Queensborough Community College
DEPARTMENT:
Non-teaching Department, Part A
2014-2015 Academic Year
STUDENT LEARNING CENTER
MISSION
The Student Learning Center is the hub of academic life at Queensborough Community College. It provides a
welcoming environment for students and faculty for teaching and learning. Offering a variety of research and
educational resources, including technology, as well as support services, the Student Learning Center is a fusion that
facilitates collaboration, exchange of information and functions to support current and life-long learning for all
members of our diverse community.
A. DEPARTMENT-SPONSORED ACTIVITIES, 2014-2015
Organized,
Presented, or Both
Date
Number
Attending
New Tutors Orientation
Both
8/19/2014
12
All Staff Orientation
Both
8/20/2014
55
New Staff Training
(Front Desk)
Both
8/27/2014
13
All Staff Training
(Front Desk)
Both
9/24/2014
21
Foreign Language Training
(Dr.Lai)
Both
10/28/2014
3
Foreign Language Training
(Dr.Lai)
Both
11/4/2014
7
Both
11/4/2014
10
Both
11/11/2015
10
Both
11/18/2015
10
Both
11/25/2015
10
Both
12/2/2015
10
Type of Activity and Topic
Staff Training
Fall 2014
Tutor Training: Communication and the
Tutoring Cycle (Part 1)
Tutor Training: Communication and the
Tutoring Cycle (Part 2)
Tutor Training: Communication and the
Tutoring Cycle (Part 3)
Tutor Training: Communication and the
Tutoring Cycle (Part 4)
Tutor Training: Communication and the
Tutoring Cycle (Part 5)
Problem Solving in the Sciences
Both
12/9/2014
5
Problem Solving in the Sciences
Both
12/10/2014
6
All Staff Orientation
Both
1/21/2015
56
Tutor Training (Part 1)
Both
3/26/2015
8
Tutor Training (Part 2)
Both
4/2/2015
8
Tutor Training (Part 3)
Both
4/16/2015
8
Tutor Training (Part 4)
Both
4/23/2015
8
Tutor Training (Part 5)
Both
4/30/2015
8
Front Desk Training
Both
4/7/2015
4
Foreign Language Training
(Spanish - Dr. Rodrigo Cetina Presuel)
Both
5/11/2015
4
Becoming an Active Reader
(Parts I & II)
Both
11/5/2014
11
Becoming an Active Reader
(Parts I & II)
Both
11/6/2014
22
Lecture Note Taking (Parts I & II)
Lecture Note Taking (Parts I & II)
Both
Both
11/12/2014
11/13/2014
13
19
Spring 2015
Student Activities
Fall 2014
1
Queensborough Community College
Non-teaching Department, Part A
2014-2015 Academic Year
Student Activities
Winter 2015
The Scientific Method
Both
1/6/2015
3
The Scientific Method
Both
1/6/2015
6
Lecture Note Taking in the Sciences
(Part 1)
Both
1/7/2015
2
Lecture Note Taking in the Sciences
(Part 1)
Both
1/7/2015
2
Lecture Note Taking in the Sciences
(Part 2)
Both
1/8/2015
1
Lecture Note Taking in the Sciences
(Part 2)
Both
1/8/2015
3
Becoming an Active Reader in the
Sciences
(Part 1)
Both
1/12/2015
2
Becoming an Active Reader in the
Sciences
(Part 1)
Both
1/12/2015
3
Becoming an Active Reader in the
Sciences
(Part 2)
Both
1/13/2015
3
Becoming an Active Reader in the
Sciences
(Part 2)
Both
1/13/2015
2
Becoming an Active Reader
(Prof Francis)
Both
2/9/2015
4
Becoming an Active Reader
(Prof Francis)
Both
2/10/2015
11
Becoming an Active Reader
(Academic Success Babette)
Both
2/17/2015
2
Lecture Note Taking
Both
2/19/2015
3
Lecture Note Taking
(Prof Francis)
Both
2/24/2015
7
Lecture Note Taking
(Prof Francis)
Both
2/25/2015
4
Lecture Note Taking
(Academic Success)
Both
3/19/2015
2
Becoming an Active Reader
(Prof Francis)
Both
4/20/2015
3
Lecture Note Taking
(Prof Francis)
Both
4/23/2015
3
Chinese Oral Exam Practice with Students
Both
5/6/2015
6
Coffee and Conversation
(Italian)
Both
10/30/2014
25
Coffee and Conversation
(Spanish)
Both
11/12/2014
30
Coffee and Conversation
(Chinese)
Both
11/20/2014
22
Coffee and Conversation
(German)
Both
12/8/2014
10
Spring 2015
Coffee and Conversation
Fall 2014
2
Queensborough Community College
Non-teaching Department, Part A
2014-2015 Academic Year
Spring 2015
Coffee and Conversation
(French)
Both
3/11/2015
49
Coffee and Conversation
(Italian)
Both
4/15/2015
42
Coffee and Conversation
(Spanish)
Both
4/27/2015
43
Coffee and Conversation
(Chinese)
Both
5/6/2015
25
Workshop
Both
9/30/2014
15
Workshop
Workshop
Workshop
Workshop
Workshop
Workshop
Both
Both
Both
Both
Both
Both
10/7/2014
10/14/2014
10/21/2014
10/28/2014
10/31/2014
11/7/2014
17
15
13
13
11
16
Workshop
Workshop
Workshop
Both
Both
Both
11/14/2014
11/21/2014
12/5/2014
10
10
10
Workshop
Workshop
Both
Both
2/20/2015
2/27/2015
8
8
Workshop
Workshop
Workshop
Workshop
Workshop
Workshop
Both
Both
Both
Both
Both
Both
3/6/2015
3/10/2015
3/13/2015
3/17/2015
3/20/2015
3/24/2015
4
12
5
10
2
11
Workshop
Workshop
Both
Both
3/31/2015
4/16/2015
10
13
Presented
1/9/2015
12+
Presented
2/6/2015
75+
Bonnie Cook: About SLC services to
Veteran Services students
Presented
2/9/2015
14
Bonnie Cook: About SLC services for
Nursing Students
Presented
1/26/2015
50+
SLC tutors assisted OAA for Dean’s List
ceremony (9 tutors)
Presented (Ushers)
3/17/2015
10/14/2014
100+
Presented
3/15/2015 –
4/1/2015
500+
Presented
9/3/2014
100+
Express Communication
Workshops
Fall 2014
Spring 2015
Presentations
Spring 2015
SLC Staff: SLC Starfish presentation to
OAA
SLC STEM Advisors Lynette Nitschke
and Karen Salvador
Convocation
(SLC - STEM - Starfish and referrals)
SLC staff (20) to support college regarding
referendum for Student Government;
SLC staff (6) hosted table with
information and answered students’
questions at Club Fair and Welcome Back
even (Student Affairs) at Student Union;
provided information, encouraged students
to vote; obtained student signatures for
referendum
3
Queensborough Community College
SLC staff visited Foreign Language
classes (LS, LI, LG) about SLC services
Non-teaching Department, Part A
Presented
2014-2015 Academic Year
9/18/20149/26/2014
100+
B. INDIVIDUAL ACTIVITIES/ACHIEVEMENTS OF DEPARTMENT’S
ADMINISTRATIVE STAFF, 2014-2015
Name
Bonnie Cook
Alexandra Nestoras
Brenda Leong
Achievement type (from menu)
Worked with Elizabeth Scheiner to develop plan for
workshops and/or other learning support activities for
students seeking to change status from academic probation
Coordinated and oversaw development of Achieving
Academic Success: Non-Cognitive Factors Influencing
Academic Achievement at Spring All Tutor Orientation
Coordinated and oversaw development of Front Desk
Training: Overview of Student Learning Center mission and
services; policies, procedures including appointments;
customer service
Attended /participated in teleconference with
NetTutor/Comfit to discuss possibility of purchasing
software for virtual tutoring, whiteboard, and assistance for
students completing credit-bearing courses but also face
challenges in math and reading.
