N'CAT Tutor Program Tutor Manual 2014-15 - OFFICE OF ACADEMIC SERVICES & STUDENT DEVELOPMENT
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N’CAT Tutor Program
Tutor Manual 2014-15
NORTHWESTERN UNIVERSITY
DEPARTMENT OF ATHLETICS AND RECREATION
OFFICE OF ACADEMIC SERVICES & STUDENT DEVELOPMENT
2014-2015
TABLE OF CONTENTS
N’CAT PROGRAM AND STUDY SKILLS OVERVIEW ………….……………….... 3
PROGRAM OBJECTIVES AND EXPECTATIONS …………………………………... 4
EXPECTATIONS OF N’CAT TUTORS ………………………………….... 4
TUTORING GUIDELINES………………………………………... 4
CONFIDENTIALITY & INSIDER INFORMATION…………………. 6
NCAA COMPLIANCE GUIDELINES…………………………….. 6
EXTRA BENEFIT RULE …...……………………………. 7
POLICY ON WORKING WITH PAPERS .………………… 8
EXPECTATIONS OF STUDENT-ATHLETES ………………………………. 8
GENERAL GUIDELINES FOR STUDY SKILLS SERVICES………………………….. 9
INDIVIDUAL TUTORING PROCESS……………………………………………....... 9
REQUESTING COURSE TEXTBOOKS/PACKETS ……………………………….. 12
REPORTING TUTORIAL SESSIONS……………………………………………....... 12
NO SHOWS/MISSED INDIVIDUAL APPOINTMENTS ……………………... 13
CANCELLING OR EMERGENCY SITUATIONS ……………………………. 13
PAYROLL ………………………………………………………………………… 13
INITIALIZING PAYROLL PROCESS ...………………………………...…. .. 14
RECEIVING PAYMENTS ...……………………………………...…..…...... 14
PREPARATION TIME COMPENSATION ...……………………………..…... 14
PROGRAM & TUTOR EVALUATIONS ...………..… ……………………………..... 15
FREQUENTLY ASKED QUESTIONS (FAQ’S) ………..… ……………………….... 15
CONTACT INFORMATION AND IMPORTANT FORMS…………………………….... 17
LIBRARY CLASSROOM GUIDE.………..….……………………………..………... 18
APPENDIX .………..… ………………………………………………….……..... 19
LEARNING STYLES.………..… …………………………………..…….. 19
UNETHICAL CONDUCT, PRIVACY INFORMATION, ACADEMIC FRAUD,
EXTRA BENEFITS, AND COMPLIMENTARY ADMISSIONS .………..…….. 23
GRADES FIRST INFORMATION…………………………………………… 27
TUTOR BOOK REQUEST FORM…………………………………………… 31
SAMPLE TUTOR HOUR REPORT SHEET (TIME SHEET) .………..………... . 32
PREPARATION TIME RECORD SHEET…………………………………….. 33
22014-2015
INTRODUCTION & OVERVIEW
The goal of Northwestern University’s Department of Athletics and Recreation
(NUDAR) is for student-athletes to receive a world class experience academically,
athletically and socially. To ensure this goal is met, the Office of Academic Services &
Student Development offers student-athletes a comprehensive system of services and
resources. The Northwestern Community of Athletic Tutors (N’CAT) is a vital part of
Academic Services & Student Development and is responsible for offering study skills
and tutorial assistance to more than 490 student-athletes.
STUDY SKILLS
Study Skills sessions for student-athletes are scheduled Sunday through Thursday
evenings, from 6:00 p.m. to 10:00 p.m., at the University Library. The Study Skills
program provides student-athletes with two different tutoring resources:
Learning Teams
Individual Tutoring
LEARNING TEAMS
Learning teams are small group review sessions led by a learning leader/tutor. The group
generally consists of 5-10 student-athletes enrolled in the same class. Learning teams
regularly meet once or twice per week to discuss weekly lecture notes and/or reading
material. Additional sessions may be scheduled during midterm and final exam
preparations.
INDIVIDUAL TUTORING
Individual tutoring is one-on-one tutoring with a student-athlete to cover specific course
material. This service must be requested by the student-athlete, through Grades First
(https://northwesternuniv.gradesfirst.com)
Both of the above tutoring services are significant components to the success of the Study
Skills program. Each service works collaboratively to provide the best course assistance
for Northwestern’s student-athletes and is a service that continues throughout the
academic year. Although student-athletes are asked to request tutors early in the quarter,
before midterm grades are posted, requests are accepted throughout the quarter.
32014-2015
PROGRAM OBJECTIVES
The Office of Academic Services & Student Development devotes a considerable amount
of time and effort in selecting tutors for the N’CAT program. Specifically, we try to
employ tutors who are able to: provide an educational structure, encourage time
management skills, offer structured study sessions, promote effective study habits, clarify
course material, and assist student-athletes with exam preparation.
N’CAT staff must recognize the unique demands and/or pressures student-athletes face in
order to assist in their academic development. These demands include limited free time,
competitive pressures, high visibility, fear of injury, travel schedules, and stress created
by the pressures to succeed academically as well as athletically. These demands,
particularly the time demands, require a strong and competent tutoring program to assist
the student-athlete in making the most of his/her busy schedule. The program is not
intended to replace regular class attendance, completion of all homework and
exams, or attendance at class review sessions; rather, it is intended to supplement
these activities.
EXPECTATIONS OF N’CAT TUTORS
Tutors are expected to demonstrate professional behavior with student-athletes at all
times. Tutors must be punctual and prepared for each tutoring session and remain in
control of the entire session. Tutors must have the ability to engage the student-athlete,
as well as explain and demonstrate difficult course material, rather than simply reiterate
what is written in lecture notes or course texts. In order to achieve this task, tutors should
be aware of various learning styles1 and be able to modify their techniques, and make
appropriate recommendations. If a tutor has questions about this aspect of tutoring, s/he
should contact the tutor coordinator.
