Becoming a Peer Educator

Becoming a Peer Educator

Becoming an Academic Success Coach (ASC)

What is an ASC? 

ASCs are peer academic coaches that work with students individually and in groups to support registration; answer academic-related questions; focus on high impact study skills and generally support academic life at Wellesley. Some specific skills that ASCs can help students with are time and task management, note-taking, test-taking, memorization and academic planning Coaches can also refer students to other appropriate support services on campus.


What Makes A Good ASC?

ASCs are mature and enthusiastic students willing to help motivate others to improve their study skills and academic performance. ASCs are not necessarily straight "A" students. It’s common that coaches themselves have had to improve their own study habits to meet academic challenges. The skills they have acquired in this process make them especially effective advisors In essence, an ASC should be an empathetic listener who is eager to respond creatively and energetically to the academic needs of others.



How To Become An ASC


Do you like helping other students? Are you interested in learning new techniques to improve your own academic performance? Do you want to reach out to First Year students? If so, you should apply!

The ASC application and selection process follows the same calendar and platform (more information) as that of the RAs and other student leaders. Watch for information beginning in November. Interviews typically take place in January through March with hiring decisions announced in March for the following academic year. Note that the ASC position is a full academic year commitment. Priority will be given to qualified  candidates who are also work study eligible students.




Becoming a Supplemental Instruction (SI) Leader

What Supplemental Instruction Leaders Do

Supplemental Instruction is a specialized type of tutoring that provides extra practice and applied learning strategies to the most challenging course content. Led by a student who previously took the course, usually with the same professor, the SI program provides an opportunity for students to work in small groups to complete practice problems, discuss course content and learn a variety of strategies that promote academic success.  SI sessions are typically offered twice a week at a time convenient to most students. SI is not just for students struggling with the course. It is open to all students enrolled in the course regardless of their level of comfort with the material. 




What Makes a Good Supplemental Instruction Leader?

 An ideal Supplemental Instruction Leader is mature, patient, personable, and flexible. They must be capable of thinking through problem solving and understanding content from different angles so that they can meet students who attend their sessions where they are and work forward. Organization is also key for Supplemental Instruction Leaders. They must be able to generate session plans and activities every week, submitting these for professor and PLTC review.



How To Become a Supplemental Instruction Leader

Students are nominated by the faculty members who they will partner with to provide SI.  The PLTC then interviews nominated students to ensure that they will be a good fit for this particular program. Students who are offered an SI Leader position will then go through mandatory PLTC training before they begin working the subsequent semester/term. Attendance at training and follow-up in service meetings is required. 





Becoming a Tutor

What Tutors Do

There are many different types of tutoring programs available through the PLTCs, each of which will have a slightly different way of operating. For a thorough breakdown of the different types of tutoring that happen through the PLTC, please see our Choosing the Right Resource page. 

 In general, all tutors will work with their peers (sometimes one-on-one, sometimes in groups) through either drop-in cafe tutoring or scheduled meetings in order to advance understanding of course content through practice and question and answer. 



What Makes for a Good Tutor?

  A good tutor is able to take cues from the tutees they work with, encouraging them to become independent learners by facilitating learning rather than simply transferring knowledge/answers. They must be flexible and organized enough to switch topics between different tutees in a timely, effective manner and keep good records of their work. 



How to Become a Tutor

If you are interested in becoming a tutor, please talk to your professor or a professor within the department about potential opportunities. When the PLTC reaches out to each department to craft a plan for tutoring coverage, we ask for professor recommendations. 

Each student who is recommended to become a tutor will then attend mandatory tutor training prior to beginning of the term or semester.