1.
Overall management of the course;
2. Conducting the weekly, on-campus seminars with the undergraduates;
3. Preparing and distributing to the undergraduates the
course Syllabus and the course Bibliography;
4. Distributing to each undergraduate a copy of the Project's
Guidelines for the Tutors;
5. Periodic visits, as necessary, to the elementary schools
where the undergraduates are tutoring;
6. Providing to each elementary school at the beginning
of each semester of the five-year grant the following documents,
which are drawn up by the National Education Project:
a.
Standard Agreement between the College and the Elementary
School;
b. Guidelines for the Classroom Teacher; and
c. Classroom Teacher's One-Page, End-of-Semester Evaluation
Form.
7.
Providing the following reports to the National Education
Project each semester of the five-year grant:
a.
Midterm Report of Hours of Tutoring Produced (One-Page);
b. End-of-Semester Report by the College Faculty Member
to the National Education Project, which contains several
items, including:
(1)
End-of-Semester Report of Hours of Tutoring Produced
(One-Page); and
(2) Copies of the Classroom Teacher's One-Page, End-of-Semester
Evaluation Form; that is, one Evaluation Form for
each undergraduate. (This is the evaluation form all
classroom teachers use to measure the advances of the
children in reading and math during the previous semester.)
"The
faculty and staff of the elementary schools were extremely
cooperative and receptive to the undergraduates. In all
cases, they expressed appreciation for the presence of the
tutors in their classrooms and for their accomplishments
with the children. When the undergraduates needed assistance
in their tutoring assignments, the faculty and staff were
most generous in providing the needed help.
"The
undergraduates were reliable and punctual. And there were
no serious logistical problems.
"The
course was very easy to manage and there were no serious
problems that required an inordinate amount if time to resolve.
"The
undergraduates were extremely pleased with their effectiveness
as tutors. They discovered talents
within themselves that they did not know they possessed,
and they saw tangible evidence in the performance of the
children due to their efforts as tutors.
"The
undergraduates learned what we had hoped they would learn,
and probably more. In observing
the challenges that inner-city children must face each day
of their lives, the undergraduates grew in appreciation
for all that they had received from their parents in their
childhood years. They learned a good deal about the public
school system and what it is like to be teacher in the system.
"The undergraduates recognized that, although the primary
task was to tutor the children, the bonds of friendship
that grew between them and the children served to strengthen
the children's self-esteem and pride in their work.
"The undergraduates learned the value of service to
those in need and, in many cases, committed themselves to
make a place for such service in their lives in the future.
"I
was delighted to be involved with this project and look
forward to continued involvement in years to come. The program
is as important to our undergraduates as it is to the children
who are served." (Emphasis and minor edits supplied.)
