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Discover opportunities and resources available through the College of Arts, Humanities and Social Sciences to support your academic journey and personal growth. From experiential learning and campus involvement to academic support and career development resources, these opportunities help students achieve their goals and prepare for the future.

Research

Science Writing

Literature

  • bartleby Project Archive

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Citation Information

Grammar

Professional Writing and Resumes Poetry Resources Web Publishing Quotation Self Tests Review Exercises
  • Reading and Grammar Review
8 Principles of Minimalist Tutoring
  1. The best way to learn how to write is by writing.  In general, the more a tutor talks, the less a student writes. A session in which a tutor and student “discuss” ideas may feel satisfying, but the discussion is often abstract and the student leaves the Writing Center with little writing and quickly fading memories of a “discussion” in which the tutor did most of the talking. The student has made no progress with the paper. Instead, we want to move students quickly toward generating text and developing their ideas on paper. The most productive tutoring sessions are those that allow students to leave with tangible results: notes and pre-writing that they have developed by working closely with a few key moments in the text, substantive questions that they have posed to their own drafts, or several revisions of one or more paragraphs accompanied by written notes and a clear sense of how to proceed with their revision process.
  2. Our primary objective is to help students become better writers by the end of the semester, not to produce a perfect paper by the end of a tutoring session. It may take more than one session for students to fully incorporate the approaches they practice in the Writing Center. Therefore, we must focus on the students’ overall progress and development rather than the success of the current paper.
    • Tutors in the Writing Centers do not provide proofreading or editing  services for students.
    • They do not interpret texts for their students or suggest ways that their students might connect the texts in an assignment.
    • They do not fix a student’s paper by providing a thesis, rearranging paragraphs, or otherwise doing the work of interpretation or revision for the student.
  3. It is important that we not allow a student’s panic or deadlines to shape the tutoring sessions.  Since we view tutoring as an on-going process rather than a last-minute check, we should focus on modeling strategies of reading, writing, and revising that students will use as they continue to work on their own. Thus, if student is panicked because he has not started writing a paper that is due in two days, or in a few hours, you can ask him to begin on parts of the assignment and remind him that he will continue what you started on his own. In cases like this, it s important to remember that you will see a student for at least five sessions.
  4. An assessment of each student’s work determines the focus of the tutoring session.  Formal or formulaic approaches assume that every student’s strengths, weaknesses, preparation, and progress are identical, but this is simply not the case. Furthermore, it is crucially important to remember that every writing project has its own logic, and therefore a plan that works for one student’s paper might be entirely inappropriate for another student’s paper. Rather than assuming that there is one step-by-step writing process to which every writer must adapt, we must strive constantly to help students identify and practice the writing strategies that are most productive for them. This work always begins with the students’ own writing, and their own assessments of their writing processes.
  5. Students will become more independent as writers if they understand how and why each step of the writing process is important and productive. Simply telling students what to do is inadequate because it mystifies the writing process and leaves students dependent on their tutors. Throughout the tutoring session, it is crucially important to establish— through conversation rather than lecturing —the point of each task we ask students to do.
  6. The work we do with students in the Writing Center should complement, not replicate, the work students do with teachers in the classroom.  While teachers focus primarily on results, it is our job to focus on the process. At every tutoring session, students should work on specific reading, writing, and critical thinking strategies, rather than engaging in general conversations about the texts or their own essays. Rather than explaining essays, lecturing about the goals of the course, or correcting errors, our job is to coach students toward more productive working practices.
  7. Resist the temptation to be a student’s savior.  While it is disheartening when a student fails a paper, remember that the work you do with students in the Writing Center represents only a tiny part of the work that goes into any paper. Ultimately, your job is to teach students how to draw on effective reading and writing strategies when they are working alone. Remember: Never work with students outside the scheduled period and do not give them your email or phone number so they can contact you for assistance.
  8. Please avoid evaluating or judging a student’s work.  Writing classes are difficult and often students feel dispirited. They frequently look to blame their performance or difficulties on their teacher and often turn to their tutor for reinforcement in this. Tutors frequently find themselves in an uncomfortable triangulation where they are pitted against the teacher.  Harmless comments on a student’s work can metamorphose into, “My tutor thinks I’m a great writer and thinks my teacher grades too hard.” In order to avoid such problems, you should never, under any circumstances, evaluate a student’s work or speculate on a grade. We are not suggesting you withhold encouraging words, but that you avoid giving an opinion on the grade a paper deserves or the teacher’s standards.

The Center for Writing and Communication is a free service to University of Arkansas students. Our staff consists of trained consultants who assist writers at all stages of the writing process: pre-writing, drafting, and revising. We also have a great resource library for more help in the writing process, including (but not limited to): citing sources, MLA/APA formats, brainstorming ideas, how to structure various types of essays, grammar/punctuation, etc. In addition to being a great place for helpful advice on composition, the CWC also sponsors various activities throughout the school year, such as Tuesday Night Reading, Writer’s Circle (for creative writers), Game Nights, writing/literary activities, etc.