Coordinated delivery and follow-up discussion re Tutor
Training: Best Practices & Strategies To Cultivate A
Community Of Learners training video (Innovative
Education).
Coordinated the inclusion of STEM Advisors into the
Student Learning Center’s operations in order to provide
students with additional learning support, advising and more
efficient follow-up re Starfish referral system.
Oversaw and coordinated the inclusion of STEM Advisors
into physical location of the Student Learning Center so that
the operations of advisors and tutors did not impede the
activities of either group.
Attended Peer-Led Tutoring Model Workshop in order to
improve understanding and design of different tutor models
to improve learning.
Coordinated New Tutor Orientation/Training
Semester
Fall 2014/Spring 2015
Presented Defining the Role and Responsibilities of a Tutor
at Fall New Tutor Orientation/Training
Presented Understanding the Philosophy of the Student
Learning Center and Compliance with Ethics
Presented Achieving Academic Success: Non-Cognitive
Factors Influencing Academic Achievement at Spring All
Tutor Orientation
Coordinated Front Desk Training: Overview of Student
Learning Center mission and services; policies, procedures
including appointments; customer service
Attended /participated in teleconference with
NetTutor/Comfit to discuss possibility of purchasing
software for virtual tutoring, whiteboard, and assistance for
students completing credit-bearing courses but also face
challenges in math and reading.
Developed and delivered Becoming and Active Reader for
all students, targeted specifically at science students,
Attended Creating a Safe and Dynamic Learning
Environment (CETL)
Attended Shaping Students’ Reading Skills in a Digital Age
(CETL)
Attended Managing Disruptive Behavior in the Classroom
(CETL)
Co-developed (with Brenda Leong) Procedures Manual for
Front Desk Operations
Fall 2014
Presented Office Etiquette and Professional Behavior at New
Tutor Orientation/Training
Presented Office Etiquette and Professional Behavior at All
Tutors Orientation/Training
Presented Office Etiquette and Professional Behavior at
Front Desk Training
Fall 2014/Spring 2015
Spring 2015
Fall 2014/Spring 2015
Fall 2014
Summer 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014/Spring 2015
Spring 2015
Spring 2015
Fall 2014/Spring 2015
Fall 2014
Fall 2014/Spring 2015
Fall 2014
Spring 2015
Spring 2015
Fall 2014
Fall 2014/Spring 2015
Fall 2014/Spring 2015
4
Queensborough Community College
Lynette Nitschke and Karen
Salvador
Fu Ding Pang
Eddy Mingki
Non-teaching Department, Part A
2014-2015 Academic Year
Presented at meeting with OAA, IT and IR re center
workflow and Starfish impact on operations
Attended Addressing Cultural Diversity in the Workplace
(Ms. Pantaleo)
Assisted in helping students review and complete practice
oral exams at Asia Society.
Attended /participated in teleconference with
NetTutor/Comfit to discuss possibility of purchasing
software for virtual tutoring, whiteboard, and assistance for
students completing credit-bearing courses but also face
challenges in math and reading.
Attended Creating a Safe and Dynamic Learning
Environment (CETL)
Co-created and delivered Lecture Note-taking/Sciences and
Problem Solving in the Sciences
Attended Peer-Led Tutoring Model Workshop
Attended Cultural Diversity workshop
Assisted in English Language Learner workshop (10 hours)
aimed to science students
Developed new procedures for outreach and tracking of
students referred to tutoring via Starfish; tracked 1227
referrals and initiated outreach; successfully closed a total of
264 referrals and worked with 30 students to develop
tutoring plan
Coordinated STEM waiver application processing under
direction of Dean Burdi:
• Assessed applicant’s qualifications and eligibility
• Responded to students’ questions via email,
telephone, face-to-face meetings (50+ meetings)
• Communicated with faculty, Advisement and other
departments re STEM waivers and support for
students.
Presented to Asian Society Club Transfer Workshop:
Discussed challenges and ways to overcome challenges re
application, transfer and course planning
Designed and created, all flyers for Coffee and Conversation
workshops using graphic art skill (8)
Fall 2014
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014 and Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Spring 2015
Fall 2014
Spring 2015
3/11/15
Fall 2014
Spring 2015
C. DEPARTMENT CHANGES, 2014-2015
Type
Description of Change
Reason for
Change
Date/Semester
Facilities/space
Room L112 (SLC Section C
space) assigned to use by
Student Learning Center
1. Accommodate
increasing number
of students needing
tutoring
2. Accommodate 2
STEM advisors
Spring 2015
Personnel
Change in Title (Brenda Leong)
From: Classified Employee
To:
aHEO Assistant to HEO
Recognition of Ms.
Leong’s initiative
and assumption of
responsibilities
above and beyond
original job
description.
1. Integrate parts
of the missions of
STEM advisors
and Student
Learning Center to
better serve STEM
students
2. Provide
additional space to
service STEM
students needing
advising
Spring 2015
Addition of 2 STEM advisors
(Lynette Nitschke and Karen
Salvador)
Fall 2014/Spring
2015
Evaluation of Change*
The space has had an
extremely positive impact,
providing more room for
tutors/students with less noise.
The room opened in February
2015 and as of 5/31, 2707
students received tutoring
assistance there
Ms. Leong continues to
perform as an outstanding
employee and take initiative
regarding quantity and quality
of center operations and
services.
The addition of these
employees has resulted in
additional services and more
efficiency in specific
operational areas (see Section
B)
5
Queensborough Community College
Program
Change
Equipment
Starfish referrals
1. Developed more efficient
and complete system regarding
faculty referrals via Starfish
and follow-up/tracking of those
referrals
2. Procedures developed and
implemented by the 2 full-time
STEM advisors that joined the
center.
Purchase of 2 Biology models
Non-teaching Department, Part A
Original
procedures
developed were
time consuming
and lacked some
consistency due to
the need to ask
part-time staff to
perform many of
the necessary steps
1. Higher volume
of activity and
requests by
students
2. Replacement of
older models worn
out or broken over
time
2014-2015 Academic Year
Fall 2014/Spring
2015
The advisors developed a
structured plan that includes
checks throughout each step
and results in consistency,
better communication between
staff and students and higher
positive response to
suggestions for tutoring to
students.
