The Elftmann Student Success Center provides tutoring free of charge for all students attending Dunwoody College of Technology. Tutors are available on a regular schedule or by appointment. Appointments can be made by e-mailing the tutor directly via the link below. In addition, Student Success faculty follow specific technical programs and are available from 7am to 6pm, Monday through Friday.
• List of Tutors and their Schedules (Dunwoody login required)
Tutors are trained according to specifications set forth by the National College Reading and Learning Association, and are generally recommended by an instructor. We currently offer tutors in several technical programs:
- Computer Networking Systems (CNTS)
- Engineering Drafting and Design (MDES)
- Electronics Engineering Technology (ELTT)
- Electrical Construction & Maintenance (ELEC)
- Graphic Design (GDES)
- HVACR Systems Servicing (SERV)
- Interior Design (IDES)
- Machine Tool Technology (MACH)
- Web Programming & Database Development (CWEB)
Even if your program is not represented, several skills crossover among different programs. Our faculty and tutors are happy to help you with these skills, including:
- Boolean Algebra
- Electricity theory
- Electrical circuits
- Design software — such as Revit, AutoCAD, Solidworks
- Basic computer support
- Planning long-range projects
For more information, please contact the Student Success Center: firstname.lastname@example.org or 612-381-3398.
Becoming a Tutor | Resources for Tutors | References
The Center also offers Supplemental Instruction (click for details).
Becoming a Tutor
The Elftmann Student Success Center provides a tutor for most technical programs at Dunwoody College of Technology. Tutors are generally recommended by an instructor, but individual students are encouraged to apply as well. Tutors are expected to staff the Center and assist students with homework and studying approximately 10 hours per week, as well as maintain regular contact with the students of their technical program.
- Successful completion of at least 1 quarter of technical work at Dunwoody College
- Recommendation of an instructor
- Maintain a GPA of 3.0 or higher
- Demonstrated ability to work with others and communicate effectively
- Proficient in the Arts & Sciences, especially math and/or English
Process for Becoming a Tutor
- Contact Ross Brower to discuss the application process and to schedule an interview.
Office: Black 52E
- Ask a financial aid representative if you qualify for work study.
- Ensure your instructor recommendation is emailed to Ross Brower.
- For the interview, you must bring a problem from your technical program to conduct a tutoring session. The problem should take approximately 10 minutes to work through.
- Tutors then complete 30+ hours of training covering topics that follow the specifications set by the College Reading and Learning Association. Topics include tutoring techniques, modeling, questioning, and managing small groups.
- The final step is to complete 25+ hours of tutoring during the summer.
All tutors are expected to:
- Punch in and out daily
- Staff the front desk
o Welcome students
o Ask students to sign in
o Offer tutoring
- Help maintain a positive learning environment
o Help keep the space clean
o Restock the printer and staplers as needed
o Empty the 3-hole punch and pencil sharpener as needed
- Monitor students
o Keep the general rules of ESSC (no eating, make sure drinks have a lid, etc.)
o Maintain a reasonable volume among student conversations
• Regularly contact 1st and 2nd quarter students within your program
o Quarterly — formally visit the classroom or the Tutor Coordinator
o Weekly — contact with instructor or students
- Track tutoring visits at http://successcenter.dunwoody.edu/
- Post tutoring schedule online
Resources for Tutors
- Consider tutoring as you would any other job:
o keep to your schedule
o come prepared
o act and dress professionally
o make tutoring your first priority
- Treat students with courtesy and respect:
o have patience and a positive attitude
o be aware of body language clues and listen actively
o adapt to the situation
o look for ways to encourage and praise the student’s work
- Remember you the difference between simply talking about a topic and teaching it:
o teach the student how to learn — work the concept, explain each step, and walk with the student towards understanding
o ask lead-in and follow-up questions that require more than just — yes” or — no” answers
o allow the student time to digest what you’ve said
o ask one question at a time
o check to see if you’re understood
o provide information the student needs, rather than what you know
o choose words that will help — paraphrase what the student has said, and use common language
o give constructive feedback
o model your suggestions first
o give plenty of examples and think of different ways to explain things
- Be resourceful:
o know your limits regarding both content and patience
o know where to go if either limits are overrun
o consider yourself a resource, as well as other tutors, first
o be aware of what’s available outside tutors if tutoring cannot fit the need
- Tutors are trained to never:
o do homework for students
o be afraid to say that you aren’t sure of the answer
o ignore someone who needs help
o rush or talk down to a student
o minimize or maximize a task
o speak poorly of an instructor, tutor, or staff person
Useful Links for Tutoring Strategies
- Lynchburg College Tutoring Strategies
- Boise State University Peer Tutoring
- Cornell University Tutoring Program
- Clyde, Scott. (n.d.) Peer Tutoring with Boise State University. Northwest Association of Special Programs, University of Idaho, Boise, Idaho. Retrieved fromhttp://users.moscow.com/mareese/bestpractices/peer_tutor.html.
- Cornell University Learning Strategies Center. (2007). Information for Tutors. Tutoring Program, Cornell University, Ithaca, New York. Retrieved from http://lsc.sas.cornell.edu/tutor/tutors.htm.
- Purdue University Online Writing Lab. (2011). Teacher and Tutor Resources. Online Writing Lab, Purdue University, West Lafayette, Indiana. Retrieved from http://owl.english.purdue.edu/owl/
Supplemental Instruction (SI) is an academic assistance program that utilizes peer supported study sessions. SI sessions are regularly scheduled, informal review session designed to help student enrolled in difficult classes.
How does it work?
- SI Leaders are student workers hired to organize and implement the study sessions. They are the model student.
- SI Supervisor provides continuous training and feedback to the Leaders.
- Faculty teach their class as always and don’t need to worry about slowing down or sacrificing academic rigor.
- Students enjoy the benefit of additional support and earn higher final grades as long as they are will to work.
How do I get SI for one of my classes?
Contact Ross Brower at email@example.com.
Classes that are best suited for SI are ones with:
- High rate of Ds, Fs and attrition of students
- Classes ideally within the first 2 quarters
- Foundational Class – Crucial to all classes that follow and/or to the caree
- Large class sizes
- Lots of theory