We are your fellow students--people in your dorms, your classes, eating beside you in the Campus Center.  Recommended by our professors, we tutor because we have done well in courses you are now taking, and more importantly, we enjoy helping you discover what you are already doing well and where you might want to make adjustments. We take one-credit training courses, and we are paid for the time we spend working with you.

     Why come to tutoring? For many reasons...(see the Why Come page for more!) We can help you realize what you already know, model new ways of learning, and monitor your progress over several sessions--and help you get ready to go to the professor with specific questions.

Tutoring @ TJ's Mission Statement

crafted over several staff meetings in spring semester 2002

     The mission of the Rollins College peer tutoring program is to help our fellow students find more effective strategies to improve their learning. In a relaxed atmosphere, our individual and group tutoring session lead to a deeper understanding of the concepts learned in the classroom. We tailor activities to student clients' learning needs and styles, empowering them to take responsibility for both their successes and their failures. We hope that as our clients' skills increase, so will their confidence and their ability to learn independently.

The mission of our home: TJ's, the Student Resource Center

     The Thomas P. Johnson Student Resource Center challenges students to take responsibility for their own learning and provides tools and feedback to help them develop learning strategies to achieve academic success. Programs foster individual development by emphasizing active learning, realistic self-appraisal, and thoughtful goal setting.

Browse our pages to find out who we are, what you can do in collaboration with us, and how to make an appointment with us on TutorTrac. We hope you'll see TJ's as one of your second homes here at Rollins.

Read our Tutoring Data from 2008-2009 (.pdf) 

and our old Annual Report from 2005-2006 in newsletter format, with lots of data and reflections from that year. (.pdf)

Presentations:

(Until I can put them on the Presentations link, since Contribute is not letting me open that page.)

Tutoring English as a Second Language in conjunction with Project Bridge, Rollins Spanish students connecting one-on-one with workers on campus who want to improve their English proficiency.

Tutoring Students Taking Foreign Languages -- the specialty training for those tutors at Rollins helping students with Spanish, French, German, Chinese, Japanese and Latin.

Tutoring Students in Courses with Much Writing -- the specialty training for those tutors in the Social Sciences and Humanities who help students with writing.  Much of this comes from the Writing Center training.

Managing a Writing Mastery Lab -- prepared for the ATP (Assoc. for the Tutoring Profession) summer '09 online workshop.  Will be used in fall '09 in Writing Center and tutor specialty training for tutors in the humanities and social sciences.

Gibbs Communication Model: how our language can help students become more independent learners--our questions and prompts with student clients: do they help or hinder their learning process?  Ways to see what we're doing well and how to change what we're not. From a CRLA conference presentation.