Queensborough Community College
DEPARTMENT:
Non-teaching Department
2013-2014 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 CORE ACTIVITIES AND PERFORMANCE
Core Activities
Key Performance Indicators
Provision of academic
support to QCC students
completing credit-bearing
courses in the following
areas: Arts and Humanities
(Foreign Languages; Art
History); Business;
Computer Science; Health
Sciences; History;
Education; Nursing;
Sciences (Astronomy;
Biology; Chemistry;
Geology; Physics); Social
Sciences
Depending on activity, KPIs may include the following:
Indicators to Be
Assessed
•
•
•
•
•
•
•
•
Volume of service
Course completion rates
Course grades
Student evaluation of tutors/tutoring services
Student attendance at workshops
Student evaluation of workshops
Pre and post quizzes (workshops)
Tutor self-evaluations
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Individual and group
tutoring
•
•
Course completion rates
Course grades
Yes
Yes
Review sessions for
specific courses (based on
need/request)
•
Course completion rates and grades
Yes
Coffee and Conversation
sessions to improve
communication skills and
cultural knowledge related
to Arabic, Chinese, French,
German, Hebrew, Italian,
and Spanish
•
•
Student attendance
Student evaluations of Coffee and Conversation
sessions
Quizzes/interactive activities at end of sessions
Yes
No
English Language Learners
workshops to develop
and/or improve
communication skills for
all QCC students
•
•
Student attendance at workshops
Pre and post workshop assessment of verbal skills
(1st and last days of workshop cycle)
Student self-evaluation regarding improvement
and confidence levels as results of the workshops
Yes
Yes
Review sessions for Math
for Chemistry, Physics
and/or Nursing
•
•
Student attendance at workshops
Quality of work completed during each session
N/A
N/A
•
•
No
No
Queensborough Community College
•
•
Provision of human
anatomy models,
textbooks, DVDs for
review/research
B.
Non-teaching Department
Volume of service
Student surveys of general satisfaction with
services and comments/suggestions regarding
center needs
2013-2014 Academic Year
Yes
Yes
DEPARTMENT-SPONSORED ACTIVITIES, 2013-2014
Type of Activity and Topic
Date
Coffee and Conversation: French & Arabic
Coffee and Conversation: Chinese
Organized, Presented, or
Both
Organized
Organized
10-24-13
11-4-13
Number
Attending
69
20
Coffee and Conversation: Italian & German
Organized
11-18-13
42
Coffee and Conversation: Spanish & French
Organized
3-11-14
60
Coffee and Conversation:
Organized
3-25-14
51
Coffee and Conversation: Chinese
Organized
4-8-14
64
Foreign Language Tutor Training
Organized
27
Tutor Welcome/Orientation
Tutor Welcome/Orientation
Tutor Training: Helping Students Become Active
Readers
Tutor Training: Helping Students Become Active
Readers
Front Desk Staff Training: Delivering Quality
Customer Service (intensive 2-day training)
Front Desk Staff Training: Delivering Quality
Customer Service (intensive 2-day training)
English Language Communication workshops (5
weeks)
English Language Communication workshops (5
weeks)
Business Tutors Training - Accounting
SLC tutors (volunteered) to usher and provide
general assistance to administration and students for
Honors Convocation and Dean’s List ceremonies
Nursing Tutor Meeting and Training
ASAP Summer Institute
Freshmen First Orientation
Association of American Colleges and Universities
(AACU); voluntary participation by students/tutors
in research concerning high-impact practices (2
sessions)
Provided assistance re professional attire – Mock
Trial Team
Both
Both
Both
Both
10-8-13
11-16-13
8-21-13
1-21-14
11-1-13
11-4-13
4-28-14
4-30-14
9-5-14
9-6-14
1-15-14
Both
9-24-13
22
Both
2-11-14
19
Both
Presented
8-21-13
10-15-13
3-18-14
18
9
Presented
Presented
Presented
Presented
2-14
8-13-14
8-26-14
5-8-14
3
5
6
5
Organized
2/1/14
6
Italian & Arabic
Both
Both
60
57
17
11
23
15
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
C. INDIVIDUAL ACTIVITIES/ACHIEVEMENTS OF DEPARTMENT’S ADMINISTRATIVE STAFF,
2013-2014
Name
Bonnie Cook
Alexandra Nestoras
Achievement type (from
menu)
Citation
Semester
Restructured tutor
training/orientation so that
senior tutors provide training
activities to strengthen the
tutoring skills of tutors in
specific disciplines.
Served as member of
Business Assessment Faculty
Committee
Coordinated development of
basic tests/guides for
discipline-based tutor training
(Chemistry, Biology, History,
Psychology)
N/A
Fall 2013
Spring 2014
N/A
Fall 2013
Spring 2014
N/A
Fall 2013
Spring 2014
Designed and implemented
Communication Skills
workshops for Tutor Training
series
N/A
Fall 2013
Spring 2014
Designed and implemented
training workshop to
introduce tutors to reading
comprehension strategies that
help students become active
readers of textbooks
Designed and delivered
training review of policies,
procedures, Starfish data
entry/updates to 20 Front
Desk staff , assisted by 3
presenters
Served as judge regarding
applications for College Now
– Myself Third: Spirit of New
York Scholarship
Brenda Leong
D.
Assumed leadership
regarding Starfish system:
system testing, “problem”
tracking, resolution of data
entry issues, monitoring of
system, provision of
assistance to IT regarding
report generation
DEPARTMENT CHANGES, 2013-2014
N/A
Fall 2013
Spring 2014
Queensborough Community College
Type (from menu)
Personnel or
organizational change
Description of
Change
Increased
amount and
focus of ongoing
tutor training:
(1) greater
participation by
senior tutors and
(2) greater focus
on tutoring in
specific
disciplines
Non-teaching Department
Reason for Change
Date/Semester
To improve tutoring
skills
Fall 2013
Spring 2014
2013-2014 Academic Year
Evaluation of
Change*
New tutors report
favorably regarding
trainings; the center
will continue to assess
training sessions and
tutor response
Program change
Implementation
of Starfish as
operations
system for all
learning centers
To standardize
operations and tracking
of data by learning
centers
Fall 2013
Challenges are
ongoing regarding
Starfish as the center’s
operating system. We
continue to
communicate with all
departments
concerned and
anticipate
improvements during
the next few months.
This change has
positively affected
smoothness of
operation as well as
positive comments by
students
Service change
Changed policy
of same dayonly
appointments for
Biology,
Chemistry,
Physics to weekahead
appointments if
requested for all
QCC students
To offer more options
regarding tutoring
services and
accommodations for
students
Spring 2014
Equipment
Purchase of 3
human anatomy
models (BI 301
and BI 302
Anatomy &
Physiology)
To increase access to
learning resources for
students
Spring 2014
N/A
Equipment
Purchase of
video camera
and tripod
To video pre and post
interviews with
students before and
after completion of
ELL workshops to
assess any observed
difference/improvement
in communication
Spring 2014
N/A
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
E. ASSESSMENT AND EVALUATION, 2013-2014
Key Performance
Indicator*
Volume
Target outcome(s)
for Key Performance
Indicator**
During the next three
(3) years, the number
of students and/or
number of student
visits who attend
tutoring will help
administrators develop
benchmarks for
optimal capacity of
center.
Actual
outcome(s)
Recommended
action plan
See Attachment
A.
Continue to monitor
Starfish system
regarding accuracy of
numbers.
At the
conclusion of the
first year
utilizing Starfish
as the center’s
operating
system,
discrepancies
regarding final
numbers exist.
We anticipate
that many issues
will be resolved
during the next
few months.
Recommended
status of Core
Activity and KPI
Core activity and
KPI have been
modified.
