N’CAT Tutor Program Tutor Manual 2014-15

NORTHWESTERN UNIVERSITY DEPARTMENT OF ATHLETICS AND RECREATION

OFFICE OF ACADEMIC SERVICES & STUDENT DEVELOPMENT

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TABLE OF CONTENTS

N’CAT PROGRAM AND STUDY SKILLS OVERVIEW ………….……………….... 3

PROGRAM OBJECTIVES AND EXPECTATIONS …………………………………... 4

EXPECTATIONS OF N’CAT TUTORS ………………………………….... 4

TUTORING GUIDELINES………………………………………... 4

CONFIDENTIALITY & INSIDER INFORMATION…………………. 6

NCAA COMPLIANCE GUIDELINES…………………………….. 6

EXTRA BENEFIT RULE …...……………………………. 7

POLICY ON WORKING WITH PAPERS .………………… 8

EXPECTATIONS OF STUDENT-ATHLETES ………………………………. 8

GENERAL GUIDELINES FOR STUDY SKILLS SERVICES………………………….. 9

INDIVIDUAL TUTORING PROCESS……………………………………………....... 9

REQUESTING COURSE TEXTBOOKS/PACKETS ……………………………….. 12

REPORTING TUTORIAL SESSIONS……………………………………………....... 12

NO SHOWS/MISSED INDIVIDUAL APPOINTMENTS ……………………... 13

CANCELLING OR EMERGENCY SITUATIONS ……………………………. 13

PAYROLL ………………………………………………………………………… 13

INITIALIZING PAYROLL PROCESS ...………………………………...…. .. 14

RECEIVING PAYMENTS ...……………………………………...…..…...... 14

PREPARATION TIME COMPENSATION ...……………………………..…... 14

PROGRAM & TUTOR EVALUATIONS ...………..… ……………………………..... 15

FREQUENTLY ASKED QUESTIONS (FAQ’S) ………..… ……………………….... 15

CONTACT INFORMATION AND IMPORTANT FORMS…………………………….... 17

LIBRARY CLASSROOM GUIDE.………..….……………………………..………... 18

APPENDIX .………..… ………………………………………………….……..... 19

LEARNING STYLES.………..… …………………………………..…….. 19

UNETHICAL CONDUCT, PRIVACY INFORMATION, ACADEMIC FRAUD,

EXTRA BENEFITS, AND COMPLIMENTARY ADMISSIONS .………..…….. 23

GRADES FIRST INFORMATION…………………………………………… 27

TUTOR BOOK REQUEST FORM…………………………………………… 31

SAMPLE TUTOR HOUR REPORT SHEET (TIME SHEET) .………..………... . 32

PREPARATION TIME RECORD SHEET…………………………………….. 33

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INTRODUCTION & OVERVIEW

The goal of Northwestern University’s Department of Athletics and Recreation

(NUDAR) is for student-athletes to receive a world class experience academically,

athletically and socially. To ensure this goal is met, the Office of Academic Services &

Student Development offers student-athletes a comprehensive system of services and

resources. The Northwestern Community of Athletic Tutors (N’CAT) is a vital part of

Academic Services & Student Development and is responsible for offering study skills

and tutorial assistance to more than 490 student-athletes.

STUDY SKILLS

Study Skills sessions for student-athletes are scheduled Sunday through Thursday

evenings, from 6:00 p.m. to 10:00 p.m., at the University Library. The Study Skills

program provides student-athletes with two different tutoring resources:

Learning Teams

Individual Tutoring

LEARNING TEAMS

Learning teams are small group review sessions led by a learning leader/tutor. The group

generally consists of 5-10 student-athletes enrolled in the same class. Learning teams

regularly meet once or twice per week to discuss weekly lecture notes and/or reading

material. Additional sessions may be scheduled during midterm and final exam

preparations.

INDIVIDUAL TUTORING

Individual tutoring is one-on-one tutoring with a student-athlete to cover specific course

material. This service must be requested by the student-athlete, through Grades First

(https://northwesternuniv.gradesfirst.com)

Both of the above tutoring services are significant components to the success of the Study

Skills program. Each service works collaboratively to provide the best course assistance

for Northwestern’s student-athletes and is a service that continues throughout the

academic year. Although student-athletes are asked to request tutors early in the quarter,

before midterm grades are posted, requests are accepted throughout the quarter.

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PROGRAM OBJECTIVES

The Office of Academic Services & Student Development devotes a considerable amount

of time and effort in selecting tutors for the N’CAT program. Specifically, we try to

employ tutors who are able to: provide an educational structure, encourage time

management skills, offer structured study sessions, promote effective study habits, clarify

course material, and assist student-athletes with exam preparation.

N’CAT staff must recognize the unique demands and/or pressures student-athletes face in

order to assist in their academic development. These demands include limited free time,

competitive pressures, high visibility, fear of injury, travel schedules, and stress created

by the pressures to succeed academically as well as athletically. These demands,

particularly the time demands, require a strong and competent tutoring program to assist

the student-athlete in making the most of his/her busy schedule. The program is not

intended to replace regular class attendance, completion of all homework and

exams, or attendance at class review sessions; rather, it is intended to supplement

these activities.

EXPECTATIONS OF N’CAT TUTORS

Tutors are expected to demonstrate professional behavior with student-athletes at all

times. Tutors must be punctual and prepared for each tutoring session and remain in

control of the entire session. Tutors must have the ability to engage the student-athlete,

as well as explain and demonstrate difficult course material, rather than simply reiterate

what is written in lecture notes or course texts. In order to achieve this task, tutors should

be aware of various learning styles1 and be able to modify their techniques, and make

appropriate recommendations. If a tutor has questions about this aspect of tutoring, s/he

should contact the tutor coordinator.

TUTORING GUIDELINES

Tutors should be a valuable resource for student-athletes and be able to offer assistance.

However, tutors must also remain ethical in their academic dealings and never complete

1 See APPENDIX for more information on learning styles

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assignments for the students being tutored.2 Unethical actions will not help student-

athletes in any way and will result in the immediate termination of employment for the

tutor and possible expulsion for student-athletes. Quarterly training sessions are provided

for all tutors; these sessions cover policies, accountability/evaluation, and tutorial

methods. All tutors must sign statements of academic integrity and tutorial ethics.

In general:

Individual tutoring sessions must take place on campus in an academic setting

(e.g., an on-campus library, graduate students’ offices, or in the office of

Academic Services and Student Development). Tutors are not allowed to meet

with students in residence hall rooms on campus or anywhere off campus.

