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NC STATE UNIVERSITY
LEP HANDBOOK
Academic Support Program for Student Athletes
North Carolina State University
Learning Enhancement Program Manual and Mentor Handbook
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LEP HANDBOOK
TABLE OF CONTENTS
LEARNING ENHANCEMENT PROGRAM MISSION STATEMENT……………………………………….….3
COMPONENTS OF APSPSA’S LEARNING ENHANCEMENT PROGRAM…………………………………..3
PROCEDURES FOR IDENTIFYING AT RISK STUDENT ATHLETES………………………………………..4
APSPA STAFF DIRECTORY……………………………………………………………………………………….8
LEARNING ENHANCEMENT PROGRAM STAFF……………………………………………………………..10
MENTOR HANDBOOK………………………………………………………………………………………….14
WELCOME LETTER………………………………………………………………………………………………15
LETTER FROM THE DIRECTOR………………………………………………………………………………...16
MENTOR PROGRAM MISSION AND OBJECTIVES…………………………………………………………..17
LOCATION AND HOURS OF OPERATION…………………………………………………………………….18
A WEEK IN THE LIFE OF A STUDENT-ATHLETE (FOOTBALL)……………………………………………19
EXPECTATIONS OF ASPSA MENTORS………………………………………………………………………..20
PROFESSIONAL DEVELOPMENT AND TRAINING OPPORTUNITIES……………………………………..21
EXPECTATIONS OF STUDENT-ATHLETES…………………………………………………………………...22
BEHAVIORAL EXPECTATIONS AND TITLE IX………………………………………………………………23
ACADEMIC INTEGRITY POLICIES…………………………………………………………………………….24
DISABILITY SERVICES OFFICE AND ACCOMMODATIONS……………………………………………….32
NCAA RULES EDUCATION……………………………………………………………………………………..33
PAYROLL, PARKING, FACILITY USE…………………………………………………………………………34
APSPSA FACILITY REGULATIONS……………………………………………………………………………36
EVACUATION PLAN……………………………………………………………………………………………..37
ADVERSE WEATHER POLICIES…………..……………………………………………………………………38
APPENDICES………………………………………………………………………………………………………39
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LEARNING ENHANCEMENT PROGRAM MISSION STATEMENT
The mission of the NCSU Learning Enhancement Program is to support the needs of our most at risk student-athletes through individualized academic assistance that may include some or all of the following: learning specialist assistance, mentoring, coordination of psycho-educational evaluations, ADHD/LD risk assessment, and access to ADA accommodations or assistive technology. As part of the Academic Support Program for Student Athletes (ASPSA) at NC State, we operate within the guidelines and policies set by ASPSA, NC State, the ACC, and the NCAA.
We work in conjunction with the Academic Skills Enhancement Program, which provides tutoring, facility monitoring, class checking, and academic integrity policy, to create a comprehensive support plan for at-risk student-athletes. We strive to create meaningful relationships with students that allow them to reach their full academic potential while pushing them to become independent learners. The cornerstone of our program is the one-on-one learning specialist assistance, which enables our students to learn valuable academic skills while immersing themselves in relevant classroom content.
COMPONENTS OF APSPSA’S LEARNING ENHANCEMENT PROGRAM
LEARNING SPECIALIST ASSISTENCE
ASPSA employs three full-time learning specialists who work directly with at-risk student-athletes at NC State. Learning specialists are charged with creating independent learners by developing the academic skill set of their students. Each learning specialist has a caseload of students that they meet with on a regular basis, but may also be asked to meet with other students to assess learning techniques and offer suggested improvements. Learning specialists are also fully responsible for every aspect of the learning enhancement program, including other academic supports and partnerships both within ASPSA and with other stakeholders on the NC State campus.
ACADEMIC MENTORING
ASPSA employs approximately 15 part-time mentors that work with over 80 student-athletes. Mentors meet regularly with student-athletes to assist with the development of time management skills, organization, and learning techniques. Mentors also pay a critical role in transitions: from high school to college, through NC State’s SummerSTART program; from academic dependence to independence, by providing a crucial link when learning specialist support is no longer needed; and from off-season to in-season, by helping to develop time management skills.
LD/ADHD RISK ASSESMENT, REFERRAL, AND MANAGEMENT
Student-athletes at NC State who have concerns about learning challenges or focus are referred to a learning specialist for in-take and assessment. The student-athlete will be asked to fill out ADHD and LD risk assessment
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surveys and will be interviewed about their specific learning challenges. After meeting with the student-athlete, the learning specialist will then decide if further testing is necessary.
Once a student-athlete receives an LD or ADHD diagnosis, a learning specialist will meet with them to discuss how to manage their unique case. Student-athletes will also receive assistance in setting up meetings at the Disability Resource Office, to gain access to their accommodations, and to sports medicine, if management includes prescription medication.
PARTNERSHIPS
ACADEMIC SKILLS ENHANCEMENT PROGRAM (ASEP)
The Learning Enhancement Program partners with ASPSA’s Academic Skills Enhancement Program to ensure that all at-risk student athletes receive adequate support in order to help them reach their academic goals. Professionals from each program meet with academic coordinators at the beginning of each semester to determine what supports are most appropriate for their students. ASEP and the LEP work together throughout the semester to ensure student-athletes receive those supports within the confines of their busy schedule. ASEP and LEP also share resources whenever appropriate to guarantee that student-athletes are never without the assistance they need.
DISABILITY SERVICES OFFICE
The Learning Enhancement Program partners with NC State’s Disability Resource Office (DRO) in order to ensure that all student-athletes with a diagnosed learning disability or ADHD receive their ADA guaranteed accommodations. DRO also manages accommodations for temporary medical conditions that affect classroom performance, such as concussions or other traumatic brain injuries, injuries that affect writing or typing ability, or injuries that affect mobility.
SPORTS MEDICINE
The Learning Enhancement Program partners with the trainer’s office to ensure that students with diagnosed ADHD have access to their medication and comply with NCAA regulations on banned substances.
LOCAL PSYCHOLOGISTS
The Learning Enhancement Program partners with two local psychologists in the greater Raleigh area. Students with significant learning challenges who believe they may have an undiagnosed learning disability or ADHD are referred to trained professional for a psycho-educational evaluation.