Fall 2014
Students responded favorable
and continue to request more
models.
6
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
STUDENT LEARNING CENTER
Mission:
The Student Learning Center is the hub of academic life at Queensborough Community College. It provides a welcoming environment for students and faculty for teaching and
learning. Offering a variety of research and educational resources, including technology, as well as support services, the Student Learning Center is a fusion that facilitates
collaboration, exchange of information and functions to support current and life-long learning for all members of our diverse community.
College strategic objectives:
Division strategic objectives:
1. A.3c:
Increase one-year retention rate of first-time, full-time students to 72%.
[TBD]
2. B.1:
College readiness (Activity: Scale up English).
3. C.1c:
Expand training & workshops to provide development opportunities to HEOS &
other non-teaching titles.
2014-15 Completion report (outcomes for this past academic year, based on last year’s year-end report, section F)
Key performance indicators
Volume of Activity
Target outcomes
Actual outcomes
See Attachment A for details.
The Student Learning Center (SLC)
serviced 7,812 unique students with
30,344 visits. Services included
individual and group tutoring, tutorassisted study, use of computers and
human anatomy models, and workshops.
Recommended action plans*
A.3c: Increase one-year retention rate of first-time,
full-time students to 72%.
Core activity and KPI will continue as before.
See Attachment B for summary.
Grades and completion rates for students
who received tutoring for 37 courses
categorized by discipline were examined
to compare with the grades and
completion rates earned in those courses
by students who did not attend tutoring.
The courses selected for examination are
representative of either (1) high college
enrollment numbers or (2) high number of
students seeking tutoring assistance.
1
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
Grades
The number of students who
attend tutoring and earn grades
of ≥ C will be 10% higher than
the number who did not attend
tutoring but earn course grades
that are ≥ C.
Core activity and KPI will continue as before.
See Attachment C for details.
Grades for SLC students were categorized
by the number of visits made to the center: A.3c: Increase one-year retention rate of first-time,
(1) Less than 5 visits; (2) 5-10 visits; (3)
full-time students to 72%.
more than 10 visits.
74% of students in the 37 courses who
received tutoring assistance earned C or
higher while 71% of those who did not
receive tutoring did so. Although the
percentage of students who earned grades
of ≥ C was better than that of non-tutored
students, the difference of 3% falls below
the goal of 10% for the year. However,
there may be a positive relationship
between the number of visits to the center
and earning a grade of ≥ C. The
breakdown is as follows:
5 or less visits
6-10 visits
More than 10 visits
72%
73%
77%
The grades for tutored science students
were noticeably higher than non-tutored
science students. Examples include the
following regarding C or higher grades:
Biology tutored
Biology non-tutored
76%
67%
Chemistry tutored
80%*
Chemistry non-tutored
77%
*There was a significant difference for
tutored students in CH 251 (Organic
Chemistry 1). 81% of tutored students
earned C or higher compared to 64% who
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Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
did not receive tutoring.
Physics tutored
77% *
Physics non-tutored
67%
*There was a significant difference for
tutored students in PH 201 (General
Physics 1). 87% of tutored students
earned C or higher compared to 62% who
did not receive tutoring.
Grades in other courses including BU101,
BU203, HI111, and HI112 suggested that
there was little difference in the grades
between tutored and non-tutored students.
Completion rates
1. Communication/Tutoring Cycle
workshops
2. Faculty evaluations
3. Tutors’ self-perceptions
4. Student evaluations
The number of students who
attend tutoring and complete
their courses will be 8% higher
than the number who did not
attend tutoring.
See Attachment D for details.
Completion rates for SLC students were
categorized by the number of visits made
to the center: (1) Less than 5 visits; (2) 510 visits; (3) more than 10 visits.
Tutors’ self-assessment
regarding skills and knowledge
will increase positively with
time and tutoring experience;
communication workshops will
result in a significant increase
in self-confidence regarding
tutoring skills and observed
88% of students in the 37 courses who
received tutoring assistance completed
their courses while 78% of those who did
not receive tutoring did so. The difference
of 10% exceeds the goal of 8% for the
year.
1. See Attachment E for details.
Communication/Tutoring Cycle
workshops
18 tutors participated in the 5-week cycle
that comprised 5 sessions during each
semester. Pre and post assessments
indicated that an overall improvement of
11% was observed in verbal and written
BU101 and BU203; HI111 and HI112:
Hopefully, Academic Facilitators will be able to
participate more fully in the recruitment and training of
tutors in addition to increasing communication between
academic departments and the learning center. The
center will research this further and discuss with chairs
and faculty, if possible.
A.3c: Increase one-year retention rate of first-time,
full-time students to 72%.
Core activity and KPI will continue as before.
C.1c: Expand training & workshops to provide
development opportunities to HEOS & other nonteaching titles.
Core activities and KPI will continue as before.
After reviewing the comments and responses on the
3
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
improvement in skills.
communication and tutoring skills.
Tutors’ perceptions regarding the
helpfulness of topics were also positive.
anonymous surveys regarding the Communication
workshops and general attitudes, we are revising some of
the training sessions planned for the next academic year
to emphasize various types and levels of communication.
In fact, communication will be the underlying theme of
the staff training during 2015-2016. Areas addressed
will include communication with students, peers,
supervisors, other departments, professional
behavior/demeanor, aspects of verbal/ written
communication, body language, and
communication/dialogue within disciplines.
2. See Attachment F for details.
Tutors’ Self-Assessment
50% of the 80+ tutors have worked at the
SLC center for two or more years. 98% of
all respondents felt that their
understanding of content improved as a
result of tutoring students; 91% of
respondents felt that their confidence and
self-esteem increased as a result of
tutoring students. 38% of respondents felt
that the noise in the center impeded their
ability to conduct an effective session.
Several tutors anonymously reported that they did not
fully understand the role of the Faculty
Coordinator/Academic Facilitator. This is most likely
due to a couple of reasons: CUNY policies regarding
workload often disallow faculty interested in performing
this role to do so. Also, even the most interested of
faculty may not be able to commit the time needed to
perform the functions of the job. Starting in the 20152016 academic year, a select group of the SLC’s senior
tutors and staff will, under the direction of the director
and/or current Academic Facilitators, observe and work
with all tutors regardless of their length of time with the
The SLC comprises 3 areas; two are open center. This will help increase the tutors’ understanding
areas and the newest space (awarded in
that, while time on the job contributes to performance
Spring 2015) is enclosed. The newest
improvement, all tutors need to stay up to date regarding
space has resulted in an extremely positive policies, procedures, and content knowledge.
experience as it is very conducive to
learning and provides a quiet environment The SLC staff will monitor and address any issues
in which tutors and students can easily
concerning noise, physical space and/or confidentiality
focus.
that may arise as a result of tutoring and advising
sessions occurring in the same room.
