University Tutorial Center
California State University, Los Angeles
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STUDENT COPY
EARLY START PROGRAM (ESP)
MAKE-UP MATH 089, 090, 091 TUTORIAL SESSIONS
Fall Quarter 2013
(1) PRINT Name: __
________________________________________________________
First Name and Last Name
(2) CIN: __
XXX
XXX
XXX
(3) I am enrolled in the following math course: [ ] MATH 089
[ ] MATH 090
[ ] MATH 091
Student Tutoring Agreement
Conditions
01. In order to meet the Early Start Program (ESP) Make-Up Math completion requirement, I agree to
attend and actively participate in the mandatory 8 weekly one-hour ESP Make-Up Math Tutorial
Sessions before the end of the 10th week of Fall Quarter 2013. These sessions will take meet in
the University Tutorial Center, Library Palmer Wing, Room 1039, starting the first full week of Fall
Quarter 2013 (September 30).
02. I understand that if I fail to complete the requirements for this Early Start Program Make-Up
Math Tutoring Session AND do not pass the developmental math class (MATH 089, 090, 091) in
which I was placed based upon my Entry Level Mathematics (ELM) test score, I will not be allowed
to enroll in Winter Quarter, 2014, and will need to complete mathematics remediation at a
community college since I will be in violation of Executive Order 1048.
03. I understand that on my first visit to the Center and before my first tutoring session, I MUST
complete a Student Information Survey in order to have my information in the Center’s database.
04. I understand that I will not be assigned a schedule but that the tutoring sessions will be open
entry/open exit where tutors are available to help me during the Center’s posted tutoring hours. I
understand that depending on the day and time I come to the Center, I may not necessarily
work with the same tutors each visit.
05. I understand that if I attend more than one hour per week, my time will be recorded and reported
but I will only get credit for one full 60-minute visit per week for the ESP Make-Up Math Tutorial
Session requirement.
06. I understand that if I cannot attend a continuous 60-minute session per week, I MUST attend two
continuous full 30-minute sessions per week to meet the one hour per week requirement.
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07. I understand that I must actively participate in the tutoring session. To actively participate means
to come prepared to work on homework problems, ask and answer questions, work cooperatively
with a tutor, collaborate with other students on the math homework, and show progress on my
completed homework assignment. If I do not have homework assigned, I will check my syllabus and
plan to work ahead on the next section in the textbook.
08. In order that my visits are accurately recorded and I receive the appropriate time credit, before
each tutoring session, I will check in at the Center’s front counter with my CSULA photo I.D. card
and inform the office staff I am with the Early Start Program.
09. I will also stop at the Center’s front counter to check out when I leave. If I do not properly
check in and out, I will NOT receive full time credit for my visit.
10. I will have my Attendance Record sheet stamped each time I check out.
11. I agree to complete a evaluation of the tutor(s) and the session at the end of each visit.
12. I understand that a record of my attendance and participation will be submitted to the Associate
Dean of Undergraduate Studies, Dr. Steven Jones, at the end of this quarter.
13. The University Tutorial Center will provide ONLY tutoring and a record of attendance and that I will
need to discuss any other questions regarding the math course with the instructor. Any questions
regarding the Early Start Program Make-Up Math Tutoring Session may first be discussed with the
Director, Dr. Howard Masuda, and then, if necessary, with the Associate Dean of Undergraduate
Studies, Dr. Steven Jones.
I have carefully read and initialed the information printed above and in the Goals of Tutoring handout
prior to my first tutoring session. I understand that both I and the tutor have important responsibilities that
will enable the tutoring session to address my specific needs and be the first step toward a successful tutoring
experience.
Student's Signature:
September 24, 2013
Date: __________________
University Tutorial Center
California State University, Los Angeles
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The Goals of Tutoring
· To assist me in becoming an independent learner who is able to solve problems on my own
· To assist me in identifying my area(s) of concern and need
· To assist me in finding and using additional available resources
· To assist me to reach a higher level of understanding and competence in math
· To encourage me to become active in the learning process
· To encourage me to collaborate with others in the learning process
· To encourage me to develop a positive attitudes toward learning math
The Responsibilities of the Tutor
· To engage me in a discussion about what I know about a particular subject area
· To help me determine what I don’t know about a particular subject area
· To assist me to find the answers in my course materials (i.e., textbook, notes, internet resources, etc.)
· To ask me questions to help transfer knowledge into long-term memory
· To create opportunities for me to practice what I am learning through practice problems
· To help me review my notes, homework assignments, quizzes, tests and exams, etc. to identify my strengths
and weaknesses
My Responsibilities as a Student
· To attend my math class consistently
· To attend my weekly tutoring sessions
· To bring my textbook, notes, homework, syllabus, pen/pencil, calculator, and other necessary materials to
each tutoring session
· To prepare for sessions, do as much of the work as possible on my own, identify what needs to be clarified,
and share this information with the tutor
· To expect to do my own work and not expect the tutor to do the work for me
· To participate actively in all aspects of the tutoring session: ask questions, answer questions, complete
homework, work with other students on math problems, etc.
· To have and maintain a positive, “can do” attitude and not be critical of my instructor’s teaching style,
personality, assignments, and quizzes and exams
· To understand that math is something I need to practice by doing more problems than may be assigned
· To understand that the peer tutor is a student like myself and not an instructor and although the tutors will
try their best, they may not be able to answer all my questions. In this case, they may ask another tutor or
refer me to my math instructor
· To work cooperatively with the tutors and other students to achieve academic success, and to fulfill my
responsibilities as a student being tutored