Success CenterAdministrative Tutor Manual

Table of ContentsTutoring Cheat Sheet............................................................................................................................................................2

Overview of the Success Center............................................................................................................................................2

What is the Success Center?.............................................................................................................................................2

What is our Mission?.........................................................................................................................................................2

The Importance of Record Keeping...................................................................................................................................2

Department Organizational Structure:..............................................................................................................................2

Tutor Responsibilities............................................................................................................................................................2

Tutoring Duties..................................................................................................................................................................2

Supplemental Instruction Duties.......................................................................................................................................2

Writing Studio Duties........................................................................................................................................................2

Tutor Code of Ethics..........................................................................................................................................................2

Student Interaction Expectations......................................................................................................................................2

Professionalism.................................................................................................................................................................2

Acknowledgment of Responsibility...................................................................................................................................2

Login Credentials...................................................................................................................................................................2

Receiving Login Credentials...............................................................................................................................................2

Login Errors and Lost Passwords.......................................................................................................................................2

Setting up Outlook and Managing Emails..............................................................................................................................2

Accessing Outlook from the Desktop................................................................................................................................2

Accessing Outlook from the Web......................................................................................................................................2

Accessing Outlook from your Phone.................................................................................................................................2

SSO & Workday.....................................................................................................................................................................2

Single-Sign-on (SSO)..........................................................................................................................................................2

Traintraq...........................................................................................................................................................................2

Workday............................................................................................................................................................................2

Timesheets........................................................................................................................................................................2

Tax Documents and Payslips.............................................................................................................................................2

Eagle-Connect: The Profile Tab.............................................................................................................................................2

Logging In..........................................................................................................................................................................2

Navigation.........................................................................................................................................................................2

Setting up Profile (Institutional Profile).............................................................................................................................2

Setting up Profile (Appointment Preferences)..................................................................................................................2

Setting up Profile (Email Notification)...............................................................................................................................2

Eagle-Connect: The Appointment Tab...................................................................................................................................2

How Students Makes Appointments.................................................................................................................................2

Appointments Tab.............................................................................................................................................................2

Editing Items in Eagle Connect..........................................................................................................................................2

Setting-up Office Hours.....................................................................................................................................................2

Reserving Time..................................................................................................................................................................2

Creating 1-on-1 Appointments..........................................................................................................................................2

Creating Group Appointments..........................................................................................................................................2

Record Keeping Group Sessions and Study Tables............................................................................................................2

Eagle-Connect: Student Profiles............................................................................................................................................2

Managing Individual Students...........................................................................................................................................2

Eagle-Connect: Student Tab..................................................................................................................................................2

Managing Multiple Students.............................................................................................................................................2

Filtering by Section and Emailing a Class...........................................................................................................................2

Eagle-Connect: Tracking Tab and Tutoring Referrals.............................................................................................................2

Detailed Referral Workflow in Eagle Connect...................................................................................................................2

Referral Comments and Record Keeping...........................................................................................................................2

Closing Referrals................................................................................................................................................................2

Managing Multiple Referrals in Bulk.................................................................................................................................2

Online Tutoring.....................................................................................................................................................................2

Online Tutoring Workflow.................................................................................................................................................2

Installing Zoom..................................................................................................................................................................2

Logging In to Zoom............................................................................................................................................................2

Starting a Meeting and Joining Audio................................................................................................................................2

Inviting Students...............................................................................................................................................................2

Sharing Screens.................................................................................................................................................................2

Share Options....................................................................................................................................................................2

Viewing a Share.................................................................................................................................................................2

Whiteboard and Annotations............................................................................................................................................2

Recording Zoom Sessions..................................................................................................................................................2

Classroom Visits....................................................................................................................................................................2

Cleaning and Maintaining the Success Center.......................................................................................................................2

Working the Front Desk........................................................................................................................................................2

Proof of Visit..........................................................................................................................................................................2

Success Center Resources.....................................................................................................................................................2

Tutor Printing................................................................................................................................................................2

Student Printing............................................................................................................................................................2

Smartboards..................................................................................................................................................................2

Index.....................................................................................................................................................................................2

1

Cheat Sheet

XEROX Code: 3320 Success Center Front Desk #: (903) 334-6758 or (903) 334-6724

Room NumbersSuccess Center UC330IT UC257Writing Studio UC324I-Care UC324TRiO UC335PATH UC330BTesting UC325

Phone ExtensionsAmber 6690April 6758Barbara/Joe 3072Ben 3065Betsy 1365Brittany 6691Cali 1350Debbie Hopkins 3044Doneyne 6753Dustin 6684Jennifer Cannon 6656Jennifer Carrillo 6677Keisha 6724Liz 6722Rachel Cherry 6675Tiffany 3138Tyler 6685Venus 3046Grad Desk 5659Fax: 903.223.3184Enrollment Service s

Admissions, Financial Aid,

Registrar6601

Business Office 1354

Student LifeCeleste 1351Michael 1362Counseling 3186

Title VSarah 6697Kristina 6719Jenny 6720Library 3100UC Front Desk 3000

Important LinksSuccess Center Webpage: www.tamut.edu/Academics/Student-Support/Success-CenterEagle-Connect: http://tamut.edu/EagleconnectPassword Reset/Unlock: https://password.tamut.edu/ Outlook (Web): https://vipowa.tamut.edu/owa/Tutor Schedule: http://tamut.edu/Academics/Student-Support/Success-Center/SCFiles/TutorSchedule.pdf Appointment Instructions: http://tamut.edu/Academics/Student-Support/Success- Center/SCFiles/How%20to

%20Make%20an%20Appointment.pdf

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Overview of the Success CenterWhat is the Success Center?

The Success Center provides peer-led tutoring to all A&M students FREE of charge across a variety of disciplines. The services we provide include:

Tutoring -- Professional and peer tutoring forms the backbone of Success Center student support.  Tutors aid in course content comprehension, test-prep, and long-term skill development but, above all, assist students in becoming independent learners.

Supplemental Instruction -- Supplemental Instruction (SI) targets traditionally difficult courses (courses with high # of Ds, Fs, Drops, Withdrawals) by closely integrating a tutor with the class who has already completed and excelled in the course. Tutors attend all class lectures and lead weekly group study-sessions with students. During these sessions, tutors facilitate discussion of course content, hold reviews for exams, and help students develop class-specific study skills. Above all, SI tutors serve as both a resource and model to students, reflecting and promoting the independent mastery necessary for students to succeed in the course.

Writing Studio – Writing Studio gives students a space to write with the help of a writing tutor close at hand.   Studio tutors work closely with composition and writing classes, so they can help students at any point in the writing process – whether pre-writing, research, thesis development, formatting, organization, etc. 

Success Series Workshops -- Provide learning opportunities for students each semester across a variety of academic topics. Workshops are available to all students and generally occur on the university common-hour.  Workshop presenters include faculty, staff, tutors, and members of the community who bring a wealth of knowledge about academic and student life issues. Topics include content specific math and composition workshops, workshops on career and academic development, faculty special-lectures, and special topics from SSC tutors.

Online Writing Lab – OWL provides distance learners, commuters, and even regular students the opportunity to submit their writing for review by tutors.

What is our Mission?

Our mission in the Success Center is to help students on the path to confident, independent control of their own academic future. The Success Center strives not only to help students succeed in any one particular class, but to give students the essential skills they need to independently succeed throughout all their classes, college life, and beyond.  In short, our mission is student success.

Tutors will hear the term student success a lot, as it is a bit of a loaded term in modern academia, describing a number of qualitative and quantitative measures that define a successful student. Our particular set of measures for Student Success are as follows:

The student possesses the academic skills needed to maintain the grades demanded of college level coursework (GPA).

The student demonstrates the ability to persist in higher education, successfully complete coursework, and graduate (DFDW – Ds, Fs, Drops, Withdrawals).

The student demonstrates self-awareness, self-direction, and self-confidence in their learning (Student Learning Independence).

In short, we determine our effect on student success by how our services effect a student’s GPA, DDFW (# of Ds, Fs, Drops, and Withdrawals), and their overall progress towards learning independence.

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The Importance of Record Keeping

Tutoring obviously relates to all of these measures, but it is crucial to keep in mind that tutor records are the main quantitative data we rely on to assess those measures. Without tutor records, we don’t know who came in and cannot measure student demand, which determines the number of tutors we hire and our overall budget. Records also let us compare the GPAs and DFDW rates of those that came for tutoring to those that didn’t. Those records are further divided to measure our effect on targeted classes with high drop, fail, withdrawal rates; our effect on specific student populations like freshman, first-time-in-college, and transfer students; and our effect on specific degree programs and grant populations like BAAS, PATH, TRiO, and I-CARE. None of that would be possible without accurate records. Because of this, records are not an option; they are an essential responsibility of every tutor.

To that end, every tutoring session must have a corresponding record in Eagle-connect, and if not, it is the tutor’s duty to add that record. This is a basic requirement of your continued employment and should be taken seriously. To help with this, every tutors has access to every other tutors calendar, and it is expected for tutors to help other tutors keep up with records and help students schedule appointments with other tutors. While the bigger picture should never come at the expense of the individual student in front of you, understanding the bigger picture helps place your tutoring and the records generated there in the wider context that you and your students are part of.