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PROCEDURES FOR IDENTIFYING AT-RISK STUDENT ATHLETES
At NC State, all of our student-athletes are assessed based on a three tier system. Student-athletes are assigned points based on criteria traditionally associated with college-readiness. Below is a breakdown of how students are evaluated and the levels of support they receive based on their tiers.
ASPSA Tier Criteria
Academic Risk for Student Athletes at EntryCategory Weight CriteriaAcademic +2 High School Student: Core GPA <2.6 or
ACT/SAT<820 or Special Committee
+2 Two-year transfer and non-qualifier: Transfer GPA<2.7
+2 Educationally impacting disability
Transfer +1 Transferred to NCSUPersonal History +1 First generation college student or student has low
financial resources (Pell Grant)
+1 Personal, health, injury, family, mental health or substance abuse issue
+1 International or ESL studentSport +1 High profile sport or high profile student-athlete
+1 Team APR<950 or coach in first year
Total 4+ = Tier 12-3 = Tier 21 = Tier 3
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Academic Risk for Student-Athletes Post-EntryCategory Weight CriteriaAcademic +4 Current cum GPA<2.0 or current term GPA<2.0
or academically ineligible within the last two terms
+2 Current cum GPA<2.6 or current term GPA<2.6 or educationally impacting disability
Role of Academics +2 Academic effort lacking or on the attendance policy (points can be added at the discretion of ASPSA staff
Transfer +1 Transferred to NCSUPersonal History +1 First-generation college student or student has
low financial resources (Pell Grant)
+1 Personal, health, injury, family, mental health, or substance abuse issue
+1 International or ESL studentSport +1 High profile sport or high profile student-athlete
+1 Team APR<950 or coach in first year
Total 5+ = Tier 14 = Tier 21-3 + Tier 3
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ASPSA STAFF DIRECTORY
Megan Albidrez Associate DirectorWomen’s Basketball, Men’s and Women’s
Swimming
Marcus Ozbun Academic CoordinatorWrestling, Softball, Gymnastics
Emily Clinkhammer Assistant Director/Learning Specialist [email protected]
Maria Tyson Crockett Assistant DirectorWomen’s Tennis, Men’s Soccer
Rifle, Men’s Tennis
Katie Sheridan Graham Assistant Dean and DirectorWomen’s Golf
Muriel Hood
Betsy Baker
Program Assistant
Executive Assistant
Kristen Lee
Tommy Jones
Academic Skills Enhancement Coordinator/Assistant Director
Women’s Tennis
Associate DirectorMen’s Basketball
Angela Johnson Assistant DirectorFootball
Jody Moylon Associate DirectorAcademic Skills Enhancement Program
Men & Women’s Cross Country/Track
Bryce Nogle Academic CoordinatorFootball
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Richard Winters
Tommy Jones
Coordinator/Learning Specialist
Associate DirectorMen’s Basketball
Adam Hubbard Assistant Director/Eligibility CoordinatorEligibility
Lauren Nogle Coordinator/Learning Specialist [email protected]
Jennifer Womack Assistant DirectorBaseball, Women’s Soccer, Volleyball, Men’s
Golf
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LEARNING ENHANCEMENT PROGRAM STAFF
Emily Clinkhammer, Learning Specialist/Assistant Director
The learning specialist/assistant director is a member of the Learning Enhancement Program (LEP) through the Academic Support Program for Student Athletes (ASPSA) at NC State, and will work with colleagues in ASPSA to meet the academic support needs of student-athletes.
The learning specialist/assistant director leads the effort to support at-risk student athletes by providing regular, direct-service interventions to a small caseload of students, managing the ASPSA mentor program, directly and indirectly supporting students with educationally impacting disabilities, and supervising other members of the Learning Enhancement Program.
This position reports to the assistant dean and director of ASPSA. Duties and responsibilities include:
Learning Specialist (50%)o Meet with a caseload of 10-12 at-risk student-athletes weekly to help with the development of
academic skills necessary to be successful college students. o Collaborate with academic coordinators to determine proper support plans. o Maintain communication with academic coordinators to ensure the success of assigned students. o Coordinate with ASPSA academic coordinators to assist with student-athletes’ academic
development strategies. o Schedule all semester-long Learning Specialist appointments
Mentor Program Administration (20%)o Maintain a staff of qualified mentors to adequately support student-athletes.o Maintain records for all mentor staff members. o Collaborate with academic coordinators to determine proper support plans for mentor program
students.o Schedule all semester-long mentor appointments.o Assist in the orientation and training of new hires. o Develop and present optional training mid-semester. o Discuss disciplinary issues, academic integrity violations, or professional development with
mentors. Determine proper course of action and follow-though. Supporting students with learning disabilities and DRO Liaison (10%)
o Act as the liaison to NC State’s Disability Services Office, Office of Sports Medicine, and local psychologists.
o Meet with student-athletes with learning concerns and determine proper supports including candidacy for psycho-educational testing.
o Maintain documentation files for all student-athletes with learning disabilities.o Assist incoming freshman in obtaining the correct documentation in compliance with the ADA and
the NCAA.
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Supervision (5%)o Supervise learning specialist/coordinator and LEP practicum student/intern (when applicable).
Give constructive and professional feedback on a consistent basis and conduct performance reviews when required by university policy.
o Contribute to the professional development of supervisees. ASPSA Committees (5%)
o Serve on assigned ASPSA committees and contribute in meaningful ways. USC Instruction (5%)
o Serve as a member of the teaching team for USC103 and/or USC104: Introduction to University Education for Varsity Student-Athletes.
Additional (5%)o Other duties as assigned by assistant dean and director of ASPSA.
Learning Specialist/Assistant DirectorNorth Carolina State UniversityAcademic Support Program for Student Athletes234 Case Academic Center e. [email protected]. 919.513.1007f. 919.515.1619c. 919.810.1507
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Lauren Nogle, Learning Specialist/Coordinator
The learning specialist/coordinator is a member of the Learning Enhancement Program (LEP) through the Academic Support Program for Student Athletes (ASPSA) at NC State, and will work with colleagues in ASPSA to meet the academic support needs of student-athletes.
