Honors Proposal for Bearcat Buddies
1. Abstract.
Bearcat Buddies is a program in which students at the University of Cincinnati dedicate about an hour per week to tutor a student in any grade from second through twelfth grade at their school. These tutoring sessions are designed to maximize the learning done by the mentee, but at the same time, provide a magnificent learning experience for the mentor. Through the targeting of issues the mentee is having, the design of a strategy to remedy these issues, the application of this design with anticipated success, and the overall relationship between mentor and mentee, Bearcat Buddies allows the mentor to take on responsibility, mature, and feel that they are making a difference, all while helping the younger student to achieve their maximum success.
2. Required elements.
A. Substantial Content and Quality within Community Engagement Theme
Bearcat Buddies is a tutoring program that matches students at UC with a student in grades two through twelve. The UC student becomes the mentor, and the younger student the mentee. The time commitment is one hour per week for tutoring sessions, in addition to time spent training, preparing for the session, and reflecting on the tutoring process. The purpose of these tutoring sessions is to maximize the mentee’s ability to achieve, despite the adversity they may face. While any student can find a tutoring service beneficial, the beneficiaries of Bearcat Buddies are especially predisposed to gain from the experience. Whether the actual education they are receiving does not fulfill that which they require to truly learn, or their situation at home or otherwise distracts or prevents their education, the students involved in the Bearcat Buddies program can certainly gain a lot from their mentors. Not only can the students learn what is presently in their curriculum, but they can also form habits of study that will enable them to be successful with their academic endeavors in the future. This is perhaps the most important effect Bearcat Buddies can have on a student: giving them the skills to be successful without a mentor at all. In the long run, this changes the student’s situation entirely. To go from a state of constant academic struggle to self-empowerment in the realm of education is a crucial leap for these students to be successful. With the power to learn by themselves, the mentees gain the ability to see the world differently. Opportunities are made more abundant, and the student is then limited less by where they are, and more so only by their own ambition. That is the goal of Bearcat Buddies: equipping students with the skills they need to be successful in whatever they choose to do. As a citizen of this community, and having been raised in fortunate circumstance, it is my responsibility to be a part of this program. It is my responsibility to make a difference in a younger student’s life in a meaningful way. But, it is also my privilege.
I have been a mentor to two younger students in the past. I found both experiences to be truly positive and reciprocally beneficial. Not only were the mentees improving in that in which they were struggling prior, but a mentee-mentor relationship started to form. The students began to count on me to be their teacher. They knew that I would be understanding. They started to trust me as a person, relying on me on an academic and personal level. This bond we formed was unanticipated by me, though it was one of the most gratifying parts of being a tutor. I learned from them. They showed me patience when I failed to explain something correctly the first time. They showed me dedication when some tutoring sessions lasted up to two hours. They showed me friendship when I was always greeted with a smile. I would say I very nearly took as much away from the experience as they did. For future endeavors, I keep this reciprocity in mind. To go in thinking that only the mentee will gain from the experience is closed-minded, and prevents the experience from reaching its full potential. I realize that I, too, can gain from this experience, learning from the mentee, the process of mentoring, and reflection on a whole. In addition to those things that are traditionally gathered when tutoring, I will gain a new perspective due to the conditions in which I will be tutoring. The urban school environment is one that is new to me, and I hope to gain a greater understanding of the issues that hinder a student’s education. I can gain the perspective of someone living through those issues. Currently I know very little about what going to an urban school is like, and I am highly interested in becoming more aware of the issues that exist surrounding these kinds of schools. Due to my prior experience with tutoring, and my interest in tutoring again, this time in a new setting, I can enter the Bearcat Buddies program with definite intentions.