Department Organizational Structure:

Since tutoring is part of a wider picture of enrollment, retention, and student success, it is important to understand how the department is organized. The Success Center is not just an academic support service floating in a vacuum – the Success Center is actually part of The Office of Student Success, which is itself part of Enrolment Services, whose primary goal is the continued enrollment and the successful completion of degrees by students.

Enrolment Services includes Financial Aid, the Registrar, Veteran’s Services, and The Office of Student Success. While most departments in Enrolment Services serve to help students get admitted and enrolled in the university, The Office of Student Success, instead, strives to keep students enrolled, and includes all of the academic and administrative support services that work toward that goal:

Advising (UC330) – besides their normal advising duties, advisors work to ensure there are no administrative barriers and course load problems that would inhibit student success. They also work closely with tutors by running midterm reports and sending out tutoring referrals.

First Year Experience and Coaching (UC330) – supports students in their first-year of college through academic coaching. They help to ensure students have the support they need to succeed their first year in college, when, traditionally, a student’s risk of failing and damaging their GPA is highest. Coaches will often work closely with tutors, referring students when specific academic concerns arise that are better handled by tutors.

The Success Center (UC330) – Includes all academic support services related to peer learning, including tutoring, supplemental instruction, writing studio, academic workshops, and online tutoring and writing lab.

TRiO (UC335) – TRiO is a grant funded program that supports students from disadvantaged backgrounds. They are limited to around 250 candidates a year, and their goal is to support and improve the academic success of that population.

PATH (UC330B) – Path is grant funded program that supports African-American males. They provide mentors that work closely to improve academic success of candidates in the program.

I-Care (UC 234) – I-Care is a grant funded program that supports transfer students. They provide advising, online tutoring, and other support.

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Tutor Responsibilities

Below are the duties, code-of-ethics, student interaction expectations, and professionalism requirements that all tutors are expected to follow. At the end of this section, you will find a page asking you to sign and acknowledge these requirements. Print the acknowledgement, sign it, and turn it into your coordinator.

Tutoring Duties

As a tutor, it your responsibility to perform the following duties:

Provide individual and small group tutoring to students in the Success Center. Answer questions about course content and aid in the comprehension of course material. Assist students by clarifying learning issues and working on study skills. Visit the courses you are tutoring and maintain communication with faculty in order to obtain any

necessary course syllabi or materials. Maintain knowledge of the subject tutored. This can include reviewing textbooks, syllabi, and

other supplements, contacting the instructor to review material, and by practicing problems or concepts that you find difficult or have trouble remembering.

Maintain accurate records of tutoring for Success Center reporting purposes Attend tutor-training sessions as required. Maintain a work email account and manage regular, timely correspondence with students, staff,

and faculty. Provide clerical assistance and other job related duties as assigned.

Supplemental Instruction Duties

As an SI leader, it your responsibility to perform the following duties:

Attend all lectures and review outside of class as necessary to ensure content mastery. Meet with the professor regularly to follow up, plan, and discuss class concerns. Keep students regularly updated on upcoming session and session topics (emailing students,

writing upcoming study topics on board before class, or preparing handouts Conduct one to two SI sessions per week (the first week, SI leaders poll the class to work out

regular study table times) Study sessions and session activities should promote the student’s independent mastery of course

content and higher level thinking that are transferable to other classes and subjects. Model outstanding student behavior and successful academic practices in the class. (You are not

expected to do assignments, but SI leaders should take notes in class and do the readings outside of class.)

Lead the students in comparing notes, discussing course content, and reviewing for exams. Participate in any professional training related to SI

Writing Studio Duties

If you tutor in the Writing Studio your duties include: Ensure mastery of A&M composition courses and review as necessary to ensure content mastery Keep up with paper due dates and prepare as necessary for them

Any writing consultation done in Writing Studio should promote a student’s independent mastery of course content and provide transferable writing skill for other writing classes.

Participate in any professional training related to writing consultation and writing studio.

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Tutor Code of Ethics

As a Success Center tutor, it is your responsibility to act in accordance with the following code Ethics.

I will tutor with the belief that all students are capable of a consistent, confident, and independent application of their academic skills

Both the student and I will always understand my role is never to do the student’s work, and I will establish this with my students from the first session. My ultimate tutoring goal is developing my student’s learning independence and avoiding habits that form dependency.

I will not impose my personal value system or lifestyle on my student. Respect for my student’s personal dignity means I must accept that individual without judgment. My student deserves and will receive my total attention. The language my student and I share must be mutually understandable at all times. My student will constantly be encouraged, but never insulted by false hope or empty flattery. I will be discrete with student confidentiality. Any information gained in the Success Center, study

groups, or tutoring sessions is strictly confidential. Due to the power dynamic between tutor and student, I will not engage in inappropriate

relationships with my students and understand that pursing a romantic and/or sexual relationship with a student I am tutoring is not only inappropriate but may constitute harassment.

Student Interaction Expectations

Keep these things in mind when interacting with students:

Do not be late to a scheduled session. Tutors are expected to be ready for their appointments, not only out of courtesy but as an example for my students to follow. Tutors that are habitually late will not continue to tutor.

Students should not have to search for you. Wear your badge and stay in the tutoring area when you are working office hours. If you need to leave to do something for longer than a few minutes, tell the front desk and keep your phone available. If you have something longer to do, tell the coordinator or GA and mark the time off in Eagle-connect.

If you are working on your own work and a student needs assistance, your job is to stop what you are doing and help that student.

When first meeting a student, be friendly and introduce yourself. The student is probably already apprehensive about having to ask for help, so make the student feel welcome.

If meeting for the first time, briefly ask the student their background in the subject. This saves time so you can quickly gauge what they already know and what they are having difficulty with.

Keep the sessions as learner-centered as possible. Ask the student questions as you work to make sure they are understanding, and ask them to summarize the information after finishing a problem or reading a paper. Likewise, encourage questions from students.

Do not say that a concept is “easy” or “hard.” The concept is obviously difficult for the student if he or she has asked for help, and saying something is hard will leave the student feeling helpless.

Do not share too much personal information about yourself with students. This is a professional setting, so maintain professional interaction with students.

Don’t assume the role and responsibility of an instructor. Your job is to help instructors, not replace them. Likewise, do not disparage or criticize an instructor in front of other students, nor set expectations that an instructor is “easy” or “hard”.

Don’t be afraid to admit to students that you do not know an answer—use it as an opportunity to model your own problem solving process, since your job isn’t just to find answers but to teach students how to find answers themselves.

Professionalism

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Working at the Success Center should not be an overly demanding task, but professionalism should be maintained, especially when students are present:

Tutors have control over their office hours through Eagle-connect. It is the tutor’s responsibility to manage their office hours, cancel appointments when absent, and block-off time to complete administrative tasks.

Arrive to work on time. If you are going to be late or absent, please email the coordinator and cc the front-desk and GA. If you know of an absence in advance, please block-off the time in Eagle-connect, and then tell the coordinator, so that they can double-check the time in Eagle-connect.

Please wear your badge when working your regular office-hours so students know who tutors are. SI leaders do not, however, have to wear their badges to class or to their study tables.

There is no dress-code (save the badge), but do dress reasonably appropriate and maintain a high level of hygiene because you will be in close contact with students and co-workers.

Though you may use free-time to work on your own classes, it does not take precedence over your other responsibilities, including record-keeping, completing assigned training, preparing for your SI’s, workshops, or any other duty given.

Please be discrete and respectful when discussing professors or other staff members with students you assist. You are in a leadership position on campus, and students may be influenced by your words.

The Success Center is a cooperative work environment. We can all work together to aid students, but do not take advantage your fellow employees. Do not let one or two tutors do all the work, and certainly, do not depend on others to do what you were hired to do. Likewise, always take the initiative and do your due diligence to find an answer yourself before asking others for help.

Please take shared responsibility over the space in the Success Center. Don’t leave a mess and clean up after yourself (push in chairs, erase the board, clean up any trash your students leave, wipe down dirty tables). If you see something that should be cleaned or straightened, don’t wait for someone else; straighten it yourself.

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Acknowledgment of Responsibility

Please print, sign, and return to Coordinator

I, , have read the information above and fully understand:

o The mission of the Success Center and how my role as tutor relates to Student Success

o My duties as tutoro The ethical code I must follow when tutoringo The expected standards of student interaction I must follow when tutoringo The professional standards I must maintain when tutoring

Signature: ______________________________________________________________________________

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Login Credentials

Receiving Login Credentials

There are two sets of credentials that tutors need to keep and maintain, a staff id used to login into desktops and email, and a student id.

Staff Login When first hired, tutors receive an email informing them that their credentials are ready and

that they must call IT or go to the IT office (UC257) to receive their credentials. Tutors should test their credentials, once given, by logging into any computer on campus.

The Staff id functions as both a desktop/email login (jdoe) and as their email address (jdoe@tamut.edu). It is used to login to school computers and most importantly, to access outlook email on the web and on phones.

Staff IDs always use the following format: 1st letter first name + entire last name (jdoe)Student-Login / Eagle-ID

Most tutors will already have student Eagle-ID credentials (doe0987). Tutors only use this to access Eagle-connect. Do not use student logins while at work other

than to login to Eagle-connect. Eagle-ID’s are always the following format: first four letters last name + last four numbers

CWID (doe0987)Staff vs. Student Email

Tutors can tell the difference between a staff and a student email by the added “@ace” tag.i. Student = ben.lindsay@ace.tamut.edu

ii. Staff = blindsay@tamut.edu

Login Errors and Lost Passwords

Once you have received and tested your credentials, tutors should immediately enroll in the password self-service so that you can reset/change passwords and unlock your account, should it be locked out from too many login attempts.