The learning specialist/coordinator contributes to the effort to support at-risk student athletes by providing regular, direct-service interventions to a caseload of students and contributing to the management of the ASPSA mentor program.
This position reports to the learning specialist/assistant director. Duties and responsibilities include:
Learning Specialist (60%)
o Meet with a caseload of 10-12 at-risk student-athletes weekly to help with the development of academic skills necessary to be successful college students.
o Collaborate with academic coordinators to determine proper support plans.
o Maintain communication with academic coordinators to ensure the success of assigned students.
o Coordinate with ASPSA academic coordinators to assist with student-athletes’ academic development strategies.
Mentor Program Administration/Support (15%)
o Assist in the daily management and supervision of the LEP Mentor Program (communication with mentors, scheduling, email management, other duties as assigned).
o Manage and coordinate mentor substitutes
o Assist in the orientation and training of new hires.
o Develop and present optional training mid-semester.
o Read and respond to daily mentor session reports.
o Conduct mid-semester mentor evaluations.
External communication and marketing (10%)
o Submit articles to DASA newsletter, GoPack.com, and DASA website. Other duties as assigned.
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o Collaborate with assistant director/learning specialist to run ASPSA Twitter and Instagram account.
ASPSA Committees (5%)
o Serve on assigned ASPSA committees and contribute in meaningful ways.
USC Instruction (5%)
o Serve as a member of the teaching team for USC103 and/or USC104: Introduction to University Education for Varsity Student-Athletes.
Additional (5%)
o Other duties as assigned by assistant director/learning specialist or assistant dean and director of ASPSA.
Learning SpecialistNorth Carolina State UniversityAcademic Support Program for Student Athletes224 Case Academic Center e. [email protected]. 919.513.0998c. 919.614.5395
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Richard Winters, Learning Specialist/Coordinator
The learning specialist/coordinator is a member of the Learning Enhancement Program (LEP) through the Academic Support Program for Student Athletes (ASPSA) at NC State, and will work with colleagues in ASPSA to meet the academic support needs of student-athletes.
The learning specialist/coordinator contributes to the effort to support at-risk student athletes by providing regular, direct-service interventions to a caseload of students and contributing to the management of the ASPSA mentor program.
This position reports to the learning specialist/assistant director. Duties and responsibilities include:
Learning Specialist (60%)
o Meet with a caseload of 10-12 at-risk student-athletes weekly to help with the development of academic skills necessary to be successful college students.
o Collaborate with academic coordinators to determine proper support plans.
o Maintain communication with academic coordinators to ensure the success of assigned students.
o Coordinate with ASPSA academic coordinators to assist with student-athletes’ academic development strategies.
Mentor Program Administration/Support (15%)
o Assist in the daily management and supervision of the LEP Mentor Program (communication with mentors, scheduling, email management, other duties as assigned).
o Coordinate the scheduling and data entry of weekly Sunday study hall for football.
o Assist in the orientation and training of new hires.
o Develop and present optional training mid-semester.
o Read and respond to daily mentor session reports.
o Conduct mid-semester mentor evaluations.
ASPSA Committees (5%)
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o Serve on assigned ASPSA committees and contribute in meaningful ways.
USC Instruction (15%)
o Serve as a member of the teaching team for USC103 and/or USC104: Introduction to University Education for Varsity Student-Athletes.
Additional (5%)
o Other duties as assigned by assistant director/learning specialist or assistant dean and director of ASPSA.
Learning Specialist /CoordinatorNorth Carolina State UniversityAcademic Support Program for Student Athletes226 Case Academic Center e. [email protected] 919.515.7158c. 919. 604.4926
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Mentor Handbook
Welcome,16
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On behalf of the Academic Support Program for Student Athletes at NC State University, we are pleased to welcome you as a member of the mentor program team. We are proud of the quality of support services we offer the student-athletes and look forward to working with you.
You have been hired as a part-time staff member within our program to assist with the enhancement of the student- athletes’ academic skills through teaching strategies, as well as to provide academic mentoring to our students while following all policies and procedures. Your experiences as a member of our staff will give you the opportunity to help students meet and exceed their academic goals. At the same time, you will have a chance to learn new teaching and mentoring strategies through interaction with administrators and participation in trainings.
The NCAA has clear guidelines regarding what can and cannot be provided to student-athletes. Our expectation is that you will comply 100% with all NCAA and NC State regulations. We do not tolerate any improprieties within our program. Further, if you observe anything in the Case Academic Center that seems in conflict with the regulations, it is your responsibility to share that information with an appropriate full-time staff member immediately.
As an employee with the Academic Support Program for Student-Athletes, I hope you have a meaningful and rewarding experience. Thank you for your effort, energy, and commitment to student success.
Sincerely,
Emily Clinkhammer
Learning Specialist/ Assistant Director
Lauren Nogle
Learning Specialist/Coordinator
Richard WintersLearning Specialist/ Coordinator
Welcome,
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On behalf of the Academic Support Program for Student Athletes at NC State University, I am pleased to welcome you as a member of the Learning Enhancement Program (LEP) team. We are proud of the quality of support services we offer the student-athletes and look forward to working with you.
You have been hired as a staff member within our program to assist with the enhancement of the student- athletes’ academic skills through teaching strategies and providing academic mentoring to our students while following all policies and procedures. Your experiences as a member of our staff will give you the opportunity to help students meet and exceed their academic goals. At the same time, you will have a chance to learn new teaching and mentoring strategies through interaction with administrators and participation in trainings.
The NCAA has clear guidelines regarding what can and cannot be provided to student-athletes. My expectation is that we will comply 100% with all NCAA and NC State regulations. We do not tolerate any improprieties within our program. Further, if you observe anything in the Case Academic Center that seems in conflict with the regulations, it is your responsibility to share that information with the appropriate staff members immediately.
As an employee with the Academic Support Program for Student-Athletes, I hope you have a meaningful and rewarding experience. Thank you for your effort, energy, and commitment to student success.
