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How have you made the content of tutor training interactive, collaborative, and engaging? Share some of the highlights of your experiences.

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How have you built accountability into tutor training? What, if any, challenges have you faced? How have you addressed them? Share some of the highlights of your experiences.

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What are some of the successes and challenges about tutor training you'd like to share?

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If you have any questions about anything related to tutor training and/or would like other participants' feedback, please share.

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What are some "must haves" for tutor training you'd recommend to colleagues? Why are they "must haves"?

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I've recently been asked by our Career Center to train our tutors to be able to review resumes and cover letters, and I was just curious if other centers also do that and if anyone has any advice about adding this service to our Writing Center
-Tammie

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Diana from De Anza: have learned a lot of tricks (music, annotate, padlet, jamboard) to make Zoom training fun and interactive--we may continue this format even into next year.

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We assign each new tutor to a senior tutor, whom they observe early in the term. Then they video-record a session and watch it with their senior tutors and submit the feedback

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We have rubric for video self-reflection assignment (will try to attach) and use this for our student learning outcomes (use cumulative results to assess tutor training course, not individual tutors, though it works for that too

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We use Writing Across Borders too and have for many years. Content is great, but style is beginning to feel a bit dated

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Since the pandemic, we only have zoom staff meetings. This semester our coordinator for the Center for Academic Support and Tutoring (includes writing, math, and some subject areas) had us read "How Tutoring Works."   Dawn An

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Since the pandemic, we only have zoom staff meetings. This semester our coordinator for the Center for Academic Support and Tutoring (includes writing, math, and some subject areas) had us read "How Tutoring Works."   Dawn An

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John K: This is the ASCCC White Paper I was referencing that discusses the expansion and opportunity in Noncredit curriculum

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CCC Guidelines for noncredit Supplementary Learning courses

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CCC Guidelines for noncredit Supplementary Learning courses

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John K: This is a regulations and guidelines document that covers how to structure noncredit courses that are specific to tutoring and supplementary learning instruction

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2022 Summer Institute

Registration is now open! CLICK HERE for more information.

Commitment Statement

The College Reading and Learning Association (CRLA) is the professional development resource of choice for college professionals dedicated to enhancing student academic success. As such, CRLA both represents and serves a diverse group of professionals and, by extension, the students we serve. CRLA is committed to creating a community of professionals focused on honoring diversity, ensuring equity, and practicing inclusivity. As an organization, CRLA thus commits to respectful, meaningful support of its community members; decision-making driven by a diversity, equity, and inclusion lens; and an unwavering emphasis on justice within the context of higher education.

Dismantling Systemic Racism in Learning Support

A message from CRLA Member and CLADEA Fellow Saundra Yancy McGuire:
I vividly remember the first time I ever sought academic assistance, in the midst of my undergraduate career at Southern University and at the tail end of the Civil Rights Movement. During the 1968-69 academic year I was attending UC Berkeley on a Crown Zellerbach Scholarship that had been established because the company had been found guilty of environmental racism - massively polluting Alsen, Louisiana, the small Black community just north of Baton Rouge in which Crown Zellerbach was operating a huge plant. CLICK HERE to read more.

CRLA News

JavaScript is currently disabled.Please enable it for a better experience of Jumi.

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CRLA - College Reading & Learning Association

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Home Page for College Reading & Learning Association

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For those of you presenting the film to faculty at your school, you may be presenting to ESL faculty, composition instructors, first-year writing graduate teaching assistants, Writing Across the Curriculum faculty, or any number of different audiences.

The questions below are meant to help you facilitate conversations after viewing the film. They draw on faculty's own classroom experiences and encourage faculty to think through the issues in terms of their own teaching.

Facilitation Questions

In the film, international students provide a number of cultural differences they have noticed between writing in their home countries and the United States. How has culture played out in your own classrooms and with student writing? What experiences have you had?

What kinds of cultural preferences do you think you have when it comes to writing? Where did those preferences come from?

Jean Kaunda, the student from Malawi, talked about her fears of writing about politics. What kinds of issues does that raise for you in your classrooms? How might you deal with that issue with your international students?

What research-based issues have you noticed in international students' writing? How do you handle those issues?

To what extent do you think we should accept cultural preferences even though the students are writing for American classrooms?

How do you approach surface error in ESL student writing? Do you correct a lot, a little, none? What has worked or hasn't worked so well for you in the past?