The new space has been used for a variety
of purposes, including tutor and student
workshops. Science Faculty
4
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
Coordinators/Academic Facilitators also
used the room for meetings with tutors
and communicated positive opinions
about using the space.
Additionally, two STEM Advisors work
in the new space. As discussed in Part A
of this report, the advisors perform a
number of functions including advising
and completion of follow-up
communications regarding referrals of
students to the Student Learning Center
for academic support. Their duties were
recently expanded to include coordination
of STEM waiver activities for the STEM
Initiative Program and Pre-College
Summer Program such as review and
processing of applications, auditing of
student records and grades, and acting as
liaisons with other departments. Another
two advisors will be joining them within
the next couple of months.
3. See Attachment G for details.
Student evaluations
84% of tutored students reported that they
go to the Student Learning Center 1-5
hours each week.
94% of tutored students reported that they
felt more prepared for their class after
going to tutoring.
96% of tutored students reported that they
would recommend the center to other
students.
5
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
4. Faculty evaluations
98% of 21 evaluations completed by
Faculty Coordinators/Academic
Facilitators during/after one-on-one
tutoring indicated that tutors understood
subject content and use learning
facilitation skills that help students
improve learning.
6
Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
2015-16 Department strategic plan (arranged by each division strategic objective that the department supports)
Division strategic objective: A.3c:
Department strategic objectives
Through a variety of academic
support activities, the center will
help students improve/maintain
satisfactory grades and complete
their credit-bearing courses while
pursuing their degrees.
Increase one-year retention rate of first-time, full time students to 72%.
Indicator(s)
1. Grades
2. Course Completion rates
Expected outcomes
The percentage of students who
attend tutoring and earn grades of ≥
C will be 10% higher than the
percentage who did not attend
tutoring but earn course grades that
are ≥ C.
Action plan/timeline
Individual and group tutoring
Review sessions
Math for Science and Nursing workshops
Reading, Problem-solving, note-taking
workshops
Coffee & Conversation workshops (Foreign
Languages)
Who
Center administrators,
staff and tutors
Actual outcomes
The percentage of students who
attend tutoring and complete their
courses will be 8% higher than the
percentage who did not attend
tutoring.
Division strategic objective: A.3c:
Department strategic objectives
Participation in the center’s Express
Communication workshops will help
students improve their English
communication skills.
Division strategic objective: C.1c:
Department strategic objectives
Staff will participate in in-service
training throughout the academic
year in order to maintain and
improve their skills in supporting
students and faculty.
B.1:
College readiness (Activity: Scale up English).
Indicator(s)
1. Pre and post assessment of
communication skills
2. Students’ self-evaluation of
skills pre and post workshops
Expected outcomes
Students who participate in the
Express Communication workshops
will improve their communication
skills observed in the postassessment by at least 5%.
Action plan/timeline
Express Communication workshops
Who
Center administrators and
senior tutors
Actual outcomes
Expand training & workshops to provide development opportunities to HEOS & other non-teaching titles.
Indicator(s)
1. Communication/Tutoring
Cycle workshops
2. Faculty evaluations
3. Tutors’ self-perceptions
4. Student evaluations
Expected outcomes
Tutors’ learning facilitation skills
will improve with continued
experience. A baseline will be
established in the future.
Tutors’ self-perceptions regarding
skills and knowledge will increase
positively with time and experience
tutoring.
Action plan/timeline
Participation in
Communication/Tutoring Cycle
workshops
Participation in Front-Desk training
Continued and consistent meetings with
Academic Facilitators and/or senior
tutors to discuss relevant issues
Who
Center administrators,
Academic Facilitators,
senior tutors, tutors and
staff.
Actual outcomes
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Office of Academic Affairs – Year-end Report 2014-2015 – Part B – Planning and Assessment
Division strategic objective: C.3:
Improve communication & collaboration among administrative divisions to ensure systematic,
Campus-wide implementation of QCC academies.
Systematize QCC Academies’ culture through intentional advisement & Academies’ activities.
Department strategic objectives
Center staff will collaborate with
other departments within and outside
of the Office of Academic Affairs
(OAA) in order to provide an
integrated and seamless experience
for tutors regarding support.
Indicators
1. Number of meetings with
other departments.
2. Number of learning activities
developed by STEM advisors
including workshops.
3. Number of “closed” referrals
completed by STEM advisors.
Expected outcomes
Communication and
accommodation of students by
different departments working
together will increase the
quantity and quality of services
provided.
Action plan/timeline
Host and participate in meetings/activities
with ASAP, the Academic Success team,
and other departments regarding options
and possible collaborations to
accommodate students in their learning
support needs.
STEM advisors will continue to
perform activities that will help
students before and after their
admission to the college.
Host and participate in meetings/activities
with Academic Advisement staff to
develop better communication and
procedures regarding the activities
completed by STEM advisors.
STEM advisors will continue to
assist in development and
delivery of STEM-related
workshops, learning support
activities and completion of
Starfish-related procedures
including referrals.
Who
Staff and College
administrators.
Actual outcomes
Maintain and improve clear and consistent
communication among the STEM advisors,
Academic Advising department and
Student Learning Center regarding the
critical need for the STEM advisors to
monitor and “follow up” referrals made
through the Starfish system in a timely and
consistent manner.
8
Attachment A
Student Learning Center
Student Activity Summary for Academic Year 2014-2015
Summer 6/2 - 8/14/2014
Tutoring
1-1
Group/Study Group
SLC Tutor Assisted
Workshops Total
Fall 8/28 - 12/23/2014
Tutoring
1-1
Group/Study Group
SLC Tutor Assisted
Workshops - C&C
- ELL
- Study Skills
Total
Winter 1/2 - 1/23/2015
Tutoring
1-1
Group/Study Group
SLC Tutor Assisted
Workshops - Study Skills
Total
Spring 1/28 - 5/24/2015
Tutoring
1-1
Group/Study Group
SLC Tutor Assisted
Workshops - C&C
- ELL
- Study Skills
Courtesy Tutoring
Total*
# of Unique
Students by
category
# of Visits
164
109
237
519
248
697
510
1464
# of Unique
Students by
category
# of Visits
1186
422
1751
4727
1066
7998
87
35
65
87
130
65
3546
14073
# of Unique
Students by
category
# of Visits
46
35
76
136
95
172
27
184
27
430
# of Unique
Students by
category
# of Visits
1188
490
1653
4724
1308
7961
147
24
59
11
3572
147
84
59
94
14377
# of Unique
Students by
category
Academic Year (2014-2015)
# of Visits
Tutoring
1-1
2584
10106
Group/Study Group
1056
2717
SLC Tutor Assisted
3717
16828
Workshops - C&C
234
234
- ELL
59
214
- Study Skills
151
151
- Courtesy Tutoring
11
94
Total*
7812
30344
*1) Total of all students receiving learning support services provided by the Student Learning
Center during 2014-2015 academic year.