Continue to work
with IT and IR to
better understand the
integration of the
Starfish system,
Instructional
Technology (IT) and
Institutional Research
(IR), and learning
centers in order to
improve efficiency,
effectiveness of
operations.
The calculation
of “unique”
students can
differ from
center to center
and among other
departments.
The numbers
below represent
unique numbers
across all SLC
courses and
services:
Unique students:
8912
Grades
The number of
students who attend
tutoring for 5-10 hours
and earn grades of ≥
C will be 10% higher
than the number who
did not attend tutoring
but earn course grades
that are ≥ C.
Number of
visits:
30,565
See Attachment
B.
Grades for
students tutored
in 35 of the
approximately
150 courses
tutored by the
center were
examined.
Continue to monitor
hiring and training of
tutors.
Communicate with
Chairpersons
regarding possible
Faculty Coordinators
to support in training
of tutors in specific
disciplines.
Core activity and
KPI have been
modified.
Queensborough Community College
Completion Rates
Student evaluations of
Coffee and
Conversation sessions
and
Quizzes/interactive
The number of
students who attend
tutoring for 5-10 hours
and complete their
courses will be 8%
higher than the
number who did not
attend tutoring but
completed their
courses.
Establish baselines
regarding volume and
assessments
Non-teaching Department
On average,
grades for
tutored students
exceeded those
for non-tutored
students (76% v.
74%) especially
in specific
Accounting,
Biology,
Chemistry,
Foreign
Language and
Psychology
courses. For
some courses
(e.g. Business
Statistics), there
is little evidence
of significant
differences
between tutored
and non-tutored
students.
However, the
sample numbers
are so small, it is
not possible to
determine
anything
definite.
See Attachment
B.
On average,
82% of students
tutored
completed
courses versus
78% of nontutored students.
Students
verbally
responded
favorably to
post-session
2013-2014 Academic Year
Communicate with
Chairperson regarding
increased
communication to
students about
benefits of attending
tutoring center.
Continue to monitor
hiring and training of
tutors.
Core activity and
KPI have been
modified:
Communicate with
Chairpersons
regarding possible
Faculty Coordinators
to support in training
of tutors in specific
disciplines.
Communicate with
Chairpersons
regarding increased
communication to
students about
benefits of attending
tutoring center.
The recent
implementation of
Starfish as the
operating system
does not currently
support the center
to obtain grades,
and associated
numbers of
students and hours
by separate
categories (≤ 4
hours of tutoring;
5-10 hours of
tutoring; ≥ 11hours
of tutoring)
Core activity and
KPI will continue
as before
Ask appropriate
faculty/Faculty
Coordinator to
design/distribute and
collect student
Queensborough Community College
Non-teaching Department
activities at end of
sessions
activities but
relevant data not
collected
evaluations.
See Attachments
C-1 and C-2.
With chairpersons and
faculty, discuss
possible ways to
increase participation
in workshops.
Core activity and
KPI will continue
as before
Math workshops in
science were not held
during 2013-2014.
The center will
reassess plans for next
year.
Tutors reported an
increase in tutoring
skills, self-confidence
with continued time
working at the center.
Core activity and
KPI will continue
as before
Student
attendance/evaluations
of English
Communication
workshops; Pre and
post workshop
assessment of verbal
skills (1st and last days
of workshop cycle)
Student self-evaluation
regarding
improvement and
confidence levels as
results of the
workshops
Establish baselines
regarding volume and
assessments
100% of
students who
attended
workshops in
Fall 2013 and/or
Spring 2014
reported that
they believed
their
communication
skills improved
as a result of the
workshops.
2013-2014 Academic Year
Comparison of
videos of
students’ pre and
post workshop
cycles,
facilitators
observed
independently
that 91% of
participants
demonstrated
improvement in
communication
skills at the end
of each
workshop cycle.
Review sessions for
Math for Chemistry,
Physics and/or Nursing
Student attendance at
workshops
Quality of work
completed during each
session
Establish
baselines
regarding
volume and
assessments
Encourage and support
tutor development
regarding content
knowledge and
facilitation of learning
skills
Tutor self-perceptions
See Attachment
D for detailed
information
regarding tutors’
self-perceptions.
94% of tutors
reported that
their own
understanding of
subject matter
was reinforced
Core activity and
KPI will continue
as before
Queensborough Community College
Non-teaching Department
through tutoring
session.
95% of tutors
reported that
tutoring students
has helped them
strengthen their
own academic
and/or
professional
lives.
Faculty evaluation of
tutors
See Attachment
E.
100% of
evaluations
completed
indicated that
faculty observed
tutors to be
strong in both
content
knowledge and
learning
facilitation
skills.
Student evaluation of
tutors
See Attachment
F.
93% of students
reported that the
SLC had helped
them improve
understanding of
course content.
96% of students
reported that
they would
recommend the
SLC to another
student.
Continue to provide
training and support in
learning facilitation
and assessment of that
training:
Communication and
Tutoring Cycle
Workshops
See Attachments
G1-G5.
The SLC
developed a
required
Communications
workshop series
(5 sessions) for
tutors which
2013-2014 Academic Year
Queensborough Community College
Non-teaching Department
2013-2014 Academic Year
started in Fall
2013. The
purpose of the
workshops is to
help tutors
strengthen
verbal, written
and tutoring
skills.
100% of tutors
reported that the
workshops were
helpful
especially
regarding verbal
skills.
Improvements in
verbal skills
were shown
during tutoring
sessions as well.
F. ASSESSMENT PLAN FOR NEW YEAR, 2014-2015
Core Activity
(New Year)
Provision of academic
support to QCC
students completing
credit-bearing courses
Key Performance Indicator
(New Year)
Grades
Provision of academic
support to QCC
students completing
credit-bearing courses
Completion Rates
Tutor Development
Faculty evaluations
Tutors’ self-perceptions
Student evaluations
Participation in the
Communication/Tutoring
Cycle workshops
Rev. 7-23-14
Target Outcome(s)*
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.
Continue to assess and help
improve Starfish operations.
The number of students
who attend tutoring and
complete their courses will
be 8% higher than the
number who did not attend
tutoring.
Tutors’ self-perceptions
regarding skills and
knowledge will increase
positively with time and
experience tutoring;
communication workshops
will result in significant
increase in self-confidence
regarding tutoring skills and
observed improvement in
skills.
Plan for Achieving Target
Outcome
Core activity and KPI will
continue as before
Core activity and KPI will
continue as before
Core activity and KPI will
continue as before
Attachment A
Student Learning Center
Student Activity Summary for Academic Year 2013-2014
Summer 5/28 - 8/23/2013
Tutoring
Self-Study
Total
Fall 8/27 - 12/23/2013
Tutoring
Self-Study
Workshop
-Coffee and Conversation
-English Communication
Total
Winter 1/2 - 1/25/2014
Tutoring
Self-Study
Total
Spring 1/27 - 5/23/2014
Tutoring
Self-Study
Workshop
-Coffee and Conversation
-English Communication
Total*
Academic Year (2013-2014)
# of Unique
Students
232
# of Visits
831
324
556
705
1536
# of Unique
Students
2056
2554
# of Visits
6823
7628
131
21
133
69
4762
14653
# of Unique
Students
26
# of Visits
54
58
84
77
131
# of Unique
Students
1724
1601
# of Visits
5937
8073
166
19
166
69
3510
14245
# of Unique
Students
Tutoring
Self-Study/Study Groups
Workshop
-Coffee and Conversation
-English Communication
4038
4537
# of Visits
13645
16483
297
40
299
138
Total*
8912
30565
* 1) Total of all students receiving learning support services provided by the Student Learning
Center during 2013-2014 academic year.
2) There was a 10% increase of student visits from the 2012-2013 academic year
(volume of 27439) compared to 2013-2014 (volume of 30565).