We welcome and encourage you to register for an account and schedule an appointment with a CWC consultant, or for lab time to work on assignments. A typical session with a consultant lasts thirty minutes to an hour. To have the most successful session possible, bring all of your materials, including your syllabus, your assignment sheet, and any drafts you have already completed.

We are available for students in online classes, as well. Contact us at CWC@uamont.edu for assistance during our operating hours or to set up an online appointment with a CWC staff member. 

While we are not an editing service, we are happy to provide feedback, suggestions, and support.

We help writers to.....

  • Generate ideas
  • Develop a thesis
  • Pre-write
  • Learn about grammar and clarity
  • Revise early drafts
  • Become more confident writers
  • Learn how to proofread
  • Create a meaningful essay structure
  • Assist in finding resource documentation

We work on a variety of projects with writers.....

  • Compositions
    • Critiques
    • Summaries
    • Persuasion
    • Narratives
    • Research
    • Analysis
    • Creative        
  • Abstracts
  • Business Letters 
  • Scholarship Letters
  • Web Publishing
  • Research and Documentation
  • Outlines
  • PowerPoint Presentations
  • Speeches
  • Résumés
  • Bibliographies

Location

Memorial Classroom Building (MCB)  312

HOURS

Monday - Thursday -  10:00 a.m. - 4:00 p.m.
Friday  - 10:00 a.m. - 2:00 p.m.

The College of Arts, Humanities and Social Sciences is committed to helping students and faculty find ways to work together on joint research projects. Students are encouraged to approach faculty mentors with ideas for research projects, papers, poster presentations, or other unique ventures. On many occasions, faculty members also approach students to pursue these joint research ideas.

There are many funding possibilities for these undergraduate research projects. These include:

Research Facilities and Websites:

Currently, students in History, Criminal Justice and Political Science are exploring the world around them...

Are you ready to add your name to this list?

The Horizons Program is a series of experiences designed to provide UAM students and faculty within the School of Social and Behavioral Sciences the opportunity to travel to and participate in important academic, cultural, and service activities beyond the boundaries of the Monticello Campus.

To achieve this, we offer regional, national and international travel, study, and service opportunities meant to create more aware and curious world citizens who will make a difference in the world of today and tomorrow.

Remember that all students have to have a Social Science elective …

Will you use one of our trips as yours?

About IV-E

The Title IV-E Child Welfare Partnership is a statewide collaboration among Arkansas universities and the Division of Children and Family Services (DCFS) focused on education and training to improve child welfare practice.

In 1995, UAM joined in the call to action that stressed the need for reform in the Arkansas child welfare services. This partnership is between the Division of Children and Family Services (Area X) and the University of Arkansas at Monticello.  The partnership has grown since its inception in 1991 to include nine Arkansas colleges and universities and all DCFS areas.

The Mission is to provide access for all Arkansas children and families to the services of social workers and related human service professionals who are equipped with the education and training necessary to provide a wide range of services to help each child and family achieve the safety and well-being required for responsible and productive citizenship.  Of special concern is the preparation for professional personnel who are culturally competent and responsive to the demands, values and needs of public sector constituents and consumers.

Under the Partnership for Public Child Welfare the University of Arkansas at Monticello serves the Division of Children and Family Services in the following nine counties:

Arkansas, Ashley, Chicot, Desha, Drew, Lee, Monroe, Phillips, and St. Francis.

Bachelor Degrees offered by UAM that are recognized as hirable by the AR DHS/DCFS:

  • Social Work
  • Psychology
  • Criminal Justice
  • Education (Early Childhood, Elementary, Middle Level, Secondary & Special Education)

How to Apply

 Interested individuals must be classified as seniors, graduating the spring of the internship and must submit:

  • Stipend Application Packet attaching a one to two page double-spaced essay describing the applicant’s interest in  and commitment to public child welfare work
  • An official transcript
  • Social Work Field Practicum Application (Students in other disciplines recognized as hirable by DCFS do not have to complete this but must agree to complete DCFS Internships and work a minimum of 10 hours p/wk for fall & spring semester of their senior year.) They must be graduating seniors. 

These materials must be submitted by the posted deadline each year to the IV-E Director.  The DCFS Area 10 Director, Member of Central Office Professional Development Unit and selected DCFS staff along with IV-E,  interview all applicants and forward the recommendations to the DCFS Professional Development Unit for final approval. The Academic Partnership Director will supervise the DCFS stipend placement. Each stipend is $5,000.