Small study groups take place ONLY in NU’s main library, in classrooms the

Office of Academic Services & Student Development has reserved.

Tutors will not write papers for student-athletes, nor will they do homework,

write foreign language compositions, or provide any other materials a student

may submit to an instructor as his/her own work. (Only writing specialists, with

specific training and approved by Academic Services & Student Development,

are allowed to assist student-athletes with writing assignments).

Tutors are not permitted to sit in or take notes in class or take an exam for a

student-athlete, nor are they allowed to provide answers to take-home exams. If

a student-athlete has a take-home exam for a class, he/she cannot meet with a

tutor from the time he/she receives the exam questions until after the take home

exam has been submitted.

Tutors may not copy or fax information, notes or assignments for student-

athletes; such action may be considered an extra benefit, which is a violation of

the NCAA regulations. If the student needs something copied, please have

him/her see his/her athletic academic advisor.

Tutorial sessions are designed to supplement completed class work and are not

designed as substitutes for class attendance. Students are expected to attend all

classes.

Each tutorial session will be documented, indicating the level of preparation of

the student-athlete as well as the performance of both the student-athlete and

tutor during the session.

2 See APPENDIX for Principles Regarding Academic Integrity

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Student-athletes are expected to keep all appointments, be punctual, and arrive

prepared to participate in each tutorial session. Failure to fulfill these

responsibilities may result in forfeiture of the privileges of the tutorial program.

(Please refer to the “No Show” Policy on page 13 of this manual).

CONFIDENTIALITY

As a member of the N’CAT Tutor Program, tutors will have access to information about

student-athletes that is not to be shared with others outside of Academic Services &

Student Development. Northwestern University is not permitted to disclose information

regarding a student’s academic or medical records to anyone on a formal or informal

basis without the student’s written consent. Occasionally, student-athletes with whom

you routinely work may disclose personal information to you. Confidential matters,

especially those concerning the academic status and ability of student-athletes,

should not be compromised under any circumstances. If a tutor feels the information

disclosed warrants action or follow-up by the Office of Academic Services & Student

Development, the tutor should contact the tutor coordinator immediately.

INSIDER INFORMATION

Information related to the physical health/condition of a student-athlete must be closely

guarded as well. For example, if Willie Wildcat shows up to a tutoring session on

crutches and admits he is unable to play in Saturday’s big game, such knowledge could

be passed along as insider information to a bookie. Again, please safeguard the

information and inform the tutor coordinator immediately if you are contacted by anyone

inquiring about insider information pertaining to student-athletes.

NCAA COMPLIANCE GUIDELINES

Strict observance of NCAA rules and regulations is another factor that contributes to the

success of our program. Student-athletes and employees of collegiate athletics

departments, including tutors, are governed by the National Collegiate Athletic

Association (NCAA). The N’CAT Tutor Program adheres to a zero tolerance policy

with regards to the following NCAA rules and regulations. Any violation a tutor

commits will result in immediate termination of employment, and may result in the loss

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of practice and competition eligibility for the student-athlete(s) involved, including loss

of athletics scholarship.

EXTRA BENEFIT RULE

The extra benefit rule is a regulation of NCAA compliance with which tutors must

become familiar with to avoid jeopardizing their employment with NUDAR and the

eligibility of student-athlete(s) being tutored. An extra benefit is defined as:

Any special arrangement by an institutional employee or a representative

of the institution’s athletic interests to provide a student-athlete or the

student-athlete’s relative or friend a benefit that is not expressly

authorized by NCAA legislation. Receipt of a benefit is not a violation if

it is demonstrated that the same benefit is generally available to the

institution’s students or their relatives or friends or to a particular

segment of the student body (e.g., foreign students, minority students)

determined on a basis unrelated to athletics ability.

An N’CAT tutoring staff member may not provide a student-athlete with extra benefits or

services, including, but not limited to:

Special discounts, payment arrangements or credit (e.g., credit line at a store) on

a purchase or service (e.g., dry cleaning).

Use of institutional telephones, long distance access codes or credit cards for

personal reasons.

Use of institutional copy machines and fax machines for personal reasons.

Loan of an automobile or use of an automobile.

Free or reduced-cost services, rentals or purchases of any type.

Free or reduced-cost housing. A student-athlete cannot accept free or reduced-

cost housing from any NU employee or booster. This includes in the Evanston

area, in the student-athlete’s home city or any other location.

Free or reduced-cost storage of personal belongings.

Loan of money, signing or cosigning of loans or guarantee of bond.

Free transportation (e.g., a ride home with a tutor, ride with a booster).

Gifts of cash or like items (e.g., gift certificates).

Gifts of tangible items (e.g., clothing, cars, jewelry), including extra gear or

equipment.

Provisions of impermissible academic services (e.g., typing reports, papers,

letters for a student-athlete).

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Free or reduced-cost entertainment services from commercial agencies (e.g.,

movie tickets, dinners, use of car, reduced admission to institutional or

community events).

Payment of educational expenses (other than from permissible institutional and

outside sources).

IN SUMMARY, AS AN EMPLOYEE OF NUDAR, A TUTOR MAY NOT:

1. Transport any student-athletes to or from campus or any other locations;

2. Give gifts or loans of money, food, clothing or other items of value to student-

athletes;

3. Type papers for student-athletes, even if they offer to pay you;

4. Provide any services for a student-athlete that are not available to the general

Northwestern University student body.

5. Be placed on a student-athlete’s complimentary admission list (a.k.a., comp or

pass list) for any athletics contest.

IMPORTANT NOTICE ON ASSISTANCE WITH PAPERS:

TUTORS ARE NOT ALLOWED TO ASSIST STUDENT-ATHLETES WITH

WRITING ASSIGNMENTS (PAPERS) WITHOUT FIRST RECEIVING

WRITTEN APPROVAL FROM THE TUTOR COORDINATOR AND THE

SENIOR ASSISTANT ATHLETICS DIRECTOR-ACADEMIC SERVICES. IF

STUDENT-ATHLETES REQUEST ASSISTANCE WITH A WRITING

ASSIGNMENT, PLEASE DIRECT THEM TO THE TUTOR COORDINATOR

FOR ASSIGNMENT TO A WRITING TUTOR, TO THEIRADVISOR IN

ACADEMIC SERVICES OR TO THE WRITING PLACE IN THE LIBRARY.

ANY TUTOR WHO DISREGARDS THIS RULE WILL BE TERMINATED

IMMEDIATELY.