TUTORING GUIDELINES
Tutors should be a valuable resource for student-athletes and be able to offer assistance.
However, tutors must also remain ethical in their academic dealings and never complete
1
See APPENDIX for more information on learning styles
42014-2015
assignments for the students being tutored.2 Unethical actions will not help student-
athletes in any way and will result in the immediate termination of employment for the
tutor and possible expulsion for student-athletes. Quarterly training sessions are provided
for all tutors; these sessions cover policies, accountability/evaluation, and tutorial
methods. All tutors must sign statements of academic integrity and tutorial ethics.
In general:
Individual tutoring sessions must take place on campus in an academic setting
(e.g., an on-campus library, graduate students’ offices, or in the office of
Academic Services and Student Development). Tutors are not allowed to meet
with students in residence hall rooms on campus or anywhere off campus.
Small study groups take place ONLY in NU’s main library, in classrooms the
Office of Academic Services & Student Development has reserved.
Tutors will not write papers for student-athletes, nor will they do homework,
write foreign language compositions, or provide any other materials a student
may submit to an instructor as his/her own work. (Only writing specialists, with
specific training and approved by Academic Services & Student Development,
are allowed to assist student-athletes with writing assignments).
Tutors are not permitted to sit in or take notes in class or take an exam for a
student-athlete, nor are they allowed to provide answers to take-home exams. If
a student-athlete has a take-home exam for a class, he/she cannot meet with a
tutor from the time he/she receives the exam questions until after the take home
exam has been submitted.
Tutors may not copy or fax information, notes or assignments for student-
athletes; such action may be considered an extra benefit, which is a violation of
the NCAA regulations. If the student needs something copied, please have
him/her see his/her athletic academic advisor.
Tutorial sessions are designed to supplement completed class work and are not
designed as substitutes for class attendance. Students are expected to attend all
classes.
Each tutorial session will be documented, indicating the level of preparation of
the student-athlete as well as the performance of both the student-athlete and
tutor during the session.
2
See APPENDIX for Principles Regarding Academic Integrity
52014-2015
Student-athletes are expected to keep all appointments, be punctual, and arrive
prepared to participate in each tutorial session. Failure to fulfill these
responsibilities may result in forfeiture of the privileges of the tutorial program.
(Please refer to the “No Show” Policy on page 13 of this manual).
CONFIDENTIALITY
As a member of the N’CAT Tutor Program, tutors will have access to information about
student-athletes that is not to be shared with others outside of Academic Services &
Student Development. Northwestern University is not permitted to disclose information
regarding a student’s academic or medical records to anyone on a formal or informal
basis without the student’s written consent. Occasionally, student-athletes with whom
you routinely work may disclose personal information to you. Confidential matters,
especially those concerning the academic status and ability of student-athletes,
should not be compromised under any circumstances. If a tutor feels the information
disclosed warrants action or follow-up by the Office of Academic Services & Student
Development, the tutor should contact the tutor coordinator immediately.
INSIDER INFORMATION
Information related to the physical health/condition of a student-athlete must be closely
guarded as well. For example, if Willie Wildcat shows up to a tutoring session on
crutches and admits he is unable to play in Saturday’s big game, such knowledge could
be passed along as insider information to a bookie. Again, please safeguard the
information and inform the tutor coordinator immediately if you are contacted by anyone
inquiring about insider information pertaining to student-athletes.
NCAA COMPLIANCE GUIDELINES
Strict observance of NCAA rules and regulations is another factor that contributes to the
success of our program. Student-athletes and employees of collegiate athletics
departments, including tutors, are governed by the National Collegiate Athletic
Association (NCAA). The N’CAT Tutor Program adheres to a zero tolerance policy
with regards to the following NCAA rules and regulations. Any violation a tutor
commits will result in immediate termination of employment, and may result in the loss
62014-2015
of practice and competition eligibility for the student-athlete(s) involved, including loss
of athletics scholarship.
EXTRA BENEFIT RULE
The extra benefit rule is a regulation of NCAA compliance with which tutors must
become familiar with to avoid jeopardizing their employment with NUDAR and the
eligibility of student-athlete(s) being tutored. An extra benefit is defined as:
Any special arrangement by an institutional employee or a representative
of the institution’s athletic interests to provide a student-athlete or the
student-athlete’s relative or friend a benefit that is not expressly
authorized by NCAA legislation. Receipt of a benefit is not a violation if
it is demonstrated that the same benefit is generally available to the
institution’s students or their relatives or friends or to a particular
segment of the student body (e.g., foreign students, minority students)
determined on a basis unrelated to athletics ability.
An N’CAT tutoring staff member may not provide a student-athlete with extra benefits or
services, including, but not limited to:
Special discounts, payment arrangements or credit (e.g., credit line at a store) on
a purchase or service (e.g., dry cleaning).
Use of institutional telephones, long distance access codes or credit cards for
personal reasons.
Use of institutional copy machines and fax machines for personal reasons.
Loan of an automobile or use of an automobile.
Free or reduced-cost services, rentals or purchases of any type.
Free or reduced-cost housing. A student-athlete cannot accept free or reduced-
cost housing from any NU employee or booster. This includes in the Evanston
area, in the student-athlete’s home city or any other location.
Free or reduced-cost storage of personal belongings.
Loan of money, signing or cosigning of loans or guarantee of bond.
Free transportation (e.g., a ride home with a tutor, ride with a booster).
Gifts of cash or like items (e.g., gift certificates).
Gifts of tangible items (e.g., clothing, cars, jewelry), including extra gear or
equipment.
Provisions of impermissible academic services (e.g., typing reports, papers,
letters for a student-athlete).
72014-2015
Free or reduced-cost entertainment services from commercial agencies (e.g.,
movie tickets, dinners, use of car, reduced admission to institutional or
community events).
Payment of educational expenses (other than from permissible institutional and
outside sources).