Attachment B
Student Learning Center
2014 Spring Semester
C and Above and Completion Rates (35 Courses*)
Visits of tutoring
5 or less
5 - 10
10 or more
# of Students
891
231
92
C and Above
76%
76%
86%
Tutoring vs. Non-Tutoring (C and Above)
# of Students
C and Above
1214
12944
77%
74%
Tutoring
Non-Tutoring
Tutoring vs. Non-Tutoring (Completed)
Tutoring
Non-Tutoring
# of Students
1214
12944
Completed
81%
82%
92%
Completed
82%
78%
* This report provides information regarding grades and course completion rates for Spring 2014. This is a small sample of all courses tutored by the Student Learning Center.
See attached Student Activity Summary for information regarding the entire academic year 2013-2014
Page 1 of 13
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
<5 Visits
5 - 10 Visits
Course
Total of
Tutored
Students
Visits
≥C
<5 visits
Percentage
LA 111
LC 111
LC 112
LF 111
LF 112
LG 112
LH 111
LI 111
LI 112
LS 111
LS 112
17
5
4
15
11
3
2
19
31
45
30
22
8
7
25
18
6
5
27
41
73
49
16
3
4
11
7
2
1
18
22
20
15
94%
75%
100%
92%
64%
67%
50%
100%
85%
63%
65%
Total
182
281
119
78%
Total of
Tutored
Students
W
Visits
0
1
18
1
100%
1
1
0
10
0
0%
1
0
1
19
1
100%
1
12
12
0
4
0
1
8
12
6
83
89
0
8
8
0%
100%
67%
1
5
0
0
1
5
26
85
1
5
100%
100%
33
5
28
236
22
79%
8
0
8
148
8
100%
1787
Total Number
of Students
No Tutoring
5 - 10 Visits
164
106
43
3
48
41
20
1
76%
84%
87%
100%
18
9
5
1
5
0
1
0
13
9
4
1
316
110
81%
33
6
27
171
1
100%
100%
67%
Visits
Total
≥C
2
2
2
D
85
59
26
1
Visits
12
14
22
W
BU 101
BU 102
BU 203
BU 500
D
Total Number
of Students
No Tutoring
2
2
3
≥C
Visits
W
>10 visits
Percentage
0
0
0
Total of
Tutored
Students
Course
Total of
Tutored
Students
2
2
3
<5 visits
Percentage
Total of
Tutored
Students
≥C
5-10 visits
Percentage
11
46
25
140
133
19
18
228
124
655
388
<5 Visits
<5 Visits
>10 Visits
≥C
5-10 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
124
53
35
9
10
7
1
1
77%
78%
25%
100%
1
5
1
1
0
1
0
0
1
4
1
1
14
68
18
18
1
4
1
1
100%
100%
100%
100%
508
321
252
315
221
19
70%
8
1
7
118
7
100%
1396
≥C
>10 visits
Percentage
Total Number
of Students
No Tutoring
5 - 10 Visits
>10 Visits
≥C
<5 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
5-10 visits
Percentage
40
49
234
181
28
13
9
49
55
11
62%
50%
74%
86%
73%
4
3
49
49
3
1
0
19
4
0
3
3
30
45
3
24
25
325
348
19
3
1
20
38
3
100%
33%
67%
84%
100%
20
27
1
3
2
0
17
25
1
309
488
11
15
21
1
88%
84%
100%
370
163
399
145
179
532
137
74%
108
24
84
741
65
77%
48
5
43
808
37
86%
1256
Course
Total of
Tutored
Students
Visits
BI 110
BI 201
BI 301
BI 302
BI 311
25
25
108
79
15
252
Total
D
>10 Visits
Page 2 of 13
Total of
Tutored
Students
W
D
Visits
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
<5 Visits
5 - 10 Visits
≥C
<5 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
5-10 visits
Percentage
77
109
41
15
25
34
13
3
69%
77%
87%
60%
7
17
5
1
0
4
0
0
7
13
5
1
42
102
37
6
6
9
5
1
242
75
75%
30
4
26
187
21
Course
Total of
Tutored
Students
Visits
CH 127
CH 151
CH 152
CH 251
41
56
20
6
Total
123
<5 Visits
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
86%
69%
100%
100%
9
6
2
0
1
0
9
5
2
139
94
29
8
2
2
89%
40%
100%
362
209
110
25
81%
17
1
16
262
12
75%
706
Total Number
of Students
No Tutoring
5 - 10 Visits
Total of
Tutored
Students
W
D
Visits
50%
88%
70%
1
4
0
0
1
4
69%
5
0
5
Course
Total of
Tutored
Students
Visits
≥C
<5 visits
Percentage
PH 201
PH 301
PH 411
9
13
14
15
18
29
4
7
7
Total
36
62
18
<5 Visits
Visits
≥C
<5 visits
Percentage
ECON 101
SOCY 101
PSYC 101
SP 211
HI 111
HI 112
HI 127
29
11
21
10
6
22
13
50
16
31
13
10
37
21
19
7
13
10
5
12
8
68%
64%
72%
100%
83%
57%
67%
Total
112
178
74
70%
Total Number
of Students
No Tutoring
>10 Visits
≥C
5-10 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
10
22
0
4
0%
100%
1
1
0
0
1
1
12
13
1
1
100%
100%
116
30
49
32
4
80%
2
0
2
25
2
100%
195
Total Number
of Students
No Tutoring
5 - 10 Visits
Total of
Tutored
Students
Course
>10 Visits
>10 Visits
Total of
Tutored
Students
W
D
Visits
≥C
5-10 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
3
3
5
0
0
0
3
3
5
18
27
42
2
3
4
67%
100%
80%
3
0
3
94
2
67%
2
2
0
100%
40%
0%
3
2
1
0
0
0
3
2
1
59
25
23
3
1
1
100%
50%
100%
664
1659
1717
1683
643
641
557
2
6
2
0
1
1
2
5
1
11
40
16
21
2
19
154
13
68%
9
0
9
201
7
78%
7564
Page 3 of 13
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
<5 Visits
5 - 10 Visits
≥C
<5 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
5-10 visits
Percentage
17
13
87%
1
0
1
5
1
100%
17
13
87%
1
0
1
5
1
100%
Course
Total of
Tutored
Students
Visits
NU 101
15
Total
15
<5 Visits
≥C
Total of
Tutored
Students
W
D
Visits
281
316
532
242
62
178
17
119
110
137
75
18
74
13
78%
81%
74%
75%
69%
70%
87%
33
33
108
30
5
21
1
5
6
24
4
0
2
0
28
27
84
26
5
19
1
1628
546
76%
231
41
190
Department
Visits
Arts & Hum.
Business
Biology
Chemistry
Physics
Social Sci.
