cwca$conference$presentaon,$may$31,$2013,$by:$ lucie ... ·...
TRANSCRIPT
CWCA Conference Presenta/on, May 31, 2013, by: Lucie Moussu, Director, Centre for Writers, Chris/na Grant, WRS 101 Instructor, Marysia Wojcik, Lead Tutor, BP WRS 101
…a marriage between three par/es: 1. The Faculty of Extension 2. Wri/ng Studies 101 “Exploring Wri/ng”
§ Bridging Program Tutor-‐Supported WRS 101 3. The Centre For Writers (C4W)
ü Peer Tutors –Graduate and Undergraduate ü Training ü Guiding Principles ü Appointments
Centre for Writers (C4W) tutoring spaces, Spring 2013, U of A
Main C4W area in Assiniboia Hall
• Most recruited from China • AdmiXed into U of A facul/es pending language requirements (EAP 135, 140, 145) • 3 ‘Steps’ of program before eligible for BP WRS 101 • Been here 6 months – 2 years • First year or third year • Many aim for Alberta School of Business • Extra funding from BP program ($1,400)
ü Assist the students and instructor ü AXend WRS 101 class ü Plan regular tutoring sessions with students ü Mee/ngs ü Lead Tutor
BP Tutoring, out of class and in class
BP Tutor JiaJia with Bridging Program students in BP Tutoring secondary space, Assiniboia Hall,
Spring, 2013
BP Tutor Jonathan in WRS 101 class, Spring 2013
• In the classroom: The instructor • Outside of the classroom: The Director of the
Centre For Writers
§ 30% lower language levels among BP students than regular ESL learners, especially reading and speaking
§ Students’ expecta/ons § Administrators’ expecta/ons § Instructors’ expecta/ons § Tutors’ expecta/ons § Defining instructor/tutor/student territory & roles
§ Dr. Lucie Moussu: “The tutors loved it. I was surprised. They were fantas/c; I trusted them, and they rose to the occasion even more than I thought they would.”
§ Dr. Betsy Sargent: “I think the first run went amazingly well—it was a resounding success!”
§ “I will say there were a lot of pleasant surprises. It was lovely having a sort of junior colleague to partner with; I found that really rewarding. I’ve enjoyed having a person to bounce things off of; it’s been really nice as an instructor to have that.”
§ “Everything went beXer because of the tutor; she was my eyes and ears on the ground of brewing trouble.”
§ “I have no ques/on that [the tutor] made an enormous difference.” I do believe students did beXer work because of her.”
§ “I think [the students] are beXer armed. I think they went further with this course...being aware of their own wri/ng process is huge.”
§ “How did it go? Ninety percent really good. I think the tutoring helps them; they definitely learned more.”
§ “Yes, probably the course is s/ll at too high a level (for them) BUT they’re coming out with posi/ve aqtudes. I’m happy with how we managed to get them through...and they’re going to the C4W as well... I’m very hopeful that they’re going to use it as a resource. Overall I’m preXy happy. I would definitely recommend this for the future.”
§ “The tutoring sessions help me solve many individual ques/ons. It help me a lot work on my paper and solve my ques/ons for class.”
§ “My favourite part of the tutoring session was that I can ask my ques/ons that I was not able to ask during class.”
§ “I know my grammar is terrible, but my tutor never stops encouraging me.”
§ “Tutor always pays aXen/on to me, so I feel warm.”
§ “My favourite part of the tutoring session is we have a current university student as our tutor. This is good since we can talk to them without any fear and concern.”
§ “[The tutor] not only benefits on your classrooms assignments, but also can have someone to talk in English. I do not thing we have a lot of /me to speak English as the most /me we listen to the professor. Tutoring is not serous like a lecture but it does help student think about the course more than before.”
§ “[My tutor] gave me some useful and valuable sugges/ons and comments. Also, we are going very good, and we are just like friend. I enjoyed the tutor sec/on very much, and I will find someone in the future to help me to improve my wri/ng. Thank you very much.”
Tutor-‐supported BP WRS 101… § really helps students. § really helps instructors § really benefits tutors …and so we urge you to yes, DO try this at home!
Based on everything we’ve discussed, can you imagine implemen/ng a version of the tutor-‐supported classroom model at your ins/tu/on? If so… What shape would it take? What benefits can you see? If not… Why not? What do you see as the major roadblocks or issues?
Thank you for your par/cipa/on!