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Columbia College's

Academic Wellness Educators    

Keeping Us Connected

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Keeping Us Connected                 

Volume 2, Issue 8, April '09

 

Tutors and Supplemental Instruction

 
 

Cody Baker, SI Leader for Math in the 1st Year Experience and Tutor in the Academic Achievement Center has had some unique opportunities working with a blind student in the Math lab. Some of the techniques she uses is a peg board (technically named a Geoboard) with rubber bands to help the student touch and feel the intercepts in graphing. She also reads the Math problems using and emphasizing the language of Math. Cody shared that her services at the AAC are "more than proofreading"! Cody may make a few corrections on student's writing papers but she helps them to become more independent by allowing them to make the adjustments themselves. She also emphasizes study skills such as how to navigate a text, organizing and effective note taking, and the importance of not knowing everything, but to know where to find what is needed!

 

Cody writing a Math problem

Cody Baker, working a Math problem

 

Cody uses a  2 Notebook method for Math, one notebook for lecture and textbook notes and the other one for homework and practice problems where mistakes and corrections are encouraged. Cody stresses the importance of allowing the students to learn from their mistakes  and being able to revisit the process in their notebooks.

   

Judy taking some AAC resources

Judy Bennington, AAC Tutor

 

Judy Bennington, Academic Achievement Center and Columbia Elementary After school Program Tutor helps to nurture foundations and provide a set of lifelong tools to continue to build upon. Shortly after becoming a tutor, Judy realized that students were very quickly overwhelmed with the idea of a  "thesis statement". When she started providing help with organization and breaking down their writing in smaller parts she witnessed students having that "Aha" moment and major breakthroughs.

 

Judy continues to use the same chart that she used in high school to break down a story and find the main theme. And  she finds if students use this method to outline and organize their thoughts in parts it becomes a tool they can use over and over again.

 

Judy and Cody discussing being tutors in the AAC

Judy Bennington and Cody Baker, AAC Tutors

 

 

AWEsome Appreciation Dinner

 

 

CONNECTIONS

 

The AWE Steering Committee celebrated a year of accomplishments with reports from the various FIGs. The administrators and staff were honored for their dedication and support in the success of AWE. AWE represents a collaborative team that is made up of faculty, staff, administrators and students working together to achieve student success campus wide.

 

The collage of the AWE Collaboration

 

 

INDIS 170AW - Section: 0866

Embedding Basic Skills into Course/Program Content

  • Do you wish your students were better readers?

  • Are you looking for ways to improve student writing?

  • Did you know that basic math skills are necessary in most courses?

  • Do confused students demand a great deal of your time and energy?

A computer with embedding basic skills logo

 

 This course specifically addresses these questions and more. For your convenience, the course will be offered fully online

 

July 6th - August 14th

 

 (The course is designed for both faculty and staff and is especially suitable for adjunct faculty.)

 

For additional information contact Patricia Harrelson

harrelsonp@yosemite.edu

 

 
If you have any questions or comments please feel free to contact Adrienne Webster, Anne Cavagnaro, Alicia Kolstad, John Leamy, Meryl Soto, Lynn Martin, Karin Rodts, Craig Johnston or Melissa Colón. Check out the AWE Web site. http://old.gocolumbia.edu/colonm/AWE/awehome.htm