Nursing
182
171
252
123
36
112
15
891
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
Total Number
of Students
No Tutoring
40
0
0
0
5 - 10 Visits
<5 visits
Percentage
Total of
Tutored
Students
Total
>10 Visits
0
0
0%
40
Total Number
of Students
No Tutoring
>10 Visits
≥C
5-10 visits
Percentage
Total of
Tutored
Students
W
D
Visits
≥C
>10 visits
Percentage
236
221
741
187
32
154
5
22
19
65
21
4
13
1
79%
70%
77%
81%
80%
68%
100%
8
8
48
17
2
9
0
0
1
5
1
0
0
0
8
7
43
16
2
9
0
148
118
808
262
25
201
0
8
7
37
12
2
7
0
100%
100%
86%
75%
100%
78%
0%
1787
1396
1256
706
195
7564
40
1576
145
76%
92
7
85
1562
73
86%
12944
Page 4 of 13
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
6
35
21
93
98
6
12
125
84
355
244
100%
95%
95%
90%
88%
35%
100%
80%
86%
77%
77%
1079
81%
C
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
280
208
194
205
75%
84%
86%
78%
887
80%
C
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
211
69
79
78
121
71%
74%
49%
74%
78%
558
69%
C
Page 5 of 13
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
236
117
61
6
84%
77%
76%
43%
420
80%
C
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
82
25
14
83%
93%
67%
121
82%
C
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
390
974
850
1168
276
205
310
74%
73%
66%
88%
61%
47%
70%
4173
72%
C
Page 6 of 13
Student Learning Center
2014 Spring Semester - C and Above (35 Courses)
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
36
95%
36
95%
C
No Tutoring
Total Number
of Students
No Tutoring ≥
C
Percentage
of Students
No Tutoring ≥
1079
887
558
420
121
4173
36
81%
80%
69%
80%
82%
72%
95%
7274
74%
C
Page 7 of 13
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
<5 Visits
Course
Total of
Tutored
Students
LA 111
LC 111
LC 112
LF 111
LF 112
LG 112
LH 111
LI 111
LI 112
LS 111
LS 112
Total
5 - 10 Visits
Visits
C and
above
<5 visits
Percentage
17
5
4
15
11
3
2
19
31
45
30
22
8
7
25
18
6
5
27
41
73
49
16
3
4
11
7
2
1
18
22
20
15
100%
80%
100%
80%
100%
100%
100%
95%
84%
71%
77%
182
281
119
84%
Total of
Tutored
Students
100%
6
38
23
106
111
17
13
157
103
479
323
1376
0
0%
1
19
1
100%
1
12
12
6
83
89
0
8
8
100%
67%
100%
1
5
26
85
1
5
100%
100%
33
236
22
85%
8
148
8
100%
1787
5 - 10 Visits
>10 Visits
Visits
>10 visits
Percentage
Total Number of
Students
No Tutoring
Total Numbers
of Students
No tutoring Completed Courses
1
5
1
1
14
68
18
18
1
4
1
1
100%
80%
100%
100%
508
321
252
315
399
259
230
263
8
118
7
88%
1396
1151
Visits
5-10 visits
Percentage
Total of
Tutored
Students
18
9
5
1
124
53
35
9
10
7
1
1
72%
100%
80%
100%
33
221
19
82%
48
41
20
1
74%
83%
88%
100%
171
316
110
80%
5 - 10 Visits
Visits
C and
above
<5 visits
Percentage
Total of
Tutored
Students
25
25
108
79
15
40
49
234
181
28
13
9
49
55
11
84%
72%
61%
81%
100%
252
532
137
73%
No Tutoring
C and
above
C and
above
<5 Visits
Total
1
10
164
106
43
3
BI 110
BI 201
BI 301
BI 302
BI 311
18
Total Numbers
of Students
No tutoring Completed Courses
1
85
59
26
1
Course
1
Total Number of
Students
No Tutoring
100%
100%
100%
Visits
Total of
Tutored
Students
>10 visits
Percentage
2
2
2
Total of
Tutored
Students
Total
Visits
C and
above
12
14
22
<5 visits
Percentage
BU 101
BU 102
BU 203
BU 500
Total of
Tutored
Students
2
2
3
C and
above
Course
5-10 visits
Percentage
No Tutoring
11
46
25
140
133
19
18
228
124
655
388
<5 Visits
Total of
Tutored
Students
Visits
C and
above
>10 Visits
>10 Visits
Total of
Tutored
Students
Visits
C and
above
5-10 visits
Percentage
4
3
49
49
3
24
25
325
348
19
3
1
20
38
3
75%
100%
61%
92%
100%
20
27
1
309
488
11
108
741
65
78%
48
808
Visits
No Tutoring
>10 visits
Percentage
Total Number of
Students
No Tutoring
Total Numbers
of Students
No tutoring Completed Courses
15
21
1
85%
93%
100%
370
163
399
145
179
303
100
225
126
155
37
90%
1256
909
C and
above
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
<5 Visits
5 - 10 Visits
Visits
C and
above
<5 visits
Percentage
Total of
Tutored
Students
41
56
20
6
77
109
41
15
25
34
13
3
88%
79%
75%
83%
123
242
75
81%
Course
Total of
Tutored
Students
CH 127
CH 151
CH 152
CH 251
Total
Course
PH 201
PH 301
PH 411
Total
42
102
37
6
6
9
5
1
30
187
21
15
18
29
4
7
7
36
62
18
Total
Visits
<5 visits
Percentage
29
11
21
10
6
22
13
50
16
31
13
10
37
21
19
7
13
10
5
12
8
68%
64%
72%
100%
83%
57%
67%
112
178
74
95%
362
209
110
25
287
168
85
15
94%
706
555
139
94
29
8
2
2
17
262
12
>10 Visits
Visits
1
4
10
22
0
4
100%
100%
5
32
4
100%
Total of
Tutored
Students
100%
83%
100%
9
6
2
No Tutoring
Total Number of
Students
No Tutoring
Total Numbers
of Students
No tutoring Completed Courses
100%
100%
116
30
49
100
28
25
100%
195
153
Visits
C and
above
>10 visits
Percentage
1
1
12
13
1
1
2
25
2
5 - 10 Visits
C and
above
Total Numbers
of Students
No tutoring Completed Courses
Visits
Total of
Tutored
Students
72%
9
13
14
Total Number of
Students
No Tutoring
>10 visits
Percentage
5-10 visits
Percentage
89%
62%
71%
Visits
No Tutoring
C and
above
C and
above
Total of
Tutored
Students
<5 visits
Percentage
ECON 101
SOCY 101
PSYC 101
SP 211
HI 111
HI 112
HI 127
87%
7
17
5
1
<5 Visits
Course
100%
76%
100%
100%
Visits
5-10 visits
Percentage
5 - 10 Visits
C and
above
Total of
Tutored
Students
Total of
Tutored
Students
C and
above
<5 Visits
Total of
Tutored
Students
>10 Visits
>10 Visits
Total of
Tutored
Students
67%
100%
80%
2
2
0
13
No Tutoring
Total Number of
Students
No Tutoring
Total Numbers
of Students
No tutoring Completed Courses
100%
50%
100%
664
1659
1717
1683
643
641
557
531
1343
1291
1324
488
454
454
100%
7564
5885
Visits
C and
above
>10 visits
Percentage
3
94
2
67%
100%
40%
0%
3
2
1
59
25
23
3
1
1
90%
9
201
7
Visits
C and
above
5-10 visits
Percentage
3
3
5
18
27
42
2
3
4
2
6
2
11
40
16
21
154
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
<5 Visits
5 - 10 Visits
Visits
C and
above
<5 visits
Percentage
Total of
Tutored
Students
15
17
13
87%
15
17
13
100%
Course
Total of
Tutored
Students
NU 101
Total
Visits
C and
above
5-10 visits
Percentage
1
5
1
100%
1
5
1
100%
<5 Visits
Total
100%
100%
86%
75%
100%
78%
0%
1787
1396
1256
706
195
7564
40
1376
1151
909
555
153
5885
38
92
1562
73
92%
12944
10067
145
82%
81%
No Tutoring
8
7
37
12
2
7
0
1576
546
38
148
118
808
262
25
201
0
231
1628
40
8
8
48
17
2
9
0
79%
70%
77%
81%
80%
68%
100%
891
38
Visits
22
19
65
21
4
13
1
78%
81%
74%
75%
69%
70%
87%
40
Total Numbers
of Students
No tutoring Completed Courses
236
221
741
187
32
154
5
119
110
137
75
18
74
13
0%
Total Numbers
of Students
No tutoring Completed Courses
Total Number of
Students
No Tutoring
33
33
108
30
5
21
1
281
316
532
242
62
178
17
0
Total Number of
Students
No Tutoring
>10 visits
Percentage
Visits
182
171
252
123
36
112
15
0
>10 visits
Percentage
C and
above
Total of
Tutored
Students
Visits
Visits
C and
above
No Tutoring
>10 Visits
5-10 visits
Percentage
Total of
Tutored
Students
Arts & Hum.
