Math Resource Center

• Tutors are hired by Eric Mast and Paul Jones.  Eric does the initial screening of applicants as the day to day manager of the Math Resource Center.  Paul Jones serves as the representative of the CAS Math Physics Department Chair as well as being the department's representative on the CAT Executive Team.
• Tutors are expected to have a personality capable of dealing with first year students. Knowledge of the material, while essential, is secondary to an ability to teach and relate to the students.

Tutor Training

• The CAS Math Physics department provides a tutor training committee comprised of CAT Math faculty. 
• Upon accepting a position, tutors complete a worksheet as part of their initial paperwork to demonstrate their ability to explain some of the more difficult problems CAT students may face.  One of the committee members reviews the worksheet and goes over it with the tutor.
• Each quarter, a member of the committee runs a training session for tutors for each test the students have to take.  Each session is comprised of a combination of experienced and new tutors.
• The goal of the training sessions are two fold: 1) to introduce the tutors to the instructor's way of teaching the material and 2) to strengthen the rapport between faculty and tutors as well as among the tutoring staff.
• Tutors should always feel comfortable going to one another with a question or to faculty and faculty should feel comfortable approaching tutors when they have questions about how they are teaching a problem. 
• One long term goal of the training committee is to have all faculty rotating through and doing training sessions over the course of the year.  Currently though, the focus is to get them done in a timely, organized manner.

Session Forms and Data Collection

• Session forms are how tutoring sessions are "officially" documented.
• Tutors may initial a review test and may provide a note saying they worked with a student but we do not consider this official documentation and it is not a substitute for a session form.
• Anytime a student receives tutoring in the MRC a session form should be filled out by the tutor to assert the amount of time the student received attention.  When students use the MRC's services, they have a right for it to be documented.  It is important that the individual who worked with the student sees to it the visit is documented accurately.  
• Session forms are entered into the database.  The goal is for there to be a 24 hour turnover on data entry.  While we would like for it to be instantaneous, this is not possible because of how busy it can be and the number of computers available. 
• Reports are sent out to faculty and advisors on a weekly basis.
• Beginning in the Winter of 08, students will receive email reports of the same information to their BOL accounts.  Faculty feedback on these reports is essential and welcome at any time.  Eventually, faculty will be able to access a database to pull up the data at their own leisure instead of waiting for a report to be emailed to them.
• Students always have the right to their information in the database and can request it at anytime.
• Faculty may request a report for a specific student or a specific time frame at anytime from Eric Mast and it will typically be sent within 24 hours.
• Reports are sent in PDF format but could be sent in other file formats if it is preferred.