Attachment B
Student Learning Center
Fall 2014 and Spring 2015 Semester
C and Above and Completion Rates ( 37 Courses)
Visits of tutoring
5 or less
5 - 10
10 or more
# of Students
C and above
Completed
2346
72%
83%
(72% of the students who attended less than 5 tutoring sessions earned C and above.)
558
73%
87%
(73% of the students who attended 5-10 tutoring sessions earned C and above.)
351
77%
94%
(77% of the students who attended 10 or more tutoring sessione earned C and above.)
# of Students
C and Above
Tutoring
3255
Non-Tutoring
26539
74%
71%
Tutoring vs. Non-Tutoring (C and Above)
Tutoring vs. Non-Tutoring (Completed)
# of Students
(74% of students who received tutoring earned C and above.)
(71% of students who did not receive tutoring earned C and above.)
Completed
Tutoring
3234
88%
(88% of students who received tutoring completed the course.)
Non-Tutoring
26367
78%
(78% of students who did not receive tutoring completed the course.)
* This report provides information regarding grades and course completion rates for Fall 2014 and Spring 2015. This is a small sample of all courses tutored by the Student Learning
Center.
Page 1 of 1
Attachment C
Student Learning Center
5 - 10 Visits
Fall 2014 and Spring 2015 Semester >10 Visits
C and Above (37 Courses)
<5 Visits
Course
Tutored
Student Total
Visits
LC 111
LC 112
LF 111
LI 111
LI 112
LS 111
LS 112
20
7
31
63
37
150
107
415
Total
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
32
10
45
99
62
249
197
13
7
27
41
30
88
57
93%
100%
93%
75%
88%
70%
62%
1
1
4
9
8
23
21
694
263
74%
67
Course
Tutored
Student Total
Visits
BU 101
BU 102
BU 203
BU 500
159
106
50
30
Total
345
34
32
220
268
159
843
525
30
31
169
216
124
649
358
88%
97%
77%
81%
78%
77%
68%
568
22
69%
2081
1577
76%
2
1
1
3
1
13
13
435
43
70%
34
5 - 10 Visits
88
69
33
20
70%
79%
70%
80%
41
23
13
5
616
210
74%
82
598
100%
100%
100%
67%
100%
50%
75%
100%
100%
100%
89%
88%
74%
42%
>10 Visits
C and above
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
462
286
83
0
18
12
5
0
72%
86%
100%
0%
728
421
375
637
539
337
319
529
74%
80%
85%
83%
831
35
80%
2161
1724
80%
C and above
Tutored
Student Total
Visits
256
143
87
41
27
18
9
2
73%
82%
69%
50%
26
16
5
0
527
56
74%
47
5 - 10 Visits
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
104
25
32
157
625
493
110
28
8
14
24
106
92
37
58%
53%
82%
49%
67%
79%
86%
13
2
3
20
84
83
10
1546
309
69%
215
No Tutoring
>10 visits
Percentage
5-10 visits
Percentage
<5 Visits
Total
2
1
1
2
1
6
9
1
1
4
8
7
14
8
292
186
84
54
56
17
18
67
242
147
51
25
17
19
59
21
196
231
9
5
24
58
43
161
135
Visits
BI 110
BI 115
BI 140
BI 201
BI 301
BI 302
BI 311
% of No Tutoring Student C and
Above
Visits
C and above
Visits
No Tutoring
C and Above Student
Total
C and above
Tutored
Student Total
Course
Total QCC Students no
Tutoring Completed
Tutored
Student Total
<5 visits
Percentage
Tutored
Student Total
C and above
>10 visits
Percentage
5-10 visits
Percentage
<5 Visits
No Tutoring
>10 Visits
C and above
>10 visits
Percentage
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
0
52
74
114
1281
1123
82
0
1
2
5
61
57
7
0%
50%
50%
71%
82%
85%
100%
682
125
221
274
401
187
231
482
80
136
147
250
145
186
71%
64%
62%
54%
62%
78%
81%
2726
133
83%
2121
1426
67%
C and above
5-10 visits
Percentage
Tutored
Student Total
Visits
77
12
15
117
842
679
102
7
1
0
10
57
56
9
58%
50%
0%
71%
83%
75%
100%
0
2
4
7
79
69
9
1844
140
76%
170
Page 1 of 3
No Tutoring
Attachment C
Student Learning Center
5 - 10 Visits
Fall 2014 and Spring 2015 Semester >10 Visits
C and Above (37 Courses)
<5 Visits
Course
Tutored
Student Total
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
Visits
CH 127
CH 151
CH 152
CH 251
103
106
60
16
260
217
129
46
68
65
40
9
78%
76%
85%
69%
24
31
16
7
Total
285
652
182
78%
78
Course
Tutored
Student Total
Visits
PH 111
PH 201
PH 301
PH 411
46
26
15
20
Total
107
507
317
165
45
419
226
126
29
83%
71%
76%
64%
812
40
82%
1034
800
77%
16
21
12
4
580
46
79%
53
5 - 10 Visits
31
13
8
12
70%
62%
73%
75%
8
6
2
13
199
64
70%
29
498
87%
79%
82%
75%
86%
73%
70%
100%
67
54
37
41
Total
13
15
9
3
18
16
7
5
Visits
82
72
133
61
53
63
34
217
326
205
64
149
255
137
39
C and above
ECON 101
SOCY 101
PSYC 101
SP 211
HI 111
HI 112
HI 127
% of No Tutoring Student C and
Above
Visits
Tutored
Student Total
Visits
No Tutoring
C and Above Student
Total
C and above
>10 Visits
C and above
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
61
11
0
122
3
1
0
5
75%
100%
0%
83%
816
133
20
74
561
83
15
45
69%
62%
75%
61%
194
9
82%
1043
704
67%
C and above
Tutored
Student Total
Visits
56
34
17
108
8
5
1
6
100%
100%
100%
55%
4
1
0
6
215
20
80%
11
5 - 10 Visits
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
130
112
195
96
93
114
58
50
55
77
49
28
20
22
63%
81%
65%
86%
58%
38%
76%
13
4
14
4
10
15
4
798
301
67%
64
No Tutoring
>10 visits
Percentage
5-10 visits
Percentage
<5 Visits
Course
Total QCC Students no
Tutoring Completed
Tutored
Student Total
<5 visits
Percentage
Tutored
Student Total
C and above
>10 visits
Percentage
5-10 visits
Percentage
<5 Visits
No Tutoring
>10 Visits
C and above
>10 visits
Percentage
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
55
41
140
0
137
33
34
2
2
3
0
5
1
1
67%
100%
38%
0%
63%
50%
50%
1035
2696
3099
2479
806
1120
624
722
1991
1928
2041
481
574
418
70%
74%
62%
82%
60%
51%
67%
440
14
56%
11859
8155
69%
C and above
5-10 visits
Percentage
Tutored
Student Total
Visits
82
27
90
26
66
100
23
10
2
9
3
6
5
2
77%
50%
64%
75%
60%
36%
50%
3
3
9
0
8
2
2
414
37
59%
27
Page 2 of 3
No Tutoring
Attachment C
Student Learning Center
5 - 10 Visits
Fall 2014 and Spring 2015 Semester >10 Visits
C and Above (37 Courses)
<5 Visits
Course
Tutored
Student Total
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
Visits
NU 101
NU 102
NU 201
NU 202
47
34
8
9
103
72
23
17
32
23
6
8
74%
74%
75%
89%
12
8
2
1
Total
98
215
69
76%
23
Department
Tutored
Student Total
Visits
Arts & Hum.