Sincerely,
Katie GrahamAssistant Dean and Director
MENTOR PROGRAM MISSION AND OBJECTIVES18
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The mentor program at NC State’s Academic Support Program for Student-Athletes is part of the Learning Enhancement Program, which provides at-risk student athletes with comprehensive academic support. Specifically, the mentor program aims to help student-athletes develop the necessary skill set to be successful in the rigorous academic environment at NC State.
The mission of the mentor program is to develop independent learners through on-on-one academic coaching in areas of organization, time management, self-advocacy, learning and study skills, meta-cognition, reading comprehension, and writing skills. Mentors have the opportunity to develop as professionals and learn new teaching and mentoring strategies through interaction with administrators and participation in trainings.
Objectives:1. Provide individualized academic support to student-athletes based on their unique skill set and areas of
weakness.o Mentors will meet with their caseload of students on a regularly scheduled basis to develop skills
associated with academic success.o Mentors will develop professional relationships with students in order to assess their individual
strengths and weaknesses and tailor sessions according to a student’s unique skill set. o Mentors will foster academic independence and will empower students in all areas of their academic
lives.2. Aid incoming freshman student-athletes transitioning from high school to college.
o Mentors will assist student-athletes in learning new technology unique to their experiences at NC State: Moodle, Gmail, WebAssign, Connect, etc.
o Mentors will assist student-athletes developing cognitive skills necessary for a deeper level of thinking expected at the collegiate level.
3. Promote the development of self-advocacy skills.o Mentors will help student-athletes develop communication and decision making skills.o Mentors will foster self-confidence and empowerment in their student-athletes.
4. Encourage students to use campus resources as necessary.o Mentors will help student-athletes identify relevant campus resources.o Mentors will help student-athletes register for accommodations through the Disability Services
Office on NC State’s campus (if their students have a diagnosed educationally impacting disability).
These objectives must be achieved in an ethical and professional manner.
Emily Clinkhammer, Learning Specialist/Assistant DirectorAcademic Support Program for Student-Athletes
Case Academic Center Office 234919.513.1007/[email protected]
Location and Hours of Operation19
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Address:Case Academic Center
240 Jeter DriveRaleigh, NC 27695
Email:[email protected]
Twitter:@ASPSA1
Hours of Operation*Sunday: 5:00pm-10:00pm
Monday-Thursday: 8:00am-10:00pmFriday: 8:00am-5:00pm
NCSU Wendell H. Murphy Football Center at Carter-Finley Stadium4600 Trinity Road, Raleigh, NC 27607
*Hours of operation may change over school breaks, holidays, and during exam weeks.Mentors will be notified via email of any of these changes.
A WEEK IN THE LIFE OF A STUDENT-ATHLETE (FOOTBALL)20
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Student-athletes maintain a busy schedule between classes, structured study hall, practices, competition, etc. Below is an example of what a typical student-athlete’s week may look like. This is important to note as mentors, so you are aware of what a student-athlete’s schedule entails.
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
5AM Lift & Conditioning
Lift & Conditioning
Lift & Conditioning
6AM
Game Day
7AM Breakfast Breakfast Breakfast Breakfast Breakfast
8AM
Practice
Class
Practice
Class
Practice9AMLift &
Conditioning10AMAdvisor Check-
InAdvisor
Check-In
11AM
12PM Lunch Lunch Lunch Lunch Lunch
1PM Team Meeting
2PM
ClassPractice
ClassPractice
Class3PM
Mentor/Tutoring4PM
5PMTutoring Tutoring Team
Meeting6PM Shower and Dinner
Shower and Dinner
7PM Shower and Dinner
Shower and Dinner Mentor Shower and
Dinner Mentor Shower and Dinner
8PM
9PM
10PM
MENTOR PROGRAM POLICIES
ASPSA Academic Mentor Job Description:
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Required:-Meet with assigned students on a regular basis to assist at-risk student-athletes in developing important areas of learning for academic success such as time management, goal setting, self-advocacy, study strategies, test preparation, note taking and reading comprehension.-Write and file detailed session reports in a timely manner for all sessions through the campus-wide EAB GPS-Communicate any concerns to a full-time staff member in a timely manner-Attend beginning of semester staff meeting and monthly staff meetings-Abide by all policies set by ASPSA, NCSU, ACC, and NCAA
Additional:-Attend football study hall each Sunday to assist with weekly academic planning -Attend weekly professional development trainings
Professional Academic Mentoring Ethics: - Mentors will NEVER write papers or work on projects/assignments FOR or WITH students.- Mentors will NEVER take quizzes or tests (online or take-home) FOR or WITH students.- Mentors should never predict a student-athlete’s grade on a particular assignment.- Mentors should never read, highlight, create notecards, or other study tools for a student-athlete. - Mentors will NEVER do the work for the student-athlete including typing materials, providing past course
materials and doing research of any kind. - Mentors will review all of the student’s syllabi to make sure assistance can be provided for the course(s) being
tutored.- Mentors will get permission from an ASPSA staff member prior to assisting a student with any review sheet,
study Mentors, etc. provided by an instructor. - Mentors will maintain complete confidentiality of all student-athletes’ grades, etc. and report information to
ASPSA.- Mentors agree to implement the mentoring techniques that are taught in training sessions/workshops in order to
make mentor sessions as effective as possible.Mentor Sessions:
- All mentor appointments must be arranged by the Learning Specialist or Academic Coordinator.- All mentor sessions will be conducted in the Case Academic Center or Murphy Center during scheduled time.- Mentors must wear their name tag at all times.- Mentors are obligated to wait thirty (30) minutes for a mentor session. If the student-athlete does not show up
after the elapsed time, mentor must report the student as a NO SHOW in GradesFirst. - Mentors must submit complete and accurate session evaluations for each student the mentor works with through
GPS before the following day (due by 11pm).Professional Behavior:
- You are neither friend nor fan to the student-athletes.- Mentors will NOT socialize outside of ASPSA with student-athletes. - The only acceptable relationship is an academic one. Failure to observe professional behavior will result in
immediate dismissal from services to the department.- Mentors will not communicate with student-athletes outside of scheduled sessions (i.e. exchange of phone
numbers, emails, and virtual communities). - Mentors agree to treat student-athletes with respect and maintain a professional relationship with them.