Enrolling in Password Self-service1. Visit the following page

https://password.tamut.edu/showLogin.cc2. Enter your credentials in the Sign-in field, and

leave Log on to set to TAMUT. 3. You should automatically be taken to the

enrollment section to establish security questions. If not, select the Enrollment tab at the top.

To Unlock Accounts and Reset Passwords1. When you need to reset or unlock, return to

https://password.tamut.edu/showLogin.cc2. You don’t need to login; instead select Unlock

Account or Reset Password at the bottom. 3. Answer the security questions and follow the

instructions to reset/unlock.

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Setting up Outlook and Managing Emails

Outlook is the main program tutors use for administrative notification and tutoring correspondence. It can be accessed either from the desktop, from any web-browser, or from a phone. Credentials for email will always use staff logins. When credentials are first received, tutors should login using one of the below methods (desktop, web, or phone) to make sure they work.

Accessing Outlook from the Desktop

Using outlook from the desktop has the most setup, but also gives tutors the most control and options over their email. Sometimes you will be required to login with this method to set certain settings that are not accessible from the browser or phone:

1. To access Outlook from the desktop, you must login to any computer on campus using staff credentials. Remember: you cannot access outlook using student credentials.

2. Once logged-in, search for outlook in the windows search bar.

3. Select either outlook 2010 or outlook 2016 (depending on OS) from the results. 4. A dialogue box will open. Ignore everything and select next through all of the screens. Account

info should automatically populate the fields. 5. On the final screen a pop-up box will appear. Select “allow,” and then click “Finish” at the bottom

of the dialogue box. When logging onto a new desktop, tutors will have to go through the above process each time, but once it is run once, the setup won’t have to run on that computer again.

Accessing Outlook from the Web

When off campus or working from a laptop, the browser/web version of outlook is often preferred. To access Outlook from the Web:

1. Go to the A&M homepage (www.tamut.edu). On the right, click the quick-links dropdown and select “outlook” from the options. It is advised for tutors to bookmark the web-outlook link.

Windows 10 Windows 7

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2. Enter your staff-login credentials and then select “Sign-in.” Outlook should load.

Accessing Outlook from your Phone

There are times a tutors will want to access the actual outlook program, especially when responding to emails or composing outreach. However, having access to outlook on your phone is the preferred method for receiving instant appointment notifications and administrative updates that don’t necessarily warrant a lengthy response. Since checking your appointments and receiving administrative notification in a timely manner is an expected part of your job, it is highly suggested that you setup outlook on your phone.

If you have trouble finding the above options in your phone, or if your mail doesn’t load after following the instructions, take your phone to IT in UC257 and have them help you through the process.

1. Bring up "Settings” on the device. There should be an option labeled “Accounts”

2. Look for an option to add a new account. When asked what kind of account to add, select "Microsoft Exchange" from the list.

3. The next screen will ask for account info: email, username and password, etc.

4. Enter your staff email address under Email.

5. Enter your staff credentials for username and password.

6. Enter tamut under domain.

7. Enter vipowa.tamut.edu under server.

8. Select “Next,” “Done,” or “Accept” to finish.

9. Some devices may ask to enter the server info (vipowa.tamut.edu) here instead.

10. A screen may appear asking you to accept an unverified certificate. Select "Accept."

11. Most devices will now ask what the user wants to sync (folders, days, contacts, calendar) and how often. If not these option can usually be accessed from settings mail. For tutoring, syncing calendar is especially important, as appointment emails can automatically be synced to your phone calendar.

12. An additional account should now be

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SSO & Workday

Single-Sign-on (SSO)

As tutors, most administrative tasks are accessed through the Single Sign-on.

Traintraq

New employee training can be accessed through Traintraq. Current tutors may also have to periodically re-do training modules every few years. If training modules are overdue, the coordinator and staff will receive regular notifications that they are overdue.

1. From the Single-Sign-On, select Traintraq. Any due modules will appear in the overview tab. Select “Start” to begin the module. Due dates are listed next to each module.

2. New A&M employees will have multiple modules to complete. If you’ve worked previously on campus, you may have already completed these.

3. Tutors should check Traintraq at least once a semester, since periodically there may be new modules to complete, along with already completed modules that reset every 2 years.

1. Login to the single-sign-on. To do so, go to the tamut.edu main page. Select faculty/staff at the top, then click the Single Sign On button on the right. (https://sso.tamus.edu/main.aspx)

2. Your UIN will be your login. New employees must select New

Employees – Set up your password If you do not have your UIN ask your

coordinator or email HR. If you forget your password, select I

forgot my password and follow the instructions

3. Once you login, there are two important items in the SSO menu:

a. Workday is where you’ll enter timesheets & see your tax and other employee info.

b. Traintraq is where you’ll complete mandatory A&M employee training modules

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Workday

Timesheets

1. In workday, select “Time”2. Click the week you wish to enter from the options at the top.

3. Select a day you wish to enter time on and a pane will open with the following fields: 

4. Click OK to close the pane.  Enter your time for the other days you worked in the period 5. When you have time entered for all jobs you work on campus, hit submit at the bottom.6. A summary page will appear where you can review your submission. If you had any extra hours

you worked outside of your normal hours or other comments, list them in the comments box and make sure corresponding records are in Eagle-connect. See the image below for example.

7. Click Submit when finished to submit your timesheet.

Workday is the employee portal A&M uses to manage employee information. You can navigate workday by using the icons on the right. For tutors, the important options are:

Time allows you to enter and submit your timesheet Pay allows you to access tax documents and past pay-slips

Time Type – Leave the field set to the default “Hours Worked”

Position – Select the position you want to enter time for. If you work multiple jobs on campus, you’ll have to enter time for each position you hold separately.

Hours – If hourly, enter the hours you worked that day here. Stipend positions only enter 1 hour on each of the two weeks in the period (i.e., 1 hour on the first week, 1 on the second). Which day you put the hour on does not matter.

Comment – Leave blank. When you submit you will have another opportunity to enter comments for the whole period, rather than per day.

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Tax Documents and Payslips

1. In workday, select the Pay button. Tax documents, such as W2’s, and your pay-slip for each pay-period can be accessed here.

2. From the View pane choose My Tax Documents to view your Tax documents

3. Choose Payslips to see past pay data

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Eagle-Connect: The Profile Tab

Logging In

Eagle-connect can be access through the Quicklinks dropdown on the tamut.edu main page Use your student format (thom9560) to login. If this doesn’t work, try your staff login

(hthompson). If still not working, contact your coordinator or GA.

Navigation

The Search bar on the top-right allows you to quickly find students and open their profile Clicking the three stacked lines in the top left of the screen opens the navigation menu

`

Click on your name at the top in blue for additional profile ta The top three tabs are visible only to tutors, staff, and faculty

o Home lists upcoming appointments, open referrals, and flagso Appointments is where you manage your office hours, make

appointments, and leave session outcomeso Students lets you manage students and referrals.

The bottom five tabs are used by studentso My Success Network is important as it is where students will

go to make appointments with tutors. The Success Network shows all staff and faculty connected to the student and gives the student to power to contact and schedule appointments with them.

o Dashboard lists any upcoming appointments for that studento Plans shows open to-do items (advisors mostly use this)o Courses shows a student their current courses and any

support attached to those class, including tutors and faculty

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Setting up Profile (Institutional Profile)

First, select Upload Photo to upload an image of yourself for your profile picture. These are mandatory. Feel free to take and upload your own photo; if you don’t have a photo you like, the GA will find you and take one for you. Students see these when they make appointments to put a face to your name, so make sure that your face is visible and close for any picture you use (see example below).

The Login Page dropdown lets you set which page appears first when you login. All Phone, Cell Phone, and Video Phone options may be left blank. You may enter a contact

number if you wish for students to contact you that way, otherwise they are not required. If a number has auto-populated the field from our information system, you may have to delete it (if it continues to re-appear, tell the GA or Coordinator..

Institutional Email should list your work email (jdoe@tamut.edu) not your student email (jane.doe@ace.tamut.edu) in the field. Tell the GA or Coordinator if your student email is in the field or an old personal email address, as Eagle-connect may be pulling in the wrong email from our information system. The three radial buttons below the email fields let you select which account receives appointment alerts and other automated emails NOTE: While you can enter an Alternate Email manually, it is expected that you will receive emails to your staff addresses; however, you can select Both to receive copies to your staff and an alternate email of your choice.

Click on your name at the top in blue for additional profile ta The top three tabs are visible only to tutors, staff, and faculty

o Home lists upcoming appointments, open referrals, and flagso Appointments is where you manage your office hours, make

appointments, and leave session outcomeso Students lets you manage students and referrals.

The bottom five tabs are used by studentso My Success Network is important as it is where students will

go to make appointments with tutors. The Success Network shows all staff and faculty connected to the student and gives the student to power to contact and schedule appointments with them.

o Dashboard lists any upcoming appointments for that studento Plans shows open to-do items (advisors mostly use this)o Courses shows a student their current courses and any

support attached to those class, including tutors and faculty

Open the tab drop-down in the top left and click on your name in blue for additional tabs.

