PT TRIO Student Support Services Peer Tutor

Johnston Community College•Main Campus - Smithfield, NC

About The Position

The PT TRIO Student Support Services Peer Tutor provides positive, enriching, and inspiring academic support and encouragement to students beyond the classroom through individual and/or group tutoring. Tutors help students work toward their academic goals while ensuring that students actively participate and complete their own work. The role requires trustworthy, responsible, and professional handling of information and interactions with students, along with a positive attitude and enthusiasm for the tutor’s discipline. Tutors meet with students individually or in groups, discuss goals and commitments for tutoring sessions, explain and model subject-related academic work, and suggest effective study and assignment-preparation strategies. They use available TRIO, Academic Skills Center, LRC, and online tutoring resources; document every session; follow up with tutees; and communicate issues, concerns, and suggestions to the Learning Strategies Specialist. Tutors attend training, maintain professional conduct and dress, coordinate schedules with a supervisor as needed, and arrive on time for appointments and scheduled hours. They must notify students and the supervisor about absences as soon as possible. Tutors may model work, provide samples, and offer suggestions, but must not do students’ homework, proofreading, editing, papers, or other assignments for them. The position has no supervisory responsibilities. The work environment may not always be quiet, so the tutor must be able to work without being easily distracted. The role involves effective communication, mobility, occasional movement of materials weighing up to 10 pounds, and access to and effective use of print materials.

Requirements

Earned a grade of B or higher in the courses the tutor wishes to tutor.
Overall GPA of 3.0 or higher.
Trustworthy, responsible, and professional when working with student information and students.
Positive attitude and knowledge of and enthusiasm for the tutor’s discipline.
Ability to read and interpret course materials and educational information, including syllabi and course or homework instructions.
Ability to write daily reports and email correspondence.
Ability to speak effectively with students or employees of the organization.
Ability to follow written, oral, or diagrammed instructions and explain or interpret material to students.
Ability to address problems involving several concrete variables in standardized situations.
Proficiency with Microsoft Word, Excel, email, and basic internet browser applications.
Ability to communicate effectively, meet mobility requirements, occasionally move materials weighing up to 10 pounds, and access and use print materials effectively.
Ability to maintain duties without being easily distracted in a work environment that may not always be quiet.
Arrive on time for appointments and scheduled hours, and notify students and the supervisor about absences as soon as possible.

Nice To Haves

Past tutoring experience.

Responsibilities

Meet with students individually or in groups to provide scheduled tutoring.
Discuss the goals and commitment of tutoring sessions with each student.
Recognize successes and identify ways to improve.
Require students to actively participate in tutoring sessions.
Explain, model, and provide academic assistance related to subjects or assignments.
Suggest effective ways to study for courses and prepare assignments.
Use resources available through TRIO, the Academic Skills Center, the LRC, and online tutoring.
Complete tutoring documentation forms for each session.
Follow up with tutees in a timely manner.
Communicate issues, concerns, and suggestions to the Learning Strategies Specialist.
Attend training sessions and maintain a professional work ethic and dress.
Meet with the supervisor to set a schedule as necessary, and arrive on time for appointments and scheduled hours.
Notify students and the supervisor of inability to work ahead of time or as soon as possible after an absence.
Avoid discussing instructors, staff members, or students negatively.
Model work and provide samples or suggestions without doing students’ assignments for them.
Perform other duties as necessary for effective tutoring and other duties assigned by the Director.