Attendance at Sessions:
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- Mentors will be punctual for all appointments. When it’s necessary for a mentor to cancel a mentor session (which must be approved by LEP), the mentor must contact the LEP office in a timely manner.
Policy Expectations:- Mentors are responsible for clocking in and out using the Wolf Time system. In the event the mentor misses a
punch or makes a mistake they should email the assistant director the correction as soon as possible.- Performance as a mentor will be evaluated during each semester mentor is employed. - A mentor’s employment is determined on a per-semester basis. - Mentors understand he/she cannot be hired by or volunteer for a coach, support staff, or athletic department
representative. This would include but not limited to, outside tutoring, child care or other personal services. Working for NC State coaches or other team support staff personnel while employed by ASPSA represents a potential conflict of interest and can be grounds for immediate termination.
- Mentors will follow all current and future NCAA, ACC, NC State University, and ASPSA regulations regarding mentor positions for ASPSA.
PROFESSIONAL DEVELOPMENT AND TRAINING OPPORTUNITIES
INITIAL ORIENTATION AND TRAININGBefore each mentor begins to meet with students they must complete an initial orientation and training. This three hour session covers expectations and responsibilities, session best practices, academic integrity, and NCAA compliance. Mentors will sign their temporary employee contract and have an opportunity to ask questions.
SEMESTER KICK-OFF STAFF MEETINGPrior to the start of each semester, the mentor program will hold a mandatory staff meeting to review academic integrity policies, communicate any rule changes, and remind mentors of their session responsibilities.
MONTHLY STAFF MEETINGSMonthly staff meetings are held throughout the semester to give mentors an opportunity to share best practices and ongoing challenges. Any updates to academic integrity, timely announcements, and policy changes are addresses. An open forum gives mentors an opportunity to solicit feedback from supervisors and peers.
WEEKLY PROFESSIONAL DEVELOPMENT OPPORTUNITIESIn collaboration with the Academic Skills Enhancement Program, the Learning Enhancement program offers a weekly presentation on topics relevant to mentoring. Past topics have included supporting struggling writers, supporting students with ADHD and learning disabilities, creative engagement with technology, and reading comprehension. Trainings are offered on Sunday nights and Tuesday mornings.
OBSERVATIONSMentors will be observed, in a session, at least once per semester. Observations will be conducted by one of the three learning specialists on staff and will include a post-observation meeting. Mentors will be notified of their observation at least once week in advance
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EXPECTATIONS OF STUDENT-ATHLETES
Policy Expectations:- Students agree to follow all current and future NCAA, ACC, NC State University, and ASPSA regulations.- Students agree to bring their student ID to every academic session and to check in and out at the
appropriate location.- Students agree to treat tutors and monitors with respect and maintain a professional relationship with them.- Students will NOT socialize outside of ASPSA with tutors, mentors or monitors.- Students understand that there is no communication between student-athletes and the tutors outside of
scheduled sessions (i.e. - exchange of phone numbers, emails, and virtual communities).- Students will act with the highest standards of integrity.
Mentor Sessions:- Students understand that all mentor appointments must be arranged by their Academic Coordinator and
Learning Specialist.- Students understand that all mentor sessions must be conducted in the Case Academic Center or Murphy
Center during scheduled times.- Students will review all of their syllabi with the mentors to make sure assistance can be provided.- Students understand that no assistance can be provided by mentors on take-home exams and quizzes.- Students understand that they will get permission from an ASPSA staff member prior to meeting with a
mentor on any review sheet or study guide provided by an instructor.- Students agree to be prepared for and actively engaged in their entire mentor session
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BEHAVIORAL EXPECTIONS AND TITLE IX
NC State strives to create a community in which students can learn, live, and work while feeling that they are treated fairly and respectfully. One way in which NC State emphasizes the importance of respectful conduct is the Equal Opportunity & Non-Discrimination Policy, a policy prohibiting discrimination or harassment of its employees or students based on one’s membership in a protected group. These groups (or classes) include race, religion, national origin, sex (including gender expression and gender identity), color, creed, age, disability, veteran’s status, genetic information, or sexual orientation. Discrimination is defined as unequal treatment based on one’s membership in a protected group. Harassment is a form of discrimination involving unwelcome conduct, based on one’s membership in a protected group that is either a condition of working or learning or creates a hostile environment.
One of several laws providing equal opportunity rights to students is Title IX of the Education Amendments of
1972. Title IX prohibits sex discrimination and sexual harassment including sexual assault in educational institutions receiving federal financial assistance in the areas of academics, athletics, and employment.
If you experience or witness any behavior that:
-makes you feel uncomfortable,
-is unwelcomed, or
-creates an environment that makes you feel unsafe or threatened immediately report the behavior to Emily Clinkhammer.
Students have rights and certain protections under University policy if accused of a policy violation. If you are accused of discrimination or harassment, contact Emily Clinkhammer.
Resources on Campus:
You can also contact the following offices for any issues or concerns related to discrimination and harassment.Office for Institutional Equity & Diversity919-513-3148www.ncsu.edu/oied
Michelle Lee, Deputy Title IX Coordinator for NCSU919-515-5076
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ACADEMIC INTEGRITY POLICIES
Policy for Homework, Problem Sets, and Online Learning Environments
(updated 10/19/17)
Background: As more classes assign online homework through e-resources, the Academic Support Program for Student Athletes (ASPSA) must have a policy in place to successfully support students in these classes while maintaining academic integrity and adhering to the honor code. These assignments, sometimes known as LearnSmart, WebAssign, or Learning Journals, are usually assigned on a weekly basis and overall count between 10-25% of the student’s grade in the particular class.
Guiding Principles: ASPSA’s policies are continuously shaped with the intent to promote long-term and deep understanding of course content. In no way do we allow or encourage student-athletes or tutors to take “short-cuts” that may 1) lead to short-term success, but long-term failure, 2) lead to completion of an assignment without the student developing a true understanding of class content. Ultimately, our policies are designed to promote meaningful learning, not mere completion of course assignments.