IN SUMMARY, AS AN EMPLOYEE OF NUDAR, A TUTOR MAY NOT:
1. Transport any student-athletes to or from campus or any other locations;
2. Give gifts or loans of money, food, clothing or other items of value to student-
athletes;
3. Type papers for student-athletes, even if they offer to pay you;
4. Provide any services for a student-athlete that are not available to the general
Northwestern University student body.
5. Be placed on a student-athlete’s complimentary admission list (a.k.a., comp or
pass list) for any athletics contest.
IMPORTANT NOTICE ON ASSISTANCE WITH PAPERS:
TUTORS ARE NOT ALLOWED TO ASSIST STUDENT-ATHLETES WITH
WRITING ASSIGNMENTS (PAPERS) WITHOUT FIRST RECEIVING
WRITTEN APPROVAL FROM THE TUTOR COORDINATOR AND THE
SENIOR ASSISTANT ATHLETICS DIRECTOR-ACADEMIC SERVICES. IF
STUDENT-ATHLETES REQUEST ASSISTANCE WITH A WRITING
ASSIGNMENT, PLEASE DIRECT THEM TO THE TUTOR COORDINATOR
FOR ASSIGNMENT TO A WRITING TUTOR, TO THEIRADVISOR IN
ACADEMIC SERVICES OR TO THE WRITING PLACE IN THE LIBRARY.
ANY TUTOR WHO DISREGARDS THIS RULE WILL BE TERMINATED
IMMEDIATELY.
WHEN IN DOUBT ABOUT ISSUES OF NCAA COMPLIANCE,
PLEASE STOP AND ASK BEFORE YOU ACT!
EXPECTATIONS OF STUDENT-ATHLETES
We view each N’CAT tutor as a valuable asset to the program and expect our student-
athletes to show proper respect. If improper conduct, unethical behavior,
unexcused/repeated absences or repeat tardiness occurs, that student-athlete may lose
tutorial privileges.
82014-2015
Student-athletes are expected to participate actively in tutoring sessions, whether they
have an individual appointment or participate in learning teams. If student-athletes arrive
unprepared for tutoring sessions, it is unlikely the tutoring session will be beneficial.
Student-athletes who are repeatedly unprepared are wasting tutors’ time and their own, as
well as Athletics Department funds. Should this occur, tutors should report this behavior
to the tutor coordinator immediately through “Tutor Report” in GradesFirst and/or
contacting the tutor coordinator directly.
GENERAL GUIDELINES FOR STUDY SKILLS SERVICES
Study Skills assistance is available to all Northwestern University student-athletes for all
classes in which they are enrolled during a specific quarter. Student-athletes may use
learning teams available during study skills or arrange for individual tutorials through the
tutor coordinator in Athletics.
INDIVIDUAL TUTORING PROCESS
STUDENT-ATHLETE’S RESPONSIBILITY
For individual tutoring, the student-athlete must complete an Individual Tutor Request
in GradesFirst (https://northwesternuniv.gradesfirst.com). Once submitted, the tutor
coordinator will subsequently forward the request to the tutor who specializes in that
specified course.
TUTOR REQUEST
The tutor request will be handled by the N’CAT Tutor Coordinator. When a student-
athlete requests a tutor, the tutor coordinator will pair the student-athlete with a tutor for
that particular subject and schedule a tutor appointment that will match a time and date
available for both parties. It will be up to the tutor to contact the student-athlete to
confirm the time, date and location with the student-athlete.
It will be best for tutors to keep their availabilities as updated as possible (instructions in
the calendar section of Grades First3). Both the student-athlete and tutor will be notified
through email of the newly scheduled tutor appointment. In addition, the scheduled tutor
appointment will be posted on the tutor and student-athletes’ Grades First calendar.
3
See APPENDIX for Grades First
92014-2015
TUTOR’S RESPONSIBILITY
After a tutor has received the “Individual Tutor Request” from the tutor coordinator; it is
the tutor’s responsibility to contact the student-athlete no more than 24 hours after the
request has been made. Please see GradesFirst appendix for directions on “Creating
Appointments”4
NOTE: Tutors will not be compensated for individual tutoring sessions
conducted with student-athletes who have not signed up for tutoring assistance
through the Office of Academic Services & Student Development. All tutoring
appointments me must be documented in the Grades First system by the Tutor
Coordinator.
Tutorial sessions will normally occur during study skills hours in the rooms designated
by the tutor coordinator. Special arrangements at other locations (such as the Tech
Library or tutor’s office) or times may be made at the convenience of the student-athlete
and tutor. However, tutorials MAY NEVER occur at a student-athlete’s or tutor’s
home or dorm room. In addition, tutors are asked, whenever possible, to maintain a
consistent location on campus for tutoring appointments; this reduces confusion between
the tutor and the student-athlete as to where the particular session should take place.
THE INITIAL TUTORIAL SESSION
The first few minutes should be for the tutor and the student-athlete to get acquainted. It
is also important for the tutor to establish the appropriate tone for each session and
remain in control throughout. The tutor should also use this time to become familiar with
the course content and required textbooks/course packets for the class by examining the
course syllabus. All student-athletes should come to tutoring sessions with an additional
copy of their course syllabus for their tutor. If additional material is needed, such as
textbooks or course packets, to assist the student-athlete further, the tutor should
complete a Tutor Book Request Form (see page 12).
DURING TUTORING SESSIONS
As each session begins, the tutor should develop a realistic plan with the student-athlete
as to what will be accomplished in the tutorial session. It is important to develop
strategies and techniques that will stimulate the student’s intellectual curiosity and
4
See APPENDIX for Grades First
102014-2015
motivate him/her to be challenged during each session. In guiding student-athletes
through the learning process, the tutor should give feedback for work accomplished by
the student-athlete, as it will positively reinforce all attempts at learning. Always review
materials learned in previous sessions. This strategy encourages the student-athlete to go
back and show mastery of areas from preceding sessions.
