicole (2381) can call to book classrooms

Lauren’s office Available when Lauren is off-campus.

Please use the round desk next to Lauren’s space. Please lock the door when finished.

Lauren (2570) or Nicole (2381)

Available Rooms - EDC Tutor use policy

Contact person

Massey cubicals First come, first served Dayna Graham 631-3342

P210 – individual tutor rooms

First come, first served Gisele Maynard 949-8375

Library First Come, first served Please note that students may be uncomfortable with meeting in public.

Breakout Rooms throughout EDC

First come, first served


H. Duration

Tutoring sessions should last 50 minutes. Students need time to get back to class and tutors need time

to collect textbooks and ready themselves for the next student. Sessions always end at 10 minutes to

the hour, even if students have arrived late. Please ensure your students understand that lateness on

their part does not mean the session will be extended past the scheduled hour.

Staff tutoring normally takes place on site at either NDC or EDC. On rare occasions you may be asked to

meet off campus in a public location such as a library or university. You are not expected to make

yourself available to meet with students on weekends, but if you set up weekend meetings, the

supervisor should be aware of your plans. The Tutor Supervisor can assist you in finding a location to

meet at the College during evenings and weekends.

The following is a summary of the elements that should be included in each tutoring session:

1) Greet student and get an update on the student’s activities/progress.

2) Revisit any lingering concerns from previous session.

3) Identify a goal for the session. This usually will relate to new work and new tasks at hand.

4) Provide demonstrations or explanations and repeat as necessary, but encourage active

participation from the student. The student is responsible for doing his/her own work.

5) Incorporate or introduce study tips and techniques that may help the student be successful.

6) Watch the time. Keep one-hour sessions to 50 minutes.

7) After about 45 minutes, re-cap the work done in the session.

8) Before ending the session, be sure to have the student’s name, student number and signature if

the student is a yellow sheet student.

9) Remind the student of the next upcoming appointment or set the next appointment.


I. Month End Reports

The ASC asks that tutors record their tutoring sessions on Month-End Tutoring Report forms. These are

used for our own internal records at the ASC. Please note these are not the sheets used to submit to

Human Resources for your payment. These sheets are often referred to as green, yellow, pink, blue,

white or violet sheets.

Please submit the Month-End Tutoring Report by the 28th of each month or as soon as your sessions

with a student end. Please ensure your student signs-off on the hours listed on your sheet. These forms

are printed in various colours to indicate their support category:

Green Sheet

The green sheet is used when you tutor a student with a disability, referred through Counselling

Services. These students will be matched with you by the Tutor Supervisor. These students often see a

tutor for 2 to 3 hours per week. You will need to record the student’s name and student number and the

program in which the student is enrolled. Track the times that you meet by the date and the length of

the session. Record in the comments section what topic you worked upon. You will submit a completed

green sheet on the 28th of each month to the Tutor Supervisor, or directly after being told that the

student no longer requires your assistance.

Yellow Sheet

The yellow sheet is used when you meet with a student from the general population who is using their

“peer tutoring” hourly tutorial allowance with you at a reduced amount of 8 hours. A staff tutor will use

this form to record the appointments with an individual student. If a staff tutor meets with two or more

students, the session is a group tutoring session and should be recorded on a white sign-in sheet. The

yellow sheet is also used by peer tutors who meet with students; in that case peer tutors may meet with

a student for up to 12 hours per term. The yellow sheet is submitted by the 28th of each month or right

after the last session of tutoring.

Pink sheet

The pink this sheet is to be used when meeting with an ESL student. An ESL tutor can meet with an ESL

student for an hour a week throughout the year. On the pink sheet there is a column to make a note on

the skills worked upon on the session. The pink sheet is submitted by the 28th of the month or upon

completion of the last tutoring session.


Violet Sheet

The violet sheet is used to record Academic Coaching sessions. Only Academic Coaches will record

information on these forms. Coaches meet with their student or “coachee” for 4 one-hour sessions.

Please submit by the 28th of each month or the end of the last session meeting with the student.

Recording your hours:

Hours Scheduled: Record the number of hours scheduled with your student.

