Mike Jacoby is the Tutor and Mentor Coordinator for the Athletics Department at the University of Wisconsin-Madison. Previously, Mike worked at the Northern Michigan University Writing Center for many years.
When I graduated with my master’s in writing in 2015, I was fortunate to find a position coordinating a tutoring program for student-athletes at the University of Wisconsin. I had just completed my second year of managing a writing center as its associate director, and writing center administration was work I found both fulfilling
Fetzer Center for Student-Athlete Excellence
and challenging. My writing center experiences anchored me, but the move into student-athlete support as a tutor coordinator brought me into unfamiliar waters: I hadn’t worked with student-athletes before, and I didn’t (and still don’t) personally care about sports. In addition to being out of my element in that way, I also waded into another unknown dimension: the realm of multi-subject tutoring.
The Athletics Tutoring Program is funded and housed completely through the UW Athletic Department (we have an Office of Academic Services within the athletic department). We exist apart from campus and from any other department, which has more pros than cons. We’re funded through the (well-off) Athletic Department and thus aren’t pressed for resources in ways we might otherwise be. Our program employs over eighty tutors to support over five hundred student-athletes per semester in plethora of courses (we have usually over eight hundred student-athletes enrolled but not all student-athletes make use of our program). Continue reading →
Editor’s note: This semester, I asked my senior undergraduate consultants to share their best advice with the rest of the tutoring team. I love what they shared–and was delighted to get some tips-and-tricks from some other centers.
Vanessa Nakoski, Montgomery College – Rockville
Kill the Magic of Editing: While it’s tempting to show off to a student and produce the answers out of thin air, it’s more effective to dispel the mystery. Explain to the students what you’re doing as you’re doing it to model how they might replicate the process.
Instead of simply saying, “I won’t proofread for you,” tell the student “Let me show you how I look at your work to find errors so that you can learn to see your work the way I do.”
Etiquette & Organization: Students usually have a pretty clear idea about what they believe or think, but they get stumped trying to put it on the page. Ask them to state their thesis and then “Convince me out loud!” Students are so polite (and aware of time constraints) that they won’t waste your time rambling. They will get to their main points and put them in order right away. Write down what they say, then show them. Chances are, they’ve just written all their own topic sentences! When they go home, they can repeat the experience by speaking into a voice recorder on their phone.
Rewrite the Prompt: All too often, students write great papers that fail to meet an assignment’s objectives. Go back to the original prompt, and ask the student to rewrite the directions as a To-Do list in their own words. Then work with the student to see what they’ve missed or overemphasized. They can use that list to check their draft like a scavenger hunt.