DEFINING THE STUDENT-ATHLETE’S NEEDS
Determining the best method of learning for each student-athlete is vital to tutoring
success. The student-athletes being tutored may be visual, auditory, or physical learners.
It is important that the mode for instructing student-athletes be immediately established.
For example, it is usually ineffective to get into a lengthy discussion of a topic with a
student who is a visual learner. Sometimes students may not know their learning style.
However, there are approaches a tutor can use to discover the preferred mode of learning.
Begin each session by letting the student-athlete explain class difficulties. Allow student-
athletes time to explain themselves without interruptions or interpretations. Then ask
open-ended questions (beginning with why, how, or what) rather than closed-ended
questions (beginning with who or when) which elicit yes/no responses.
Defining student-athletes’ academic difficulties and learning styles is sometimes
complex. If a tutor feels that they need assistance in assessing a student-athlete’s needs,
contact the tutor coordinator, who can put tutors in touch with that student’s academic
advisor in Athletics. Common problems likely to be encountered while tutoring students
are weak study skills, poor reading, comprehension, and/or lack of motivation.
CONCLUDING EACH TUTORING SESSION
At the conclusion of the first session (as well as all sessions throughout the quarter), the
tutor and student-athlete should review the time, date, and location for the next session.
Student-athletes should also leave each session with a plan for additional study. After
each session a tutor must complete the Tutor Feedback Report located within
GradesFirst. See Appendix for directions on “Feedback”.5 Have the student-athlete sign
your Tutor Time Sheet6 to verify the session has taken place. Again the above steps
5
See APPENDIX for Grades First
6
See APPENDIX for sample Tutor Time Sheet
112014-2015
must be completed to receive payment for tutoring sessions. If at any time you feel that
the goals set for certain tutorial sessions are not being met, please discuss any concerns
with the tutor coordinator.
REQUESTING TEXTBOOKS AND COURSE PACKETS
Tutors may request the required textbooks/course packets being used in the course(s) they
are tutoring. To do so, simply complete the form located on-line7 (See Appendix for
Tutor Book Request form) and return it to the tutor coordinator via fax (847/491-7194),
an e-mail attachment (studyskills@northwestern.edu), or in person. Once the textbook is
ready for pick up, the tutor coordinator will contact the tutor.
All tutors must keep track of the books received since they are for tutors’ use ONLY. All
materials must be returned at the end of the quarter to the tutor coordinator. Failure to
return course materials may result in a delay of payment for services rendered and having
a hold placed on the tutor’s student account, barring course registration, until all materials
are returned. Exceptions will be made for any tutoring materials that can be used the
following quarter (e.g., the yearlong General Chemistry sequence).
REPORTING TUTORIAL SESSIONS
LEARNING TEAM
Tutors who facilitate learning teams are required to submit a Tutor Feedback Report
within 24 hours (https://northwesternuniv.gradesfirst.com) via Grades First. Any
relevant comments or individual concerns should be included on this form and are
strongly encouraged. A Tutor Feedback Report should still be completed and submitted
to the tutor coordinator for No- Shows, to ensure you are credited for time worked.
INDIVIDUAL
Individual tutoring sessions are to be reported to the tutor coordinator by submitting a
“Tutor Report” (https://northwesternuniv.gradesfirst.com) within 24 hours of ALL
tutorial sessions. Please see Grades First Appendix for directions giving Feedback.8
Examples of information to be included in the session report/feedback include additional
meeting time, date, and location; whether the student-athlete was prepared, punctual, and
7
See APPENDIX for Tutor Book Request Form or find online at
http://www.northwestern.edu/academicservices/academic-support/tutor-
services/Tutor%20Book%20Request%20Form.pdf
8
Please see APPENDIX for Grades First
122014-2015
attentive; and level of subject comprehension. Also, please include any additional
relevant comments.
It is very important that tutors give honest and complete feedback. Tutor input, combined
with observation from the academic advisor and comments from professors and teaching
assistants, will supply information necessary to determine whether we are meeting the
needs of the specific student-athlete. The student-athlete’s signature must be obtained
on the Tutor Time Sheet during each tutorial session (see next page for detail). If
there is no student-athlete signature verifying the session, the tutor will not receive credit
for time logged.
NO SHOWS/MISSED INDIVIDUAL APPOINTMENTS
If student-athletes fail to inform the tutor 24 hours in advance that they are unable to
attend a scheduled individual tutoring session, a student-athletes tutoring privileges could
be suspended for up to one quarter. Student-athletes and tutors must wait at least fifteen
minutes after the start of the session before either party may leave. If the student-athlete
does not show up for tutoring, tutors will be compensated for thirty minutes and should
document this by checking the field labeled “No Show” on the Tutor Time Sheet. This
information should also be clearly noted on the Tutor Feedback Report on the days of
missed scheduled appointments. If this procedure is not followed, tutors will not be
compensated for their time.
CANCELLING OR EMERGENCY SITUATIONS
It is imperative for tutors who cannot attend a scheduled tutoring session (learning team
or individual session), to notify the tutor coordinator at least 24 hours in advance. In case
of an emergency or illness, a tutor must call as soon as they can to notify the tutor
coordinator of their absence. This also allows the tutor coordinator the opportunity to
inform the student-athletes and the Study Skills Monitor before the tutorial session.
PAYROLL
Tutor pay scales are determined by the tutor coordinator based on classification in school,
prior tutoring experience, educational opportunities, faculty recommendation, and other
experience. All pay scale agreements are considered confidential.
132014-2015
INITIALIZING THE PAYROLL PROCESS
Upon employment, tutors who are not currently employed by Northwestern University
must schedule an appointment with the tutor coordinator (Anderson Hall, located on the
northeast side of Ryan Field, on Central Street) to complete the necessary new university
employment paperwork. Tutors should bring two forms of identification such as a
driver’s license, social security card, passport, state identification card, or alien
registration card to provide proof of citizenship or permission to work. University ID
cards are not accepted. All paperwork must be completed before tutors are added to the
payroll.