One of the ideas mentioned in the film is that many of the errors that non-native speakers make have nothing to do with learning grammar rules, but are instead matters of advanced memorization. How do you handle this issue when working with non-native speakers? What is fair?

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A film written and directed by Wayne Robertson Writing Across Borders is a 3-year documentary project funded by Oregon State University's Center for Writing and Learning (now simply known as the Writing Center) and its Writing Intensive Curriculum Program. The documentary's purpose is to help faculty, writing assistants, and other professionals work more productively with international students in writing environments.

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https://www.rwcpaperjam.com/

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​ Paper Jam

an educational and cultural blog provided by the tutors at
Reedley College's Reading and Writing Center

Coordinator's Corner

Check out the RWC's coordinator's latest updates here

An illustration of a cup of coffee

A speech bubble that is attached to the Tiger mascot at Reedley College

An illustration of a lightbulb

An illustration of a megaphone

An illustration of a calendar

An illustration of a pencil

paper jam

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​ Paper Jam an educational and cultural blog provided by the tutors at Reedley College's Reading and Writing Center Coordinator's Corner Check out the RWC's coordinator's latest updates here An illustration of a cup of coffee A speech bubble that is attached to the Tiger mascot at Reedley College An illustration of a lightbulb An illustration of a megaphone An illustration of a calendar An illustration of a pencil paper jam

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Recordings and Transcriptions

See how we use recordings and transcriptions in our tutor training here.

Response Lens Booklet

This is the booklet our tutors use in our small writing groups. The lenses are on the left hand pages and were written with an audience of tutors and students in mind. The pages on the right are aimed at tutors and offer information and advice on teaching the lenses. This booklet is still a draft.

Here is a Word file with the pages in linear form:
Lens Booklet (.doc)
The link below is a PDF in booklet form. It is meant to be printed double-sided, folded in the middle, and stapled either by your printer or manually.
Lens Booklet (.pdf)
Individual Lenses

Here are three individual lenses that cover a broad range of response situations.

Tutor Publication

Every year since 1994, when Magda Gilewicz began directing the Writing Center, we've created and printed a volume of writing and pictures produced by tutors. This publication served as an assignment for tutors, asking them to reflect on what they had learned in the past year of tutoring, but it has also functioned nicely as a kind of yearbook that we can all browse through later, when tutors have graduated and moved on.

This year, for the first time, we decided to make the publication available online. In the past, tutors would often ask, "Am I writing to you? Am I writing to other tutors?" And it made us uneasy to think they were only writing to us, as an assignment. It might have made the assignment feel a bit artificial for some tutors. But this semester we were able to tell them that they were writing to you. You, who came to our web page and were interested enough to look at this pdf, but are most likely unfamiliar with our practices and the reasons behind them. Having you as a reader allowed us to shape this semester's publication into a kind of open house of our Writing Center. We asked tutors to choose from a list of topics that might best work in that way.Some tutors also found topics that weren't on our list but we decided dealt with things you might like to learn about as well. In this publication you'll find pieces that talk about our small writing groups, our online tutoring, our one-on-one sessions, and even our training. Tutors share their experiences of becoming tutors and working at our Center.

You might follow along a bit better as you read this if you take a moment to look at our Response Lens booklet we have available above. This is the actual booklet we give tutors, which describes in detail some of the practices they mention in their pieces.

And if you would like to turn your experience reading this into a conversation, please feel free to email us with questions or examples of your own practices. Thank you and welcome.
Tutor Publication 2018 (.pdf 9.7 MB) Tutor Publication 2016 (.pdf, 7.2 MB) Tutor Publication 2015 (.pdf, 2.2 MB) Tutor Publication 2014 (.pdf, 2.5 MB)
Use and Attribution

Please feel free to use any of these resources. If you do, use a link to this page as an attribution so that others will be able to find their way back to us too.

If you revise the lenses we ask that we be allowed to use any of your changes to improve our tools. If you consider using the materials commercially you must contact us first.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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tutoring writing-center csuf drafts lenses

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See how we use recordings and transcriptions in our tutor training here. This is the booklet our tutors use in our small writing groups. The lenses are on the left hand pages and were written with an audience of tutors and students in mind.

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Use campus resources to bring training to your tutors in areas that might be outside your expertise-Erin

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We have tutors write advice letters to future tutors at the end of their training, then have new tutors read them as part of their orientation