With this in mind, the ASPSA staff proposes the following guidelines for tutors, mentors, or any support staff working directly with the content in these classes. Please consider that this is a working document. Periodically, ASPSA will review its policies in this area and update as needed. Questions or clarification should be directed to a full time ASPSA staff member.
Textbook/E-book Connect digital assignments Students are given a series of questions and are given the option to jump directly to the section in the textbook covered by the question. Students must get a certain number correct before the online program tells them they’ve completed the assignment. Once the assignment is completed, students can continue to answer questions for additional practice. ASPSA’s on these assignments is as follows:
We ENCOURAGE students to complete assignments beforehand, ask their tutors/mentors about missed questions, and work through additional questions for practice.
We ALLOW tutors/mentors to work with students as they complete the assignment, explain concepts to them, and discuss relevant content as it pertains to the questions and the class content in general.
We PROHIBIT tutors/mentors from directly giving answers to students.
MEA 101 Learning Journals These are graded on-line assignments that are given throughout the week and the semester. Assistance cannot be given on the problems, but tutors/mentors are encouraged to cover the material on the videos or readings as a study tool for the exams.
We ENCOURAGE students to complete assignments beforehand and bring completed/graded learning journals to their tutor/mentor sessions to ask for clarification and use as a study tool.
We ALLOW tutors/mentors to view/review the videos or reading material to help the student come to a deeper understanding of the material covered or as a study tool for the exams or learning journals.
We PROHIBIT tutors/mentors from working with students on the learning journal assignments.
Video Content with Quizzes and/or Assignments Students are required to watch video lectures and periodically answer quiz questions or complete assignments from the lecture. For some classes, students get credit for watching
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the lectures through their completion of the assignment. In most cases, students are notified if their answers are correct immediately following their submission. ASPSA’s policy on these assignments is as follows:
We ENCOURAGE students to watch the lectures and complete the quizzes on their own and come to the tutor/mentor with questions on material they missed or need clarification on.
We ALLOW tutors/mentors to watch the lectures and discuss the material to help the student come to a deeper understanding of the material covered in the video.
We PROHIBIT tutors/mentors from giving students answers to the quiz questions.Homework Problems Sets, Traditional and through Online Learning Environments (Including, but not limited to Quia, WebAssign; MyBizLab; traditional paper and pencil problems sets for SSC, MA, ACC, MIE, etc.) For any online learning environment, students are given problems sets through an online portal that gives them immediate feedback on the accuracy of their answers. Instructors can set the number of guesses a student can make before they are locked out of answering and receiving credit for that question. “Problem sets” refer to any series of problem or questions that students are assigned for homework, whether through an online platform or otherwise. ASPSA’s policy on these assignments is as follows:
We ENCOURAGE students to work through WebAssign problems and problem sets independently and cover content in tutoring/mentoring sessions.
We ALLOW students to work through WebAssign and problem sets independently and bring any problems they are struggling with to their tutors/mentors. Tutors/mentors can then review the content covered by the question with the student, model a similar problem for the student (by changing the numbers or wording), or answer students’ questions about content covered in the question.
We PROHIBIT tutors/mentors from completing the exact questions from WebAssign or problem sets for students, allowing students to work on WebAssign during tutoring sessions, or giving answers to problems directly to students.
Discussion Board Posts - Discussion board posts are common assignments in many courses and can be included in courses that are online or traditional in-class courses. Discussion boards are typically short prompts a student must respond to and also often include the requirement of responding to the discussion posts created by classmates.
We ENCOURAGE students to complete posts beforehand, and work with their tutors/mentors as if it were a paper.
We ALLOW tutors/mentors to work with students as they would a paper and as they complete the assignment during a tutoring/mentoring session.
**Reminder: please encourage all tutors and mentors to review the syllabi for all the classes they are assisting their students with. Any questions, clarifications, or comments can be directed to any full time staff-member and should be communicated with the Associate Director, Academic Skills Enhancement Program.**
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Subject Specific Guidelines
Guiding Principles:1) To provide comprehensive academic support that encourages deep learning and lasting cognitive change;2) To encourage our student-athletes to become independent learners;3) To abide by the rules set by NC State, the ACC, and the NCAA.
Writing Spend time reviewing the assignment with the student. Make sure the student understands what is being
asked of them. Make sure they answer the question in the paper. Allow the student to explain the assignment and how they have developed the paper. Have the student read their paper aloud first; they will often catch and correct their own mistakes. Review grammar and punctuation rules and have the student pick out instances in which they misuse the
rule. Help the student develop and clear and organized thesis. Address content and organization. Utilize the methods of discussion and pertinent questions to help the student discover and correct any
weaknesses in their paper. Do not make any marks on a student-athlete’s paper. All notes or suggestions should be written by the
student. Do not use a student-athlete’s computer. Never discredit professor’s comments about a paper. Never suggest a potential grade for a paper.
Mathematics Attempt to link the new information to the old information.
Ask a series of questions to find out what the student already knows, from here build a network that will connect the new information with the old.
Answer a question with another question (but don’t allow the student to become frustrated). Do not answer a question directly but lead the student to the right answer. The student will develop
ownership of the idea, which creates confidence and the ability to effectively retain the information. Have a student work on a few problems of the same type, and then ask them to create an algorithm to solve
similar problems. By enabling the student to write their own tactic, the student is forced to verbalize the information,
find a practical pattern they can remember, and develop problem solving skills. Have students verbalize their work.
It is vital that students understand the steps and procedures they took to get to a correct answer. Ask the student to put these steps into his/her own words. This enables the student to attach the information to their existing mathematical dictionary, and helps you to evaluate what the student needs to improve on.
Practice, practice, practice!
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It is important that the student perform the math problem from scratch on their own, this will allow them to store the knowledge.
Model concepts or your own problems on the board to help the student gain a deeper understanding. Sometimes a student needs someone to explain the concept in a new way. You are free to make up
problems to show a student the concept and then model how the problem is solved. Encourage the student to think about how the modeled problem was done to help them solve their homework problems.
Never solve a homework problem for a student.
