What we do
We want to partner with you to help UIW undergraduate students strengthen their understanding of course content and study skills. We support these efforts by offering one-on-one tutoring, group tutoring, integrated tutoring, and coaching on study skills and time management.
Tutoring Services' primary goal is to help guide students through the learning process. In addition to assisting with specific questions the students have about their course content, the tutors will offer advice about learning strategies to help students find what works best for them.
On the Tutoring Services home page, you can find information on how to get in touch with us, look up tutoring schedules, make appointments (either by contacting us or self-scheduling), and to find our office. On our "strategies for success" page, you can find shareable resources on a variety of topics related to study skills.
Find academic support for high-need courses
We look at trends in UIW historical enrollment and success rates to identify courses with higher need for academic support. Generally, courses that meet the intersection of higher enrollment and lower success rates will have more available hours of tutoring. We also offer skills-based support, including study strategies and time management coaching.
For more information, please contact:
Director of Learning Support Services, Dr. Amanda Johnston, by phone: (210) 805-5856, by e-mail: firstname.lastname@example.org, or in person: Student Engagement Center, room 3162.
Tutoring Services Manager, Cristina Ariza, by phone: (210) 283-5020, by e-mail: email@example.com, or in person: Student Engagement Center, room 3161.
Talk to students about tutoring
Asking for help is still quite stigmatized, unfortunately, and students not uncommonly report experiencing anxiety around seeking tutoring. We can work together to counter this narrative in several ways:
- We can encourage students to view tutoring as a positive. While they may fear that it reveals some sort of deficiency, it really shows their commitment, industriousness, and persistence in the face of challenges.
- We can share our own experiences of seeking help, to reinforce the idea that it is a natural and important part of the learning process.
- We can remind students that they will get the most out of tutoring if they come in regularly. Sometimes they get discouraged if they don't see immediate results.
- We can arrange a time for a tutor to drop by for a quick class intro (2 or 5 minutes--your choice).
Note: Tutoring Services is connected to the Writing and Learning Center. You are welcome to use the linked form to recommend a student to become a writing tutor, a course content tutor, or an office assistant.
Prospective tutors must meet the following criteria to be eligible to work with us: 1) strong communication skills, 2) strong performance in courses they are applying to tutor, 2) minimum overall GPA of 3.0, 3) patience and empathy toward all students, and 4) ability to maintain confidentiality. Along with an application, prospective tutors must attain faculty recommendations for the courses they are applying to tutor and submit an unofficial transcript.
Tutors are trained in basic learning theory and best practices in peer tutoring. They complete practice sessions and observe experienced tutors prior to beginning to tutor. Ongoing development is conducted regularly to address questions and challenges that come up throughout the semester.
Find the tutor/office assistant recommendation form here.
Tutoring Services can provide dedicated support for courses tutored, including workshops, exam reviews, and in-class tutoring. If you're interested in arranging integrated tutoring, please fill out the form at least two business days prior to the class date you are requesting. For more information, contact Cristina Ariza at firstname.lastname@example.org or (210) 283-5020.
You can find the form to request integrated tutoring here.
The University of the Incarnate Word provides reasonable accommodation with adequate notice. To request disability accommodation for an event, visit the ADA/Section 504 page.