New Dimensions in Learning - Tutela Volume 4 Number 2

In the face of the shattering events of September 11, one wonders what life will be like in the weeks and months ahead. How will life change? What will we be asked to do? Will we ever feel normal again? In this issue of Tutela, we will look at a number of things that we can all do, primarily having to do with life at the University.

One response that many experts recommend is to get back to the familiar as soon as possible. For those of us whose lives are intertwined with the University, it could be helpful to use the structure of university life -- the day-to-day pattern of our lives. What has by now become routine, perhaps even boring -- class schedules, group activities, tutoring assignments -- can help us focus on what must be done to reach our goals. Relying on routine can clear the mind for tasks and create a space within ourselves to sort our feelings, check our reactions, and help us respond in appropriate ways to the terrible reality of September 11.

In this issue, we begin to employ a new format for Tutela which will gradually come to include interviews with tutors, the ever-popular brain teaser, and even a book review or two. While we are talking about new formats, we'd like to hear your ideas about how to improve Tutela.

Please stop in to get acquainted if we've not met. Stop in even if we have. Have a great October.

In the last few weeks, we (the media consuming population) have been flooded with the coverage of the events of September 11. I am conflicted about the use of this forum to explore the issues and possible ramifications of the terrorist attack. The issues of "we" and how do I define it and how do I feel about how the term "we" is being used has been at the forefront of my thinking these last few weeks. I concluded that there is at least one "we" that I am firmly a part of: I am a tutor and we have a unique role on campus. As tutors we work with our peers on an extremely intimate level. It was with all these ideas that I sat down with Emily Olson and talked about her personal story and how she is making it through. Often tutors are good at compartmentalizing life. The person we are in a history class is not the person we are on Saturday night. The balance struck between being a good student and having a life outside of academics is tenuous. Speaking with Emily gave me an opportunity to see how someone else is handling her life. It confirmed some things I have been feeling and offered some valuable insight into how I might do some things differently. There is no big finish or tragic outcome and that is the power of her story and our talk. The reassurance that things can go on is sometimes what we really need to hear.

Emily Olson is a junior from Ames, Iowa, who tutors statistics and Principles of Reasoning. She actually had a tutoring session on Tuesday afternoon and met with her student. It lasted five minutes, and they agreed it was not a good time to meet. Emily's parents had moved to Washington, D.C.; and although her mother was in Ames at the time, her stepfather was at work in the nation's capitol during the time of the attack. He was unable to contact anyone or get to their home in Washington for several hours. Emily spent these hours anxiously waiting to get some word of how he was. "The bigger picture wasn't present until I found out (the status of her stepfather)," she recalled. Even though she was obviously concerned with the possibilities, she continued to go to class and kept her appointments that day.

In the days following, she followed her normal routine to the best of her abilities. This was an act of self-preservation. She said, "I think it is a lot healthier to have productive things to do." She did set aside time each night to reflect on the day's events, sometimes with friends other times alone. She incorporated these sessions into her schedule rather than letting it take over all of her time. Emily is taking a heavy load this semester as well as working so she realized early the importance of staying focused.

The following Tuesday, Emily met with her student again. The first five minutes were spent catching up and sharing in the relief that their respective families had not lost anyone. The session naturally flowed quickly to the task at hand, and they had a productive session.

As students immersed in university life, our membership in the global community can get pushed to the side. The events of September 11 changed this dynamic significantly. What was important at the beginning of the year may seem less important now, but those things should not be forgotten. For those who haven't found a way, maybe Emily's or some other story will help in figuring out how to regain a little of the former balance.

On Sunday, September 30, six of your fellow tutors competed in the Iowa Fall Intramural Academic Quiz Bowl Tournament. Their team, Tremendous Tutors was one of the final four in the competition and earned second place in the finals. Congratulations to Eric Errthum, Luke Gutzwiller, Tom Welchans, Suzi Steffen, Nathan Fieser, and Jennifer Paisley for their performance in the tournament. They showed an awesome range of knowledge in a broad range of fields. They lost only two rounds in the tournament; the very first match and the final round match. If points had been added together, the Tremendous Tutors team would have finished overall competition in first place. Please congratulate them when you see them and thank them for representing the NDIL tutorial staff so well.

