Illinois Valley Community College

Tutoring and Writing Center Policies and Procedures

For the most up-to-date information about Tutoring and Writing Center services, schedule, and

hours, visit www.ivcc.edu/twcenter.

assignments and accepting the grade they earn.

The TWC has professional and peer tutors. Tutor subjects and schedules are posted in the

Tutoring and Writing Center (A-201) and on the TWC website. For drop-in tutoring, students

should check the schedule to be sure that an appropriate tutor is available. Many different

spaces are available for tutoring sessions varying from quiet private study rooms to open public

spaces. Students should communicate with tutors the type of space that works best for their

learning. Any in-person tutoring that takes place outside of the Academic Support Center (ASC)

needs to be preapproved by a TWC coordinator.

Appointments and drop-in sessions are available during Tutoring and Writing Center hours.

Appointments may also be made outside of TWC drop-in hours. If students or tutors are unable

2. Bring any textbooks, assignment sheets, rubrics, calculators, and class notes that will

help facilitate the session.

3. Inform tutors, “I’m here and need help,” before working independently in the TWC until

a tutor becomes available.

4. Be sure to sign out on one of the iPads by typing in their K-Number before they leave

the TWC.

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• Have an iPad, tablet, or computer with a camera.

• Establish a stable internet connection.

• Use headphones or earbuds with a built-in microphone.

• Find a quiet place where excess noise or disruptions will not occur.

• Be seen on camera.

• Dress appropriately.

• Be aware of their background and surroundings.

Student Success in TWC Sessions

The TWC tutors are here to help students. Depending on the number of students visiting the

TWC, tutors’ time with individual students might be limited. However, a tutor will continue to

• Realize that TWC tutoring is not a substitution for attending class.

• Acknowledge that each tutor works with students based on availability and expertise;

students may request a particular tutor, but that request might not be accommodated.

• Respect tutors.

• Be prepared for tutoring sessions by having questions ready for the tutor.

• Actively participate and ask questions during the session.

• Plan ahead by scheduling appointments in advance of deadlines.

• Help maintain a positive environment through focusing on the task at hand and being

courteous and polite. For example, don’t overshare details of personal problems.

• Review what was covered in the tutoring session soon after it has ended to reinforce

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Center for Accessibility and Neurodiversity

If students have learning differences, help is available at IVCC. Learning differences include, but

are not limited to, ADHD, a learning disability, Autism Spectrum Disorder, mobility impairment,

chronic medical condition, sensory deficit like low vision/blindness or hearing loss/deafness, or

psychiatric disability (anxiety, depression, bipolar disorder, post-traumatic stress, and others). If

learning differences limit students’ ability to fully access and/or participate in tutoring sessions,

those students should contact the CAN coordinator at (815) 224-0284, or stop by the Center for

Accessibility and Neurodiversity in C-211 to see what type of services or supports are available.

Upon visiting the TWC, students with learning differences may choose to disclose that

information to tutors.

The ASC has laptops and hotspots available for long-term student use. Interested students

should visit the Jacobs Library front desk in A-201 for more details.

Tutor Responsibilities

In order to encourage maximally beneficial tutoring sessions, tutors are expected to:

• Greet everyone.

• Maintain a positive attitude and encourage student learning.

• Be mindful of how busy the TWC is and rotate among students as needed.

• Help students with homework and conceptual knowledge.

• Ensure that tutoring sessions are interactive through asking questions and encouraging

student demonstration of knowledge.

calling security or making a referral to other resources.

Tutors will not:

• Do students’ homework for them.

• Help students with quizzes, tests, or test corrections directly unless this type of

assistance is approved in writing by the instructor.

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• Discuss instructors or other students in an unprofessional or negative manner.

• Write or rewrite sentences for students.

• Serve as assistants, lab assistants, or graders for instructors.

• Contact instructors about student attendance without a written email request from the

student’s IVCC email.

other party. The parties should describe the situation and indicate how they perceived the

issue and suggest a possible solution. This conversation will be logged by the TWC coordinator

in order to have a written record of the situation. The TWC coordinator will work with both

parties to resolve the issue. If a resolution cannot be reached, any of the parties involved

(student, tutor, and TWC coordinator) may contact the appropriate administrator for further

guidance.

Academic Integrity

Both students and tutors are expected to display academic integrity. According to the IVCC

student handbook, “Academic Integrity is directly linked to the Core Values of Illinois Valley

Community College, three of which are RESPONSIBILITY, RESPECT, and HONESTY. It is the

• Students may verify their TWC attendance by asking a tutor for a paper verification form

or an email to the instructor. However, a tutor will only verify the visit if the student

engaged in a TWC tutoring session.

• Faculty may request a professional tutor be embedded in their online courses.

• Tutors are available for classroom visits to discuss the services provided by the TWC.

They are also available for presentations on topics such as MLA or APA formatting.

Tutor Scheduling Procedures

The type and mode of tutoring each tutor does is subject to supervisor approval based on the

needs of students who use the TWC. The possible tutoring modes include:

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