EXPECTATIONS OF STUDENT-ATHLETES

We view each N’CAT tutor as a valuable asset to the program and expect our student-

athletes to show proper respect. If improper conduct, unethical behavior,

unexcused/repeated absences or repeat tardiness occurs, that student-athlete may lose

tutorial privileges.

WHEN IN DOUBT ABOUT ISSUES OF NCAA COMPLIANCE,

PLEASE STOP AND ASK BEFORE YOU ACT!

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Student-athletes are expected to participate actively in tutoring sessions, whether they

have an individual appointment or participate in learning teams. If student-athletes arrive

unprepared for tutoring sessions, it is unlikely the tutoring session will be beneficial.

Student-athletes who are repeatedly unprepared are wasting tutors’ time and their own, as

well as Athletics Department funds. Should this occur, tutors should report this behavior

to the tutor coordinator immediately through “Tutor Report” in GradesFirst and/or

contacting the tutor coordinator directly.

GENERAL GUIDELINES FOR STUDY SKILLS SERVICES

Study Skills assistance is available to all Northwestern University student-athletes for all

classes in which they are enrolled during a specific quarter. Student-athletes may use

learning teams available during study skills or arrange for individual tutorials through the

tutor coordinator in Athletics.

INDIVIDUAL TUTORING PROCESS

STUDENT-ATHLETE’S RESPONSIBILITY

For individual tutoring, the student-athlete must complete an Individual Tutor Request

in GradesFirst (https://northwesternuniv.gradesfirst.com). Once submitted, the tutor

coordinator will subsequently forward the request to the tutor who specializes in that

specified course.

TUTOR REQUEST

The tutor request will be handled by the N’CAT Tutor Coordinator. When a student-

athlete requests a tutor, the tutor coordinator will pair the student-athlete with a tutor for

that particular subject and schedule a tutor appointment that will match a time and date

available for both parties. It will be up to the tutor to contact the student-athlete to

confirm the time, date and location with the student-athlete.

It will be best for tutors to keep their availabilities as updated as possible (instructions in

the calendar section of Grades First3). Both the student-athlete and tutor will be notified

through email of the newly scheduled tutor appointment. In addition, the scheduled tutor

appointment will be posted on the tutor and student-athletes’ Grades First calendar.

3 See APPENDIX for Grades First

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TUTOR’S RESPONSIBILITY

After a tutor has received the “Individual Tutor Request” from the tutor coordinator; it is

the tutor’s responsibility to contact the student-athlete no more than 24 hours after the

request has been made. Please see GradesFirst appendix for directions on “Creating

Appointments”4

NOTE: Tutors will not be compensated for individual tutoring sessions

conducted with student-athletes who have not signed up for tutoring assistance

through the Office of Academic Services & Student Development. All tutoring

appointments me must be documented in the Grades First system by the Tutor

Coordinator.

Tutorial sessions will normally occur during study skills hours in the rooms designated

by the tutor coordinator. Special arrangements at other locations (such as the Tech

Library or tutor’s office) or times may be made at the convenience of the student-athlete

and tutor. However, tutorials MAY NEVER occur at a student-athlete’s or tutor’s

home or dorm room. In addition, tutors are asked, whenever possible, to maintain a

consistent location on campus for tutoring appointments; this reduces confusion between

the tutor and the student-athlete as to where the particular session should take place.

THE INITIAL TUTORIAL SESSION

The first few minutes should be for the tutor and the student-athlete to get acquainted. It

is also important for the tutor to establish the appropriate tone for each session and

remain in control throughout. The tutor should also use this time to become familiar with

the course content and required textbooks/course packets for the class by examining the

course syllabus. All student-athletes should come to tutoring sessions with an additional

copy of their course syllabus for their tutor. If additional material is needed, such as

textbooks or course packets, to assist the student-athlete further, the tutor should

complete a Tutor Book Request Form (see page 12).

DURING TUTORING SESSIONS

As each session begins, the tutor should develop a realistic plan with the student-athlete

as to what will be accomplished in the tutorial session. It is important to develop

strategies and techniques that will stimulate the student’s intellectual curiosity and

4 See APPENDIX for Grades First

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motivate him/her to be challenged during each session. In guiding student-athletes

through the learning process, the tutor should give feedback for work accomplished by

the student-athlete, as it will positively reinforce all attempts at learning. Always review

materials learned in previous sessions. This strategy encourages the student-athlete to go

back and show mastery of areas from preceding sessions.

DEFINING THE STUDENT-ATHLETE’S NEEDS

Determining the best method of learning for each student-athlete is vital to tutoring

success. The student-athletes being tutored may be visual, auditory, or physical learners.

It is important that the mode for instructing student-athletes be immediately established.

For example, it is usually ineffective to get into a lengthy discussion of a topic with a

student who is a visual learner. Sometimes students may not know their learning style.

However, there are approaches a tutor can use to discover the preferred mode of learning.

Begin each session by letting the student-athlete explain class difficulties. Allow student-

athletes time to explain themselves without interruptions or interpretations. Then ask

open-ended questions (beginning with why, how, or what) rather than closed-ended

questions (beginning with who or when) which elicit yes/no responses.

Defining student-athletes’ academic difficulties and learning styles is sometimes

complex. If a tutor feels that they need assistance in assessing a student-athlete’s needs,

contact the tutor coordinator, who can put tutors in touch with that student’s academic

advisor in Athletics. Common problems likely to be encountered while tutoring students

are weak study skills, poor reading, comprehension, and/or lack of motivation.

CONCLUDING EACH TUTORING SESSION

At the conclusion of the first session (as well as all sessions throughout the quarter), the

tutor and student-athlete should review the time, date, and location for the next session.

Student-athletes should also leave each session with a plan for additional study. After

each session a tutor must complete the Tutor Feedback Report located within

GradesFirst. See Appendix for directions on “Feedback”.5 Have the student-athlete sign

your Tutor Time Sheet6 to verify the session has taken place. Again the above steps

5 See APPENDIX for Grades First

6 See APPENDIX for sample Tutor Time Sheet

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must be completed to receive payment for tutoring sessions. If at any time you feel that

the goals set for certain tutorial sessions are not being met, please discuss any concerns

with the tutor coordinator.

REQUESTING TEXTBOOKS AND COURSE PACKETS

Tutors may request the required textbooks/course packets being used in the course(s) they

are tutoring. To do so, simply complete the form located on-line7 (See Appendix for

Tutor Book Request form) and return it to the tutor coordinator via fax (847/491-7194),

an e-mail attachment (studyskills@northwestern.edu), or in person. Once the textbook is

ready for pick up, the tutor coordinator will contact the tutor.

