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The Tau Beta Pi Association
Chapter: California Phi
Project number: 14
Chapter Project Report

INSTRUCTIONS: Please complete each of the seven sections below either in the space provided or by attaching additional sheets and using the items below as an index. If sheets are added, please use the Roman numerals to identify the section and Arabic for pages within a section (III-2 is the second page of Organization and Administration). Any additional information which may be helpful to another chapter would also be appreciated, but do not send extraneous material that would not be useful to other chapters. Please type or print clearly using dark ink.
Project name: Tutoring
Date(s) of Project: October 1995 - May 1995 Target Audience: Lower division students
Number of persons who participated in this project.
Members: 9
Brian Alamo, Melinda Bautista, Tana Cicero, John Coffman, Kirk Jardin, Kevin Long, Lief O'Donnell, Kristi Walters, Heather Watson
Candidates/Electees: 0
Hours spent on this project. Organizing: 2 Participating: 140+
DESCRIPTION OR INDEX TO ATTACHED DESCRIPTION:

I. General Description:
Tau Bates scheduled set times to be available in a study lounge on campus to give assistance in lower division math, science, and engineering courses. Anyone enrolled in the courses listed by the tutor was eligible for the tutoring at no cost.

II. Purpose & Relationship to Objectives of TBPi:
Tutoring not only provides a way for Tau Bates to contribute to the betterment of their university, but also provides exposure for the chapter and a good chance for the tutors themselves to review valuable foundation material.

III. Organization & Administration: in conjunction with another group? No
A tutoring schedule was posted about the campus, sent to all professors in the School of Engineering as well as those math and physics professors teaching courses being tutored. The schedule was also available on the Tau Beta Pi web page.

IV. Cost & Personnel Requirements:
Tutors showed up for an average of 1 hour a week. Members were simply asked to volunteer their time, and most found it no problem to provide one hour per week. The only cost incurred was that of printing and photocopying the tutoring schedule.

V. Special Problems:
Although Tau Bates readily volunteered their time, the service was not utilized widely. Most tutors ended up spending the tutoring session doing their own work because no students showed up for help.

VI. Over-all Evaluation/Results (Be specific):
The students who did come were satisfied with the help they received. The service seemed to be more popular in the fall semester. We suggest that in the future, the schedule be distributed as early as possible, and perhaps that verbal communication be made with professors to encourage them to refer students to us for help.