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Do we punch in when creating lesson plans, and is that considered out "planning hour" for that session?

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If we need more than the allotted personal days for whatever reason, is this on a case by case basis?

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What would you recommend an SI do for a student who is upset that they cannot make a session due to another commitment, yet they cannot review SI session materials because they cannot be recorded?

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In addition to sending an introductory email to our professor, should we send an introductory email to the class for which we are SI's?

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In the handbook, it says "SI Leaders are given an hour of planning for each session offered" Do we get just 1 planning session per week or 1 planning session per session offered

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With the first two weeks being online, what are ways that SIL's and Peer Tutors can make a large impact as a representative of the Tutoring Center?

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It is important to communicate and mantain a good relationship with the faculty or staff who are teaching the class. Consulting with faculty throughout the semester allows you to keep on track and plan your sessions to be the best at meeting students' needs.

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I think it's important for TC staff to not only market their own role and services to students, but to introduce them or to direct them to the TC's other services if the student might benefit from them. This is especially true for new students who might not be fully aware of all that the TC has to offer.

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In section 5.2 of the peer leader handbook, it says that peer leaders can email the students in their class to introduce/market themselves. Does this apply to ACE tutors? And if so, would it be to specific students or all ACE scholars?

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Though professors will differ in their preferences for communication, it is recommended that SIs check in with them weekly. Two meetings are absolutely required: one within the first two weeks of the semester and a mid-semester check-in, both of which require forms to be filled out. Some topics of discussion include whether professors are alright with you using old exams as supplemental material and what kind of practice problems you should use (from the book, from other websites, etc.).

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What do you think is an appropriate way to navigate the gray area between helping students with their graded work and giving them answers?

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Cura personalis, or care for the person, is evident in the tutoring center's mandated reporter policy. If students express mental duress or disclose information to us that makes us concerned for their well being, we, as peer leaders, should provide the student with the Wellness Center website (www.luc.edu/wellness) or phone number (773.508.2530) and inform a TC Professional staff member.

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Are planning hours done alone, or with the help of other staff at the Tutoring Center?

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I expect many student to come to my sessions with questions regarding specific homework assignment problems. Although working on graded homework is strictly prohibited, helping students with these problems is the most important way to help them build understanding of what the professor has deemed most important to learn. How should I handle this situation?

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There are a number of different resources and referrals that peer leaders should know about and be prepared to use if the situation demands it. These resources include: (1) the student accessibility center (SAC) which supports students with disabilities, (2) Wellness center which provides high quality, confidential, and holistic medical, mental health, and health promotion services, (3) Coordinated Assistance and Resource Education (CARE) which provides services for providing non-intrusive and empowering options for students seeking assistance including outreach to campus partners, (4) campus security for mental health crisises or safety emergencies, (6) and other tutoring center services such as SI, Peer Tutoring, Success coaching, and UNIV 112. This list is of course non-exhaustive and there are many more different options that can also help peer leaders and students alike. The handbook also provides clear definitions of what to notice, when to refer, and how to refer to each of there respective resources.

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I think students find it helpful when their peer leader shares a bit of information about themselves during the first few sessions to build rapport with students, and so they can relate to their peer leader. Often times it helps to know that stressors or interests are shared. Be sure not too get TOO too personal: balance professionalism & a peer-peer/friend environment/conversation

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Tutors should ensure that students are left with a positive impression of tutoring center services. The goal of each session should be to cater to students needs across a broad range of subjects (not just tutoring), so that students feel like they receive a large amount of value.

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When we communicate with the class instructor (aside from two meetings in the semester), is it generally more ideal to check in with the instructor weekly via email or weekly over a zoom meeting?

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As cura personalis being a Jesuit value, it is important for peer leaders to be able to cater differently to each student. The tutoring center policies make it clear that if a student is dealing with any type of difficulty they are going through, that it is our responsibility to refer them to other resources such as the Wellness Center, SAC, or Care reports. This will ultimately ensure that the student is being taken care when they approach us with such matters. Additionally, it is just as important to make sure we communicate this in a way that allows students to feel comfortable right off the bat.

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How often should handouts be used in sessions? I think they could be helpful to guide discussion and prevent student from asking homework questions, but I also worry that they might not always address the topics students would like and therefore could derail the session a bit.

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Is there a deadline as to when we can move a session? For example, if there is a session scheduled for 4pm and a personal issue arises, how soon in advance must we let the tutoring center know? If we have something come up the same day, are we allowed to change the meeting time?

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How would the semester look different if we plan for a fully-virtual semester of SI Sessions and classes rather than going back to in-person learning? How can we prepare for both?

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How are peer tutors expected to prepare for walk in one-on-one sessions which could range multiple courses (ex. biology vs. chemistry vs. physics)?

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For a Peer Leader for lab courses, is there a reference to check which student has which professor (in case class-specific questions arise), or should we simply ask the student?

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If we find a routine that all students enjoy is it acceptable to stick with that format for all sessions or is it important to switch things up and add in variety?

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For those times when we veer off the plan that we had submitted to better accommodate present students should we reflect his on our planning sheet.

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Cura personalis, care for the whole person, is reflected in many of the tutoring center's values and goals. We want students to take control and ownership over their own learning, and through facilitating this goal, peer tutors can help students reach their fullest academic potential. We are also support systems beyond academic means, and I hope to foster an environment where students feel comfortable and safe. Caring for the whole person may mean referring them to other resources if deemed appropriate, and learning the best ways to do this circles back to the jesuit values of cura personalis

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what should we do attendance wise if no one shows up to a session?

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Although Peer Tutors are not required to submit lesson plans or prep, the PL Handbook helps lay out that such tutors are still expected to have materials in mind, reach out to faculty if desired, or reach out to students in advance of the session for topics to cover. With this in mind, Peer Tutors are able to provide sufficient planning for the recipient students to learn/takeaway information at such sessions.

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What are some main elements we as program assistants should look for when observing?

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Acknowledging that caring for the entire person can mean referring them to other resources. The jesuit values of cura personalis and learning/recognizing the best ways to do this vastly correlates.

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if we are tutoring multiple students who come with different questions, how should we properly plan our session to accommodate all questions?