I will be a Bearcat Buddy for the benefit of my mentee. I will be there first and foremost for the mentee’s education. In order to be as helpful as I possibly can, I will be attending the training sessions that the college offers to those in the Bearcat Buddies program. This will equip me with the teaching skills that will maximize the success of my mentee. In the first meetings with my mentee, we will target problem areas. That way, in future tutoring sessions, the material we cover and the work we do will be as helpful as possible. Sessions will include re-teaching any concepts the mentee does not understand from class, and going over the homework that covers material with which the mentee is struggling. The academic success of the mentee will always come first, and starting the program in this fashion will allow the tutoring sessions to be immediately beneficial to the mentee. As we grow to understand each other, a friendship will inevitably form, and will hopefully only facilitate his or her learning. By trusting me not only as a teacher, but also a person, the mentee can further open himself to education in the form of conversation with me and observation of my own study habits. I will do my best to make sure my mentee understands the importance of education and is confident in studying on their own, which will be crucial to their future success. I will also ensure that my mentee has a plan for future education. Hopefully, they will come to think of learning as more of a necessary step to their future success, than as a necessary chore whose benefit is unknown. By bettering a student’s views on education, a lasting impact can be made. Making education something to be desired can only have positive effects on my mentee’s future. He will know that, with an education, any student has an abundance of sustainable opportunities denied to those without that education. And, as Bearcat Buddies as a program grows, and this message about education is being shared with more and more young students, the next generation of children can have a more positive and appreciative view of education. Through this potentially widespread and healthy association of education with future success, I, as a Bearcat Buddy, will have a maximum positive effect on my mentee and his generation, leading to sustainable social betterment.
I also find the reading Motivation and Education: The Self-Determination Perspective by Edward L. Deci to be particularly relevant to this experience. I believe that the most important thing I can teach my mentee is good study habits for his future success. To get the student interested in learning is to make the student successful. The reading aforementioned states, “Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes… Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment.” If I can promote this personal growth and learning, I know I have done my job. The reading Self-Efficacy and Academic Motivation by Dale H. Shunk only echoes this point. It states “There is evidence that self-efficacy [(an individual’s judgments of his or her capabilities to perform given actions)] predicts… outcomes such as academic achievements.” Making sure that my mentee is confident in their ability to learn in key to his future success, and therefore I will make that a priority in our tutoring sessions.
In addition to all of the benefits my mentee will receive as a result of our tutoring, I, too, will gain from the experience. The reading by Perreault calls this symbiotic relationship “reciprocity.” Through this new relationship, I can gain the perspective of another person, different than myself. This new perspective will help me to more fully understand problems concerning urban public education. Additionally, through reflection, I can learn volumes about myself and how I handle certain situations, such as when my mentee is badly struggling with a concept, or I am unable to communicate the information that I intend. Additionally, Perreault encourages the view that mentors in the program are concerned citizens who have a direct effect on creating a “common future.” By truly caring about the issue I will hopefully have a great effect on my mentee and the community, helping lead the way to a future where more people care about young students and their futures, and how their futures are directly related to urban education. Through all of these views, in combination with reflection and analysis of the experience and myself, I can establish a solid set of take-aways that will stay with me throughout my future career.
This project is personally meaningful to me for a variety of reasons. As previously stated, I have tutored students in the past, and the experiences were both unbelievably gratifying. To see a student improve because of your help makes you thankful just for the opportunity to be of assistance. I was able to play the role of “teacher,” which has interested me for a long time, now. Something about helping someone else understand a difficult concept interests me; the learning of others gives me satisfaction from the fact that I actually made a difference in someone’s life. I even considered becoming a teacher, though I finally decided to study engineering. Engineering will challenge me more as a degree, and teaching is always still an option after my college career. And, though Biomedical Engineering does not overtly require the ability to educate, the skills gained from being a Bearcat Buddy will certainly serve me well in the future, where I will have to communicate my ideas to those who are not necessarily familiar with them. Being able to make yourself understandable is key in any field, and it is a skill I don’t take lightly, as I sometimes struggle with communication. By helping young students understand difficult concepts, I will be able to practice my communication skills. My patience and understanding will also grow as a result of tutoring a young and likely distractible young student. These skills will undoubtedly help me in my future endeavors. All of them allow me to work more effectively with others, including those who think differently than I do. At my future jobs, I will definitely be working with a range of individuals, and it is important that I can communicate and work effectively with whomever I need to. Ultimately, I am participating in Bearcat Buddies because it is a cause that genuinely interests me, and it is an experience that can help me, too. To better a young student’s education in this way, and to help myself simultaneously, would be a privilege and an honor.
In this way, throughout the Bearcat Buddies tutoring sessions, I will maintain a high level of independence. I will be making those decisions that ultimately affect the effectiveness and benefits of the tutoring sessions. We will work together, as stated above, but beyond ourselves, there will not be an outside source dictating exactly what each tutoring session should contain. I will be responsible for my mentee’s success, and for instilling a positive attitude towards learning in him. Hopefully, with my previous experiences, a conscious effort towards benefitting my mentee, and the unique skills and intentions I bring to the table, our experience will be as beneficial as possible.
