Newspapers / University of North Carolina … / April 5, 2007, edition 1 / Page 3
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News Page 3 ITic Blue Banner — Sening the lhii\ersit> ofXoith Carolina at ,Vshe\ille sinee 19K2 eer tutoring offers student-to-student help office Dw -A- By Sara Pardys Staff Writer Campus tutoring programs offer JNC Asheville students a reliable ;ource of both help and employ- jient in many different disciplines. “I can’t imagine having a better ;ob in college,” said Rob Waskom, employee at the University ^'riting Center and junior interdis- pplinary studies student. Waskom said a typical session at lie Writing Center is a form of |on-directive or feminist teaching Methodologies, which allow the lients to be in control of their own (riting. “A typical session involves viewing an assignment descrip- ion. talking about how the writing s gone so far, identifying trouble ois, reading a paper out loud and en going back to work out the inks.” Waskom said. Jada Bryson, senior drama stu nt, attends French tutoring ses- 10ns with Mary Hes, senior biolo- and foreign languages student, ryson, who needed to take a each class in order to graduate, id she sees her tutoring sessions is a way to practice outside of ass. She said she finds the ses- ions quite helpful. “I am more comfortable in class,” Bryson said. “Tutoring Jakes some of the stress off.” iji Waskom said he uses his experi- Ifcnces in the University Writing enter to better understand the riting process. “I’ve been a tutor for close to ;our semesters now,” Waskom id. ‘That means I’ve seen all nds of writers working on all inds of writing, and I’ve been ble to whittle down to the core of hat really gives people trouble b^ith writing. Basically, nobody links the way we write. If your ought process worked in 14-page [ssays, you’d probably be insane.” Waskom said although he recog nizes people have different ways of thinking, the results of thought processes can be the same in aca demic writing. I tend to think spatially or con versationally, and I’ve developed ways to turn my thought process into a linear paper. I often draw maps of my papers to help me re organize ideas and develop a thesis by the second or third draft. My sister, on the other hand, is very mathematical and needs to have a thesis and outline before she can start writing. But the results are pretty similar,” Waskom said. In the University Writing Center, students work with their own thought process in order to write and revise academic papers. “At its best, academic writing exists so that anyone can turn their thoughts into a product that any body else can translate into their thought process. Sometimes peo ple need to have their worries bro ken down into manageable chunks, and I’ve become pretty good at that,” Waskom said. Though Bryson said her tutoring improved her work ethic, the pro gram could also Improve if tutors were allowed to tutor for more than just two hours a week. “I think it should be up to the tutor and the tutee,” she said. Waskom said he also sees room for improvement in his tutoring program. “Uike anything successful, the University Writing Center deserves »more funding. By this point in the semester, our appoint ments are often full a week in advance,” he said. “It’s really hard turning people away at the door. We’ve been really successful in our new space in the library, but the demand for appointments defi nitely over-stretches our work force.” CONTINUED FROM PAGE 1 h Jr.SSK'A Bl.YTFll' - SlAH- PnoKKiKAl’miR A peer tutor helps a fellow student with her math homework in the Math Lab, located on the third floor of Rhodes Robinson. The University Writing Center also provides peer tutoring by appointment in Ramsey Library. The University Peer Ttitoring Program offers tutors for a variety of subjects and courses, includ ing foreign languages, math, chemistry, computer science, French, humanities, music and economics. UNC Asheville’s peer tutoring “I’m constantly learning at program offers tutoring through work. I also have the opportunity drop-in tutorial centers in accounting, classics, chemistry, physics and Spanish, according to the UNC Asheville advising Web site. Tutors work with stu dents on an individual basis for 100 and 200 level courses in astronomy, biology, computer science, economics, environ mental studies, French, humani ties, management, multimedia arts and sciences, music, Portuguese and psychology. Waskom said tutoring programs serve as a great example of the lib eral arts in action. to meet new people every day. And, of course, I’ve learned a whole lot about the way that 1 write, and therefore, the way that 1 communicate with the world,” Waskom said. “I’ve been able to work on a crucial skill set for myself at the University Writing Center, and that’s something that will benefit me for years.” Tutoring in the University Writing Center has other great perks, according to Waskom. “Everyone can benefit from looking at something from a new perspective,” he said. “Additionally, 1 think of tutoring as an extension of service-learn ing, which is an essential piu't of our education. It’s important to think of making a contribution to your community as being a part of your day-to-day life.” For more information on the University Peer l\itoring program, visit www.unca.edumdvisini^pee rtutoring.htm. To make an appointment or for more information at the University Writing Center, visit www.unca.edu/uwc. faculty, it is more often about current courses and assign ments. However, both students and professors experience mis- communication and no-shows when making appointments to meet outside of class. “One time when 1 did set an appointment with a profes.soi. 1 got there and .^0 minutes later, he came in to tell me he was in a meeting,” Carver said. Professors also tend to encounter students who don't show up for scheduled appoint ments, according to Snydei. .She experienced trouble in her attempts to .set up conferences with each student from a given class outside of the regular meeting time. “When I’ve set aside a time for students to show up and meet for 10 or 15 minutes, fd say about 20 to 25 percent show up for the scheduled appoint ments,” Snyder said. Most students agreed that |mo- fessors made more attempts and encouraged them to attend office hours during their fresh men years. Language 120 instructors often required stu dents to come to office houis to receive feedback, according Carver. “1 wish more students would drop by during office hours,” Wood said. Wood said he tells his students about office hours at the begin ning of the semester, but doesn't have the hours posted on his door, as some professors do. . “1 always feel welcome to come to office hours. My teachers are very encouraging and tell us to come visit,” Engler said. "But I usually just e-mail if 1 need some thing.”
University of North Carolina at Asheville Student Newspaper
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April 5, 2007, edition 1
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