At the Center for Teaching, Learning, and Research, over the course of the semester, we check in with our  PWTs and FYSMs to see how they are doing, to offer advice, to help them with problems that arise. Over the first half of the semester while regular training sessions are scheduled, we see PWTs and FYSMs weekly, but we are available all through the semester to offer advice and encouragement and to deal with problems as they arise. Throughout the semester, we check in with our PWTS and FYSMs in multiple ways:

Drop-in Peer Writing Tutors, fill out a daily Tuttee Log Sheet to let us know how many students they have seen each night, to report difficulties, to ask for advice: Drop-in Tutee Log Sheet.

When we complete training each semester, we ask all our PWTs and FYSMs to evaluate our training program:  FYSM Evaluation of the training progam Peer Writing Tutor Evaluation of the training program.

When the semester is slightly more than half over, we ask PWTs in classes  and FYSMs to complete a survey about their work in classes:   Mid-Semester Survey for FYSMs in Classes Survey for PWTs in Classes. We ask their faculty members to complete a survey about their use of PWTS and FYSMS at this time, also: Faculty Survey of FYSMs in Classes.

At then end of the semester, we ask all students who has a FYSM or PWT attached to a class to complete a written evaluation: Student Evaluations of PWTs and FYSMs in Classes. This is also another opportunity for faculty to let us know how things are going, too: Letter to FYS Faculty about FYSMs in classes, Letter to CW Faculty about PWTs in Classes.

Finally, this year we have asked all PWTs and FYSMs, to complete a Self-Evaluation. This new self-evaluation form was designed by CTLR tutors and mentors this fall:  Self-Evaluation Form for PWTs and FYSMs.

Each year, we review these documents to improve our programs.


1 Comment so far

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