These tabs allow you to setup your profile, change appointment notification preferences, and enter your biography

Click the first option, Institutional Profile to setup your profile.

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Timezone should always be set to (GMT – 6:00) Central Time, otherwise when you set appointments or enter records they may be made at an incorrect time, confusing your students. You can leave Display all time Zones unchecked.

Under General Overview list any of the courses you feel comfortable tutoring. These will be visible when students make appointments with you from the Services tab.

Under My Biography briefly highlight your academic career and qualifications. This is also visible to students from your profile, so ensure it is well worded.

Setting up Profile (Appointment Preferences)

Next select the Appointment Preferences tabs.

Minimum Appointment Length for tutoring should be set to 30 minutes as default. Talk to the coordinator before you set it shorter than 30.

Scheduling Deadline should always be set to None. Allow drop-ins after deadline has passed should always be checked. You can ignore My Locations and Calendar Managers, since they should already be setup

correctly.

Setting up Profile (Email Notification)

Go to the Email Notifications tab. Here you can choose how you are alerted about appointments.

Under Planning Reminders, tutors must select Send me separate email reminder for each appointment.

Appointment Alerts is optional to check but is recommended if you wish to be reminded just before the appointment starts.

Under Send me an email with a calendar attachment check Change to my appointments Read busy times from my external Exchange calendar can be left unchecked. Summary Emails should be left unchecked Check an item is raised and an item is assigned to me under the Tracking Item

Notifications section so you can get email reminders for referrals

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Eagle-Connect: The Appointment Tab

How Students Makes Appointments

Every tutor should know the workflow a student goes through to make an appointment. Grab a “how to make an appointment” handout from the front desk or from the Success Center webpage and go through the instructions yourselves. It’s important to be able to talk a student through the process, since students are going to ask you and you need to be able to show them, but also because every appointment a student enters saves the tutor having to enter the appointment themselves. It’s good habit at the end of your first session with a new student, when you’re negotiating further sessions with them, to ask if they have made an appointment through Eagle-connect and, if not, offer to show them how.

Appointments Tab

As mentioned above, the tutor workflow for making appointments is different than the student’s workflow. Click the three stacked lines in the top left and select appointments from the drop-down. This is where you manage your office hours, view and edit appointments (both 1-on-1 and group tutoring), and block-off time on your schedule for administrative tasks. The row of buttons along the top allow you to add and edit items on your schedule.

The tabs agenda, day, week, and schedule let you change how you see your schedule. Experiment with the options and find one you like.

Editing Items in Eagle Connect

Almost all objects in Eagle-connect—whether it’s a block of office hours, an appointment, or a tutor referral—have some way to edit that object, accessed by hovering over the small picture in the upper left of the item. Office hours, appointments, group sessions, referrals, and more all have a popup pane that will appear when you hover over these icons.

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Setting-up Office Hours

As tutors, setting up and managing your office hours are central to both scheduling appointments and record keeping. When you create office hours, those times become slots that students can sign-up for. When an appointment is added, that slot is removed as an option to choose from.

Keep in mind that office hour blocks cannot overlap. If you get errors, generally it means the dates you’ve chosen overlap with already existing office hours. Delete or edit those blocks first.

Reserving Time

The Reserve Time button blocks part of your schedule so students can’t sign-up for those slots. Reserving time on your schedule for training, administrative tasks, and record keeping is essential to managing your office hours. Every tutor should reserve 15-30 minutes each week to complete these tasks. Similarly, if there are events you must attend or if you know you are going to be absent or out for a portion of your office hours, then it is your responsibility to block the time off and tell the coordinator.

1. Select the Office Hours button. A pane will appear.

2. Leave Title set to the default Office Hours.3. Under What day(s), select weekly and check

the days you want the office hours to appear, then enter the times of the office hours below it. For one-time office hours, select Once instead.

4. For Where, select a location (generally UC330) or enter one, then select Scheduled and Walk-ins

5. For How long, set both to 30 minutes.6. Under Appointment Types, always select

Online Meeting in addition to any tutoring subjects you tutor.

7. Select the Start/End Date tab. Set a start date. End Date can usually be set to End of Term. Please do not set the end date to Never.

8. To finish, select submit.

1. Select the Reserve Time button2. Leave a short description of what the reserve

time is for3. Under When, select date and enter a time range. 4. You can set the reserve time to repeat weekly.

Until sets when the reserve time will stop repeating.

5. Click Submit.

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Creating 1-on-1 Appointments

Setting appointments in Eagle-connect can be made from a number of places. Appointments records are essential to budget and determining how many tutors we hire, so reconciling your sessions in Eagle-connect is an essential part of your job. Students will make appointments with you on their end from the Services tab, but tutors will have to enter walk-ins and one-off sessions themselves to ensure complete record of who you are tutoring.

Click the Appointment button under the appointment tab. The appointment pane should appear.

The Student search field lets you find the student, When sets the date and time, and Where should be set to UC330 (unless tutoring elsewhere).

Reason is where you set what subject is being tutored (e.g., Chemistry tutoring, Physics tutoring, etc.)

The Course field must be filled in if possible, even though it is not marked required, as we use it in our records. If you don’t know what course in particular they came in for or they are not listing correctly, select the class closest to the discipline you worked on or leave it blank.

You will almost always leave Shared selected by default whenever you see it in Eagle-connect. Shared & Private options never refer to whether a student can see the item. This setting only determines whether only you can see the item (private) or you plus any tutor/faculty/advisor/staff can see it (shared).

The Description box allows you to personalize the appointment and ask for specific things from the student before the session – these will be included in the email that is generated automatically when appointments are made.

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Creating Group Appointments

While Eagle-connect is designed for one on one appointment scheduling, it has some limitations when it comes to setting up and recording group sessions. Primarily, Group Sessions can’t overlap with your office hours and they are student facing (students can sign-up to attend). This means you can’t quickly add walk-in group sessions over your office hours, yet placing the group session elsewhere risks the students signing up for the session that is just mean to be a record. Because of this, there is a very specific workflows for group sessions. Essentially, there are two kinds of Group Sessions:

Record Keeping Group Session (not student facing): Group sessions you create purely for record keeping, mostly for recording group sessions that form randomly during your office hours. These have a specific workflow to ensure students can’t see or sign-up for the session and are setup outside of your office hours. You create these after the session is already complete.

Student Facing Group Session: These are SI groups and study tables that have set times and recur throughout the semester. You want students to be able to see and sign up for these. They are usually set up to recur regularly within your office hours.

Record Keeping Group Sessions and Study Tables

For group records, on days that you have group tutoring, keep notes of who you are tutoring, then after the session you will create a record for that session at a time on your schedule that students can’t see or sign-up for. Essentially, a group record must exists in the past so it doesn’t appear on your schedule.

Click the Group Session button at the top of the Appointments tab. The pane that appears works similarly to the 1-on-1 appointment pane:

Group Records:1. Title change to “Group Records.” 2. For records, leave When set to the default Once. 3. Set Day to the day the group session occurred. 4. Time will not reflect the actual time of the session.

Put the record before your office hours that day between 12:15 and 8am. As long as it’s in the past, the student won’t be able to sign-up for it.

5. For Reason select the subject you tutor.6. Set How many students to 100. This is an

arbitrary maximum, as you’ll never have more than 100 students in a session.

7. Leave the other fields unchecked and unedited.

Study Tables:1. Leave the title set to the default Group Session2. Under when, select weekly and check the days

you want the appointment to repeat, then enter the time.

3. For Reason select the subject you tutor.4. Set How many students to 100. 5. Use the Start/End date tab at the bottom to set

how long you want the session to recur.6. Leave the other fields unchecked and unedited.

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Hit Submit to finish. You can now add participants & outcomes to the session. You can find the session quickly by selecting the Appointments tab, and then selecting the agenda view. It will always be at the top since it will be the earliest item of the day. Select the Participants button.

Make sure the Participants tab is selected. Search for the student, select a Course whenever possible, then hit Add. You can always return to this screen if you need to edit or add more students.

Now select the Outcomes tab.

You can ignore the Student Missed Session checkbox, since you are only recording those that did attend.

Under Time, set the actual time the group session occurred. You can add Outcomes to each student if there is something you want other tutors or interested

parties to see or for your own reference. As always, outcomes should have an intent and purpose. Outcomes entered here will be added to the Notes section of the student’s profile.

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Eagle-Connect: Student Profiles

Managing Individual Students

Should you need to quickly find and interact with a single student, by far the easiest workflow is to simply use the search bar at the top of Eagle Connect. You can search by name or student-id. Selecting a name from the search results will open up that student’s profile.

Alternatively, every highlighted student name in Eagle-connect can be clicked on to bring up their profile.

The Student Profile pane that appears is generally the easiest way to interact with individual students (there are other options for performing actions on multiple students at once). This is the first place you come to when you need to learn more about a student – what classes they’ve taken, where they’ve struggled, what tutors they’ve already been meeting with, etc.

Basic contact info is listed to the right of the pane. If you see any personal student information you feel you shouldn’t for FERPA reasons, notify the coordinator.

