To mentor, model, and teach students effective and healthy time management, study
habits and organizational skills in order to eventually function independently as a
competent and successful student.
The Organizational Tutoring Program
The Organizational Tutoring program services are available for any and all students. However, students with disabilities who have relevant accommodations will be explicitly encouraged to participate.
Organizational Tutors will NOT be told of a student’s disability unless explicit written permission is provided by the student with the disability.
Organizational Tutors must be students in excellent academic standing (3.0 GPA and above) and be able to demonstrate exceptional organizational, communication, and helping skills.
Organizational Tutoring does not have a pre-determined or set structure as it will be tailored to the specific and unique needs and desires of the student by the Organizational Tutor. What’s more, these services are only for those who are willing to take the initiative, time and energy required for organizational growth.
The ACCESS GA will train the Organizational Tutors. The GA will facilitate two one-hour training sessions at the beginning of each academic year. If a tutor is unable to attend these sessions, the tutor will schedule a time to meet with the GA to go over the appropriate material and training.
Organizational Tutors will be paid at the same rate as discipline-specific tutors.
Responsibility of Tutors
- Pursue a mentoring relationship that is willing to engage the student beyond the structured OT meetings
- Model effective and consistent organizational skills, time management, and study habits
- Teach organized note-taking skills
- Help student locate a low-distraction study area
- Encourage student, if necessary, to obtain a subject specific tutor, to utilize the Pendragon writing center, or to set up study groups when needed or appropriate.
- At the beginning of the semester, using class syllabi, assist student in developing a weekly schedule, to utilize the student planner effectively, and create a list of major project due dates.
- Assist student in developing an effective organizational system for their class notes, handouts, etc.
- Help student break down larger projects and assignments (papers, presentations) into smaller tasks accomplished in a timely manner.
- Model for and teach student how to balance academic work with other activities and personal (self) care.
- Refer student to other resources (faculty, staff, counseling, advising, ACCESS, Career development, registrar, etc.) as needed.
- Tailor mentoring and teaching in such a way as to encourage student to work towards self-sufficiency and independence; that the student will eventually harness skills needed to be a competent and successful student on their own accord.
- Attend monthly supervision with the ACCESS GA.
- Provide constructive and positive feedback and advice for student
- Celebrate student successes!
- At the end of each semester write a brief one-page report outlining the methods and process, noting the student’s strengths, and summarizing the student’s progress.
- Fill out a Tutee evaluation form at the end of each semester.
- Fill out a Tutor Experience evaluation form at the end of each semester.
Responsibility of Tutees
- Communicate regularly and clearly with Org. Tutor via e-mail, phone call, text, or in person.
- Be open and receptive to the advice and advisement of the Org. Tutor
- Clearly and explicitly let the Org. Tutor know when services are no longer needed and/or desired.
- Make an effort to accomplish goals and tasks set by Org. Tutor mainly on the student’s own time.
- Fill out Tutor evaluation form at the end of each semester.