Business
Biology
Chemistry
Physics
Social Sci.
Nursing
0
C and
above
<5 visits
Percentage
Department
Total of
Tutored
Students
5 - 10 Visits
C and
above
Total of
Tutored
Students
>10 Visits
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
Percentage
of Students
No Tutoring Completed Courses
55%
83%
92%
76%
83%
89%
72%
69%
83%
73%
83%
77%
Percentage
of Students
No Tutoring Completed Courses
79%
81%
91%
83%
82%
Percentage
of Students
No Tutoring Completed Courses
82%
61%
56%
87%
87%
72%
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
Percentage
of Students
No Tutoring Completed Courses
79%
80%
77%
60%
79%
Percentage
of Students
No Tutoring Completed Courses
86%
93%
51%
78%
Percentage
of Students
No Tutoring Completed Courses
80%
81%
75%
79%
76%
71%
82%
78%
Student Learning Center
2014 Spring Semester Completed Rates (35 Courses)
Percentage
of Students
No Tutoring Completed Courses
95%
95%
Percentage
of Students
No Tutoring Completed Courses
77%
82%
72%
79%
78%
78%
95%
78%
Attachment C
Student Learning Center
Spring 2014 English Language Learners (ELL) Student Satisfaction Survey
Questions
1
2
3
4
5
6
7
8
9
Scale/ Answer options
Response
How helpful did you find this workshop?
10
5
(1 being the worst and 10 being the best)
9
3
8
2
7
0
Which topic did you find most helpful?
Communication skills
(Circle as many as appliable)
grammer/ sentence structure
8
QCC tour
7
Interview
7
Business proposal
2
Communication skills
1
Interviews
1
Business proposal
1
QCC tour
1
It should be longer
1
grammer/ sentence structure
3
Self confidence
1
individual presentations infront of class
2
Invite more students
1
Grammar
2
Interviews/video review
2
presentations
5
Public speaking for at least 10 minutes
2
Field trip
1
Time manaement/organixzation
2
Recommended topics to eliminate from the workshop?
What areas/ways should we improve the workshop?
What areas should we have spent more time reviewing?
New topics we should incorporate into the workshop?
Do you feel more confident communicating in English
Do you feel that your communication skills have improved?
Would you recommend this workshop to someone else?
10 Were your expectations for the workshop met?
10
Yes
10
No
0
Yes
10
No
0
Yes
10
No
0
Yes
No
8
0
No answer
2
50%
30%
20%
0%
29%
24%
21%
21%
6%
25%
25%
25%
25%
13%
38%
13%
25%
13%
22%
22%
56%
40%
20%
40%
100%
0%
100%
0%
100%
0%
80%
0%
20%
ELL Spring 2014 Questions
Cycle 1
1
How helpful did you find this workshop?
(1 being the worst and 10 being the best)
2
Which topic did you find most helpful?
(Circle as many as appliable)
3
Recommended topics to eliminate from the workshop?
4
What areas/ways should we improve the workshop?
5
What areas should we have spent more time reviewing?
6
New topics we should incorporate into the workshop?
7
Do you feel more confident communicating in English
8
Do you feel that your communication skills have improved?0
9
Would you recomment this workshop to someone else?
10
Were your expectations for the workshop met?
Scale
10
9
8
7
Response
4
3
2
0
Communication skills
grammer/ sentence structure
QCC tour
Interview
Business proposal
9
7
6
6
2
Communication skills
Interviews
Business proposal
QCC tour
1
1
1
1
It should be longer
grammer/ sentence structure
Self confidence
individual presentations infront of class
1
3
1
2
Grammar
Interviews/video review
presentations
2
1
5
Public speaking for at least 10 minutes
Field trip
Time manaement/organixzation
1
1
2
Yes
No
9
Yes
No
9
Yes
No
9
Yes
No
7
ELL Spring 2014 Questions
Cycle 1
1
How helpful did you find this workshop?
(1 being the worst and 10 being the best)
2
Which topic did you find most helpful?
(Circle as many as appliable)
3
Recommended topics to eliminate from the workshop?
4
What areas/ways should we improve the workshop?
5
What areas should we have spent more time reviewing?
6
New topics we should incorporate into the workshop?
7
Do you feel more confident communicating in English
8
Do you feel that your communication skills have improved?0
9
Would you recomment this workshop to someone else?
10
Were your expectations for the workshop met?
Scale
10
9
8
7
Communication skills
grammer/ sentence structure
QCC tour
Interview
Response
1
0
0
0
1
1
1
1
Communication skills
Interviews
Business proposal
QCC tour
Invite more students
1
Interviews/video review
1
Public speaking for at least 10 minutes
1
Yes
No
1
Yes
No
1
Yes
No
1
Yes
No
1
Attachment C-2
Student Learning Center
ELL Summary Report
1. Student Attendance:
a.
i. Of the 30 students who enrolled for the SPRING 2014
1. 63% of the students attended at least once (19 students)
ii. Of the 19 students who attended at least once
1. 79% of the students attended at least 2 times (15 students)
2. 74% of the students attended at least 3 times (14 students)
b.
i. Of the 27 students who enrolled for the FALL 2013
1. 81% of the students attended at least once (22 students)
ii. Of the 22 students who attended at least once
1. 82% of the students attended at least 2 times (18 students)
2. 64% of the students attended at least 3 times (14 students
2. SURVEY/SELF ASSESSMENT
a. SPRING 2014 - Through anonymous surveys, 100% of the students reported that their
oral communication skills have improved as a result of the workshop.
b. FALL 2013 - Through anonymous surveys, 100% of the students reported that their oral
communication skills have improved as a result of the workshop.
3. Video Assessment
a. FALL 2013 -SPRING 2014
i. 90% showed an improvement in their oral communication skills (10 out of 11
students)
ii. In the 1st assessment the average score was 65% (3.2 points out of 5 points)
iii. In the 2nd assessment the average score was 78% (3.94 points out of 5 points)
Student Learning Center-Tutor Survey-Spring
2014
1. How long have you been a tutor at the Student Learning Center?
Response
Response
Percent
Count
Less than six months
17.2%
10
Six months to one year
10.3%
6
One year to two years
27.6%
16
Two years to three years
19.0%
11
More than three years
25.9%
15
answered question
58
skipped question
1
1 of 18
2. Please indicate how often you do the following when you are tutoring:
Rating
Never
Rarely
Sometimes
Often
Always
1.8% (1)
15.8% (9)
42.1% (24)
19.3% (11)
21.1% (12)
57
0.0% (0)
0.0% (0)
1.8% (1)
14.0% (8)
84.2% (48)
57
0.0% (0)
0.0% (0)
1.8% (1)
24.6% (14)
73.7% (42)
57
0.0% (0)
0.0% (0)
8.8% (5)
29.8% (17)
61.4% (35)
57
0.0% (0)
0.0% (0)
10.5% (6)
29.8% (17)
59.6% (34)
57
0.0% (0)
0.0% (0)
17.5% (10)
22.8% (13)
59.6% (34)
57
0.0% (0)
3.5% (2)
28.1% (16)
22.8% (13)
45.6% (26)
57
0.0% (0)
3.5% (2)
7.0% (4)
24.6% (14)
64.9% (37)
57
3.5% (2)
7.0% (4)
28.1% (16)
29.8% (17)
31.6% (18)
57
0.0% (0)
1.8% (1)
10.5% (6)
28.1% (16)
59.6% (34)
57
Count
1. I read the text, relevant content
and course outlines at least a week
in advance to prepare for upcoming
tutor sessions.