Business
Biology
Chemistry
Physics
Social Sci.
Nursing
415
345
598
285
107
498
98
2346
Total
C and above
>10 visits
Percentage
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
98
35
11
0
2
0
1
0
33%
0%
100%
0%
60
80
90
80
54
62
73
80
90%
78%
81%
100%
144
3
33%
310
269
87%
C and above
5-10 visits
Percentage
Tutored
Student Total
Visits
80
66
7
6
8
5
2
1
80%
63%
100%
100%
6
2
1
0
159
16
76%
9
<5 Visits
5 - 10 Visits
C and above
<5 visits
Percentage
Tutored
Student Total
Visits
694
616
1546
652
199
798
215
263
210
309
182
64
301
69
74%
74%
69%
78%
70%
67%
76%
67
82
215
78
29
64
23
4720
1398
72%
558
No Tutoring
>10 Visits
C and above
>10 visits
Percentage
Total QCC Students no
Tutoring Completed
No Tutoring
C and Above Student
Total
% of No Tutoring Student C and
Above
568
831
2726
812
194
440
144
22
35
133
40
9
14
3
69%
80%
83%
82%
82%
56%
33%
2081
2161
2121
1034
1043
11859
310
1577
1724
1426
800
704
8155
269
76%
80%
67%
77%
67%
69%
87%
5715
256
77%
20609
14655
71%
C and above
5-10 visits
Percentage
Tutored
Student Total
Visits
435
527
1844
580
215
414
159
43
56
140
46
20
37
16
70%
74%
76%
79%
80%
59%
76%
34
47
170
53
11
27
9
4174
358
73%
351
Page 3 of 3
No Tutoring
Attachment D
Course
Tutored
Student
Total
LC 111
LC 112
LF 111
LI 111
LI 112
LS 111
LS 112
Total
Student Learning Center
<5 Visits
5 - 10 VisitsFall 2014 and Spring 2015 Semester
>10 Visits
Percentage
Student Total
Visits
C and
above
>10 visits
Percentage
1
1
4
8
7
14
8
100%
100%
100%
100%
100%
83%
90%
2
1
1
3
1
13
13
25
17
19
59
21
196
231
2
1
1
2
1
6
9
100%
100%
100%
100%
100%
92%
92%
55
37
287
378
201
1209
665
34
32
220
268
159
843
525
62%
86%
77%
71%
79%
70%
79%
43
91%
34
568
22
94%
2832
2081
73%
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
20
7
31
63
37
150
107
32
10
45
99
62
249
197
13
7
27
41
30
88
57
70%
100%
94%
87%
92%
84%
86%
1
1
4
9
8
23
21
9
5
24
58
43
161
135
415
694
263
86%
67
435
<5 Visits
No Tutoring
Total Number of
Students No
Tutoring
Completed
Rates
(37 Courses)
5-10 visits
Tutored
5 - 10 Visits
>10 Visits
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
No Tutoring
Course
Tutored
Student
Total
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
5-10 visits
Percentage
Tutored
Student Total
Visits
C and
above
>10 visits
Percentage
Total Number of
Students No
Tutoring
BU 101
BU 102
BU 203
BU 500
159
106
50
30
292
186
84
54
88
69
33
20
79%
82%
94%
83%
41
23
13
5
256
143
87
41
27
18
9
2
90%
96%
100%
80%
26
16
5
0
462
286
83
0
18
12
5
0
96%
88%
100%
0%
1022
550
413
757
728
421
375
637
71%
77%
91%
84%
Total
345
616
210
82%
82
527
56
93%
47
831
35
94%
2742
2161
79%
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
<5 Visits
5 - 10 Visits
>10 Visits
No Tutoring
Course
Tutored
Student
Total
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
5-10 visits
Percentage
Tutored
Student Total
Visits
C and
above
>10 visits
Percentage
Total Number of
Students No
Tutoring
BI 110
BI 115
BI 140
BI 201
BI 301
BI 302
BI 311
56
17
18
67
242
147
51
104
25
32
157
625
493
110
28
8
14
24
106
92
37
86%
88%
94%
73%
66%
79%
84%
13
2
3
20
84
83
10
77
12
15
117
842
679
102
7
1
0
10
57
56
9
92%
100%
100%
70%
82%
90%
90%
0
2
4
7
79
69
9
0
52
74
114
1281
1123
82
0
1
2
5
61
57
7
0%
100%
100%
100%
94%
97%
78%
850
164
260
454
768
237
266
682
125
221
274
401
187
231
80%
76%
85%
60%
52%
79%
87%
598
1546
309
75%
215
1844
140
86%
170
2726
133
95%
2999
2121
71%
Total
Page 1 of 3
Attachment D
Course
Tutored
Student
Total
CH 127
CH 151
CH 152
CH 251
Total
Student Learning Center
<5 Visits
5 - 10 VisitsFall 2014 and Spring 2015 Semester
>10 Visits
Percentage
Student Total
Visits
C and
above
>10 visits
Percentage
18
16
7
5
88%
71%
63%
71%
16
21
12
4
217
326
205
64
13
15
9
3
94%
90%
92%
100%
645
428
213
65
507
317
165
45
79%
74%
77%
69%
46
74%
53
812
40
92%
1351
1034
77%
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
103
106
60
16
260
217
129
46
68
65
40
9
84%
81%
78%
81%
24
31
16
7
149
255
137
39
285
652
182
82%
78
580
<5 Visits
No Tutoring
Total Number of
Students No
Tutoring
Completed
Rates
(37 Courses)
5-10 visits
Tutored
5 - 10 Visits
>10 Visits
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
No Tutoring
Course
Tutored
Student
Total
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
5-10 visits
Percentage
Tutored
Student Total
Visits
C and
above
>10 visits
Percentage
Total Number of
Students No
Tutoring
PH 111
PH 201
PH 301
PH 411
46
26
15
20
67
54
37
41
31
13
8
12
96%
81%
73%
80%
8
6
2
13
56
34
17
108
8
5
1
6
100%
83%
50%
85%
4
1
0
6
61
11
0
122
3
1
0
5
100%
100%
0%
0%
968
185
30
111
816
133
20
74
84%
72%
67%
67%
Total
107
199
64
86%
29
215
20
86%
11
194
9
100%
1294
1043
81%
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
<5 Visits
5 - 10 Visits
>10 Visits
No Tutoring
Tutored
Student
Total
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
5-10 visits
Percentage
Tutored
Student Total
Visits
C and
above
>10 visits
Percentage
Total Number of
Students No
Tutoring
ECON 101
SOCY 101
PSYC 101
SP 211
HI 111
HI 112
HI 127
82
72
133
61
53
63
34
130
112
195
96
93
114
58
50
55
77
49
28
20
22
96%
94%
89%
93%
91%
83%
85%
13
4
14
4
10
15
4
82
27
90
26
66
100
23
10
2
9
3
6
5
2
100%
100%
100%
100%
100%
93%
100%
3
3
9
0
8
2
2
55
41
140
0
137
33
34
2
2
3
0
5
1
1
100%
67%
89%
0%
100%
100%
100%
1290
3284
3868
3178
1085
1525
762
1035
2696
3099
2479
806
1120
624
80%
82%
80%
78%
74%
73%
82%
Total
498
798
301
91%
64
414
37
98%
27
440
14
93%
14992
11859
79%
Course
