Jaime Ramirez Jar83 EGR188 Spring 2010

 Make students pass their math classes  Develop more independent students  Clarify concepts to students  Introduce rules, theorems and properties to students

Flowchart of general process A student enrolls in a math class. The student experiences some difficulties. He/she goes to a tutor. The tutor explains and dissolves any doubts about the topic. The student goes back to class understanding the material.

 Since as a tutor I cannot go to each individual class and force low-performance students to go to tutoring, I cannot improve the internal tutoring process. The feature I however have some control in improving, is:  Time efficiency

Student goes to tutoring The tutor analyzes and identifies what the student is doing wrong Tutor ask for a reference (notes, book and/or homework) The student presents the problem He has to sign in He asks for a tutor The tutor is responsible for helping the student work out the problem Tutee expresses any existing doubts The student signs out

 Students do not bring any reference  Web assignments cannot be accessed from where the tutoring center is located; therefore, tutors have to go to the computer lab to help students with web courses

 Students do not know the tutors.  Students do not bring calculators or other equipment needed.  Student attitude(tutors are a supplement not a learning source).

 The need of computers on the tutoring center.  Request a copy of the more used books to be place on the tutoring center.  Post a bigger copy of the tutoring hours on the entrance of the tutoring center.