2. I greet students in a friendly and
respectful manner at the beginning
of the tutoring session.
3. I use words and explanations
that students can easily understand
during tutoring sessions.
4. I use open-ended questions to
facilitate independent learning
during tutoring sessions.
5. I incorporate my knowledge of
individual learning styles when I
work with students.
6. I help the students find the
correct answers and solutions to
problems.
7. I incorporate study strategies
into tutoring sessions (e.g. note
taking, time management, outlines,
flash cards).
8. I use praise and other
motivational techniques during
tutoring sessions.
9. I ask the senior tutors for
advice, if I have questions about
tutoring issues or concerns.
10. If I am unsure about the
content or subject matter, I will
explain to the student and try to
find the correct information.
answered question
2 of 18
57
skipped question
2
3. Please indicate how strongly you agree or disagree with the following statements:
Strongly
Disagree
Disagree
Somewhat
Agree
Agree
Strongly
Rating
Agree
Count
11. The collective noise in the
Learning Center does not impede
my ability to conduct an effective
5.4% (3)
10.7% (6)
30.4% (17)
35.7% (20)
17.9% (10)
56
0.0% (0)
1.8% (1)
5.4% (3)
39.3% (22)
53.6% (30)
56
0.0% (0)
3.6% (2)
16.1% (9)
50.0% (28)
30.4% (17)
56
5.4% (3)
5.4% (3)
19.6% (11)
37.5% (21)
32.1% (18)
56
1.8% (1)
5.4% (3)
46.4% (26)
32.1% (18)
14.3% (8)
56
1.8% (1)
1.8% (1)
16.1% (9)
32.1% (18)
48.2% (27)
56
0.0% (0)
3.6% (2)
19.6% (11)
44.6% (25)
32.1% (18)
56
1.8% (1)
1.8% (1)
7.1% (4)
19.6% (11)
69.6% (39)
56
0.0% (0)
0.0% (0)
5.4% (3)
55.4% (31)
39.3% (22)
56
1.8% (1)
0.0% (0)
10.7% (6)
23.2% (13)
64.3% (36)
56
tutoring session.
12. I ask the program assistant and
front-desk staff for advice if I
have questions about tutoring
issues or concerns.
13. The academic resources
available at the Learning Center are
satisfactory for tutoring sessions.
14. I ask the Faculty Coordinators
for advice if I have questions or
concerns about tutoring issues.
15. Most students come to tutoring
sessions with a positive attitude
and a willingness to learn.
16. I ask the director for advice if I
have questions or concerns about
tutoring issues.
17. The 50-minute sessions provide
sufficient time for tutoring.
18. I feel comfortable approaching
the director with any questions I
might have..
19. Most tutees’ sense of
confidence and self esteem
increase as a result of tutoring
sessions.
20. I feel comfortable approaching
the senior tutors with any questions
I might have.
21. My own understanding of the
3 of 18
concepts and content related to
subjects I tutor are reinforced
0.0% (0)
0.0% (0)
7.1% (4)
28.6% (16)
64.3% (36)
56
1.8% (1)
16.1% (9)
37.5% (21)
32.1% (18)
12.5% (7)
56
0.0% (0)
0.0% (0)
3.6% (2)
26.8% (15)
69.6% (39)
56
0.0% (0)
0.0% (0)
8.9% (5)
23.2% (13)
67.9% (38)
56
0.0% (0)
3.6% (2)
10.7% (6)
28.6% (16)
57.1% (32)
56
1.8% (1)
0.0% (0)
12.5% (7)
41.1% (23)
44.6% (25)
56
0.0% (0)
7.1% (4)
19.6% (11)
28.6% (16)
44.6% (25)
56
through tutoring sessions.
22. Most students come prepared
for their tutoring sessions
(textbooks, notes, studied the
material, etc.)
23. My role as a tutor has helped
me strengthen skills in my
academic and/or professional life.
24. I feel comfortable approaching
the program assistant and frontdesk staff with any questions I
might have.
25. My awareness of cultural
differences and similarities has
increased as a result of working as
a tutor.
26. I feel comfortable approaching
the Faculty Coordinators with any
questions regarding tutoring.
27. The tutor training sessions held
during the year have helped me
become a better tutor.
answered question
56
skipped question
3
4. 28. Have your tutoring abilities and skills improved since you started working? How?
Response
Count
41
4 of 18
answered question
41
skipped question
18
5. 29. Do you have any suggestions/comments for improving services for students?
Response
Count
34
answered question
34
skipped question
25
6. 30. Do you have any suggestions/comments for improving the Learning Center’s
environment for tutors?
Response
Count
33
answered question
33
skipped question
26
7. 31. Are there any questions mentioned in the sections above that you would like to
discuss further?
Response
Count
26
5 of 18
answered question
26
skipped question
33
Page 4, Q1. 28. Have your tutoring abilities and skills improved since you started working? How?
1
I have become much more flexible in my ability to transition from one student
with specific learning needs (let's say difficulty with reading comprehension) to
another student wtih completely different needs (perhaps a student who
understands the text but is having trouble organizing notes). My students have
also taught me how to better utilize external sources such as maps and charts in
my tutoring strategies. This has added to the above skill of transitioning between
students with different learning needs.
May 22, 2014 9:28 AM
2
yes, working one on one gives a lot of experience.
May 13, 2014 2:37 PM
3
My abilities have improved by allowing me to understand the best ways for me to
learn. It has also allowed me to have a deeper understanding of the concepts
for my understanding of content.
May 13, 2014 9:46 AM
4
Yes, I can communicate better with students.
May 8, 2014 10:33 PM
5
The periodic tutoring training sessions has greatly improved my tutoring skills.
May 8, 2014 7:44 PM
6
Yes, now I have a better understanding of students reactions and expectations
May 8, 2014 7:21 PM
7
Yes, my tutoring abilities and skills have improved since I started working. I am
able to now quickly assess and target specific needs of the student through
questioning and understanding how to communicate in a polite manner.
May 8, 2014 6:30 PM
8
Yes, through the tutor training
May 8, 2014 6:03 PM
9
Yes. I have learned how to navigate within the fifty minute time period to help the
student learn, understand, and feel comfortable with the material as much as
possible. Image learned how to manage sessions with all different kinds of
students and have improved my tutoring abilities through my varied experiences
and training.
May 8, 2014 4:49 PM
10
My tutoring abilities and skills have not improved since I started working.
May 8, 2014 4:15 PM
11
Yes. I have learn how to conduct tutoring sessions more effectively by focusing
on any weak areas the student my have.
May 8, 2014 2:41 PM
12
I continued using and practicing my tutoring techniques to maintain an openminded and fun tutoring session to improve the tutees' comprehension of the
material. I am constantly adapting my explanations to be easier to understand
so that each tutee can get more out of the sessions.
May 8, 2014 2:29 PM
13
Yes,because of the supported work environment.
May 8, 2014 1:50 PM
14
Yes, My knowledge and understanding of the concepts on the subject I tutor
have expanded. It has also improved my understanding on other subjects. I've
gain better ideas to approach people with different background, mindsets, and
styles.
May 8, 2014 10:58 AM
15
Because i feel more confortable now, and dont feel pressure to know everything
May 8, 2014 10:07 AM
16
I find better ways to explain a topic to a student , in particular I find better
analogies to use that the student can relate to and how important a good
analogy can be. Also I've discovered faster more direct methods to help a
May 8, 2014 10:02 AM
7 of 18
Page 4, Q1. 28. Have your tutoring abilities and skills improved since you started working? How?
student understand a topic.