TIME SHEETS & RECEIVING PAYMENT
Some tutors are paid biweekly. For tutors employed by another department on campus
and who receive a monthly stipend (e.g. a funded graduate student), the hours worked for
the N’CAT tutor program will be identified as additional pay in their monthly check. All
time sheets must be submitted before the time and date indicated on the Time Sheets
Due Date sheet in order to ensure compensation for that time period. A Tutor Time
Sheet9 must be completed for each pay period. To submit completed Tutor Time Sheets
and other necessary materials a tutor may:
1.) Scan and send materials via e-mail attachments to the Athletics Academic
Advising email address (studyskills@northwestern.edu)
2.) Fax materials to (847)-491-7194; ATTENTION: Madalyn Shalter.
3.) Drop materials off at Academic Services & Student Development (Ryan
Field)
PREPARATION TIME COMPENSATION
As an N’CAT tutor, you have been hired for your knowledge and expertise in a specific
academic area. Occasionally, learning team and/or individual tutors can receive
compensation for preparation time (maximum 30 minutes for CLT sessions or group
review sessions). Examples of approvable prep time include preparing for learning teams
or creating practice test/problem sets for review sessions. This should not be necessary
for every session. Any created documents must be turned in with your prep-time record
sheet. Tutors should not need regular prep time for individual tutoring sessions. Up to
9
See APPENDIX for sample Tutor Time Sheet
142014-2015
15-30 minutes of prep time on an occasional basis would be the maximum allowed on a
timesheet. If you need more than that, you likely should not be tutoring for the course.
In order to receive compensation, tutors must submit a Tutor Preparation Time Sheet
(http://www.northwestern.edu/academicservices/pdf_preparation_time_record_sheet.pdf)
along with documents created for the tutoring session. Failure to turn in either of the
forms mentioned above could result in not being compensated for time spent preparing
for your tutorial session.
EVALUATIONS
PROGRAM EVALUATION
Evaluations are an important part of the success for our Study Skills program. At the end
of each quarter, student-athletes and tutors will be asked to complete a short evaluation
form. This information will be used to assess and improve the N’CAT Tutor Program.
Throughout the quarter, tutors are encouraged to submit comments or suggestions to the
tutor coordinator.
TUTOR EVALUATION
We want to ensure your participation as an N’CAT tutor is beneficial; thus, your
feedback is an integral part of the process. One of the program’s goals is to help tutors
develop their skills. Tutors are encouraged to schedule a meeting with the tutor
coordinator to discuss evaluations from the student-athletes at the end of each quarter.
The ability to communicate effectively and teach difficult material to others is a highly
transferable skill to any job setting. If tutors are pursuing outside job interests and would
like our office to provide a letter of recommendation/reference or verify employment
history, please feel free to contact the tutor coordinator to make arrangements.
FREQUENTLY ASKED QUESTIONS (FAQ’S)
Q: WHEN DO I GET PAID?
A: Tutors are paid biweekly or monthly based on the dates provided on the TIME
SHEET DUE DATE form. If you are employed or receive a monthly stipend from
another university department, your pay for tutoring will be included in your monthly
check.
Q: WHAT IS THE PROCESS TO ENSURE I WILL BE PAID ON TIME?
152014-2015
A: If you are paid bi-weekly, you must submit hours you have worked from each pay
period as it is listed on your Tutor Time Sheet on Kronos. The Kronos website can only
be accessed from on campus computers; so, it is best to record your hours on Kronos
each time you work.
Q: IF MY TIME SHEET IS TURNED IN AFTER THE DUE DATE/TIME, WHAT HAPPENS?
A: Your time sheet will not be processed until the following pay period. Please submit
time sheets on time to avoid waiting on your check (see Time Sheet Due Dates). We
strongly discourage late submission of timesheets. If this happens on a regular
basis, you could lose your opportunity to tutor.
Q: WHO DO I TELL IF I AM UNABLE TO MAKE A SCHEDULED TUTORING SESSION?
A: You should inform the tutor coordinator and the student-athlete at least 24 hours in
advance. If it is a last minute emergency, contact the tutor coordinator and student-
athlete as soon as possible.
Q: WHAT IS CONSIDERED AN EXTRA BENEFIT?
A: An extra benefit can be anything from letting a student-athlete you are tutoring use
your car, giving them notes you’ve taken from a course ,or lending them money.
Anything that is not made available to the general student population on campus (and is
not already approved by the NCAA) is impermissible.
Q: HOW LONG DO I WAIT FOR A STUDENT-ATHLETE TO SHOW UP FOR AN
INDIVIDUAL APPOINTMENT BEFORE I LEAVE?
A: Tutors must wait at least fifteen minutes before they leave. If the student-athlete does
not show up for the tutoring session, tutors will be compensated for thirty minutes and
should document this by checking the “No Show” field on the Tutor Time Sheet. This
information should also be clearly noted on the “Tutor Report” on the days of missed
scheduled appointments.
Q: MY STUDENT-ATHLETE CONTINUES TO MISS SCHEDULED
APPOINTMENTS…WHAT DO I DO?
A: Provide this information to the tutor coordinator after the first missed appointment
when you submit your Tutor Report. If this is ongoing the student-athlete may lose their
tutoring privileges.
Q: CAN I CONDUCT INDIVIDUAL OR LEARNING TEAM TUTORIAL SESSIONS WITHOUT
PRIOR ARRANGEMENT WITH THE TUTOR COORDINATOR?
A: No. All appointments must be pre-approved by the tutor coordinator in order to be
paid. If a student-athlete wants an individual tutor, please refer them to their academic
advisor in athletics.
Q: I DON’T THINK MY TUTORING IS HELPING MY STUDENT…WHAT DO I DO?