Eric

Jennifer

Luke

Nathan

Suzi

Tom

Our Team!

On September 26, NDIL sponsored the first in a two-part seminar on cultural competency. It was a very interesting and rewarding experience. Dr. Elisa Grajales, of the University Counseling Service, opened an engaging dialog about culture and what it means to the individual. She focused on individual discovery and personal examination. The second session in this series is taking place October 10th. If you think you know everything about your own cultural competency, then your presence would be most beneficial to the discussion. For the rest of us, we will be there to learn a little more about ourselves and how we can better understand others.

Think of ANY four-digit number (except one with 4 identical digits). Arrange the digits in descending order and then arrange the digits in ascending order. subtract the smaller number from the larger number. Repeat this process using the resulting difference. Continue this process with each difference you calculate. Will you reach a point where the difference doesn't make a difference? If so, what is that difference and what is the maximum number of steps needed to reach that point? (Scroll down for the solution.)

At the close of the workshop on Tutoring College Students with Learning Disabilities, Drs. Helen Brady and Paula Keeton, both senior staff psychologists in University Counseling Services, invited tutors and staff to consult with them directly on matters related to learning disabilities. During the workshop, a brief history of learning disabilities was provided. Tutors were informed that the term "learning disability" covers many problems with no one "typical" learning disability or typical profile of a person with a learning disability. Combinations of specific learning disabilities also occur. Learning disabilities are not: low intelligence, a sensory impairment, an emotional disturbance or psychological disorder, or a deficient educational background. Tutors experienced what having a learning disability "feels like" using an interactive exercise. Handouts useful to understanding how having a learning disability impacts students in college were provided. A list of strategies for how to structure tutoring sessions and work effectively with students who have learning disabilities can be picked up at the NDIL office.

In the last issue, some questions were posed regarding philosophy. In general, New Dimensions in Learning supports a student-centered approach to tutoring and learning assistance where knowledge is constructed, built upon each student's unique scaffold of experience. You are encouraged to reflect on the statements below and consider the degree to which you demonstrate these constructivist principles.

• The ultimate goals of tutoring are two-fold, to help students master course content and learn how to learn.

• The student is viewed as a thinker and not as a blank slate upon which the tutor etches information.

• The tutor acts in an interactive manner and works to construct a mediating environment.

• The tutor values student questions and is flexible enough to allow those questions to help direct the session.

• The tutor seeks to understand student's present conceptions, rather than solely correct answers to validate student learning.

• The tutor understands that assessment is interwoven with facilitation and observation.

Living up to these principles under our normal, everyday circumstances can be a struggle. With additional concerns, specifically those related to recent national events, students and tutors may be even more challenged to concentrate. How do you help your students to stay focused on academics when their attention and emotions could be scattered in many directions? In addition, how do you as a tutor set aside your own distractions to focus on the student and his/her needs? At New Dimensions in Learning, we understand that the national tragedy may affect students, including tutors, on many levels. We anticipate the possibility of students needing some additional time to discuss their thoughts and feelings. It may be helpful for tutors to consider the following:

Be present. We understand that you are a student yourself and could be struggling with your own lack of focus. During a tutoring session, recognize where you are and what you are supposed to be doing at that time. Pay attention to each step of your tutoring session.

Be aware of additional resources available to the student, e.g., University Counseling Services. Encourage students to seek out these resources if needed.

Set clear goals for the session. Use the goals to direct the conversation of the session.

Establish specific times to discuss areas not related to the content area. For example, explain to the student that s/he will have the opportunity to talk about anything other than calculus for the last 5-7 minutes of the session. Until then, focus on the content area completely.

Ask questions. Keeping the student engaged in the material may help minimize mind wandering.

We hope that all students find ways to maintain academic success, while trying to make sense of the events of the past month. Students and tutors are invited to come in and talk with any of the staff members if there is still difficulty maintaining focus.

Tutela

a guiding influence

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