The Tabs along the side allow you to view different information about the student. Overview & Success Plans are used by advisors, but are currently not relevant to tutors. The Course tab displays the student’s current and past courses – this is useful to see what prior knowledge the student might have or the current course load they are taking. Note: tutors should not see grade information – inform the coordinator if you do.

The Tracking tab lets you see all student information related to kudos, flags, and referrals. To see all tracking items, select Inbox from the drop down, select Both under status, and Anyone under created by.

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Tracking items include:

Referrals: of the tracking items, referrals are the most relevant to tutoring. Flags: Though tutors don’t use flags, they can show you various academic problems the

student has been flagged with. They are mostly used by instructors, advisors, and coaches. Kudos: Used by staff, faculty, and coaches to congratulate students.

The Meetings tab lets you see all current and past appointments that the student has had. The plus-sign reveals outcomes and hovering over each icon lets you edit that appointment.

The Notes tab houses all notes, outcomes, and comments made across appointments and referrals. Messages sent through Eagle-connect are also housed here, but they are only visible to the original message sender, and no others. The Written By filter is useful if you just wish to only see comments from a particular party -- filtering by Tutor, for instance.

The Network tab shows every person in the student’s Success Network – these include recent tutors, current instructors, advisors and faculty advisors, and other connected parties.

The buttons along the top of the student profile pane allow you to perform actions on the selected student.

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The Referral button allows you to create referral for a student. This is useful if you think a student could benefit from a different tutor and want to make sure another tutor reaches out to the student.

Kudos sends the student positive feedback. The Message button sends a direct message to the students ace-mail address. This doesn’t exist

as a record and won’t be visible to others. You, the message sender, will be able to see the message and its receipt time under the notes section in the student’s Eagle-connect profile, but no others tutors/staff/or faculty can see your messages.

The Note button adds a note to their profile. o Notes are records that can have premade templates attached to them (tutors use them for

proof sheets and referral outreach emails). Since they are records for tutors and other staff, notes are always invisible to students. The only way for a student to see a note or comment, is to turn it into an email when you select “send a copy to students.”

The appointment button schedules an appointment with the student. File allows each profile to house student documents. Currently unused by tutors.

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Eagle-Connect: Student Tab

Managing Multiple Students

If the student profile is the easiest way to interact with single students, then the Students tab is the easiest way to manage multiple students. Select the three stacked lines at the top left and select Students from the dropdown. There are two sub-tabs. My Students lets you search for, select, and perform actions on multiple students at once. Tracking is where tutors manage referrals, as well as other tracking items like flags and kudos, which track student progress and alerts other staff to act when raised.

Select My Students. A list of students should appear —click the checkboxes next to each name to select particular students or click the top-most checkbox to select all students.

The buttons along the top, will perform the same action as in the profile pane, but apply the action to all the names selected.

By default page should display 1-25 of 9000 or so students. This is because you role as tutor connects you to all current and past students, which is useful as it gives you access to their profiles, but it is not useful if you want to work on a specific set of students. To set your filters, first ensure they are set to their default settings and that any previous filters are cleared:

Leave Connection set to the default All my Students. Generally, you will have only 1 role, tutor, so it’s easiest to leave this default unless you have additional roles or jobs on campus and wish to see just those students related to those roles.

Leave Term set to the default Active. Cohort can be left blank. Edit Filters is where you can change the filter settings. If you see an X by the button, click it to

clear all filters.

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Filtering by Section and Emailing a Class

As tutors, the most common filter you’ll need is by class section. This allows you to set a filter that will only display the students in 1 or more selected classes. This is especially useful if you want to email a whole class at once or a group of classes for outreach or notification purposes.

1. Select Edit Filters. A pop-up window will appear. You can select Clear all Filters at the top if you didn’t do so already to ensure you are starting with no options selected.

2. Select Cohorts and Relationships from the tab on the left. 3. Check Section(s) and make sure the current academic year is selected (Academic Year 2018-19)4. Use the Find Sections search bard to enter the section you are looking for. Generally, keywords

from the class title will find the section. You can also simply enter the first four letters of your discipline to bring up all classes in that discipline and select from the results (i.e., searching for chem, engl, math, etc.). If that doesn’t work, you can find the specific course title on the A&M website (select Current Schedule from the quicklinks on the tamut.edu mainpage.) If you see no results, contact the coordinator.

5. Hovering over a section will display more details, including the teacher. When you see the section you want, select it and then click the arrow sign to move it over to the column on the right. You can add multiple sections and remove them the same way.

6. When you have the sections you want, click the Submit button at the bottom.

7. You should now only see the students from the selected sections. Use the checkboxes to select some or all students in those sections and use the buttons along the top to act on the selected students all at once. NOTE: You will have to select the “Check All” box for each page of results. Once your students are selected, click the Message button to send links, resources, or recorded sessions to the entire class.

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Eagle-Connect: Tracking Tab and Tutoring Referrals The Referral ProcessReferrals allow us to reach out and connect struggling students with tutors to work towards academic goals set by a referrer, often a faculty member, advisor, coach, or other tutor. The workflow for this will minimally involve:

Creation: Someone makes a referral (usually faculty, an advisor, or an academic coach). Automatic Outreach: When created, the student automatically receives an email saying that they

have been referred for tutoring and that a tutor will be reaching out to them in the coming days. It also gives the student links to the tutor schedule and appointment instructions in hopes that they will go ahead and make an appointment.

Referral Assigned: The coordinator receives the referral and assigns it to the tutor deemed best suited.

Orientation: The Tutor orients themselves to the referral’s concerns (and possibly reassigns if the tutor feels they can’t help the student or if another tutor would be better suited).

Tutor Outreach: The tutor reaches out to the student. Referral Goals: If the student responds, tutoring is scheduled and progress towards the referral

goals are documented Referral Closed:

a. If there is no response after 2 weeks, the referral is closed and parties are notified. b. If the referral outcomes are met, the referral is closed and parties are notified.

Setting Referral Filters

Clicked the stacked bars in the top left of the screen and select Students and then Tracking. When you receive a referral, the tracking tab is where you manage those referrals. Without filters, the tab displays all tracking items across the department, so you will need to filter the results down to just active tutoring referrals assigned to you.

To clear your current filters, click the X on the right, then select “Edit Filters.” The filter panel should open. Make sure the settings are changed to the following:

o Set Status to Active,o Set Tracking Type to

Referral and Item Name to Tutoring Referral

o Set Created By to Anyone and Assigned To to Me

o Click Submit

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Referral Concerns and Student Orientation

Only your open referrals should now be listed. When you pick a referral to work on, the first thing you’ll want to do is check what the referrals goals are. Hover over the Purple Arrow to see all actions you can perform on the referral. Take note of the options on the pane as you will use them in the referral process. Similarly, the options are also mirrored along the top of the tab, but can perform actions on both single and multiple referrals at once.

Select Details from the pane. The student’s profile will pop up and show the specified referral, listing the instructor/advisor’s original referral concern, along with any subsequent comments added dealing with the referral. Referral concerns can be as simple as “Low grades -- needs tutoring” to very detailed referrals that give a complex context and demands multiple things of you. Some instructors simply want the student to meet with the tutors and offer no defined goal. Depending on the complexity of the referral, you may want to get in contact with the advisor or faculty that made the referral to get more context or clarify expectations for its outcome.

Now that you know the referral concern, take a moment to browse the student’s profile and orient yourself to the student’s current academic situation. You can see how heavy a student’s course load is (Courses), what tutors they have met with (Meetings), concerns that have been raised about the student (Tracking) and what recent, relevant notes have been made about the student (Notes).

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Re-assigning a Referral

If you feel you can’t help the student or if you think another tutor would be better suited or has already been working with the student, you can re-assign the referral. Go to the referral and hover over the purple arrow and select Assign from the pop-up window. To assign to another tutor, select Other Provider and search for the tutor in the drop down. To return the referral to the coordinator, select Unassigned. Specify why you’re making the change in the comment box and select Assign to finish.

Referral Outreach

Your next step is to reach out to the student using the Comment button. Referral comments can’t use templates, but a Note template exists that you can copy and paste into the referral comments box.

Feel free to make the outreach more personal and specific to the student’s problem. Detailing your experience with the course can also help establish your credentials to the student. While you can manually type your own outreach, make sure it includes all of the important links and information listed in the template.

To do so, select the Note button from the Students tab or from any student profile. Choose Tutor Note (Student Outreach) from the top dropdown and copy the main body of the template.

Go back to the referral, hover over the referral icon, and select the Comment button. Paste the template into the referral comment body.

In the subject field, type “Tutoring available for X,” where X is the subject/class that the referral concerns.

Fill in any blanks & edit the body to taste.

Make sure that Send copy of note to student is selected, so that the student will receive the outreach, and leave shared selected as default.

Click Submit.

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Referral Comments and Record Keeping

Whether the student seeks tutoring or not, the tutor is expected to document certain steps in the process to ensure other interested parties are kept in the loop. Hover over the referral and select Details. The referral will open within the students profile and show all comments added to the referral.

In general, comments should be added to the referral at important steps so interested parties can keep track. To add a comment, hover over the referral icon (purple arrow) and select Comment. A pane should appear. The Send copy boxes allow you to send copies of the note via email to the original referrer if you feel they need to be notified directly. Generally, you do not want to select this, unless you have a specific reason to notify someone (such as outreach to the student).