A: You should speak with the tutor coordinator and/or the student-athlete’s academic
advisor in athletics about effective strategies to work with the student-athlete. (See Steps
for Effective Tutoring Sessions on page 11)
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CONTACT INFORMATION AND IMPORTANT FORMS
N’CAT Tutor Coordinator
Madalyn Shalter (m-shalter@northwestern.edu)
Office of Academic Services & Student Development
Office: 847.491.5715
(1-5715 on campus)
Fax: 847.491.7194
N’CAT Tutor Program website address (main)
http://www.northwestern.edu/academicservices/forms-resources/ncat-
tutors/index.html
N’CAT Tutor Quarterly Renewal Form
http://www.northwestern.edu/academicservices/forms-resources/ncat-
tutors/quarterly-tutorial-renewal-form.html
Individual Tutor Session Tutor Report
https://northwesternuniv.gradesfirst.com
Tutor Book Request Form
http://www.northwestern.edu/academicservices/docs/pdf_tutor_bookrequ
est_form.pdf
Tutor Preparation Time Sheet
http://www.northwestern.edu/academicservices/docs/pdf_tutor_timesheet
.pdf
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LIBRARY CLASSROOM GUIDE
All Library Classrooms are assigned a 4 digit room number. Each number in the
sequence provides information as to the location of the classroom:
1st digit = Floor Level
2nd digit = Tower
3 = North Tower
6 = East Tower
7 = South Tower
3rd and 4th digit = Room Number
Once you ENTER the Tower in which the room is located: if the last two digits
in the room number are 22, go left. If the last two digits are 70, go right.
For example: to find room number 5722, go to the fifth floor (5722), then follow
the signs to the South Tower (5722). Once you enter the South Tower, turn left
(5722) and keep walking until you see room number 5722.
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APPENDIX
“Learning Styles and Preferences” borrowed from the Office of Student
Development Services, University of Western Ontario
http://www.sdc.uwo.ca/learning/index.html?styles
What is a "learning style"?
To put it simply, your learning style (or learning preference) is the way you tend to learn best. It
involves your preferred method of taking in, organizing, and making sense of information.
Learning styles do not tell us about a person's abilities or intelligence, but they can help us
understand why some tasks seem easier for us than others. There are several benefits of thinking
about and trying to understand learning preferences:
people learn most effectively when the strategies used are closely matched with their
preferred learning style
sometimes we can improve our learning by knowing what our strengths are and then
doing more of what we're good at
often we can improve our learning by knowing what our weakness are and trying to
enhance our skills in these areas
different situations and learning environments require different learning strategies, so it's
best to have a large repertoire from which to draw
Expanding Your Learning Preferences
There are 3 learning style preferences discussed here:
1. auditory (learning by hearing)
2. visual (learning by seeing)
3. kinesthetic (learning by doing)
The ideas are not meant to be the absolute best strategy for each student in all situations. Rather, if
you're looking to improve your effectiveness as a tutor, choose the learning preference category
that you feel best matches the way your student likes to learn (e.g. visually), and check to see if
you can follow the suggested strategies (e.g. enhancing visual learning). Then, look at the
strategies for the other two learning styles, and try to implement some of these ideas into your
repertoire as well.
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Enhancing Auditory Learning (Learning By Hearing)
Lecture Learning Text Learning
listen to instructions and information given rehearse/repeat information either silently
orally in your head, or out loud
sit towards the front of the room so you study with a partner and take turns reading
can hear well and so that you won't be to each other - discuss key concepts
distracted by the noises other students work in quiet areas to minimize hearing
make music, television or other distractions
sit away from doors, windows, and other if you prefer to study with music playing,
sources of noise choose something with no lyrics, and keep
repeat information silently to yourself the volume low
"subvocalize" as you take notes - repeat use rhymes or jingles to help remember
information to yourself as a quiet important points
"mumble" that's barely audible talk to yourself about textbook diagrams
and illustrations
ensure you understand by creating verbal
descriptions
tape yourself summarizing key points, then
play the tape as a memory rehearsal
strategy
try to remember important terminology by
thinking about how parts of the words
sound
read instructions and questions out loud to
yourself (or subvocalize in test situations)
202014-2015
Enhancing Visual Learning (Learning By Seeing)
Lecture Learning Text Learning
watch for key words written on minimize visual distractions in your study
transparencies, PowerPoint slides, or the space (eg. cover your computer screen, do
board to help organize notes not sit facing a window)
sit towards the front of the room make an outline of key topics in chart or
choose a location where you can see the diagram format
instructor and all visual aids well make pictures in your mind
sit away from doors, windows, bulletin use the Cornell note-taking system - include
boards, and other potential distractions a left margin with key words
choose a seat where you can see the look for sketches, diagrams, or charts to help
instructor and all visual aids well interpret information - practice re-drawing
try to listen and write down what you them to help remember
hear; fill in your notes and check for write down problems and/or questions and
understanding after each class practice writing solutions and/or responses
if confused about a detail, ask the use flash cards to help rehearse
instructor for clarification, write down try to remember important terminology by
what she/he says, then review later to looking for parts of the word you already
ensure you understand know
use visuals like symbols and color in make notes colorful
notes to help flag new concepts and key highlight notes so all information relating to
ideas one topic is in the same color category
ask the instructor if other visual draw boxes or circles around terms/ concepts
information is available (eg. course web and draw lines or arrows to show how they
site, lecture outline) are related to one another
complete readings before lectures learn when and how to translate text into
charts, graphs, or pictures, such as make a
time-line from dates, or draw percentages or
statistical information in a pie chart
212014-2015
Enhancing Kinesthetic Learning (Learning By Doing)
Lecture Learning Text Learning
ask questions and participate in do something physical before sitting down to
discussions whenever possible read or study
question the relevance and applicability to highlight, underline, or take notes
the course, yourself, and life in general... use your fingers or a piece of paper to help
take a small object (e.g., stress-ball) to keep track of where you are
class to play with in one hand while the break reading tasks into small chunks
other takes notes stop after each chunk, think about what you
consider using a lap-top to take notes (for learned, and write a brief summary
some courses with a lot of equations, personalize the information - think about
graphs, and diagrams, such as math and how the concepts apply to you or other
chemistry, a lap top may not be practical) people you know
consider choosing course sections think about how you can use the information
offering 3 one-hour segments rather than outside the classroom or course
1 three-hour segment when possible
take regular, brief breaks to move around
use class breaks to stand up and stretch
use the discussion or practice questions in
the textbook or study guide to help rehearse
information - if none are available, make up
your own questions as you study
move a body part (e.g., swing or tap your
foot) or walk around if it helps you
concentrate
write processes, etc. on cards, mix them up,
then practice physically arranging them into
the correct sequence
if you typically use your hands when talking
to people, try using your hands when
studying and explaining concepts to yourself
222014-2015
NORTHWESTERN UNIVERSITY
DEPARTMENT OF ATHLETICS AND RECREATION
THE PURPOSE OF EDUCATION FOR STUDENT WORKERS
Compliance is a shared responsibility of student-athletes, coaches, athletic
department staff and student support staff.