17
Yes, I believe my tutoring abilities and skills have improved, especially with the
help of the new tutor training. I've improved on asking questions, how to ask a
series of quesions, as well as how to reformulate my question so the student
understanda what I am asking.
May 8, 2014 9:38 AM
18
Yes. Being more relaxed and a better listener. Also, instead of solving the
particular problem my focus has become to get the student to be able solve the
problem on their own.
May 5, 2014 4:23 PM
19
Yes, through practice I grasp what techniques are more effective.
May 5, 2014 12:20 PM
20
Yes. Working one and one with the students provides a better opportunity to
assess their weaknesses, strenghts and learning styles. This allows me to use
different strategies to achieve the required learning.
May 4, 2014 8:10 PM
21
My tutoring abilities have improved since I started working. One such ability, is to
be able to ask open ended questions and asking leading questions to assess the
depths of the students knowledge. It also helped me work better under stress.
May 4, 2014 7:21 PM
22
My tutoring abilities and skills has improved since i started working. I get to learn
topics more in depth over the past years based on different proferssor teaching
stlyes. The Tutor Trainings provided has helped tremendously with comfidence
level, new approaches on how to better the students and the tutoring sessions.
May 4, 2014 3:48 PM
23
Yes. I have learned how to better lead tutees to answers rather than spelling
things out for them, which helps them become less dependent. I have also
learned how to be more encouraging.
May 4, 2014 2:34 PM
24
I have become more confident which allows me to focus entirely on the tutee and
not be distracted by any personal anxiety. I've also learned a few great tips
from our training sessions, I would not have considered or known otherwise.
May 3, 2014 10:56 AM
25
Yes, my tutoring abilities and skills have definitely improved since i started
working. First off, I have learned to become comfortable in almost any situation
with any student that i encounter. Secondly I have definitely gained a stronger
knowledge in the courses that I am currently tutoring. Lastly, I have learned a lot
about how evaluate people based on their notes, habits, speech, etc.
May 2, 2014 4:37 PM
26
By reviewing subtle details of the material during sessions, I have reinforced and
strengthened the concepts within the material. I am less 'intimidated' by 'needy'
students who have not really read the material.
May 2, 2014 4:04 PM
27
Yes. I can explain easier and better than before, and I am more familiar to tutor
students.
May 2, 2014 1:08 PM
28
Yes, I am. Because we have several trainings in each semester.
May 2, 2014 9:44 AM
29
Yes my tutoring abilities and skills improved since I started working. Having to
work with students from different backgrounds and areas of study helped me a
lot in communicating and helping them during the tutoring session.
May 2, 2014 12:24 AM
30
I'm better prepared to explain certain concepts and definitions. I'm better now at
May 1, 2014 11:20 PM
8 of 18
Page 4, Q1. 28. Have your tutoring abilities and skills improved since you started working? How?
understanding what's the source of the problem for students. I expand my
vocabulary and look for efficient ways for them to get the message.
31
My abilities have improved by utilizing a student center approach and
implementing my knowledge of learning styles during the sessions.
May 1, 2014 10:06 PM
32
Yes. I improved my techniques on explaining the structures to the students. I
also have learned new vocabularies.
May 1, 2014 10:01 PM
33
I am better at communicating and at helping students
May 1, 2014 6:43 PM
34
Yes; improved the way of explaining the concepts; improved different ways of
asking and guiding students.
May 1, 2014 6:35 PM
35
Yes, I've learned different tutoring strategies from other tutors and different
methods of explaining material in ways which are more understandable to
students. The tutor workshops helped throughout the year have been very hepful
in enriching our skills as well.
May 1, 2014 6:29 PM
36
I'm equally good at what I do
May 1, 2014 4:53 PM
37
Yes
May 1, 2014 3:26 PM
38
Yes, I am more confident
May 1, 2014 3:10 PM
39
I have advanced my ability to ask open ended questions and guide rather than
teach
May 1, 2014 2:56 PM
40
Yes, I learned by practicing and explaining the topic to the students
May 1, 2014 2:51 PM
41
Training sessions has increased my skills and capabilities to become a more
effective tutor.
May 1, 2014 2:44 PM
9 of 18
Page 4, Q2. 29. Do you have any suggestions/comments for improving services for students?
1
I feel that the models the center provides, the computer area, and the study zone
all contribute to the excellent quality of service our center offers. At this point, I
feel very well equipped as a tutor to engage the student in any way he/she may
need. The only improvement I see at this time would be the allowance of the
center's textbooks outside the break/sotrage area; however, I fully understand
and respect the reasons for keeping them in the back.
May 22, 2014 9:28 AM
2
no
May 13, 2014 2:37 PM
3
Easier access to the internet. Possibly more computers for tutoring sessions
when needed.
May 13, 2014 9:46 AM
4
No.
May 8, 2014 10:33 PM
5
Acquire more space in order to reduce noise level and congestion. Offer more
tutoring in basic skills reading and writing comprehension.
May 8, 2014 7:44 PM
6
Yes, I give them homework sometimes, and when I do, it means that they really
need extra help or more practice, but they might not do it because they dont feel
pressured, even though they leave the session with a totally positive attitude. But
the next day, they become lazy again since the homework doesnt have to be
returned to us. If I have to, I would suggest it to be still optional, but with certain
or a minimal benefit if they did the homework.
May 8, 2014 7:21 PM
7
None
May 8, 2014 6:30 PM
8
Some students are still not aware of the what the tutors can and cannot provide
for them,even if you explain it to them during the first session. Maybe handouts
explaining the dynamics of the learning center would be helpful.
May 8, 2014 4:49 PM
9
I believe that visual learners should be set up with visual tutors. Students should
sit with tutors that suit their own unique learning ability. However, I understand
that this task is difficult since many students do not know how they learn the
most efficiently.
May 8, 2014 4:15 PM
10
No.
May 8, 2014 2:29 PM
11
No
May 8, 2014 1:50 PM
12
Students could be given the option to take one hour sessions and two hour
sessions because there are some problems that take a great deal of time to be
solved and students often wish for more time.
May 8, 2014 10:58 AM
13
Make sure that students are always aware that sessions are 50mn
May 8, 2014 10:07 AM
14
I would strongly advise front desk staff to remind students in some way that we
do not provide answers and we won't help them do their homework or a take
home quiz.
May 8, 2014 10:02 AM
15
No
May 8, 2014 9:38 AM
16
Front desk enforcing the students to bring their textbooks or minimum a
powerpoint. Many students are coming unprepared and expecting tutors to teach
them.
May 5, 2014 12:20 PM
11 of 18
Page 4, Q2. 29. Do you have any suggestions/comments for improving services for students?
17
1. Perhaps getting an opportunity to meet and collaborate with the Professors
occasionally may be helpful since the SLC's ultimate goal is to promote overall
academic achievement. 2. Perhaps providing additional training for tutors who
work with students who are ESL's (English is the Second Language), and
students who are differently able. For example, providing guidance for helping
with students who may display symptoms of autism and seeming inability to
retain knowledge.
May 4, 2014 8:10 PM
18
When it gets close to exams, it gets too crowded.
May 4, 2014 7:21 PM
19
Maybe in the near future, Computer animation/simmulations videos for studenst
on tutor subjects provided at the center.
May 4, 2014 3:48 PM
20
I think if students are more aware of how a tutoring session is supposed to go
before they have a session, they will not come in expecting to be given answers
or having their exam essays written for them. I think it would help for tutors to
briefly explain the philosophy behind tutoring before a session with a new
student to minimize conflict.
May 4, 2014 2:34 PM
21
I think our services are pretty good but space is obviously a problem.
May 3, 2014 10:56 AM
22
None that I can think of at the moment.
May 2, 2014 4:37 PM
23
No.
May 2, 2014 1:08 PM
24
No, I do not have. Everything looks beautiful under Ms. Cook's leading.