All tutors must keep track of the books received since they are for tutors’ use ONLY. All

materials must be returned at the end of the quarter to the tutor coordinator. Failure to

return course materials may result in a delay of payment for services rendered and having

a hold placed on the tutor’s student account, barring course registration, until all materials

are returned. Exceptions will be made for any tutoring materials that can be used the

following quarter (e.g., the yearlong General Chemistry sequence).

REPORTING TUTORIAL SESSIONS

LEARNING TEAM

Tutors who facilitate learning teams are required to submit a Tutor Feedback Report

within 24 hours (https://northwesternuniv.gradesfirst.com) via Grades First. Any

relevant comments or individual concerns should be included on this form and are

strongly encouraged. A Tutor Feedback Report should still be completed and submitted

to the tutor coordinator for No- Shows, to ensure you are credited for time worked.

INDIVIDUAL

Individual tutoring sessions are to be reported to the tutor coordinator by submitting a

“Tutor Report” (https://northwesternuniv.gradesfirst.com) within 24 hours of ALL

tutorial sessions. Please see Grades First Appendix for directions giving Feedback.8

Examples of information to be included in the session report/feedback include additional

meeting time, date, and location; whether the student-athlete was prepared, punctual, and

7 See APPENDIX for Tutor Book Request Form or find online at

http://www.northwestern.edu/academicservices/academic-support/tutor-

services/Tutor%20Book%20Request%20Form.pdf 8 Please see APPENDIX for Grades First

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attentive; and level of subject comprehension. Also, please include any additional

relevant comments.

It is very important that tutors give honest and complete feedback. Tutor input, combined

with observation from the academic advisor and comments from professors and teaching

assistants, will supply information necessary to determine whether we are meeting the

needs of the specific student-athlete. The student-athlete’s signature must be obtained

on the Tutor Time Sheet during each tutorial session (see next page for detail). If

there is no student-athlete signature verifying the session, the tutor will not receive credit

for time logged.

NO SHOWS/MISSED INDIVIDUAL APPOINTMENTS

If student-athletes fail to inform the tutor 24 hours in advance that they are unable to

attend a scheduled individual tutoring session, a student-athletes tutoring privileges could

be suspended for up to one quarter. Student-athletes and tutors must wait at least fifteen

minutes after the start of the session before either party may leave. If the student-athlete

does not show up for tutoring, tutors will be compensated for thirty minutes and should

document this by checking the field labeled “No Show” on the Tutor Time Sheet. This

information should also be clearly noted on the Tutor Feedback Report on the days of

missed scheduled appointments. If this procedure is not followed, tutors will not be

compensated for their time.

CANCELLING OR EMERGENCY SITUATIONS

It is imperative for tutors who cannot attend a scheduled tutoring session (learning team

or individual session), to notify the tutor coordinator at least 24 hours in advance. In case

of an emergency or illness, a tutor must call as soon as they can to notify the tutor

coordinator of their absence. This also allows the tutor coordinator the opportunity to

inform the student-athletes and the Study Skills Monitor before the tutorial session.

PAYROLL

Tutor pay scales are determined by the tutor coordinator based on classification in school,

prior tutoring experience, educational opportunities, faculty recommendation, and other

experience. All pay scale agreements are considered confidential.

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INITIALIZING THE PAYROLL PROCESS

Upon employment, tutors who are not currently employed by Northwestern University

must schedule an appointment with the tutor coordinator (Anderson Hall, located on the

northeast side of Ryan Field, on Central Street) to complete the necessary new university

employment paperwork. Tutors should bring two forms of identification such as a

driver’s license, social security card, passport, state identification card, or alien

registration card to provide proof of citizenship or permission to work. University ID

cards are not accepted. All paperwork must be completed before tutors are added to the

payroll.

TIME SHEETS & RECEIVING PAYMENT

Some tutors are paid biweekly. For tutors employed by another department on campus

and who receive a monthly stipend (e.g. a funded graduate student), the hours worked for

the N’CAT tutor program will be identified as additional pay in their monthly check. All

time sheets must be submitted before the time and date indicated on the Time Sheets

Due Date sheet in order to ensure compensation for that time period. A Tutor Time

Sheet9 must be completed for each pay period. To submit completed Tutor Time Sheets

and other necessary materials a tutor may:

1.) Scan and send materials via e-mail attachments to the Athletics Academic

Advising email address (studyskills@northwestern.edu)

2.) Fax materials to (847)-491-7194; ATTENTION: Madalyn Shalter.

3.) Drop materials off at Academic Services & Student Development (Ryan

Field)

PREPARATION TIME COMPENSATION

As an N’CAT tutor, you have been hired for your knowledge and expertise in a specific

academic area. Occasionally, learning team and/or individual tutors can receive

compensation for preparation time (maximum 30 minutes for CLT sessions or group

review sessions). Examples of approvable prep time include preparing for learning teams

or creating practice test/problem sets for review sessions. This should not be necessary

for every session. Any created documents must be turned in with your prep-time record

sheet. Tutors should not need regular prep time for individual tutoring sessions. Up to

9 See APPENDIX for sample Tutor Time Sheet

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15-30 minutes of prep time on an occasional basis would be the maximum allowed on a

timesheet. If you need more than that, you likely should not be tutoring for the course.

In order to receive compensation, tutors must submit a Tutor Preparation Time Sheet

(http://www.northwestern.edu/academicservices/pdf_preparation_time_record_sheet.pdf)

along with documents created for the tutoring session. Failure to turn in either of the

forms mentioned above could result in not being compensated for time spent preparing

for your tutorial session.

EVALUATIONS

PROGRAM EVALUATION

Evaluations are an important part of the success for our Study Skills program. At the end

of each quarter, student-athletes and tutors will be asked to complete a short evaluation

form. This information will be used to assess and improve the N’CAT Tutor Program.

Throughout the quarter, tutors are encouraged to submit comments or suggestions to the

tutor coordinator.

TUTOR EVALUATION

We want to ensure your participation as an N’CAT tutor is beneficial; thus, your

feedback is an integral part of the process. One of the program’s goals is to help tutors

develop their skills. Tutors are encouraged to schedule a meeting with the tutor

coordinator to discuss evaluations from the student-athletes at the end of each quarter.

The ability to communicate effectively and teach difficult material to others is a highly

transferable skill to any job setting. If tutors are pursuing outside job interests and would

like our office to provide a letter of recommendation/reference or verify employment

history, please feel free to contact the tutor coordinator to make arrangements.

FREQUENTLY ASKED QUESTIONS (FAQ’S)

Q: WHEN DO I GET PAID?