I am excited not only for this initiative and independence that I am allowed, but I am also thrilled for the opportunity to be creative with the tutoring sessions. I intend to make my tutoring sessions something the student looks forward to each week. Having tutored before, something that not all Bearcat Buddies have done, I know that students stay a lot more focused when the sessions are fun and interactive, which helps to stave off boredom and monotony. A calm, lighthearted environment will be maintained for all tutoring sessions. This will facilitate learning by making the process less intimidating. Quick breaks to rest the mind in between assignments, and also fun learning activities where appropriate will also be utilized. By making the learning less stressful and more pleasant, I will hopefully be instilling a positive attitude towards learning in my mentee that can last him after our tutoring sessions are over. I know with my help he can be successful during the spring semester. It is his future success in subsequent grades with which I cannot be directly involved. I need to make an impact when I can, and I believe the most important impact I can make is to teach this positive attitude towards learning, for the propensity to learn is one of the biggest factors of success.
While an unintimidating environment will certainly help my mentee, I think what further differentiates me from the other Bearcat Buddy tutors is my patience. When it comes to learning, I know that it takes time. I, myself take a decent amount of time before a concept really sinks in. Understanding this allows me to give my mentee ample time for comprehension. Always, I will be patient with them and their capabilities, and I will try to cater the tutoring sessions to their speed. Additionally, I will be patient with their behavior. It is well known that young students can become bored and act out. After babysitting for a few years, being counselor at a kids’ camp for three summers, and mentoring two young students, I believe I have a good handle on how to tolerate and guide young students’ behavior. By maintaining a positive attitude, and remaining friendly and patient, I believe I can allow my student their maximum benefit from the program. The opportunity to be a Bearcat Buddy will allow me to take initiative, act independently, and make the tutoring sessions unique and engaging for the gain of my mentee.
I will post a link to this blog on my learning portfolio and Facebook profile, so it is easily accessible to anyone who knows me. The blog will act as the messenger of all that I have learned as a result of this experience. It will be public, so anyone can view it. The student’s teacher will be provided a link to the blog, and will be able to track the student’s progress. The teacher can then use this knowledge to better his or her teaching interactions with my mentee. By viewing the blog, others such as UC students will be able to see my successes and my failures, which may help them if they are in a similar tutoring or educational situation. They will also be able to see the magnitude of the Bearcat Buddies’ benefits, both to mentees and mentors. The entire tutoring process will be captured in this blog, so a viewer will get a very good idea of what this kind of tutoring is like. Additionally, I will be available to speak about my experience and this honors proposal in any future Gateway classes. This kind of in-person conversation about Bearcat Buddies will help people get a grasp on what it truly means to be a part of the program, and what it means to be a tutor of any kind. For a more formal summation and dissemination of my experience, I will be writing a short essay on the Bearcat Buddies program, my experience, how sessions were structured, the improvement of my mentee, and the improvement of myself. I will try to make this essay, a tidy package detailing my experience, available to read on the Honors College Website. With the blog, in-person communication, and a formal essay, my experience will reach a maximum number of people. Hopefully, through this dissemination of my experience, I can show how positive and beneficial tutoring really is. I can communicate how it helps the mentee, but also the mentor. I know I view the learning of others with more understanding, and I myself am more patient with my own learning difficulties, after having tutored. I am also more grateful for the opportunity to learn as much as I do, because many are not afforded the options that I have been granted. The dissemination of these views on learning, any perspectives I gain as a result of Bearcat Buddies, and my tutoring experience as a whole can inspire future tutoring of a similar fashion, or even future Bearcat Buddies. And, more help can only be advantageous to the young students who need mentors for their future success.
Student Services and Community Engagement Program Coordinator
[email protected]
[email protected]
F. Budget: No funds will be necessary for this experience.
Works Cited
Schunk, Dale H. Self-Efficacy and Academic Motivation. Educational Psychologist Vol. 26, Issue 3-4. 1991. Nov. 19 2012.
Deci, Edward L. et al. Motivation and Education: The Self-Determination Perspective. Educational Psychologist Vol. 26 Issue 3-4. 1991. Nov. 19 2012.
Perreault, Gerri, E. Citizen Leader: A Community Service Option for College Students. NASPA Journal Vol. 34, no. 2. 1997. Nov 11 2012. <http://journals.naspa.org/cgi/viewcontent.cgi?article=1011&context=jsarp&sei-redir=1#search=%22Citizen%20Leader%3A%20Community%20Service%20Option%20College%20Students%22>.