Comments should be simple and concise. Here is a general list, along with examples, of when you should add comment:

a. Comment after you have reached out to the student: “Sent outreach to student.”b. If the students contacts you: “Student scheduled appointment over referral concerns.”c. If the appointment accomplishes the referrals goals or if progress is made towards it:

“Scheduled regular appointments next three weeks to develop X skill”d. If the student never responds to outreach: “No Response from Student”e. When closing a referral: “Student failed to respond to outreach” or “Worked with student

preparing for the test. Student did well on final. Referral goals met.” or similar comments explaining why goals were or were not met.

Closing Referrals

If the student doesn’t get in contact or schedule tutoring, the referral can be closed after two week. If the referrals goals are met, you can close out the referral and inform all parties of the referral’s outcome. To do so, hover over the referral icon and select Clear.

o A pane will appear. The top box simply adds a final note to the referral saying why it was closed that any tutor/advisors/instructor can see in Eagle-connect.

o The bottom textbox lets you send a separate email to notify the advisor/instructor that created the referral. You can send a different message to referrer or select Copy my Comment to simply copy the top comment to the bottom.

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Managing Multiple Referrals in Bulk

Often some professors will make referrals for everyone failing in their class, so sometimes tutors will receive multiple referrals all from the same class. Generally, the coordinator will try to assign all the referrals for that class to one tutor. The reason for this is that Eagle-connect can handle multiple referrals at once, allowing you to edit, send outreach, and close multiple referrals at once.

Select the checkboxes along the left of the page by each referral you wish to apply an action to. Selecting the top checkbox, selects all referrals on the page (unfortunately it selects only that page, so you may have hit the “Select All” checkbox on each page separately). You can now apply any of the actions along the top of the page to all referrals at once.

The comment button will now enter a record for all referrals simultaneously. If sending outreach to multiple students, make sure you check “Send copy to student is selected,” as this allows you to send outreach while recording your comment in the referral at the same time.

o Note: Templates do not work with comments, so if you are sending outreach in bulk, you can copy the outreach template by clicking on any student name, select the note button at the top of their profile, and copy the outreach template into your bulk comment.

The assign button can re-assign all selected referrals at once. Message will email all those selected to their ace-mail/institutional email. Remember a message

sends an email but does leave a record. For that reason, tutors should not use them for outreach. Resolve allows you to close all selected referrals and leave the same closing note for each.

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Online TutoringA student makes an online appointment in Eagle-connect the same way as a regular appointments, except students now have the additional option to select Online Meeting as the reason they are seeking tutoring. An automatic email, is sent to the student giving them instructions for attending the meeting. Tutors are notified in two places that a meeting is online:

Tutors receive a different appointment notification email, listing the appt. as online. In Eagle-connect, by going to the appt. details, the reason will now be listed as “Online Meeting.”

As tutors, it’s always important to check your appointments, so you can be prepared for appointments that begin at the start of your office hours. With online appointments, it’s even more important, as there are things specific that you will need to prepare.

Online Tutoring Workflow

Online tutoring follows a simple workflow:

1. The student makes an appointment on your calendar through Eagle-connect.2. The student immediately receives an email with instructions, asking them to be ready at their

computer 15 minutes before the start of the meeting and to have any work they wish to share with you ready on their desktop.

3. Prior to the meeting, ensure you have zoom installed and the student’s email address ready. When it’s time for the appointment to begin, launch zoom, start a meeting, ensure your audio is working, then send a meeting invitation to the student’s email listed in the appt. notification.

4. The student will join the meeting. All online appointments are an hour long, giving you time to troubleshoot for the first 15 minutes or so, if necessary. Insure the student can hear you and that you can hear them.

5. They should have their work ready on their desktop. Once you know what the work is and have it shared, follow normal tutoring workflows: set expectations and establish goals for the session. You can use the remote control and annotate options to gain access and give access to the shared screen. Like in regular tutoring, ensure you are not doing the work for them.

Installing Zoom

It’s the tutor’s responsibility to ensure the computer you plan on using for the session has zoom installed. Any desktop computer or laptop on campus can install zoom:

1. All A&M computers have a shortcut to A&M’s Software Center on the desktop where you can download approved software without admin approval from IT. Login and select the software center icon.

2. From the Available Software tab, look for zoom on the list of software. Check any options with zoom in the title, the select Install at the bottom-right.

3. If you don’t see Zoom, it may already be installed. To confirm it is installed, use the windows search bar by the start menu to search for Zoom.

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Logging In to Zoom

1. To access Zoom, you must first activate your account. Check your mail and search for zoom. You should see an email prompting you to activate your account. If you do not see an email regarding zoom, tell the coordinator.

2. Click the link in the email. You will be taken to a page where you can setup your password. You login will always be your staff email (e.g., blindsay@tamut.edu).

3. Find the zoom icon on your desktop or search for the program in window’s search bar and select it. A login screen will appear where you can enter your credentials.

Starting a Meeting and Joining Audio

1. Launch and login to zoom.2. Click the Home tab at the bottom and select Start without Video from the options.

3. A prompt will appear asking you to choose your audio source. You can bring up this prompt again at any time by selecting Join Audio. Selecting Phone Call adds your voice to the meeting using a phone—it does not directly call the student— instead you are calling into the meeting. Simply dial the number, enter the ID, and follow the instructions when prompted.

Note: if you wish to use your own phone, the numbers are not toll free. Ensure you have unlimited minutes and free long-distance before you use your own phone—otherwise you risk charges. On a university phone, make sure you dial 9 before entering the number.

4. If working from a device with a working microphone and speakers, you can select the Computer Audio tab instead. Select Join with Computer Audio to join your audio. It’s a good idea to select the Test Speaker and Microphone option, especially if you see the failed to detect error. Follow the prompts and select different speaker and microphone options from the dropdown until you hear your speakers and your voice. If this doesn’t work, use the Phone Call method instead.

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Inviting Students

1. Next you will need to invite the student. When you start a session, the Meeting Page will appear with options to manage your session at the bottom. Select Invite. When sharing, the invite option can also be found under the More dropdown at the top of the screen.

2. A screen will appear. Select Default Email to open the invitation in your default email client. Add the student’s address and send. The student’s email is located in the appointment confirmation you received, as well as in their profile in Eagle-connect. You can also select Copy Invitation and paste it into an email directly.

3. Sometimes you’ll want to invite multiple students or even a whole class to a Zoom session. To do so, select Copy Invitation instead. Go into Eagle-connect and use the Students tab to filter your view down to a particular class (see pg. 29). Use the checkboxes to select your desired students, then select the Message button. Paste the invitation and send.

4. When the student or students join, first ensure they can hear you and you can hear them. A student should get the same prompt to join audio. If they can’t see or hear you, you can select the Chat option at the bottom of the screen to communicate. You can also ask them to share their screen (see below) to direct them through connecting their audio.

Sharing Screens

1. When you can hear each other, establish what the student wants to work on, as it will determine who will share their screen in the next step.

2. Click Share. A screen will appear. Whatever you select will be what is displayed to the student; similarly, students can select the same options on their end to share their screen with you:

a. Main Screen shows your whole desktop and any files/programs open within it. The Screen 2 option is only visible if your computer has dual monitors.

b. Whiteboard pulls up a digital whiteboard that both you and the student can draw and work problems on. Math and other whiteboard heavy disciplines will select this option.

c. You will also see a variable set of options that correspond to any programs windows you have open on the desktop (for instance, a browser, word document, or spreadsheet). This allows you to select a particular program to share, without sharing your whole desktop.

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d. The share computer sound checkbox is important if you want the student to not only hear your voice, but any sounds generated by the screen you are sharing. For instance, if you wanted to play a video, you would need to both share the screen the video is on and check the box for students to be able to hear the video playing on that screen.

3. Click the Share button on the bottom-right to finish.

Share Options

When someone shares a screen in zoom, the meeting page will disappear and a green box will appear around whatever screen or window they have chosen to share. Additionally, a floating bar will appear at the top of the screen. Selecting the green arrow moves the options bar to the top or bottom of the screen. Clicking and grabbing the bar, allows you to drag it anywhere on screen. Click Stop Share to close the share (note: the meeting will not be closed, just the window you have shared).

Keep in mind, the floating bar only appears to the person sharing the screen. The person viewing the share sees fewer options. Also note that options 1-3 repeat options from the Meeting Page and are only visible in the bar when the meeting page is not visible. The floating bar contains the following options:

1. Join Audio is identical to the corresponding option on the meeting screen, allowing you to choose between calling into the meeting and using your devices microphone and speakers.

2. Start Video lets you share a video source from a webcam or laptop camera. The downward arrow beside the option allows you to select further video option and select a video source.

3. Manage Participants is used when working with multiple students. SI leaders and tutors that work with groups of student will find this option useful as it allows you to select which participants to mute and unmute if needed.

4. New Share works the same as it does on the meeting screen. Selecting it will allow you to change what screen or window you are sharing. Pause Share pauses the share until pressed again.

5. Annotate brings up drawing options. You and the student can both use these tools to draw & add notes over the share. While annotating you cannot manipulate the items or programs you are sharing on screen. You will have to click the annotate button again to return to the share.