A: Tutors are paid biweekly or monthly based on the dates provided on the TIME

SHEET DUE DATE form. If you are employed or receive a monthly stipend from

another university department, your pay for tutoring will be included in your monthly

check.

Q: WHAT IS THE PROCESS TO ENSURE I WILL BE PAID ON TIME?

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A: If you are paid bi-weekly, you must submit hours you have worked from each pay

period as it is listed on your Tutor Time Sheet on Kronos. The Kronos website can only

be accessed from on campus computers; so, it is best to record your hours on Kronos

each time you work.

Q: IF MY TIME SHEET IS TURNED IN AFTER THE DUE DATE/TIME, WHAT HAPPENS?

A: Your time sheet will not be processed until the following pay period. Please submit

time sheets on time to avoid waiting on your check (see Time Sheet Due Dates). We

strongly discourage late submission of timesheets. If this happens on a regular

basis, you could lose your opportunity to tutor.

Q: WHO DO I TELL IF I AM UNABLE TO MAKE A SCHEDULED TUTORING SESSION? A: You should inform the tutor coordinator and the student-athlete at least 24 hours in

advance. If it is a last minute emergency, contact the tutor coordinator and student-

athlete as soon as possible.

Q: WHAT IS CONSIDERED AN EXTRA BENEFIT?

A: An extra benefit can be anything from letting a student-athlete you are tutoring use

your car, giving them notes you’ve taken from a course ,or lending them money.

Anything that is not made available to the general student population on campus (and is

not already approved by the NCAA) is impermissible.

Q: HOW LONG DO I WAIT FOR A STUDENT-ATHLETE TO SHOW UP FOR AN

INDIVIDUAL APPOINTMENT BEFORE I LEAVE?

A: Tutors must wait at least fifteen minutes before they leave. If the student-athlete does

not show up for the tutoring session, tutors will be compensated for thirty minutes and

should document this by checking the “No Show” field on the Tutor Time Sheet. This

information should also be clearly noted on the “Tutor Report” on the days of missed

scheduled appointments.

Q: MY STUDENT-ATHLETE CONTINUES TO MISS SCHEDULED

APPOINTMENTS…WHAT DO I DO? A: Provide this information to the tutor coordinator after the first missed appointment

when you submit your Tutor Report. If this is ongoing the student-athlete may lose their

tutoring privileges.

Q: CAN I CONDUCT INDIVIDUAL OR LEARNING TEAM TUTORIAL SESSIONS WITHOUT

PRIOR ARRANGEMENT WITH THE TUTOR COORDINATOR? A: No. All appointments must be pre-approved by the tutor coordinator in order to be

paid. If a student-athlete wants an individual tutor, please refer them to their academic

advisor in athletics.

Q: I DON’T THINK MY TUTORING IS HELPING MY STUDENT…WHAT DO I DO? A: You should speak with the tutor coordinator and/or the student-athlete’s academic

advisor in athletics about effective strategies to work with the student-athlete. (See Steps

for Effective Tutoring Sessions on page 11)

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CONTACT INFORMATION AND IMPORTANT FORMS

N’CAT Tutor Coordinator

Madalyn Shalter (m-shalter@northwestern.edu)

Office of Academic Services & Student Development

Office: 847.491.5715

(1-5715 on campus)

Fax: 847.491.7194

N’CAT Tutor Program website address (main) http://www.northwestern.edu/academicservices/forms-resources/ncat-

tutors/index.html

N’CAT Tutor Quarterly Renewal Form http://www.northwestern.edu/academicservices/forms-resources/ncat-

tutors/quarterly-tutorial-renewal-form.html

Individual Tutor Session Tutor Report https://northwesternuniv.gradesfirst.com

Tutor Book Request Form

http://www.northwestern.edu/academicservices/docs/pdf_tutor_bookrequ

est_form.pdf

Tutor Preparation Time Sheet http://www.northwestern.edu/academicservices/docs/pdf_tutor_timesheet

.pdf

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LIBRARY CLASSROOM GUIDE

All Library Classrooms are assigned a 4 digit room number. Each number in the

sequence provides information as to the location of the classroom:

1st digit = Floor Level

2nd digit = Tower

3 = North Tower

6 = East Tower

7 = South Tower

3rd and 4th digit = Room Number

Once you ENTER the Tower in which the room is located: if the last two digits

in the room number are 22, go left. If the last two digits are 70, go right.

For example: to find room number 5722, go to the fifth floor (5722), then follow

the signs to the South Tower (5722). Once you enter the South Tower, turn left

(5722) and keep walking until you see room number 5722.

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APPENDIX

“Learning Styles and Preferences” borrowed from the Office of Student

Development Services, University of Western Ontario

http://www.sdc.uwo.ca/learning/index.html?styles

What is a "learning style"?

To put it simply, your learning style (or learning preference) is the way you tend to learn best. It

involves your preferred method of taking in, organizing, and making sense of information.

Learning styles do not tell us about a person's abilities or intelligence, but they can help us

understand why some tasks seem easier for us than others. There are several benefits of thinking

about and trying to understand learning preferences:

people learn most effectively when the strategies used are closely matched with their

preferred learning style

sometimes we can improve our learning by knowing what our strengths are and then

doing more of what we're good at

often we can improve our learning by knowing what our weakness are and trying to

enhance our skills in these areas

different situations and learning environments require different learning strategies, so it's

best to have a large repertoire from which to draw

Expanding Your Learning Preferences

There are 3 learning style preferences discussed here:

1. auditory (learning by hearing)

2. visual (learning by seeing)

3. kinesthetic (learning by doing)

The ideas are not meant to be the absolute best strategy for each student in all situations. Rather, if

you're looking to improve your effectiveness as a tutor, choose the learning preference category

that you feel best matches the way your student likes to learn (e.g. visually), and check to see if

you can follow the suggested strategies (e.g. enhancing visual learning). Then, look at the

strategies for the other two learning styles, and try to implement some of these ideas into your

repertoire as well.