Page 2 of 3
Attachment D
Course
Tutored
Student
Total
NU 101
NU 102
NU 201
NU 202
Total
Student Learning Center
<5 Visits
5 - 10 VisitsFall 2014 and Spring 2015 Semester
>10 Visits
Percentage
Student Total
Visits
C and
above
>10 visits
Percentage
8
5
2
1
83%
100%
100%
100%
6
2
1
0
98
35
11
0
2
0
1
0
100%
100%
100%
0%
68
89
92
80
60
80
90
80
88%
90%
98%
100%
16
91%
9
144
3
100%
157
140
89%
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
47
34
8
9
103
72
23
17
32
23
6
8
91%
91%
100%
100%
12
8
2
1
80
66
7
6
98
215
69
93%
23
159
<5 Visits
No Tutoring
Total Number of
Students No
Tutoring
Completed
Rates
(37 Courses)
5-10 visits
Tutored
5 - 10 Visits
>10 Visits
Total Numbers of Students No
Tutoring Completed Courses
% of Students No Tutoring
Completed Course
No Tutoring
Department
Tutored
Student
Total
Visits
C and
above
<5 visits
Percentage
Tutored
Student Total
Visits
C and
above
5-10 visits
Percentage
Tutored
Student Total
Visits
C and
above
>10 visits
Percentage
Total Number of
Students No
Tutoring
Arts & Hum.
Business
Biology
Chemistry
Physics
Social Sci.
Nursing
415
345
598
285
107
498
98
694
616
1546
652
199
798
215
263
210
309
182
64
301
69
86%
82%
75%
82%
86%
91%
93%
67
82
215
78
29
64
23
435
527
1844
580
215
414
159
43
56
140
46
20
37
16
91%
93%
86%
74%
86%
98%
91%
34
47
170
53
11
27
9
568
831
2726
812
194
440
144
22
35
133
40
9
14
3
94%
94%
95%
92%
100%
93%
100%
2832
2742
2999
1351
1294
14992
157
2081
2161
2121
1034
1043
11859
140
73%
79%
71%
77%
81%
79%
89%
2346
4720
1398
83%
558
4174
358
87%
351
5715
256
94%
26367
20439
78%
Total
Page 3 of 3
Attachment E
SLC Tutor Training: Communication and the Tutoring Cycle
Fall 2014 - Spring 2015 Assessment
Participants:
Fall 2014 Cohort – 10 tutors
Spring 2015 Cohort – 8 tutors
Tutor Training Sessions: 5
Hours per session: 2
Training Components:
1) tutoring skills
2) verbal communication
3) written communication
Pre – Post Assessments
The pre and post assessment of tutors demonstrated that the training helped the tutors
develop their verbal and written communication skills, as well as their tutoring skills. Individual
gains were shown by 94% of the tutors (17 of 18 tutors) in verbal communication and tutoring
skills, in particular in the areas of active listening, asking probing questions, assessing student’s
understanding.
Fall & Spring Cohorts (Combined Data)
The data from the assessments demonstrates that the tutors benefited from the three
training components provided. The greatest improvement in skill is reflected in the tutoring
skills component with a 17% gain.
Average Gains in Points
(Out of a Range of 1-3)
Verbal Communication
Tutoring Skills
Written Communication
Overall
.33
.51
.30
.38
Average
Percentage Gain
11%
17%
10%
12.5%
Self-Assessment
Fall & Spring Cohorts (Combined Data)
Both the fall and spring cohorts had a very favorable view of the three tutor training
components. Through the self-assessment, a significant number of tutors conveyed that the
information they received during the training was helpful. One tutor commented, “These
workshops were very helpful and informative. I will try to implement everything that I have
learned from these workshops at [the] SLC.”
Training
Component
Communication
Topics
Introduction to
Communication
Pronunciation and
Using the Dictionary
Intonation
Introduction to
the Tutoring Cycle
The Tutoring
Cycle
Grammar
Probing Questions
Costa's Levels of
Questioning
Discussing/Presenting
a Concept
Closing the Tutoring
Session
Parts of Speech
Verb Tense and
Conjugation
Sentence Structure &
Subject Verb Agreement
Verb Consistency
Strongly Agree/Agree*
the Topic was Helpful
Respondents
100%
15 of 15
87%
80%
13 of 15
12 of 15
100%
100%
15 of 15
15 of 15
93%
14 of 15
87%
13 of 15
100%
93%
15 of 15
14 of 15
93%
14 of 15
93%
93%
14 of 15
14 of 15
*Criteria: Strongly Agree, Agree, Somewhat Agree, Somewhat Disagree, Disagree and Strongly Disagree
Attachment F
Tutor Self-Assessment
Spring 2015
Student Learning Center
Q1 How long have you been a tutor at the
Student Learning Center?
Answered: 44
Less than six
months
15.91%
Six months to
one year
15.91%
One year to
two years
Skipped: 0
18.18%
Two years to
three years
15.91%
More than
three years
34.09%
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90% 100%
Responses
Less than six months
15.91%
7
Six months to one year
15.91%
7
One year to two years
18.18%
8
Two years to three years
15.91%
7
More than three years
34.09%
15
Total
44
1/3
Student Learning Center-Tutor Survey-Spring 2015
Never
Rarely
1. I read the text, relevant content and course outlines at least a week in advance to
prepare for upcoming tutor sessions.
8.33%
3
16.67%
6
2. I greet students in a friendly and respectful manner at the beginning of the tutoring
session.
0.00%
0
3. I use words and explanations that students can easily understand during tutoring
sessions.
Often
Always
Total
13.89%
5
36.11%
13
25.00%
9
36
0.00%
0
0.00%
0
13.89%
5
86.11%
31
36
0.00%
0
0.00%
0
0.00%
0
27.78%
10
72.22%
26
36
4. I use open-ended questions to facilitate independent learning during tutoring
sessions.
0.00%
0
0.00%
0
2.78%
1
30.56%
11
66.67%
24
36
5. I incorporate my knowledge of individual learning styles when I work with students.
0.00%
0
0.00%
0
19.44%
7
25.00%
9
55.56%
20
36
0.00%
0
2.78%
1
13.89%
5
22.22%
8
61.11%
22
36
7. I incorporate study strategies into tutoring sessions (e.g. note taking, time
management, outlines, flash cards).