Our goal is to encourage all to ask first to avoid a NCAA violation.
There have been a number of NCAA infractions cases involving student workers.
GENERAL GUIDELINES
As a student worker you are a representative of the Northwestern University Department
of Athletics and Recreation. Your demeanor and actions must be professional at all times.
Student workers should never use their position within the department for personal gain
(i.e. obtaining student-athlete’s autographs, getting extra marketing give-a-ways etc.).
PRIVACY OF INFORMATION
An institution is not permitted to disclose information regarding a student’s academic or
medical records to anyone on a formal or informal basis without the student’s written
consent. Student workers may be privy to confidential information and it is imperative
that no comments be made to anyone either publicly or privately.
In addition, an institution may not comment publicly or privately about the recruitment
status of a prospect nor may they publicize a prospect’s visit to campus.
UNETHICAL CONDUCT
Unethical conduct by a prospective or enrolled student-athlete or a current or former
institutional staff member, including student workers may include, but is not limited to:
(a) Refusal to furnish information relevant to an investigation of a possible violation of
an NCAA regulation when requested to do so by the NCAA or the individual’s
institution;
(b) Knowing involvement in arranging for fraudulent academic credit or false transcripts
for a prospective or an enrolled student-athlete;
(c) Knowing involvement in offering or providing a prospective or an enrolled student-
athlete an improper inducement or extra benefit or improper financial aid;
(d) Knowingly furnishing the NCAA or the individual’s institution false or misleading
information concerning the individual’s involvement in or knowledge of matters
relevant to a possible violation of an NCAA regulation;
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(e) Receipt of benefits by an institutional staff member for facilitating or arranging a
meeting between a student-athlete and an agent, financial advisor or a representative
of an agent or advisor (e.g., “runner”); or
(f) Knowing involvement in providing a banned substance or impermissible supplement
to student-athletes, or knowingly providing medications to student-athletes contrary
to medical licensure, commonly accepted standards of care in sports medicine
practice, or state and federal law.
EXTRA BENEFITS
An extra benefit is any special arrangement by an institutional employee or a
representative of the institution’s athletics interests to provide a student-athlete or the
student-athlete’s relative or friend a benefit that is not expressly authorized by NCAA
legislation. Receipt of a benefit is not a violation if it is demonstrated that the same
benefit is generally available to the institution’s students or their relatives or friends or to
a particular segment of the student body (e.g., foreign students, minority students) on a
basis unrelated to athletics.
An institutional employee or representative of the institution’s athletics interests may not
provide a student-athlete with extra benefits or services, including, but not limited to:
Special discounts, payment arrangements or credit on a purchase or service.
Use of telephones, long distance access codes or credit cards for personal
reasons.
Use of institutional copy machines and fax machines for personal reasons.
An automobile or use of an automobile.
Free or reduced-cost services, rentals or purchases of any type.
Free or reduced-cost housing from any NU employee or booster. This includes
in the Evanston area, in the student-athlete’s home city or any other location.
Free or reduced-cost storage of personal belongings.
Loan of money, signing or cosigning of loans or guarantee of bond.
Transportation (e.g., a ride home with a coach, ride with a booster).
Cash or like items (e.g., gift certificates).
Tangible items (e.g., clothing, cars, jewelry), including extra gear or equipment.
Impermissible academic services (e.g., composing or typing papers)
Free or reduced-cost entertainment services from commercial agencies (e.g.,
movie tickets, dinners, use of car, reduced admission to institutional or
community events).
Educational expenses (other than from permissible institutional and outside
sources).
ACADEMIC FRAUD
Northwestern University
Principles Regarding Academic Integrity
Registration at Northwestern requires adherence to the University's standards of
academic integrity. These standards may be intuitively understood, and cannot in any
242014-2015
case be listed exhaustively; the following examples represent some basic types of
behavior that are unacceptable:
1. Cheating: using unauthorized notes, study aids, or information on an examination;
altering a graded work after it has been returned, then submitting the work for
regarding; allowing another person to do one's work and submitting that work under
one's own name; submitting identical or similar papers for credit in more than one
course without prior permission from the instructors.
2. Plagiarism: submitting material that in part or whole is not entirely one's own work
without attributing those same portions to their correct source.
3. Fabrication: falsifying or inventing any information, data or citation; presenting data
that were not gathered in accordance with standard guidelines defining the
appropriate methods for collecting or generating data and failing to include an
accurate account of the method by which the data were gathered or collected.
4. Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise
gaining access to examination materials prior to the time authorized by the instructor;
(b) stealing, destroying, defacing or concealing library materials with the purpose of
depriving others of their use; (c) unauthorized collaborating on an academic
assignment (d) retaining, possessing, using or circulating previously given
examination materials, where those materials clearly indicate that they are to be
returned to the instructor at the conclusion of the examination; (e) intentionally
obstructing or interfering with another student's academic work or (f) otherwise
undertaking activity with the purpose of creating or obtaining an unfair academic
advantage over other students' academic work.