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Enhancing Auditory Learning (Learning By Hearing)

Lecture Learning

listen to instructions and information given

orally

sit towards the front of the room so you

can hear well and so that you won't be

distracted by the noises other students

make

sit away from doors, windows, and other

sources of noise

repeat information silently to yourself

"subvocalize" as you take notes - repeat

information to yourself as a quiet

"mumble" that's barely audible

Text Learning

rehearse/repeat information either silently

in your head, or out loud

study with a partner and take turns reading

to each other - discuss key concepts

work in quiet areas to minimize hearing

music, television or other distractions

if you prefer to study with music playing,

choose something with no lyrics, and keep

the volume low

use rhymes or jingles to help remember

important points

talk to yourself about textbook diagrams

and illustrations

ensure you understand by creating verbal

descriptions

tape yourself summarizing key points, then

play the tape as a memory rehearsal

strategy

try to remember important terminology by

thinking about how parts of the words

sound

read instructions and questions out loud to

yourself (or subvocalize in test situations)

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Enhancing Visual Learning (Learning By Seeing)

Lecture Learning

watch for key words written on

transparencies, PowerPoint slides, or the

board to help organize notes

sit towards the front of the room

choose a location where you can see the

instructor and all visual aids well

sit away from doors, windows, bulletin

boards, and other potential distractions

choose a seat where you can see the

instructor and all visual aids well

try to listen and write down what you

hear; fill in your notes and check for

understanding after each class

if confused about a detail, ask the

instructor for clarification, write down

what she/he says, then review later to

ensure you understand

use visuals like symbols and color in

notes to help flag new concepts and key

ideas

ask the instructor if other visual

information is available (eg. course web

site, lecture outline)

complete readings before lectures

Text Learning

minimize visual distractions in your study

space (eg. cover your computer screen, do

not sit facing a window)

make an outline of key topics in chart or

diagram format

make pictures in your mind

use the Cornell note-taking system - include

a left margin with key words

look for sketches, diagrams, or charts to help

interpret information - practice re-drawing

them to help remember

write down problems and/or questions and

practice writing solutions and/or responses

use flash cards to help rehearse

try to remember important terminology by

looking for parts of the word you already

know

make notes colorful

highlight notes so all information relating to

one topic is in the same color category

draw boxes or circles around terms/ concepts

and draw lines or arrows to show how they

are related to one another

learn when and how to translate text into

charts, graphs, or pictures, such as make a

time-line from dates, or draw percentages or

statistical information in a pie chart

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Enhancing Kinesthetic Learning (Learning By Doing)

Lecture Learning

ask questions and participate in

discussions whenever possible

question the relevance and applicability to

the course, yourself, and life in general...

take a small object (e.g., stress-ball) to

class to play with in one hand while the

other takes notes

consider using a lap-top to take notes (for

some courses with a lot of equations,

graphs, and diagrams, such as math and

chemistry, a lap top may not be practical)

consider choosing course sections

offering 3 one-hour segments rather than

1 three-hour segment when possible

use class breaks to stand up and stretch

Text Learning

do something physical before sitting down to

read or study

highlight, underline, or take notes

use your fingers or a piece of paper to help

keep track of where you are

break reading tasks into small chunks

stop after each chunk, think about what you

learned, and write a brief summary

personalize the information - think about

how the concepts apply to you or other

people you know

think about how you can use the information

outside the classroom or course

take regular, brief breaks to move around

use the discussion or practice questions in

the textbook or study guide to help rehearse

information - if none are available, make up

your own questions as you study

move a body part (e.g., swing or tap your

foot) or walk around if it helps you

concentrate

write processes, etc. on cards, mix them up,

then practice physically arranging them into

the correct sequence

if you typically use your hands when talking

to people, try using your hands when

studying and explaining concepts to yourself

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NORTHWESTERN UNIVERSITY

DEPARTMENT OF ATHLETICS AND RECREATION

Compliance is a shared responsibility of student-athletes, coaches, athletic

department staff and student support staff.

Our goal is to encourage all to ask first to avoid a NCAA violation.

There have been a number of NCAA infractions cases involving student workers.

As a student worker you are a representative of the Northwestern University Department

of Athletics and Recreation. Your demeanor and actions must be professional at all times.

Student workers should never use their position within the department for personal gain

(i.e. obtaining student-athlete’s autographs, getting extra marketing give-a-ways etc.).

PRIVACY OF INFORMATION

An institution is not permitted to disclose information regarding a student’s academic or

medical records to anyone on a formal or informal basis without the student’s written

consent. Student workers may be privy to confidential information and it is imperative

that no comments be made to anyone either publicly or privately.

In addition, an institution may not comment publicly or privately about the recruitment

status of a prospect nor may they publicize a prospect’s visit to campus.

UNETHICAL CONDUCT

Unethical conduct by a prospective or enrolled student-athlete or a current or former

institutional staff member, including student workers may include, but is not limited to:

(a) Refusal to furnish information relevant to an investigation of a possible violation of

an NCAA regulation when requested to do so by the NCAA or the individual’s

institution;

(b) Knowing involvement in arranging for fraudulent academic credit or false transcripts

for a prospective or an enrolled student-athlete;

(c) Knowing involvement in offering or providing a prospective or an enrolled student-

athlete an improper inducement or extra benefit or improper financial aid;

(d) Knowingly furnishing the NCAA or the individual’s institution false or misleading

information concerning the individual’s involvement in or knowledge of matters

relevant to a possible violation of an NCAA regulation;

THE PURPOSE OF EDUCATION FOR STUDENT WORKERS

GENERAL GUIDELINES

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(e) Receipt of benefits by an institutional staff member for facilitating or arranging a

meeting between a student-athlete and an agent, financial advisor or a representative

of an agent or advisor (e.g., “runner”); or

(f) Knowing involvement in providing a banned substance or impermissible supplement

to student-athletes, or knowingly providing medications to student-athletes contrary

to medical licensure, commonly accepted standards of care in sports medicine

practice, or state and federal law.

EXTRA BENEFITS

An extra benefit is any special arrangement by an institutional employee or a

representative of the institution’s athletics interests to provide a student-athlete or the

student-athlete’s relative or friend a benefit that is not expressly authorized by NCAA

legislation. Receipt of a benefit is not a violation if it is demonstrated that the same

benefit is generally available to the institution’s students or their relatives or friends or to

a particular segment of the student body (e.g., foreign students, minority students) on a

basis unrelated to athletics.

An institutional employee or representative of the institution’s athletics interests may not

provide a student-athlete with extra benefits or services, including, but not limited to:

Special discounts, payment arrangements or credit on a purchase or service.

Use of telephones, long distance access codes or credit cards for personal

reasons.

Use of institutional copy machines and fax machines for personal reasons.

An automobile or use of an automobile.

Free or reduced-cost services, rentals or purchases of any type.

Free or reduced-cost housing from any NU employee or booster. This includes

in the Evanston area, in the student-athlete’s home city or any other location.

Free or reduced-cost storage of personal belongings.

Loan of money, signing or cosigning of loans or guarantee of bond.

Transportation (e.g., a ride home with a coach, ride with a booster).

