1. As a professional, you’re working with a student who has been in the program for a few years and has shown high independence and responsibility. This student has successfully managed their academic progress and even volunteered to mentor new students. You are considering asking this student to lead an upcoming workshop on study strategies for new students. *

A. Assign the workshop to the student and let them decide how to structure it.

B. Assign the workshop, outline the key topics, and incorporate the student’s input on how to proceed.

C. Assign the workshop and offer support and feedback as needed.

D. Assign the workshop and provide a detailed plan on what they should cover, then monitor their preparation closely.

2. You recently hired a new staff member to help with student advising and counseling. This person is eager to learn and very enthusiastic about supporting students but has limited experience in advising. You've noticed they are struggling to manage their caseload and often miss key steps with students. *

A. Let the staff member know about their performance gaps and give them more time to adjust.

B. Outline specific tasks they need to complete for each student session and integrate any suggestions they have.

C. Provide a step-by-step guide on handling student cases and monitor their performance closely.

D. Provide detailed instructions on handling student cases, supervise their work, and make necessary adjustments.

3. You are supporting a group of students who are preparing for a crucial upcoming exam. In previous months, you set clear expectations and provided hands-on support. However, due to recent poor practice test scores, the group is feeling discouraged and has lost confidence. *

A. Give the group more time to work through their challenges, but check in periodically.

B. Continue to guide their study activities but involve them more in planning and decision-making, incorporating their ideas.

C. Participate actively in their study sessions and encourage them as they work through setbacks.

D. Continue directing and closely monitoring their preparation.

4. You’ve asked an experienced peer tutor in your program to lead a tutoring session for students on time management skills. Although this tutor has demonstrated strong subject knowledge and prior success in tutoring, they seem hesitant about leading the group. *

A. Assign the session to them and allow them to run it independently.

B. Set goals for the session but solicit their input and involve them in the planning process.

C. Listen to their concerns, provide reassurance, and support their efforts.

D. Provide detailed instructions for the session and supervise their work closely.

5. You are working with a student who has taken on a challenging academic schedule while working part-time to support their family. This student is committed and capable but is starting to feel overwhelmed by their responsibilities, which has impacted their academic performance and participation in activities. *

A. Encourage the student to take ownership of managing their workload and suggest they find a balance that works for them.

B. Help the student outline their priorities and discuss options for adjusting their schedule, considering their input.

C. Work closely with the student to create a structured plan for balancing school, work, and personal time while offering encouragement.

D. Provide a detailed weekly schedule for the student, specifying when to study and attend activities, and monitor their progress closely.

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