Foreign Languages Tutors may review and expand on material already introduced in class; Tutors may review work that has already been turned in and graded (whether in oral or written form); Tutors may assist with practice exercises that are not subject to evaluation, either because they have already
been evaluated, or because they have been provided separately by the tutor; Tutors may direct the student to focus on particular topics, points, or items in the student’s own studying; Tutors may assist in developing skills and strategies for more effective studying, writing, speaking, or
comprehension; Tutors may help the student to practice conversational French, Spanish or another foreign language.
**Remember, if you unsure whether or not you can give assistance on a particular assignment, you can always ask Emily, Lauren, or another full-time ASPSA staff member. Don’t just assume!**
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Supporting Struggling Writers
Why DO writers struggle?
Underprepared Learning disability/ADHD Lack confidence Lack self-regulation skills Don’t understand the assignment (course text/materials)
Area of Concern Details StrategiesUnderprepared Lack skills in prewriting, planning, revision Ask prompting questions; look for examples;
outline; encourage student to think beyond surface level errors
Learning Disability/ADHD
Lack planning skills, lack confidence, don’t always want to use accommodations
Encourage self-advocacy; be positive; assign small attainable tasks; free write; verbalize
Confidence Don’t want to be vulnerable, façade of knowing, ESL students
Create a judgement-free environment; start by asking what they know
Self-Regulation Skills
Lack the ability to effectively plan, have long-term vision, struggle with time management
Set goals; encourage student to use planner or Google calendar; hold student accountable
Prewriting Tips
Writing is a recursive process What does prewriting entail?
Review prompt Gather ideas Review course texts Relate prior knowledge Outline
Discussion Discuss ideas with student
student does majority of talking Ask prompting and guiding questions
What do you know about this topic? What's your focus? Does this relate to any course themes? How does this assignment/topic relate to what you've read in class?
Free Writing nonstop writing to produce and gather ideas low stakes
grammar and spelling don’t matter
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Relate to prior knowledge Use whiteboard, Google Doc, or pen and paper
Outline Broad Outline
Select a topic Determine purpose/audience (prompt) Narrow topic
Stance on an issue? Gap in research?
Gather research Course readings NCSU Library Conduct interviews Student surveys
Organize information Detailed Outline
Intro Thesis
Paragraph 1 Topic sentence Evidence Analysis
Paragraph 2
General Tips
Remind student writing is a recursive process Review citations often Have student create a “to do” list at the end of each session All writing opportunities are a chance to grow and improve skills Set attainable goals each session (complete 1 page, find 5 sources) Encourage student to meet with professor
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DISABILITY RESOURCE OFFICE AND ACCOMMODATIONS
Many of the students you will work with have educationally impacting learning disabilities and receive accommodations through NC States Disability Services Office (DRO). As a mentor, you need to be willing to perform the following duties in this area:
1) Assist student-athletes in requesting their letters at the beginning of each semester through the online portal on the DRO website (see below for instructions).
2) Assist students whose accommodations include a distraction-free testing environment with scheduling their exams through the online portal on the DRO website (see below for instructions).
3) Help develop self-advocacy skills in students by encouraging them to utilize all their accommodations, help develop oral and written communication skills, and foster self-confidence.
REQUESTING ACCOMMODATION LETTERS
At the beginning of each semester, students with educationally impacting disabilities, who are register with NC State’s Disability Services Office must request their accommodation letters to be sent to their instructors. To do so, students must use the online portal on the DRO website.
1) Go to DRO homepage at dro.dasa.ncsu.edu2) Click the link, “DRO Portal for Accommodation Letters and Proctoring Services”3) Click “Student Access”4) Click on the Accommodation Letters link 5) Click Accommodations at the top of the webpage6) Have the student log in with their unity ID and password7) The student can then choose which accommodations they would like to register for in each class. Encourage
students to register for all accommodations in all classes.
SCHEDULING EXAMS
Students who have certain educationally impacting disabilities can take their exams in a distraction-free environment. To take advantage of this accommodation, students must schedule their exams through the online portal on DRO’s webpage. To do so, follow the first three steps under REQUESTION ACCOMMODATION LETTERS.
1) Click Schedule a test, mid-term or quiz or click Schedule a final exam, depending on the specific test the student is scheduling.
2) Have the student log in with their unity ID and password. 3) From here the student should be able to choose the class and instructor for each exam he or she needs to
schedule. If the class, instructor, or exam is not listed, or DRO is already full that day, students should communicate directly with their professor to determine an alternate plan that still allows the student to adequately use their accommodations.
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NCAA RULES EDUCATION
NCAA GuidelinesAs an employee of the Athletic Department at NC State you are bound by the rules and regulations established
by the NCAA. These rules provide very specific instructions concerning your conduct when working with student-athletes. Violations of these rules can jeopardize a student -athlete’s eligibility as well as lead to your termination. Some very general and common guidelines are provided for you below, but it is your responsibility to seek clarification if needed:
Academic Fraud:- Student-athletes must perform their own work.
- Typing, editing, reconstructing a paper or assignment, researching, taking notes or purchasing academic materials for a student-athlete constitutes academic fraud.
- Do not provide answer sheets or past tests that are not available to all students taking the course.
- There is a ZERO TOLERANCE POLICY in regards to academic fraud.
Extra Benefits:
- Student-athletes cannot receive any extra benefits. The term “extra benefit” refers to any special arrangement by an institutional employee or representative to provide the student-athlete or his or her relatives or friends with a benefit not expressly authorized by the NCAA.
- This means that you may not give gifts: no cash, discounts, loans, tickets, food, services
o (laundry, dry cleaning), use of car, credit card and/or cell phone.
- Do not pay student-athletes for their tickets.
Gambling:
- You may not participate in any gambling activities that involve an athletic event, either intercollegiate or professional and you may not give information concerning intercollegiate athletic competition to anyone involved in gambling.