Cash or like items (e.g., gift certificates).

Tangible items (e.g., clothing, cars, jewelry), including extra gear or equipment.

Impermissible academic services (e.g., composing or typing papers)

Free or reduced-cost entertainment services from commercial agencies (e.g.,

movie tickets, dinners, use of car, reduced admission to institutional or

community events).

Educational expenses (other than from permissible institutional and outside

sources).

ACADEMIC FRAUD

Northwestern University

Principles Regarding Academic Integrity

Registration at Northwestern requires adherence to the University's standards of

academic integrity. These standards may be intuitively understood, and cannot in any

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case be listed exhaustively; the following examples represent some basic types of

behavior that are unacceptable:

1. Cheating: using unauthorized notes, study aids, or information on an examination;

altering a graded work after it has been returned, then submitting the work for

regarding; allowing another person to do one's work and submitting that work under

one's own name; submitting identical or similar papers for credit in more than one

course without prior permission from the instructors.

2. Plagiarism: submitting material that in part or whole is not entirely one's own work

without attributing those same portions to their correct source.

3. Fabrication: falsifying or inventing any information, data or citation; presenting data

that were not gathered in accordance with standard guidelines defining the

appropriate methods for collecting or generating data and failing to include an

accurate account of the method by which the data were gathered or collected.

4. Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise

gaining access to examination materials prior to the time authorized by the instructor;

(b) stealing, destroying, defacing or concealing library materials with the purpose of

depriving others of their use; (c) unauthorized collaborating on an academic

assignment (d) retaining, possessing, using or circulating previously given

examination materials, where those materials clearly indicate that they are to be

returned to the instructor at the conclusion of the examination; (e) intentionally

obstructing or interfering with another student's academic work or (f) otherwise

undertaking activity with the purpose of creating or obtaining an unfair academic

advantage over other students' academic work.

5. Aiding and Abetting Academic Dishonesty: (a) providing material, information, or

other assistance to another person with knowledge that such aid could be used in any

of the violations stated above, or (b) providing false information in connection with

any inquiry regarding academic integrity.

6. Falsification of Records and Official Documents: altering documents affecting

academic records; forging signatures of authorization or falsifying information on an

official academic document, grade report, letter of permission, petition, drop/add

form, ID card, or any other official University document.

7. Unauthorized Access to computerized academic or administrative records or

systems: viewing or altering computer records, modifying computer programs or

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systems, releasing or dispensing information gained via unauthorized access, or

interfering with the use or availability of computer systems or information.

The NCAA strictly prohibits any institutional staff member (e.g., coach, professor, tutor,

teaching assistant, student worker) from completing coursework for student-athletes. This

prohibition includes, but is not limited to, the following:

Providing student-athletes with course supplies (e.g., calculators, art supplies).

Completing homework or coursework for a student-athlete.

Allowing student-athletes to copy your homework.

Typing or writing a paper and/or an assignment for a student-athlete.

Providing answers to take-home exams.

Sitting in or taking notes and/or an exam for a student-athlete.

Copy or fax information, notes or assignments for student-athletes.

GAMBLING

The NUDAR has instituted the following rule, separate and apart from any governing the

University community generally or any imposed by the NCAA. It applies to student-

athletes, student trainers, student managers, student workers, coaches and all athletic

department personnel.

There is a zero tolerance for participating in any gambling activity prohibited by the

NCAA. Prohibited gambling activities include, but are limited to the following:

placing a wager on any college or professional athletic contest through legal

means such as a casino sports book or internet gambling or illegal means such as

a bookie or someone the bettor knows will transmit the wager to a bookie;

participation in fantasy leagues, pools or contests that involves a wager or entry

fee in exchange for the opportunity to reap a reward;

knowingly providing information directly or indirectly to a gambler or a bookie

that might reasonably influence betting on an athletic event (including but not

limited to information about injuries, game plans or field conditions); or

in the case of a student-athlete, altering his/her performance in a way designed to

affect in a negative way the outcome of an athletic event in which the athlete

participates.

REMEMBER: ASK BEFORE YOU ACT!

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Log onto Grades First using your Northwestern Net ID & Password:

NU Student = (northwesternuniv.gradesfirst.com)

Non NU Student =

(https://northwesternuniv.gradesfirst.com/login?prevent_redirect=true)

Tutor Request

The tutor requests will be handled by the N’CAT Tutor Coordinator. When a

student-athlete requests a tutor, the tutor coordinator will pair the student-athlete

with a tutor for that particular subject and schedule a tutor appointment that will

match a time and date available for both parties.

It will be best to keep your availabilities as updated as possible (instructions in the

calendar section). Both the student-athlete and tutor will be notified through email

of the newly scheduled tutor appointment. In addition, the scheduled tutor

appointment will be posted on your Grades First calendar.

Calendar

1. From the home screen, select the “Tutor Settings” box

2. Under the “Tutoring Times Available” select the “Add Time” box

3. Add Availability (Extremely Important)

a. Days of the week that work best for your schedule

b. Time each day you will be free to tutor student-athletes

c. Select “Appointment”

d. Duration: Whether this schedule works for a specific time period or the

entire quarter

e. Imperative that you select which courses you are comfortable

tutoring

i. Tutor request will be paired by comparing the student-athlete’s

course request and matching to the tutors course listings

ii. Some courses may have multiple sections/discussion (i.e. Econ

201). When this occurs, select the first course specific to the

subject

4. Click Save

5. Multiple “Tutor Availabilities” can be created if necessary (i.e. Holidays, trips,

vacations)

Messaging a Student-Athlete

1. Under “Upcoming Tutor Appointments” click on the student-athlete(s) name that

you want to contact

2. Click on “Messaging Attendees”

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3. Then fill in the “Subject and Message” fields

a. *This message will be sent to both the student and the tutor coordinator

4. Click “Send Message”

Adjusting/Rescheduling Appointment

1. From the home screen in the “Upcoming Tutor Appointments” section, click

“Details” on the right side of the appointment listing

2. Click “Edit” in the top right corner of the blue box

3. Uncheck the boxes for the old meeting times

4. Check boxes for the new meeting times (be sure the correct week is selected in

the calendar to the left)

a. Each box allots 30 minute increments, but we assume 60 minute

meetings (select two boxes = 30mins)

Deleting Appointment

1. From the home screen click “Details” on the right side of the that will be deleted

2. Click “Delete Appointment” in the bottom left corner of the box

a. Reoccurring Appointments

i. Click the Blue box labeled "Delete Appointment Instance" if you

would like to delete this specific appointment

ii. Click the Red box labeled "Delete this and Future Instance" if

you would like to delete all appointments

Creating Appointments

1. From the home screen click the “Get Tutoring” button (far right of screen)

2. In the “Add an Attendee” box (right side of screen) type in the student-athlete (s)

name (s) whom will be attending (you can add multiple student-athletes [i.e.