6. Remote Control gives the person viewing the share mouse control over your screen. A similar option exists for the person viewing the share to request control. This option is important for tutoring, as you can directly manipulate the work the student is sharing (see Viewing a Share below).

7. Selecting More brings up further options:a. Selecting Chat allows you to send written

messages to some or all participants.b. Invite allows you to invite further participants to

the sessionc. Record on the Computer / Record to the Cloud

allows you to capture your session and send the video to students in the class afterwards, especially those that could not attend (see Recording Zoom Sessions below).

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Viewing a Share

It’s important to note that when sharing a screen, the full share bar appears, but when the student shares their screen, you have fewer options, which are accessed by clicking the View Options dropdown:

1. Zoom Ratio lets you expand or shrink the screen being shared with you.2. Request Remote Control prompts the person sharing their screen for control of the mouse on

the users screen at the same time they do. This is an important option for tutoring as you’ll often want to manipulate the work the student is sharing. Students can also share and give remote access to their zoom window, allowing you to help them navigate and troubleshoot problems with zoom.

3. Annotate brings up the annotation and white board tools, allowing you to draw on the student’s screen.

Whiteboard and Annotations

The ability to annotate and draw on the screen you are sharing is a valuable tool to use during your sessions. You can add annotations to any screen you share by selecting Annotate, but additionally there is a digital whiteboard, available from the Share screen, that is useful for math and science sessions that are equation and symbol heavy.

When you select the Zoom whiteboard, drawing options will appear below the share bar. Like the share-bar, you can click, hold, and drag the bar to your desired location on screen. The whiteboard controls are identical to the annotate controls available from any of the other share screens:

1. Anything your draw or write using the annotation tools becomes an object that can be manipulated using the Select tool. Selecting an item lets you resize and move it. You can also click and drag to select multiple items. Right clicking at any time brings activates the select tool.

2. Text lets you add text annotations and symbols. 3. Clicking Draw gives you an array of lines, shapes, and directional indicators to quickly add. 4. Eraser lets you remove objects from the screen. Note: you cannot erase parts of each object, only

the whole object.5. Format lets you to choose the line weight, color, and font options for the Text and Draw options.6. Undo and Redo allow you to move backward and forward through your annotation choices.

7. Selecting More brings up further options:a. Selecting Chat allows you to send written

messages to some or all participants.b. Invite allows you to invite further participants to

the sessionc. Record on the Computer / Record to the Cloud

allows you to capture your session and send the video to students in the class afterwards, especially those that could not attend (see Recording Zoom Sessions below).

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7. Clear gives you three options to clear annotations from the screen: All, My Drawings, and Viewers drawings.

8. Save allows both you and the student to save your annotations. Once clicked, select Show in Folder to open the folder where the annotations are stored. You can quickly zip and send these to individual students, multiple students, or a whole class.

Recording Zoom Sessions

Zoom allows you to record your sessions and send those recording as streaming links to students. This is not mandatory but it is useful, especially for SI’s and those supporting classes with study tables. This allows you not only to tutor those in the room and connecting online through zoom, but record that session to the cloud and send it as a link to the rest of the class that couldn’t attend.

1. You can start recording from two places in zoom. You can select Record from the Meeting Page that appears when you first start a session. When sharing, it can also be found on the share bar by selecting More and then choosing from the record option. In either case you’ll have the option to choose between recording to the computer or to the cloud. Always choose Record to the Cloud.

2. The recording will begin automatically. You can ensure it is recording by returning to the same locations as the first step—if recording, they will now give you options to Pause and Stop Recording instead.

3. You can finish the recording by ending the meeting or by choosing the Stop Recording option. A dialogue will appear asking you to affirm you want to stop the recording and notifying you that you will receive an email when the link is ready.

4. Depending on the length of the session, it will take anywhere from a few minutes to an hour for the recording to be ready. When it is, Zoom will send a link to your staff email. Copy the shareable link:

5. You can now send it send it to the student(s) you met with or send it to the whole class using Eagle-connect’s filtering and bulk messaging features (see pg. 29).

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Classroom Visits

Often, especially at the beginning of semester and midterms, tutors will be asked to visit classrooms related to their discipline. Use this section to prepare for those visits.

Things to bring:

1. Tutor Schedule copies for students2. Study Table Scheduler (used by SI leaders only)3. Appointment Making Instructions (only if you won’t or don’t have time to show the students

through Eagle-connect during the visit)

Things to do before the class:

1. Write your regular office hour times on the board in the classroom if you have any.2. Make sure the computer is on, the projector screen is down, and you are logged in, so you can

show them through Eagle-connect without having to awkwardly wait for it to load during class.

Things to make sure and do/mention:

1. Introduce yourself and your academic credentials (your major and qualifications in your field), and your role (tutor, SI, Writing Studio, etc.)

2. Ask if any have not been to the success center and tell them how to get there, especially if it’s a freshman class.

3. Make sure they know tutoring is free and available M-F.4. Show them how to find tutors and schedule appointments in Eagle-connect.5. Let students know that we do accept walk-ins, but do highlight the disadvantages (tutor might be

unavailable or with another student) and try and steer them towards making an appointment.6. Let them know that we can also do recurring appointments on a schedule that works for you if you

want extended one-on-one help.7. If a student requests proof-of-visits, they are sent after the appointment to each student’s email,

where they can be printed or forwarded to their instructors to satisfy class-requirements or for bonus points.

8. If there are any upcoming events, take the opportunity to promote them.9. Set expectations. Make sure students understand we are not a remedial service, nor do we do the

work for the student; we are here to give you the tools to teach and develop yourself. This sets a very important expectation about what we do. Similarly, if a writing class, please mention we are not a proofing service; we’ll show you to find and fix the mistakes yourself. It’s also good to mention that we help students at any point in the writing process from outlining to research to formatting to final draft.

10. Ask if they have any questions.

If an SI leader, in addition to the above, make sure you:

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1. Mention what SI is and how it can help2. Setup the study table time if you haven’t polled the class yet3. Describe a general SI sessions and its benefits (why they should attend)

Cleaning and Maintaining the Success Center

Tutor Cleaning Responsibility

It is every tutor’s responsibility to help keep the Success Center a clean, neat, and inviting place. Specifically, tutors are responsible for maintaining the tutoring floor, the computer lab, GA desk area, food/coffee area, and the conference room.

1. Push in chairs when you are done tutoring and return chairs if you got extras out. 2. Erase the board, if the work is no longer needed.3. Put markers and erasers back in the board trays (not on the table or in the pencil holders). 4. Move mobile white-boards back into their original location, if used. 5. If you move seating or tables around, put chairs back in their original location when done. 6. If you or your student’s leave trash, throw it away; any left or lost items can be taken to the front desk.7. When you are done with the chess-set, move it back to the coffee table.8. If you get out any games, return them to the game shelf. 9. Keep the GA desk clean and do not leave your schoolwork on it long-term. 10. If you use the microwave, toaster, or Keurig, clean up the area when finished.11. If you use the conference room, especially for study groups, put it back in its original state (straighten and

push in all chairs, wipe board) when finished.

Cleaning Supplies

Cleaning supplies are in the leftmost cabinet of the long storage unity beneath FYE/Coach office window. 1. Please use Lysol wipes for small cleanups only. Use cleaner spray and paper-towels when wiping

down larger surfaces. 2. Do no throw away board cleaner spray-bottles. We refill these from a bulk container at the back of

the cleaning cabinet. 3. Should you need them, other supplies include, batteries, monitor wipes, tissues, paper towels,

dusters, and air dusters (for cleaning keyboards).

Evening Tutor Responsibilities

In addition to your daily responsibilities, evening tutors and Friday tutors may have the final 30 minutes of their office hours reserved for cleaning and returning the Success Center to its default state. Students can’t schedule with tutors during these times, so tutors can leave for the day once the following tasks are complete.

Computer Area

1. Pick up any loose trash around the computers or on the floor. 2. If visibly dirty, wipe computer table surfaces.3. Straighten monitors, mice, and keyboards.4. Students often move chairs around. Make sure they get put back in the following way: Chairs with

blue seats go along the computers directly in front of the window. The four rolling office chairs go

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with the four computers opposite the window. The ball chairs go under the empty table next to those 4 computers. No chair should be under the print terminal.

5. Straighten the printer terminal area. Remove any paper trash the students may have left. Clean up any pencil shavings and staples.

6. Erase any boards in the computer area and wipe down with board cleaner if excessively dirty.

Food/Beverage Area

1. Clean up any crumbs or spills.2. Straighten any items if out of place.3. If the Keurig water reservoir is low, grab the pitcher from left hand cabinet beneath the coffee

maker, fill it using the water bottle station by the bathroom, and add water to the fill line.

Conference Room

1. Pick up any trash and wipe down any surfaces that are visibly dirty, including the conference table, smartboard table, and the laptop counter.

2. Put chairs in order. The conference table has 4 chairs on each side and 1 at each end. The 4 rolling chairs should be pushed in completely next to each of the laptops. Lower the arms if necessary. There should be 1 chair pushed in by the smartboard table.

3. Erase all boards and wipe down with board cleaner if excessively dirty.

Tutor Floor

1. Erase all boards – wipe down with board cleaner if excessively dirty. 2. Put chairs in order. The U-shaped table facing the smart-board should have 9 chairs—or 3 chairs

at each edge. The table by the board games should have 6 chairs. The two tables behind the couch area should have 4 chairs each. The large table in front of the Coach/FYE office should have 8 chairs, 4 on each side. All extra chairs should be stacked just to the right of the Keurig.