Arkansas Child Abuse Hotline
1-800-482-5964

Bringing Awareness Gaining Support  (B.A.G.S.) Campaign

  • Help children entering foster care have a bag to transport his/her belongings rather than a garbage bag…..  
  • Make Check or Money Order Payable to: 
    APPCW Agency Account
    • Mail to:
      UAM APPCW
      P.O. Box 3619
      Monticello AR 71656

Stipend

  • This contract enables qualified baccalaureate level students to build and enhance professional skills in foster care management, resource identifications, juvenile court proceedings, and case management.
  • IV-E stipend recipients receive individualized,  specialized training in child welfare, which includes placement in a supervised field practicum setting in several DCFS Area X counties (Ashley, Chicot, Desha, & Drew).
  • In exchange for a funded internship, the IV-E  stipend recipient is required upon graduation to fulfill a one-year employment contract with the Arkansas Department of Human Services-Division of Children and Family Services. (NOTE:  A IV-E recipient who fails to complete this obligation is required by law to repay the State of  Arkansas)
  • Stipend recipients after graduation and intensive training, deal with children and their families, courts, police, medical institutions, and schools, all in the context of public child welfare and family policy.  These IV-E stipend recipients will be prepared to perform a myriad of tasks in very complex family situations, including:
    • Assessing child well-being and safety
    • Preparing and delivering court documents and testimony
    • Providing case management services
    • Referring clients to needed resources
    • Developing and monitoring foster care, protective services, and supportive services cases
    • Planning and advocating for effective child welfare policies and programs

Is Child Welfare for You?

 The person that makes child welfare a career must be:

  • Willing to study and learn a challenging body of knowledge
    about children, families, social systems, and public policy
  • Sensitive to different cultures and ideas
  • Committed to ethical practice
  • Passionate about doing challenging work that  will make a positive difference in the lives of children and families.

Contact information

UAM IV-E Program - University of Arkansas at Monticello
School of Social and Behavioral Sciences
Monticello, Arkansas 71656
(870) 460-1488 - Fax (870) 460-1387

Links

Library Resources

Request Forms

Interdisciplinary Committee

  • Rick Clubb - clubb@uamont.edu - Psychology - 870-460-1147
  • Adam McKee - mckee@uamont.edu - Criminal Justice 870-460-1279
  • Marie Walker - walker@uamont.edu - Social Work - 870-460-1187
  • C. Morrell Jones - jones@uamont.edu - Education - 870-460-1662
  • Cassandra Scott - cassandra.scott@dhs.arkansas.gov - 870-673-3597
  • Tammy Vaughn - vaughnt@uamont.edu - IV-E - 870-460-1688

The College of Arts, Humanities and Social Sciences is committed to providing students with meaningful learning experiences that prepare them for success in their academic, professional, and personal pursuits. Learning outcomes define the knowledge, skills, and competencies students are expected to develop through their coursework and academic programs.

Students who earn the Bachelor of Arts in Art should:

  1. Understand and be proficient with different art media.
  2. Use effective research skills in the discipline of art.
  3. Have a basic knowledge of the history, practice, and use of art in history.
  4. Recognize and demonstrate knowledge of major periods, artists, and artworks of  importance.
  5. Produce artworks from a variety of conceptual, theoretical, or inspirational points of view.
  6. Plan, promote, and hold an exhibition of their work.
  7. Present a concise portfolio of their work that would allow them to apply for further study or secure employment in the arts.

Students who earn the Bachelor of Arts in Modern Languages should: 

  1. Understand the spoken languages, particularly where context strongly supports understanding and speech is clearly audible.
  2. Respond appropriately to spoken questions and statements.
  3. Understand the written languages as used in practical daily life involving learned vocabulary.
  4. Write the languages as used in practical daily life involving learned vocabulary.
  5. Demonstrate knowledge of important aspects of  the contemporary cultures.

Students who graduate with the Bachelor of Arts in Communication should:

  1. Send and receive both verbal and nonverbal messages that meet critical standards.
  2. Demonstrate facility in using major theorists in message analysis.
  3. Identify and resolve conflict issues in message construction and reception.
  4. Demonstrate significant skill in adapting messages to any type of communication – i.e. - intrapersonal through mediated.
  5. Create formal messages using credible research methods and solid reasoning to draw conclusions.

Students who earn the Bachelor of Arts in English should: 

  1. Demonstrate the ability to write fluently, concisely, and clearly.
  2. Demonstrate the ability to read literary texts analytically and critically.
  3. Demonstrate good research skills.
  4. Demonstrate an understanding of literary history, including literary movements and the evolutions of the genres.
  5. Demonstrate knowledge of the history and structure of the English language.

Students completing a minor in Spanish or French should: 

  1. Understand the spoken language; particularly where context strongly supports understanding and speech is clearly audible.
  2. Respond appropriately to spoken questions and statements.
  3. Understand the written language as used in practical daily life involving learned vocabulary.
  4. Write the language as used in practical daily life involving learned vocabulary.
  5. Demonstrate knowledge of important aspects of contemporary culture.

The College of Arts, Humanities and Social Sciences conducts regular assessment of academic programs to evaluate student learning, measure outcomes, and identify opportunities for improvement. Assessment reports are used to support informed decision-making, strengthen academic programs, and maintain a culture of excellence.

Contact Us

College of Arts, Humanities and Social Sciences

Memorial Classroom Building Room 112
 870-460-1053
 HarperS@uamont.edu

Mailing Address:
PO Box 3460
Monticello, AR 71656

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