CLT])

3. In the “Location” box select the location of the tutoring appointment

a. If the location does not automatically generate, please leave in comments

box

4. In the “Course” box type in the course name, and select the course you will tutor

a. If the course does not automatically generate, please leave in comments

box

5. Under the “Select A Tutor” section be sure to select your name as the tutor

6. Select a date/time under the “what time” section, in which you and the student-

athlete will determine

a. Be sure the correct week is selected in the calendar to the left

b. Be sure to change the “Length” to 30 min increments

7. Under the “Repeat This Appointment” box check which description applies to

the tutoring session (only if this will be a reoccurring appointment).

a. Choose if the tutoring session will meet daily, weekly, biweekly, or

monthly

b. Select which day(s) of the week in which you will have the recurring

tutoring appointment

c. Under “Repeat Until” click the date that the tutoring session will end

8. Click “Save Appointment”

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Individual Feedback

1. In the “Recent Tutoring” section of the home screen, find the student-athlete in

which you will be leaving feedback for

2. Check the box “Add Tutor Report”

a. Or select “Mark No-Show” if the student-athlete did not attend the tutor

appointment

3. Edit changes if necessary

a. Appointment time (arrived/departed)

b. Course

4. Leave all feedback in “Summary” section at the bottom of the report.

a. Late cancel, no show, learning problems, not prepared, doing well, etc

b. Please be as thorough as possible. We expect at least three - five

sentences

c. Enter the course in when you are tutoring

5. Click “Save”

6. Feedback needs to be completed within 24 hours upon completion of tutoring

appointment

a. Especially for those late cancel/no shows

CLT Feedback 1. In the “Recent Tutoring” section of the home screen, find the list of students

enrolled in your CLT

a. If you are leading multiple CLTs, be sure to recognize that the CLTs are

separated by dates and times

2. To leave feedback for the entire CLT select the first student-athlete listed in the

CLT click the “Add Tutor Report” box

3. Leave the CLT feedback for the entire group in the “Summary” section at the

bottom of the report

a. Please do not leave feedback for each and every student-athlete enrolled

in you CLT, only the first student-athlete listed

b. The only time you will leave feedback for an individual person is to

mark them as a now show

c. Be sure to take attendance at every CLT to ensure accuracy on feedback

4. If a student-athlete who is enrolled in your CLT and does not attend, select their

name within the CLT list and click the “Mark No-Show” box

5. If additional students show up at the CLT who are not on the initial list on Grades

First, please write their names in the feedback report

6. We expect at least three - five sentences for feedback

a. Late cancel, no show, learning problems, not prepared, doing well, etc

b. As always, please be as thorough as possible.

7. Click “Save”

8. Feedback needs to be completed within 24 hours upon completion of tutoring

appointment

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a. Especially for those late cancel/no shows

Checklist of items to be paid on time 1. Feedback (submitted on Grades First 24 hours after completion of tutoring

session)

2. Timesheet (signed by student-athletes during tutoring session and tutor at the

end of the pay period)

3. Prep sheet (if necessary)

4. Kronos hours

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Tutor Time Sheet

Name: Charlie Brown___________ Paid (please circle one): Bi-weekly or Monthly Phone Number:(847) 491-5715

Tutor’s Employee ID #:2456789_________ Time Sheet Covers Pay Period Dates: 2/2___ (start) to ___2/15__ (end)

All tutorial appointments must be documented. Time sheets not submitted by the due date may result in delayed payment.

DATE STUDENT NAME/

CLT

SUBJECT

or COURSE

TUTORED

TIME IN/OUT SESSION

TOTAL

PREP-

TIME FEEDBACK TOTAL

LOCATION OF

TUTORIAL

SESSION

NO

SHOW/

LATE

CANCEL

STUDENT-

ATHLETE’S

SIGNATURE (CONFIRM HOURS

TUTORED)

From

AM/PM

To

AM/PM Time in Hrs : Mins

H : M H : M H : M H : M

2/3 Willie Wildcat

Math 220 4pm 5pm 1:00 :30 : 15 1:45 Main

Library

W. Wildcat

2/3 CLT Econ 201 7pm 8pm 1:00 :30 :15 1:45 Main

Library

2/4 Willie Wildcat

Math 220 6pm 8:30pm 2:30 :15 2:45 Main

Library

W. Wildcat

2/5 CLT Econ 201 7pm 8pm 1:00 :30 :15 1:45 Main

Library

2/11 Willie Wildcat

Math 220 7:45pm 8:30pm :45 :30 :15 1:30 Main

Library

W. Wildcat

2/14 Willie Wildcat

Math 220 1pm

:30 :15 :45 Main

Library

No

Show

2/15 Willie Wildcat

Econ 202 7:30pm 9pm 1:30 :30 :15 2:15 Main

Library

W. Wildcat

H : M

I certify these hours are correct:

*Note: Individual appointments that result in a “no show” or “late cancel” should be marked in the correct box and credited as 0:30

OFFICE USE ONLY Date Rec’d & Initialed: __________________

12:30

Charlie Brown Total Time

Tutored:

Kronos Conversion

Table

6min = .1 36min = .6

12min = .2 42min = .7

15min = .25 45min = .75

18min = .3 48min = .8

24min = .4 54min = .9

30min = .5 60min = 1.0

Kronos

Conversion: 12.5

NUDAR Office of Academic Services & Student Development: N’CAT Tutor Program

1501 Central Street, Evanston, IL 60208

847.491.5715 (phone) | 847.491.7194 (fax) | studyskills@northwestern.edu (scan & e-mail)

ATTN: Madalyn Shalter

PREPARATION TIME RECORD SHEET

Tutor Name: _________________________________________________________________

Course: _________________________________ Pay Period: _________________________

This sheet must be turned in with the corresponding Time Sheet in order to be paid for hours.

This sheet serves as documentation of prep time. Prep time from this sheet must match prep

time recorded on corresponding Time Sheet.

Any created documents must also be turned in with Time Sheet.

*There is a 30 minute maximum prep time allowed per tutoring session.

Name of Student-Athlete

Date of Appt.

Total Time

Hrs:Min

Course Description of Preparation

Total hours = _________

I certify all of the above information is accurate: ____________________________________

(Tutor Signature)