Bearcat Buddies is a program in which students at the University of Cincinnati dedicate about an hour per week to tutor a student in any grade from second through twelfth grade at their school. These tutoring sessions are designed to maximize the learning done by the mentee, but at the same time, provide a magnificent learning experience for the mentor. Through the targeting of issues the mentee is having, the design of a strategy to remedy these issues, the application of this design with anticipated success, and the overall relationship between mentor and mentee, Bearcat Buddies allows the mentor to take on responsibility, mature, and feel that they are making a difference, all while helping the younger student to achieve their maximum success.
2. Required elements.
A. Substantial Content and Quality within Community Engagement Theme
Bearcat Buddies is a tutoring program that matches students at UC with a student in grades two through twelve. The UC student becomes the mentor, and the younger student the mentee. The time commitment is one hour per week for tutoring sessions, in addition to time spent training, preparing for the session, and reflecting on the tutoring process. The purpose of these tutoring sessions is to maximize the mentee’s ability to achieve, despite the adversity they may face. While any student can find a tutoring service beneficial, the beneficiaries of Bearcat Buddies are especially predisposed to gain from the experience. Whether the actual education they are receiving does not fulfill that which they require to truly learn, or their situation at home or otherwise distracts or prevents their education, the students involved in the Bearcat Buddies program can certainly gain a lot from their mentors. Not only can the students learn what is presently in their curriculum, but they can also form habits of study that will enable them to be successful with their academic endeavors in the future. This is perhaps the most important effect Bearcat Buddies can have on a student: giving them the skills to be successful without a mentor at all. In the long run, this changes the student’s situation entirely. To go from a state of constant academic struggle to self-empowerment in the realm of education is a crucial leap for these students to be successful. With the power to learn by themselves, the mentees gain the ability to see the world differently. Opportunities are made more abundant, and the student is then limited less by where they are, and more so only by their own ambition. That is the goal of Bearcat Buddies: equipping students with the skills they need to be successful in whatever they choose to do. As a citizen of this community, and having been raised in fortunate circumstance, it is my responsibility to be a part of this program. It is my responsibility to make a difference in a younger student’s life in a meaningful way. But, it is also my privilege.
I have been a mentor to two younger students in the past. I found both experiences to be truly positive and reciprocally beneficial. Not only were the mentees improving in that in which they were struggling prior, but a mentee-mentor relationship started to form. The students began to count on me to be their teacher. They knew that I would be understanding. They started to trust me as a person, relying on me on an academic and personal level. This bond we formed was unanticipated by me, though it was one of the most gratifying parts of being a tutor. I learned from them. They showed me patience when I failed to explain something correctly the first time. They showed me dedication when some tutoring sessions lasted up to two hours. They showed me friendship when I was always greeted with a smile. I would say I very nearly took as much away from the experience as they did. For future endeavors, I keep this reciprocity in mind. To go in thinking that only the mentee will gain from the experience is closed-minded, and prevents the experience from reaching its full potential. I realize that I, too, can gain from this experience, learning from the mentee, the process of mentoring, and reflection on a whole. In addition to those things that are traditionally gathered when tutoring, I will gain a new perspective due to the conditions in which I will be tutoring. The urban school environment is one that is new to me, and I hope to gain a greater understanding of the issues that hinder a student’s education. I can gain the perspective of someone living through those issues. Currently I know very little about what going to an urban school is like, and I am highly interested in becoming more aware of the issues that exist surrounding these kinds of schools. Due to my prior experience with tutoring, and my interest in tutoring again, this time in a new setting, I can enter the Bearcat Buddies program with definite intentions.
I will be a Bearcat Buddy for the benefit of my mentee. I will be there first and foremost for the mentee’s education. In order to be as helpful as I possibly can, I will be attending the training sessions that the college offers to those in the Bearcat Buddies program. This will equip me with the teaching skills that will maximize the success of my mentee. In the first meetings with my mentee, we will target problem areas. That way, in future tutoring sessions, the material we cover and the work we do will be as helpful as possible. Sessions will include re-teaching any concepts the mentee does not understand from class, and going over the homework that covers material with which the mentee is struggling. The academic success of the mentee will always come first, and starting the program in this fashion will allow the tutoring sessions to be immediately beneficial to the mentee. As we grow to understand each other, a friendship will inevitably form, and will hopefully only facilitate his or her learning. By trusting me not only as a teacher, but also a person, the mentee can further open himself to education in the form of conversation with me and observation of my own study habits. I will do my best to make sure my mentee understands the importance of education and is confident in studying on their own, which will be crucial to their future success. I will also ensure that my mentee has a plan for future education. Hopefully, they will come to think of learning as more of a necessary step to their future success, than as a necessary chore whose benefit is unknown. By bettering a student’s views on education, a lasting impact can be made. Making education something to be desired can only have positive effects on my mentee’s future. He will know that, with an education, any student has an abundance of sustainable opportunities denied to those without that education. And, as Bearcat Buddies as a program grows, and this message about education is being shared with more and more young students, the next generation of children can have a more positive and appreciative view of education. Through this potentially widespread and healthy association of education with future success, I, as a Bearcat Buddy, will have a maximum positive effect on my mentee and his generation, leading to sustainable social betterment.