3. Pick up any trash, wrappers, or food on the floors (check near the couch area, especially). 4. If visibly dirty, wipe down table surfaces, including the long counter in front of the FYE/Coaching

office.

Other Friday Duties

If you are the cleaner on Fridays there are a few extra tasks, specific to Fridays.

1. Always spray and wipe down the smart-boards on Fridays. These need to be extra clean to see the screen easier. Other boards you can just erase and wipe down if excessively dirty.

2. Double check that the coffee-maker is unplugged. There are two red toggle switches on the coffee maker. Toggle them, and if they light up, then the power is still on. There is a power-strip affixed directly below the coffee maker on the right side of the cabinet. Toggle the power strip switch until the lights go off on the coffee maker. The Keurig can stay plugged in.

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Working the Front Desk

Managing Calendars

Occasionally, tutors will be asked to cover the front desk. To help with this, each tutor should have access to the calendars of all tutors and advisors in Eagle-connect. If you do not see the calendars, tell your coordinator. Since tutors have access to each other’s calendars, use this benefit to help each other make and keep records of appointments. Having a copy of Eagle-connect open on the GA desk or on success center laptops will help all tutors to quickly add their records closer to real-time.

Once you confirm you have access to everyone’s calendars, the rest is know how to field a student’s concerns. Most front-desk interactions fall under two main situations: students needing to see or schedule an appointment with an advisor or tutor and students here for an already scheduled appointment.

Students Here for Appointment

1. When a student arrives for an appointment, ask them who it is with and what time. If necessary, pull that tutor or advisors calendar up to confirm.

2. If you know that the advisor/tutor is available, direct the student through the doors to them. Make sure they get to the person they need and aren’t just standing around in the Success Center, lost. If you are unsure, you can walk back with the student and hand them off to their appointment.

3. For advising, it is best to tell the student that “advising is to the left through the doors. If your advisor is with someone, you can take a seat on the couches until they are ready.”

1. Click the stacked lines in the top-left and select appointments.

2. Use the day and week tabs to change how much of the calendar you see.

3. The month calendar in the top-left can be used to change dates.

4. Use the check boxes to select one or multiple calendars at once. To see your calendar select My Calendar.

5. You can click deselect all and select all to quickly choose all or no calendars.

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Students Wanting to see an Advisor

Students Wanting to see a Tutor

1. Ask the student what subject they need help with and if they know the tutor they want to see. 2. There is always a tutor schedule on the wall by the front-desk monitors. You can use this to help the student

quickly see available tutors and times across all subjects. 3. If you know the tutor is available, send the student back. If you are not sure, check the tutor’s current

availability in Eagle-connect and if unavailable, ask the student if they wish to schedule an appointment.

1. When a student wants to see an advisor, first ask if the student knows who their advisor is.

2. If they do not know, ask them what their major is. The front desk and GA desk both have an advisor cheat sheet tapped to their monitors (see image). Based on the student’s major, use the sheet to determine who their advisor is.

3. Pull up that advisor’s calendar, and ask the student when they would like to schedule. Check their availability at that time and adjust as necessary. If the calendar lists them as unavailable, you may call or physically check with the advisor to see if they are available to see a student; otherwise, you will need to find a different time.

4. When you find a time, select the open slot (green plus sign). The appointment pane will appear.

5. Ask the student their name and find them in the student field. The date and time should already be set.

6. Select the location under where. Select whatever room is listed by default, unless the student mentions wanting to call into the appointment. If that is the case, select the phone number instead.

7. Ask the student their reason for the appointment and select the nearest option under Reason. If the student lists any other reasons for the visit not

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4. Work with the student to find a time, and schedule the appointment as normal.

Answering Student Questions

1. Don’t over-promise or speak to what you do not know for sure. Often you will be asked questions better suited for an advisor or tutor to answer. Call or walk back and ask the tutor/advisor the question or help the student to schedule an appointment with them.

2. Always assist the student that is physically in front of you before answering the phone. The person in front of you took the time to physically come in and deserves immediate attention. The person on the phone has the option of leaving a voice message.

3. If necessary, use a sticky-note to take a detailed, legible message from the caller or student, summarizing the concern and taking the caller’s contact info.

Transferring a Call

1. When on the call, press the transfer button on the bottom right. The caller will be put on hold.2. Enter the extension on the number-pad. Each phone should have a list of staff extensions attached to it.3. Press Dial using the buttons below the screen. You will call the extension and be able to speak before

transferring the caller. Explain the callers concern.

NOTE: Do not hit the transfer button, as this will immediately complete the transfer, giving you no opportunity to speak to the extension before transferring. Also, if there is no one to answer on the other end, it will hang-up on the caller, instead of returning the caller to you.

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3. Either press the Transfer key to complete the transfer, connecting the caller to the extension, or if the person on the extension can’t help, select End Call to return to the caller.

Proof of Visit

Students sometimes require proof-of-visit for class requirements or bonus points, especially writing based tutoring. If a student asks, first search for and select the student using the search bar at the top of Eagle-connect to open the student’s profile.

When pane appears, select Note from the buttons at the top.

From Note Type, select “Proof-of-Visit” and the template should appear.

Add “Proof-of-Visit” as the subject title.

Fill in the student information at the top of the template, and fill out the outcomes at the bottom of the template.

Select Send a Copy of Note to Student so that the note is sent to the student (you must select this, as students can’t see notes in Eagle-connect, but they can receive copies in their email if this is checked.

After this, it is up to the student to print or forward the proof-of-visit to their instructors.

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Success Center Resources

Tutor Printing

Tutors have two printers they can use, the main office printer behind the front-desk, and the tutor printer behind the GA-desk. The image below shows the different print options available to choose from when printing. Paper can be found by the student printing area or behind the front desk. NOTE: Printers will look off until you hit the Energy Saver button to turn the screen on.

Student Printing

Students have their own print-terminal in the Success Center that uses the same system as the library. Documents released to our terminal can also be printed from the terminal in the library. Students receive $5.00 dollars in their account each semester, and the library handles adding more funds, changing passwords, and fixing account issues. Generally, if a student can’t print and there is no obvious solution, send the student to the library front-desk for assistance. To print:

Xerox Workcenter 7855 (Front-desk)1. The Xerox is the office’s main printer, located behind the front-desk. Use this to print large

documents, high-volume, and documents in color. 2. Code: 3320 (You will need to use this code to print and access the Xerox)

Canon MF6100 (GA-Desk)1. This is the tutor printer, located directly behind the GA desk. Use this for everyday printing and

making quick copies if you have to make copies of paper-records.

1. When a student prints, they must select Black and White as their printer.

2. After hitting print, the student will be asked to enter their credentials. The User Id is the students CWID. The PIN is chosen by the student and has to be setup in the library first.

3. At the terminal, the student will be asked to re-enter their credentials, and once they do, their released jobs should be listed.

4. The student selects the desired document and click Print to print.

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Smartboards

The Success Center has 2 smartboards. Smartboards act as both whiteboard and touch-sensitive screen for the computer attached to the smartboard. This makes them especially useful when working with a group of students, as you can use computer resources, interactive educational tools, and internet resources, all while recording your sessions to send to students afterwards.

1. Both the remote and stylus for the smartboard are affixed to the right-edge of the smartboard. To turn on the board, point the remote at the front of the projector, not the screen, and press power. To turn it off, do the same, but press twice (after the first press, a prompt will display on the screen, asking you to press it again to turn off).

2. Next turn on the computer attached to the smart board. If the computer is already on, but the smartboard says no source can be found, then hold the power button down on the computer until it shuts off, then turn the computer on again.

3. When the desktop login shows up on the screen, the smartboard now functions like any other computer on campus, accept you can now touch the board to manipulate the mouse. The mouse and keyboard can also still be used, should you need it, but you can additionally use either your fingers or the stylus on the right-edge of the board. The stylus is especially useful for drawing symbols and equations.

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Index

Advising, 3Appointment

Making, 18Preferences, 17

Appointments1-on-1, 20Group, 21

Coaching, 3DFW, 2Duties

Supplemental Instruction, 4Tutoring, 4Writing Studio, 4

EmailNotifications, 17

Ethics, 6Expectations, 6GPA, 2Login Credentials

Recieving, 9Staff, 9Student-Login / Eagle-ID, 9

Meetings, 24Mission, 2Network, 24Notes tab, 24Online Writing Lab, 2Organizational Structure, 3Outlook

Accessing Outlook from the Web, 10Accessing Outlook from your Phone, 11Setting Up, 10

PasswordLost, Unlock, Reset, 9Self-service, 9

PATH, 4Professionalism, 7Profile

Tutor, 15User, 16

ProfilesStudent, 23

Proof of Visit, 45Record Keeping, 3, 31

Group, 21Referral

Notes, 31Shared & Private, 20Single-sign-on

Traintraq, 12Single-Sign-on, 12Student Tab, 26Supplemental Instruction, 2The Success Center, 3Tracking, 23Tracking Tab, 28TRiO, 3Tutoring Referrals, 28Workday

Tax Documents, 14Timesheets, 13

Workshops, 2Writing Studio, 2

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