Level 1: Chapter 8
Read and gain an understanding of the Tutor
Code of Ethics
Read and gain an understanding of
OSU/COTC Academic Ethics Policy
Understand the importance of a professional
Reflect on tutor’s personal Code of Ethics and
how it applies to tutoring
The National Association of Tutorial Services
suggests the following code of ethics
Subject proficiency and knowledge have top
priority in the task of a tutor.
The tutor’s major motivation is building the
The tutee deserves and will receive the tutor’s
The language the tutee and tutor share must be
mutually understandable at all times.
The tutor must be able to admit his/her own
weaknesses and seek assistance whenever he/she
Respect for the tutee’s personal dignity means
that the tutor must accept that individual without
The tutee will constantly be encouraged but never
insulted by false hope or empty flattery.
The tutor will strive for a mutual relationship of
openness and honesty as a tutor.
The tutor will not impose his/her personal value
system or lifestyle on the tutee.
The tutor will not use a tutoring situation to
proselytize his/her personal belief system.
Both the tutee and the tutor will understand that
the tutor’s role is never to do the tutee’s work.
The tutee counts on the tutor to be a guide, and
to teach the tutee ways to do a better job.
The tutor will be punctual and keep
appointments, not only out of courtesy but also as
an example for the tutee to follow.
The tutor will maintain records and progress
reports as expected and required.
The tutor will help the tutee “learn how to learn”
by helping improve his/her study skills.
The tutor will remember that he/she may be a role
model for someone; therefore, the tutor should
conduct his/herself in an appropriate manner at all
The tutor will keep confidential any information
that the tutee decides to share or that the tutor
has access to in the helping process.
The tutor’s ultimate tutoring goal is for the tutee
to be a better learner.
The student handbook for COTC/OSUN
forbids academic dishonest
Tutors should consult this handbook for a
detailed explanation of inappropriate
Violations of procedures that protect the integrity
of a quiz, examination, or similar evaluation.
Possessing, referring to, or employing open
textbooks or notes or other devices not authorized
by the faculty member.
Copying from another person’s paper.
Communicating with, providing assistance to, or
receiving assistance from another person in a
manner not authorized by the faculty member.
Possessing, buying, selling, obtaining, giving,
or using a copy of any unauthorized materials
intended to be used as or in the preparation
of a quiz or examination or similar evaluation.
Taking a quiz or examination or similar
evaluation in the place of another person.
Utilizing another person to take a quiz,
examination, or similar evaluation in place of
Changing material on a graded examination and
then requesting re-grading of the examination.
Collaborating with someone else on a quiz,
examination, or similar evaluation without the prior
consent of the faculty member.
Submitting an assignment purporting to be
the student’s original work that has been
wholly or partly created by another person.
Presented as one’s own, the work, ideas,
representations, or words of another person
without customary and proper
acknowledgement of sources
Submitting as newly executed work, without the
faculty member’s prior knowledge and consent,
one’s own work which has previously been
presented for another class at the Ohio State
University or Central Ohio Technical College, or
Knowingly permitting one’s work to be submitted
by another person as if it were the submitter’s
Cooperation with another person in academic
dishonesty, either directly or indirectly as an
intermediary agent or broker.
Knowingly destroying or altering another student’s
work whether in written form, computer files,
artwork, or other format.
Aiding, abetting, or attempting to commit an act or
action that would constitute academic dishonesty.
Tutors should make every effort to establish a
professional relationship with tutees
Boundaries should be set to prevent
misunderstandings or unwanted/dangerous
Only discuss personal information with a tutee if it is
relevant to the lesson. Discourage the tutee from
revealing too many details about his/her personal
life as well.
Remember, the tutor is not the tutee’s
Refer the student to the school counselor if there
are personal issues that are interfering with the
Tutors should not date tutees
At no time should a tutor feel uncomfortable
or threatened by a tutee, nor should the tutee
feel this way about the tutor.
If any of these situations occur, contact the
Tutor Program Coordinator so that it can be
If a tutee asks a tutor to help with a writing
assignment, would it be appropriate for the tutor to
do any of the following? Why or why not?
Type the assignment
Rewrite sentences that seem awkward or contain wrong
Fix citation errors
Create an outline for the tutee to follow when writing