Course-specific Tutoring

Expectations for the course-specific tutor and the instructor

  • Instructor meets with the tutor to discuss course goals, assignment goals, expectations, and student needs
  • Instructor sends the tutor a copy of the syllabus and assignments
  • Tutor provides a WTS class visit and distributes bookmarks (with the location, hours, and phone number of WTS) to the students
  • Tutor checks in with the instructor during the semester to solicit feedback and updates
  • Through regular collaborations with the instructor, tutor serves as the “point person” for the course in Working Group meetings, reporting to other tutors on what is happening in the class, what assignment is coming up, problems students may encounter, and special requests from the instructor

Recent course-specific tutoring partners

  • AAADS–A 696 Interdisciplinary Research Methods
  • ANTH–A 208 Topics in Anthropology of the Arts & Expressive Behavior
  • ANTH–A 410 Capstone Seminar: Food and Famine
  • BUS–M 311 Advertising and Promotion
  • CJUS–P 430 Law and the Legal System
  • CMCL–C 306 Writing Media Criticism
  • EDUC–J 500 Instruction in Context of Curriculum
  • ENG–L 381 Recent Writing
  • GEOG–G 315 Environmental Conservation
  • GNDR–G 225 Gender, Sexuality, and Pop Culture
  • HIST–J 300 War and Peace
  • HUBI–B 301 The Intricate Human
  • INTL–I 100 Introduction to International Studies
  • MATH–M 330 Exploring Mathematical Ideas
  • PHIL–P 310 Introduction to Medieval Philosophy
  • REL–R 210 Introduction to Hebrew Bible

Instructor comments

In addition to the invaluable and highly personalized guidance, support and encouragement [the tutor] has provided my students, she has served as a constant reminder to me that Indiana University truly does attract some of the most gifted graduate students in the country—women and men whose exceptional promise as scholarly researchers is rivaled only by their sincere passion for teaching, and their incredible talent for doing so. Over the past several years a number of students have told me that working with [the tutor] is ultimately what helped them learn to enjoy writing—to really love doing it—and to think of themselves as writers with something important to say rather than as students struggling to finish a paper before the deadline.

Colin Johnson, Department of Gender Studies

The C-S tutor is already familiar with the format expectations of the discipline. That's an obvious advantage. Not so obvious is that they know enough about substantive issues to gently steer students who haven't got a clue back to the faculty member who is responsible for the course.

Steve Russell, Department of Criminal Justice