5. Aiding and Abetting Academic Dishonesty: (a) providing material, information, or
other assistance to another person with knowledge that such aid could be used in any
of the violations stated above, or (b) providing false information in connection with
any inquiry regarding academic integrity.
6. Falsification of Records and Official Documents: altering documents affecting
academic records; forging signatures of authorization or falsifying information on an
official academic document, grade report, letter of permission, petition, drop/add
form, ID card, or any other official University document.
7. Unauthorized Access to computerized academic or administrative records or
systems: viewing or altering computer records, modifying computer programs or
252014-2015
systems, releasing or dispensing information gained via unauthorized access, or
interfering with the use or availability of computer systems or information.
The NCAA strictly prohibits any institutional staff member (e.g., coach, professor, tutor,
teaching assistant, student worker) from completing coursework for student-athletes. This
prohibition includes, but is not limited to, the following:
Providing student-athletes with course supplies (e.g., calculators, art supplies).
Completing homework or coursework for a student-athlete.
Allowing student-athletes to copy your homework.
Typing or writing a paper and/or an assignment for a student-athlete.
Providing answers to take-home exams.
Sitting in or taking notes and/or an exam for a student-athlete.
Copy or fax information, notes or assignments for student-athletes.
GAMBLING
The NUDAR has instituted the following rule, separate and apart from any governing the
University community generally or any imposed by the NCAA. It applies to student-
athletes, student trainers, student managers, student workers, coaches and all athletic
department personnel.
There is a zero tolerance for participating in any gambling activity prohibited by the
NCAA. Prohibited gambling activities include, but are limited to the following:
placing a wager on any college or professional athletic contest through legal
means such as a casino sports book or internet gambling or illegal means such as
a bookie or someone the bettor knows will transmit the wager to a bookie;
participation in fantasy leagues, pools or contests that involves a wager or entry
fee in exchange for the opportunity to reap a reward;
knowingly providing information directly or indirectly to a gambler or a bookie
that might reasonably influence betting on an athletic event (including but not
limited to information about injuries, game plans or field conditions); or
in the case of a student-athlete, altering his/her performance in a way designed to
affect in a negative way the outcome of an athletic event in which the athlete
participates.
REMEMBER: ASK BEFORE YOU ACT!
262014-2015
Log onto Grades First using your Northwestern Net ID & Password:
NU Student = (northwesternuniv.gradesfirst.com)
Non NU Student =
(https://northwesternuniv.gradesfirst.com/login?prevent_redirect=true)
Tutor Request
The tutor requests will be handled by the N’CAT Tutor Coordinator. When a
student-athlete requests a tutor, the tutor coordinator will pair the student-athlete
with a tutor for that particular subject and schedule a tutor appointment that will
match a time and date available for both parties.
It will be best to keep your availabilities as updated as possible (instructions in the
calendar section). Both the student-athlete and tutor will be notified through email
of the newly scheduled tutor appointment. In addition, the scheduled tutor
appointment will be posted on your Grades First calendar.
Calendar
1. From the home screen, select the “Tutor Settings” box
2. Under the “Tutoring Times Available” select the “Add Time” box
3. Add Availability (Extremely Important)
a. Days of the week that work best for your schedule
b. Time each day you will be free to tutor student-athletes
c. Select “Appointment”
d. Duration: Whether this schedule works for a specific time period or the
entire quarter
e. Imperative that you select which courses you are comfortable
tutoring
i. Tutor request will be paired by comparing the student-athlete’s
course request and matching to the tutors course listings
ii. Some courses may have multiple sections/discussion (i.e. Econ
201). When this occurs, select the first course specific to the
subject
4. Click Save
5. Multiple “Tutor Availabilities” can be created if necessary (i.e. Holidays, trips,
vacations)
Messaging a Student-Athlete
1. Under “Upcoming Tutor Appointments” click on the student-athlete(s) name that
you want to contact
2. Click on “Messaging Attendees”
272014-2015
3. Then fill in the “Subject and Message” fields
a. *This message will be sent to both the student and the tutor coordinator
4. Click “Send Message”
Adjusting/Rescheduling Appointment
1. From the home screen in the “Upcoming Tutor Appointments” section, click
“Details” on the right side of the appointment listing
2. Click “Edit” in the top right corner of the blue box
3. Uncheck the boxes for the old meeting times
4. Check boxes for the new meeting times (be sure the correct week is selected in
the calendar to the left)
a. Each box allots 30 minute increments, but we assume 60 minute
meetings (select two boxes = 30mins)
Deleting Appointment
1. From the home screen click “Details” on the right side of the that will be deleted
2. Click “Delete Appointment” in the bottom left corner of the box
a. Reoccurring Appointments
i. Click the Blue box labeled "Delete Appointment Instance" if you
would like to delete this specific appointment
ii. Click the Red box labeled "Delete this and Future Instance" if
you would like to delete all appointments
Creating Appointments
1. From the home screen click the “Get Tutoring” button (far right of screen)
2. In the “Add an Attendee” box (right side of screen) type in the student-athlete (s)
name (s) whom will be attending (you can add multiple student-athletes [i.e.
CLT])
3. In the “Location” box select the location of the tutoring appointment
a. If the location does not automatically generate, please leave in comments
box
4. In the “Course” box type in the course name, and select the course you will tutor
a. If the course does not automatically generate, please leave in comments
box
5. Under the “Select A Tutor” section be sure to select your name as the tutor
6. Select a date/time under the “what time” section, in which you and the student-
athlete will determine
a. Be sure the correct week is selected in the calendar to the left
b. Be sure to change the “Length” to 30 min increments
7. Under the “Repeat This Appointment” box check which description applies to
the tutoring session (only if this will be a reoccurring appointment).
a. Choose if the tutoring session will meet daily, weekly, biweekly, or
monthly
b. Select which day(s) of the week in which you will have the recurring
tutoring appointment
c. Under “Repeat Until” click the date that the tutoring session will end
8. Click “Save Appointment”
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