- Connection to Academic Goals and Theories:
I also find the reading Motivation and Education: The Self-Determination Perspective by Edward L. Deci to be particularly relevant to this experience. I believe that the most important thing I can teach my mentee is good study habits for his future success. To get the student interested in learning is to make the student successful. The reading aforementioned states, “Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes… Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment.” If I can promote this personal growth and learning, I know I have done my job. The reading Self-Efficacy and Academic Motivation by Dale H. Shunk only echoes this point. It states “There is evidence that self-efficacy [(an individual’s judgments of his or her capabilities to perform given actions)] predicts… outcomes such as academic achievements.” Making sure that my mentee is confident in their ability to learn in key to his future success, and therefore I will make that a priority in our tutoring sessions.
In addition to all of the benefits my mentee will receive as a result of our tutoring, I, too, will gain from the experience. The reading by Perreault calls this symbiotic relationship “reciprocity.” Through this new relationship, I can gain the perspective of another person, different than myself. This new perspective will help me to more fully understand problems concerning urban public education. Additionally, through reflection, I can learn volumes about myself and how I handle certain situations, such as when my mentee is badly struggling with a concept, or I am unable to communicate the information that I intend. Additionally, Perreault encourages the view that mentors in the program are concerned citizens who have a direct effect on creating a “common future.” By truly caring about the issue I will hopefully have a great effect on my mentee and the community, helping lead the way to a future where more people care about young students and their futures, and how their futures are directly related to urban education. Through all of these views, in combination with reflection and analysis of the experience and myself, I can establish a solid set of take-aways that will stay with me throughout my future career.
This project is personally meaningful to me for a variety of reasons. As previously stated, I have tutored students in the past, and the experiences were both unbelievably gratifying. To see a student improve because of your help makes you thankful just for the opportunity to be of assistance. I was able to play the role of “teacher,” which has interested me for a long time, now. Something about helping someone else understand a difficult concept interests me; the learning of others gives me satisfaction from the fact that I actually made a difference in someone’s life. I even considered becoming a teacher, though I finally decided to study engineering. Engineering will challenge me more as a degree, and teaching is always still an option after my college career. And, though Biomedical Engineering does not overtly require the ability to educate, the skills gained from being a Bearcat Buddy will certainly serve me well in the future, where I will have to communicate my ideas to those who are not necessarily familiar with them. Being able to make yourself understandable is key in any field, and it is a skill I don’t take lightly, as I sometimes struggle with communication. By helping young students understand difficult concepts, I will be able to practice my communication skills. My patience and understanding will also grow as a result of tutoring a young and likely distractible young student. These skills will undoubtedly help me in my future endeavors. All of them allow me to work more effectively with others, including those who think differently than I do. At my future jobs, I will definitely be working with a range of individuals, and it is important that I can communicate and work effectively with whomever I need to. Ultimately, I am participating in Bearcat Buddies because it is a cause that genuinely interests me, and it is an experience that can help me, too. To better a young student’s education in this way, and to help myself simultaneously, would be a privilege and an honor.
- Initiative, Independence and Creativity:
In this way, throughout the Bearcat Buddies tutoring sessions, I will maintain a high level of independence. I will be making those decisions that ultimately affect the effectiveness and benefits of the tutoring sessions. We will work together, as stated above, but beyond ourselves, there will not be an outside source dictating exactly what each tutoring session should contain. I will be responsible for my mentee’s success, and for instilling a positive attitude towards learning in him. Hopefully, with my previous experiences, a conscious effort towards benefitting my mentee, and the unique skills and intentions I bring to the table, our experience will be as beneficial as possible.