Compliance Contact
Sr. Assoc. AD for ComplianceCarrie Doyle
Weisiger-Brown Bldg , Ext. 5-060
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PAYROLL INFORMATION
• Payroll is approved biweekly. • Pay periods run from Saturday to Friday. • The current payroll schedule can be found online at the HR Payroll website at
http://www7.acs.ncsu.edu/hr/index/ • Select ‘P’ and scroll down to ‘Pay schedule, biweekly.’• If a mentor’s time sheet is not completed and correct by the Friday (at 5pm) at the end of a
pay period, then the mentor may not be paid for that time period.• Muriel Hood, Administrative Support
• Contact: 919.515.2464, [email protected] must be correct by 5 PM on the last Friday of the pay period. Timesheets can be accessed through MyPack Portal.
PARKING
We do not provide parking permits. For mentors without an on campus parking permit, there is a pay lot located on the first floor of the
Coliseum Deck. Mentors may also purchase a parking permit by the day, week or month. Transportation will make every effort to assign temporary employees parking assignments near their work location, but all parking assignments are subject to space availability. Please visit the Transportation Office to purchase a permit.
Mentors may park anywhere on campus after 5:00 pm unless otherwise posted on the specific space or for special events, basketball games, etc.
FACILITY USE
All mentoring sessions will take place in either the Case Academic Center or the Murphy Center . Some sessions may be scheduled at the Murphy Center for football student-athletes; this will be noted in Grades First at the beginning of the semester.
Loitering in the lobby is NOT allowed. The lobby may be used as a waiting area; however, it is not a place to “hang out.” Please remain quiet while in the waiting area.
NON-STUDENT EMPLOYEES
Duration of Employment: Temporary employees, non-students, may work in an assignment for a period of twelve calendar months or less, from the date of their first work day. If employees work for the University in the same assignment for a 12-month period, their assignment must be terminated (effective no later than the last day of that 12-month period). They can be re-employed in a new temporary assignment
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or re-employed in the same assignment after a 32 day break in employment.
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ASPSA FACILITY REGULATIONS
1. Academic Support Program for Student Athlete, NC State Student Code of Conduct, NC State Student-
Athlete Code of Conduct and NCAA Rules must be followed at all times.
2. Students must swipe in and out when using academic areas (computer lab, tutor rooms or quiet study
areas). If you do not bring your student ID, you will not be allowed to enter the study hall area for study
hall or tutoring. It is your responsibility to accurately swipe in and out.
3. Respect all members of the ASPSA and ASEP staff.
4. No food, drink, or tobacco products are allowed in the study or computer areas (water bottles are allowed).
5. Blinds must be open and lights must be on at all times (unless approved by an ASEP Administrator).
6. No cell phone usage allowed in the study or computer areas.
7. No obscenities allowed in the facility.
8. Computer use (personal or university owned) is for academic purposes only.
9. All computer screens must face the door in the tutoring rooms and study areas.
10. Tutor, study hall and computer lab areas are to be used for academic purposes.
You may be asked to leave the facility if you fail to follow any of the above rules.
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EVACUATION PLAN
Evacuation Procedures for Case Academic Center
1. At the sound of the Emergency Alarm, it is the responsibility of all building occupants to evacuate immediately and proceed to the predetermined assembly points, away from the building.2. Building occupants are also responsible for ensuring that all students follow the evacuation procedures described herein, and leave the building along with all other occupants.3. Staff members are responsible for dismissing their classes and directing students to leave the building by the nearest building exit upon hearing the building alarm or upon being notified of an emergency.4. Designated essential personnel needed to continue or shut down critical operations, while an evacuation is underway, are responsible for recognizing and determining when to abandon the operation and evacuate themselves safely.5. Contract workers will be made familiar with the procedures outlined herein, and are expected to leave the building when the alarm sounds.6. Ensuring that the building is empty, ASEP staff has final inspection of the second floor, and JodyMoylon and/or Katie Graham for the third floor.
Evacuation Instructions
Whenever you hear the building alarm or are informed of a general building emergency:
1. Remain calm at all times.2. Do not ignore alarm.3. Leave the building immediately, in an orderly fashion.4. Exit the building utilizing stairways, not elevators.5. Dismiss classes in session and instruct students to exit the building immediately.6. Follow quickest evacuation route from where you are (see posted floor evacuation diagram/map).7. Do not go back to your office or classroom for any reason. Do not lock your doors.8. Proceed to the first parking bay outside of the second floor entry.9. If the designated assembly point is unsafe or blocked due to the emergency, quickly proceed to the alternate assembly point.10. Report to your Building Representative at the assembly point to be checked off as having evacuated safely; also report any knowledge you may have of missing persons.11. Return to the building only after emergency personnel or Building Representatives have given the all- clear signal. Silencing the alarm does not mean the emergency is over.
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ADVERSE WEEATHER POLICIES
NC State occasionally experiences adverse weather and operates under a condition system. If the university is operating under Conditions 1-3, mentors will receive an email indicating how they should respond. Questions can be emailed to [email protected].
Condition 1 – Reduced Operations: Classes are in session and the University is open but some operations may be reduced.
During adverse weather conditions, employees should take reasonable precautions for personal safety. Mandatory employees
must report to or remain at work. Non-mandatory employees have the option to report late, leave early or not work at all.
Those who do not work must use leave (comp, annual, or bonus) or make up time based on departmental need. Non-
mandatory employees may also arrange for alternative work locations if approved to do so. Case is open and mentor
sessions occur. Please contact the office if you cannot safely travel to campus and we will cancel your session. Use
caution.
Condition 2 – Suspended Operations: Classes are cancelled and the university is open on a very limited basis with only
mandatory operations functioning. Mandatory employees must remain at or report to work. Non-mandatory employees must
leave or not report to work and must use leave (comp, annual, or bonus) or make up time based on departmental need. Non-
mandatory employees may also arrange for alternative work locations if approved to do so. Case is closed and all mentor
sessions are cancelled until the university resumes normal operations.
Condition 3 – Closure: Classes are cancelled and the university is closed. Mandatory employees must remain at or report to
work. Non-mandatory employees do not report and do not use leave to cover the absence. Case is closed and all mentor
sessions are cancelled until the university resumes normal operations.
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APPENDICES
Yellow Sheet
Completed Yellow Sheet Examples
Guide to Learning Techniques
Mentor Program Staff Responsibilities
Mentor Training Quiz and Answer Sheet
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