Hours Delivered: This is the actual length of time that you met with the student. It could be different

from the scheduled hours. The student may choose to stay for an extra hour, so you would have

scheduled for 1 hour but you actually worked 2 hours. Alternatively, if the student fails to show, you

should record 1 hour in the “Hours Scheduled” section and 0 in the “Hours Delivered” section. If a

student fails to show be sure to record that fact in the comments section.

If a student fails to show, please wait for 15 minutes past the appointed time and then you can leave or

go back to the preparation room and work on other things. If a student fails to show or fails to cancel

with 24 hour notice you will still be able to charge for that time and be paid for the time.

If the student fails to show and you charge for that time, it is expected that you would take that time to

prepare for another tutoring session, work on time sheets, or work on some other project at hand. You

may be asked to provide some assistance in some other matter/project.

Hours Billed: This is where you record the time you will be charging the College. If a student remains for

only 35 minutes of an appointed time you will still charge for an hour. We round off to the nearest hour

or half hour only.

If you provide assistance to an unscheduled student during an hour made vacant by a student who fails

to show, you would only bill for one hour. Double billing is not allowed. You are remunerated for hours

of service delivered.


White Sign In sheet

Staff tutors use the white sheet when they are leading workshops or groups of students. Two students

are considered a group. Pass the sign in sheet to the students and have them print their name and

student number on the form. You are asked to identify if the session is a Study Skills workshop, a

Facilitated Study group or a Supplemental Instruction session.

Study Skills Workshops offer skills development in study strategies, learning approaches, motivation

and personal organization.

Facilitated Study Groups are group tutoring sessions requested by two or more students where tutors

generally answer questions that students bring to the session. The session should be led by the

student’s questions and not by the tutor. These sessions are not advertised. They are often limited to 3

or 4 students.

Supplemental Instruction: are scheduled weekly reviews that have been posted and advertised as

being available to all in an open registration format. Tutors direct the content of the session. These

sessions are offered in courses that present difficulty for large numbers of students year after year.

Once the form is completed you can submit the sheet directly to the tutor supervisor or leave it in the

mail box.

ASC Month End Special Project Form (Blue sheet)

The blue sheets are used to submit “non-contact” hours only, that is, hours worked that did not include

contact with students. This would include attendance at staff meetings, preparation times for

workshops, work on special projects, travel time between campuses, preparation of record sheets or the

completion of Worker’s Compensation Evaluations.

These forms are to be submitted by the 28th of the month. You should mark the date and number of

hours worked and supply some detail. Please, to make processing easier, combine the same activities

on the same sheet. For example: combine all the hours for travel from one campus to the other on one

sheet. Collect all hours for any special projects on the same sheet.

Please discuss pay for prep/travel time with the Tutor Supervisor before working and charging for these

hours. In general, your Tutor Supervisor will follow these guidelines when approving prep/travel time:

1. Preparation time for workshops. The amount of time allowed for the preparation of

workshops depends on the nature of the workshop and the research required. Please

consult with the Tutor Supervisor to discuss the amount of time suitable for your prep

activities.

2. Travel time between campuses. If you are asked to travel between campuses you will be

paid for the hour to travel between one campus and the other, provided you have

appointments or meetings within a two hour window. For example, if you have a meeting


at 11:00 a.m. and a student at 1:00, you will be entitled to charge for travel time between

campuses. If you have a meeting at 9:00 a.m. and a student at 3:00 p.m., travel time will not

be paid. Transportation time will not be covered if you are not traveling directly between

one campus and another. The travel times and dates should be recorded on the blue sheet.

1) Creating month-end reports. Staff tutors will be paid for one hour to complete their month-end

reports, provided they have not had time to complete these reports during student

cancellations. This time should be recorded on a blue sheet.

2) Workers’ Compensation Board reports. Tutors who are asked to meet with a student

sponsored by the Workers Compensation Board of Manitoba will be asked to complete a one

page report on the WBC student. Tutors will be paid 1 hour for completing the evaluation form.

This time should be recorded on a blue sheet.

RRC Academic Success Centre Staff Manual · Red River College Academic Success Centre September, 2015 Page 6 5. To increase access to the ASC by communicating its services and programs

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