Peer-Tutoring at Cogswell
Tutoring at Cogswell, is a free and open resource for all students. Our peer tutors are hired upon recommendation from our faculty members and have earned at least a B grade in the courses they tutor.
Tutoring is a great opportunity, not only for students who may be struggling or need to catch up, but also for strong students who can collaborate with others to practice and master concepts presented in classes.
Tutoring is available for most subjects and is conducted in small group format and on a one-on-one basis. To request tutoring services please send an email to email@example.com.
Want to join our team?
Serving as a peer tutor can be one of the most rewarding experiences for a Cogswell student. In order to be considered, candidates must meet the basic requirements:
- Have a cumulative GPA of 2.5 or higher.
- Earn a B or higher in the course(s) candidate would like to tutor
- Faculty Recommendation (Obtained by tutoring coordinator)
- Commit to at least 1 year of service to the program
- Attend all training workshops.
To apply, please contact Leonard Crosby, Student Academic Specialist at firstname.lastname@example.org.
The Exaggerated Eye-roll:
The constant battle to change the stigma and apathy associated with tutoring
“Ugh…..tutoring? I ain’t got time for that!“, or “Why should I see a tutor? I’m not failing.” were some of the popular responses I received when trying to hustle tutoring services to students at the college I was previously working at. Sometimes a simple, but noticeable eye roll was all that was needed to communicate a student’s displeasure when suggesting that tutoring might be helpful in improving grades.
The students’ views were understandable though. During my stint as a student the concept of tutoring carried a lot of antiquated notions of failure for those who sought it. These same attitudes were present when I began at my last position at a community college tutoring center. In response, one of the center’s main goals was to change this outlook and expand the tutoring program not only to students who struggle but to successful students by advertising the benefits of material retention and building classroom community. This strategy proved to be successful as many bright students began to frequent tutoring sessions. As a result, these students were able to create informal cohorts and help struggling students build their learning and study skills simply by exposing them to their strategies and practices. Although our center had some success changing the attitudes associated with tutoring, it is my hope to continue preaching this message here at Cogswell as I work to develop the campus’ tutoring program to include students from all academic levels.