0.00%
0
0.00%
0
13.89%
5
30.56%
11
55.56%
20
36
8. I use praise and other motivational techniques during tutoring sessions.
0.00%
0
0.00%
0
8.33%
3
33.33%
12
58.33%
21
36
9. I ask the senior tutors for advice, if I have questions about tutoring issues or
concerns.
2.78%
1
11.11%
4
27.78%
10
13.89%
5
44.44%
16
36
10. If I am unsure about the content or subject matter, I will explain to the student and
try to find the correct information.
0.00%
0
8.33%
3
13.89%
5
16.67%
6
61.11%
22
36
6. I help the students find the correct answers and solutions to problems.
2/3
Sometimes
Student Learning Center-Tutor Survey-Spring 2015
Strongly
Disagree
Disagree
Somewhat
Agree
Agree
Strongly
Agree
Total
11. The collective noise in the Learning Center does not impede my ability to
conduct an effective tutoring session.
0.00%
0
11.43%
4
25.71%
9
34.29%
12
28.57%
10
35
12. I ask the program assistant and front-desk staff for advice if I have
questions about tutoring issues or concerns.
0.00%
0
0.00%
0
2.86%
1
28.57%
10
68.57%
24
35
13. The academic resources available at the Learning Center are satisfactory
for tutoring sessions.
0.00%
0
5.71%
2
14.29%
5
37.14%
13
42.86%
15
35
14. I ask the Faculty Coordinators for advice if I have questions or concerns
about tutoring issues.
5.71%
2
11.43%
4
5.71%
2
48.57%
17
28.57%
10
35
15. Most students come to tutoring sessions with a positive attitude and a
willingness to learn.
8.57%
3
8.57%
3
31.43%
11
48.57%
17
2.86%
1
35
16. I ask the director for advice if I have questions or concerns about tutoring
issues.
0.00%
0
2.86%
1
8.57%
3
45.71%
16
42.86%
15
35
17. The 50-minute sessions provide sufficient time for tutoring.
0.00%
0
8.57%
3
11.43%
4
51.43%
18
28.57%
10
35
18. I feel comfortable approaching the director with any questions I might
have..
0.00%
0
0.00%
0
2.86%
1
40.00%
14
57.14%
20
35
19. Most tutees’ sense of confidence and self esteem increase as a result of
tutoring sessions.
0.00%
0
0.00%
0
8.57%
3
57.14%
20
34.29%
12
35
20. I feel comfortable approaching the senior tutors with any questions I
might have.
0.00%
0
0.00%
0
5.71%
2
25.71%
9
68.57%
24
35
21. My own understanding of the concepts and content related to subjects I
tutor are reinforced through tutoring sessions.
0.00%
0
0.00%
0
0.00%
0
28.57%
10
71.43%
25
35
22. Most students come prepared for their tutoring sessions (textbooks,
notes, studied the material, etc.)
8.57%
3
17.14%
6
34.29%
12
31.43%
11
8.57%
3
35
23. My role as a tutor has helped me strengthen skills in my academic and/or
professional life.
0.00%
0
0.00%
0
2.86%
1
28.57%
10
68.57%
24
35
24. I feel comfortable approaching the program assistant and front-desk staff
with any questions I might have.
0.00%
0
0.00%
0
0.00%
0
40.00%
14
60.00%
21
35
25. My awareness of cultural differences and similarities has increased as a
result of working as a tutor.
2.86%
1
2.86%
1
5.71%
2
34.29%
12
54.29%
19
35
26. I feel comfortable approaching the Faculty Coordinators with any
questions regarding tutoring.
2.86%
1
2.86%
1
14.29%
5
28.57%
10
51.43%
18
35
27. The tutor training sessions held during the year have helped me become
a better tutor.
2.86%
1
0.00%
0
14.29%
5
31.43%
11
51.43%
18
35
3/3
Attachment G
Student Evaluation Report
Spring 2015
Student Learning Center
Student Evaluation Report, Spring 2015
On average, how many hours per week do you use the SLC?
1 - 5 hours
6 - 10 hours
11+ hours
No Response
Total
524
59
14
28
625
83.84%
9.44%
2.24%
4.48%
100.00%
Average Hour Per Week
Students Use the SLC
2.24%
4.48%
9.44%
1 - 5 hours
6 - 10 hours
11+ hours
No Response
83.84%
1
Student Evaluation Report, Spring 2015
I was tutored
One-to-one
In a group
Both
No Response
Total
459
104
42
20
625
73.44%
16.64%
6.72%
3.20%
100.00%
Type of Session
3.20%
6.72%
16.64%
One-to-one
In a group
Both
No Response
73.44%
2
Student Evaluation Report, Spring 2015
Before a tutoring session, I prepare myself by
Reviewing assigned reading
Reviewing lecture notes
Working on assigned problems
Identifying specific questions to ask
None of the Above (No Preparation)
Prepared at least 2 or more
No Response
Total
114
94
64
65
34
233
21
625
18.24%
15.04%
10.24%
10.40%
5.44%
37.28%
3.36%
100.00%
Comparison of Agreement between Fall 2014 & Spring 2015
Survey Questions
I was greeted and helped in a timely
manner.
The tutor was on time for the
appointment.
The tutor was enthusiastic about
helping me learn.
The tutor knew the subject well.
The tutor explained the material in a
way I understood.
The tutor asked questions that
helped me develop my own ideas.
The tutor helped me find my own
answers.
The tutor gave me useful study
strategies.
After the session, I felt more
prepared for my class.
As a result of tutoring, I can interpret
challenging course content more
effectively.
I would return for another tutoring
session.
I would recommend the SLC to other
students.
Percentage of
Agreement for
Fall 2014
96.93%
Percentage of
Agreement for
Spring 2015
96.64%
Change in
Percentage for
Agreement
0.30%
96.93%
97.92%
-1.01%
95.98%
96.00%
-0.02%
95.98%
96.17%
95.20%
95.84%
0.82%
0.34%
95.02%
94.08%
1.00%
95.59%
96.80%
-1.25%
93.68%
94.08%
-0.43%
94.25%
94.08%
0.18%
93.68%
93.12%
0.60%
96.17%
95.68%
0.51%
96.93%
96.00%
0.97%
3
Student Evaluation Report, Spring 2015
Comparison of Agreement between Fall 2014 & Spring 2015
Percentage of Agreement for
Fall 2014
96.93%
96.93%
95.98%
95.98%
96.17%
95.02%
95.59%
93.68%
94.25%
93.68%
96.17%
96.93%
Percentage of Agreement for
Spring 2015
96.64%
97.92%
96.00%
95.20%
95.84%
94.08%
96.80%
94.08%
94.08%
93.12%
95.68%
96.00%
Change in Percentage for
Agreement
0.30%
-1.01%
-0.02%
0.82%
0.34%
1.00%
-1.25%
-0.43%
0.18%
0.60%
0.51%
0.97%
4