Tutoring in Math and Science - Faculty Information

The Tutoring in Math and Science (TIMS) Program primarily serves math and science courses. Tutors assist students with understanding course material, practicing problems, and developing college-level study skills and test-taking strategies.

Tutors are outstanding undergraduate students recommended by UWSP faculty. Tutors bring experience, expertise and enthusiasm to group discussions, drop-in tutoring, and one-on-one tutoring.

Courses Involved in Tutoring in Math and Science

  • The charge of the TIMS Program is primarily to serve lower-level math and science GEP classes with high rates of D, F, or W grades.
  • Courses/Professors with 60 or more students and an average course GPA of less than 3.0 tend to have enough interest in tutoring to sustain a tutoring group throughout the semester. Other courses are better served through one-on-one or drop-in tutoring, if available.

Group Tutoring

  • Small discussion/study groups that provide students with additional opportunities to engage with course material and other students. The collaborative learning group is facilitated by a peer tutor who has successfully completed the course.
  • Tutors help students understand course material and assignments. They also discuss and model college-level academic success strategies.
  • Group meetings are 50 minutes long beginning week 3 of the semester. Attendance is optional.
  • FREE for ALL students.

One-on-one Tutoring

  • Students meet weekly with a tutor who has successfully completed the course.
  • Free for American multicultural students. Fee reduction or waiver may be applicable for other at-risk student populations. All other students pay $9.00 per 50-minute session.
  • Free one-on-one tutoring in reading, writing, study skills, and technology software is available through the TLC Reading/Writing Tutors and Technology Tutors. (Drop-in or by appointment.)


  • Tutors must have received an A or A- in the courses they tutor (B+ is acceptable in some cases; test out also applicable).
  • Tutors must maintain a 3.5 or better cumulative GPA.
  • Tutors must be patient with various learning styles and the needs of different students. Tutors are not expected to be a substitute instructor, nor do they need to have all the answers. Tutors should be resourceful and able to help students work through material in order to assist students with developing a deeper understanding. Tutors also offer strategies for remembering and processing course content.
  • All new tutors must take Education 301: Workshop in Academic Success Strategies within their first two semesters of employment. Topics include: tutoring strategies and practices; group facilitation skills; study and test-taking skills; time-management; university resources; and inclusive excellence principles.

Faculty Involvement

  • Faculty members are encouraged to make recommendations of students who they feel would make good tutors. The Program Coordinator will verify tutor eligibility (see "Tutors" section above).
  • Faculty with tutoring groups for their course(s) should plan to meet with the group leader(s) during week one of the semester to provide the tutor with a syllabus and to generally discuss the course, assignments, quizzes, tests, provide access to D2L, etc. Informing the tutor of dates of exams, quizzes, or homework will help the tutor to select suitable group meeting times.
  • Students and tutors will benefit from ongoing communication between the group tutor and instructor. This may take many different forms: some faculty members meet weekly wtih group leaders; others prefer email communication. This may vary depending on the tutor's familiarity with the discipline, number of semesters the tutor has led a group, and faculty preference. Tutors are compensated for prep time which can include meetings with the instructor.
  • The Program Coordinator will announce groups several times throughout the semester by contacting students through the course email distribution list.
  • Participation in tutoring increases when faculty members encourage (and frequently remind) students to utilize the services. Allowing the tutor to promote group tutoring through a class visit may help to ease potential reluctance to participate in tutoring. Positive reinforcement of group tutoring may include recommendations to attend tutoring sessions in addition to posted office hours in order to receive timely assistance.
  • Success is enhanced by consistent tutoring attendance. Therefore, early feedback to students regarding academic progress prior to mid-semester is crucial to allow students to determine tutoring applicability. Tutoring groups begin week three of the semester.

Role of the Program Coordinator

  • The Program Coordinator will solicit tutor recommendations from faculty, verify tutor eligibility based on GPA and course grades, interview, hire, provide tutor orientation and training, assign group meeting rooms, announce tutoring opportunites through course e-mail distribution lists, maintain a database of enrolled students, provide on-going support to tutors, and process payroll.


  • Tutor wages start at $8.50 per hour. In addition to tutoring, tutors are also paid to attend meetings with professors and training sessions.
  • Tutor wages are funded through a variety of funding sources. Currently, there is no cost to the department.

Contact Information

Tanya Copas
Tutoring in Math and Science Coordinator
Tutoring-Learning Center
018D Albertson Hall