I am excited not only for this initiative and independence that I am allowed, but I am also thrilled for the opportunity to be creative with the tutoring sessions. I intend to make my tutoring sessions something the student looks forward to each week. Having tutored before, something that not all Bearcat Buddies have done, I know that students stay a lot more focused when the sessions are fun and interactive, which helps to stave off boredom and monotony. A calm, lighthearted environment will be maintained for all tutoring sessions. This will facilitate learning by making the process less intimidating. Quick breaks to rest the mind in between assignments, and also fun learning activities where appropriate will also be utilized. By making the learning less stressful and more pleasant, I will hopefully be instilling a positive attitude towards learning in my mentee that can last him after our tutoring sessions are over. I know with my help he can be successful during the spring semester. It is his future success in subsequent grades with which I cannot be directly involved. I need to make an impact when I can, and I believe the most important impact I can make is to teach this positive attitude towards learning, for the propensity to learn is one of the biggest factors of success.
While an unintimidating environment will certainly help my mentee, I think what further differentiates me from the other Bearcat Buddy tutors is my patience. When it comes to learning, I know that it takes time. I, myself take a decent amount of time before a concept really sinks in. Understanding this allows me to give my mentee ample time for comprehension. Always, I will be patient with them and their capabilities, and I will try to cater the tutoring sessions to their speed. Additionally, I will be patient with their behavior. It is well known that young students can become bored and act out. After babysitting for a few years, being counselor at a kids’ camp for three summers, and mentoring two young students, I believe I have a good handle on how to tolerate and guide young students’ behavior. By maintaining a positive attitude, and remaining friendly and patient, I believe I can allow my student their maximum benefit from the program. The opportunity to be a Bearcat Buddy will allow me to take initiative, act independently, and make the tutoring sessions unique and engaging for the gain of my mentee.
- Reflection & Dissemination:
I will post a link to this blog on my learning portfolio and Facebook profile, so it is easily accessible to anyone who knows me. The blog will act as the messenger of all that I have learned as a result of this experience. It will be public, so anyone can view it. The student’s teacher will be provided a link to the blog, and will be able to track the student’s progress. The teacher can then use this knowledge to better his or her teaching interactions with my mentee. By viewing the blog, others such as UC students will be able to see my successes and my failures, which may help them if they are in a similar tutoring or educational situation. They will also be able to see the magnitude of the Bearcat Buddies’ benefits, both to mentees and mentors. The entire tutoring process will be captured in this blog, so a viewer will get a very good idea of what this kind of tutoring is like. Additionally, I will be available to speak about my experience and this honors proposal in any future Gateway classes. This kind of in-person conversation about Bearcat Buddies will help people get a grasp on what it truly means to be a part of the program, and what it means to be a tutor of any kind. For a more formal summation and dissemination of my experience, I will be writing a short essay on the Bearcat Buddies program, my experience, how sessions were structured, the improvement of my mentee, and the improvement of myself. I will try to make this essay, a tidy package detailing my experience, available to read on the Honors College Website. With the blog, in-person communication, and a formal essay, my experience will reach a maximum number of people. Hopefully, through this dissemination of my experience, I can show how positive and beneficial tutoring really is. I can communicate how it helps the mentee, but also the mentor. I know I view the learning of others with more understanding, and I myself am more patient with my own learning difficulties, after having tutored. I am also more grateful for the opportunity to learn as much as I do, because many are not afforded the options that I have been granted. The dissemination of these views on learning, any perspectives I gain as a result of Bearcat Buddies, and my tutoring experience as a whole can inspire future tutoring of a similar fashion, or even future Bearcat Buddies. And, more help can only be advantageous to the young students who need mentors for their future success.
- Advisor:
Student Services and Community Engagement Program Coordinator
[email protected]
[email protected]
F. Budget: No funds will be necessary for this experience.
Works Cited
Schunk, Dale H. Self-Efficacy and Academic Motivation. Educational Psychologist Vol. 26, Issue 3-4. 1991. Nov. 19 2012.
Deci, Edward L. et al. Motivation and Education: The Self-Determination Perspective. Educational Psychologist Vol. 26 Issue 3-4. 1991. Nov. 19 2012.
Perreault, Gerri, E. Citizen Leader: A Community Service Option for College Students. NASPA Journal Vol. 34, no. 2. 1997. Nov 11 2012. <http://journals.naspa.org/cgi/viewcontent.cgi?article=1011&context=jsarp&sei-redir=1#search=%22Citizen%20Leader%3A%20Community%20Service%20Option%20College%20Students%22>.