May 2, 2014 9:44 AM
25
As of now, the Director and her staff are doing their best to provide the best
services for students. No comment.
May 2, 2014 12:24 AM
26
I do not have suggestions because I believe the services are great.
May 1, 2014 10:06 PM
27
The current improvements of the Student Learning Center have been very
helpful to us tutors. I don't havr any suggestions in the moment.
May 1, 2014 10:01 PM
28
More Space
May 1, 2014 6:43 PM
29
Sometimes the center gets very crowded and noisy, thus it might distract the
tutees.
May 1, 2014 6:35 PM
30
Notify the students and let them know they should not come to tutoring without
studying
May 1, 2014 4:53 PM
31
No
May 1, 2014 3:26 PM
32
The textbooks for all subjects should be available to tutors
May 1, 2014 3:10 PM
33
All teachers should highly encourage students to buy the accounting books
because this semester I had more tnan 5 students who did not buy the book
because they said that their teacher just wants them to follow his own way
May 1, 2014 2:51 PM
34
More workshops/tutoring for students that lack basic skills reading and writing.
May 1, 2014 2:44 PM
12 of 18
Page 4, Q3. 30. Do you have any suggestions/comments for improving the Learning Center’s environment for
tutors?
1
There needs to be a greater enforcement of noice control. Many of my students
complained about the noise this semester, even after we moved to the quieter
independent study area. This problem extends to students and tutors alike.
There is also a considerable issue with tutors and students cleaning up after
themselves when their sessions end. Chairs remained pushed out from the
tables (this is particularly hazardous as I have seen students trip on chairs) and
learning tools such as bio-models are often left out on the tables long after the
session has ended. Finally, students are still bringing food and beverages into
the center despite the notices restricting this. I ask my studetns to please finish
their drinks before coming into the center, but the student will respond that other
students have drinks out at the tables and computers.
May 22, 2014 9:28 AM
2
no
May 13, 2014 2:37 PM
3
No.
May 8, 2014 10:33 PM
4
N/A
May 8, 2014 7:44 PM
5
No.
May 8, 2014 7:21 PM
6
None
May 8, 2014 6:30 PM
7
N/a
May 8, 2014 4:49 PM
8
Many jobs have employees of the week. I believe that this could also be applied
for this occupation. This may encourage tutors to be more enthusiastic when
they are at work.
May 8, 2014 4:15 PM
9
No, besides spatial issues at times when it gets crowded, the experience overall
for me as a tutor is good.
May 8, 2014 2:29 PM
10
No
May 8, 2014 1:50 PM
11
I am satisfied with the learning center's environment just that I didn't get a lot of
hours of work. More hours of work would give me more experience and help me
improve my tutoring skills at a faster rate.
May 8, 2014 10:58 AM
12
No
May 8, 2014 10:07 AM
13
No, I think the environment is great.
May 8, 2014 10:02 AM
14
No
May 8, 2014 9:38 AM
15
Create more space for tutoring.
May 5, 2014 12:20 PM
16
That the rules re eating and drinking in the rooms be strictly enforced. Too many
tutors are turning a blind eye to students who eat and drink and leave the mess
behind.
May 4, 2014 8:10 PM
17
The front desk has to tell the students that they have 50 minutes sessions
instead of an hour because whenever i mention that it's been 50 minutes, the
students would say that they were told they have an hour and demands to use
all of the time. It's nothing major, but on really busy days, it would at least ease
May 4, 2014 7:21 PM
14 of 18
Page 4, Q3. 30. Do you have any suggestions/comments for improving the Learning Center’s environment for
tutors?
some burden from the tutors to not have to keep explaining it and to keep the
information given to students consistent. In addition, for other students asking for
an extension, front desk tend to say, they can until another person arrives.
However, sometimes, there won't be a student coming in for at least another
hour. I feel like it would be better to just mention, they can for another thirty
minutes or if someone comes, it would be even less than 30 minutes but not
more.
18
Keep doing the outstanding jobs, skills and resources provided to the students at
the college and the Learning Center tutors.
May 4, 2014 3:48 PM
19
More space for group A&P sessions would help I think. I think splitting up
sciences and other subjects between the two sides would help a lot.
May 4, 2014 2:34 PM
20
Acknowledging that our back room is not to be taken for granted, its really too
small. It would also be nice to have designated shelves or even a few cubbies
for backpacks etc.
May 3, 2014 10:56 AM
21
Refrigerators!
May 2, 2014 4:37 PM
22
No.
May 2, 2014 1:08 PM
23
The mac computers have problems all times. Please fix it, thank you.
May 2, 2014 9:44 AM
24
As a tutor, I think the environment is good for tutors.
May 2, 2014 12:24 AM
25
I do not have comments for improving the Learning Center's environment for
tutors.
May 1, 2014 10:06 PM
26
More Space
May 1, 2014 6:43 PM
27
no
May 1, 2014 6:35 PM
28
Yes please regulate the temperature condition, it is a hazard to work in Sub zero
degree condition
May 1, 2014 4:53 PM
29
No
May 1, 2014 3:26 PM
30
No
May 1, 2014 3:10 PM
31
The tutors shouldn't talk too loud with each other when they are not tutoring.
May 1, 2014 2:51 PM
32
N/A
May 1, 2014 2:44 PM
33
Addtional room would help improve the environment for the center.
May 1, 2014 2:16 PM
15 of 18
Page 4, Q4. 31. Are there any questions mentioned in the sections above that you would like to discuss further?
1
no
May 13, 2014 2:37 PM
2
No.
May 8, 2014 10:33 PM
3
Tutors in similar disciplines should meet either in person or via email once a
week to discuss and assess effective tutoring styles and discuss upcoming
subjects/lessons the students will have.
May 8, 2014 7:44 PM
4
no
May 8, 2014 7:21 PM
5
None
May 8, 2014 6:30 PM
6
N/A
May 8, 2014 4:49 PM
7
No.
May 8, 2014 4:15 PM
8
No.
May 8, 2014 2:29 PM
9
No
May 8, 2014 1:50 PM
10
No
May 8, 2014 10:07 AM
11
No.
May 8, 2014 10:02 AM
12
No
May 8, 2014 9:38 AM
13
No
May 5, 2014 12:20 PM
14
No.
May 4, 2014 3:48 PM
15
No.
May 3, 2014 10:56 AM
16
None.
May 2, 2014 4:37 PM
17
No.
May 2, 2014 1:08 PM
18
No. Everything is fine.
May 2, 2014 9:44 AM
19
Not really.
May 2, 2014 12:24 AM
20
There are not questions above that I would like to discuss further.
May 1, 2014 10:06 PM
21
N/A
May 1, 2014 6:43 PM
22
no
May 1, 2014 6:35 PM
23
No
May 1, 2014 3:26 PM
24
The textbooks and course work for professors should be made available.
May 1, 2014 3:10 PM
25
No
May 1, 2014 2:51 PM
26
Once a week either via a meeting or email tutors that tutor in similar subjects
should discuss about upcoming material which the students will come in the
May 1, 2014 2:44 PM
17 of 18
Page 4, Q4. 31. Are there any questions mentioned in the sections above that you would like to discuss further?
center and be tutored. Also to be discussed effective tutoring techniques.
18 of 18
Attachment E
Queensborough Community College
Tutor Observation Record
Observer:
Date:
____________________
____________________
Tutor:
________________________
Subject Area: ________________________
1 2 3
1.
Greeted tutee with friendliness.
2.
Provided opportunity for tutee to stay focused on the session and set the agenda (Used statements like
“We have ___ minutes. How shall we use them?”).
3.
Encouraged independent work by asking tutee to break-up the task or problem into parts.
4.
Encouraged tutee to address task without overly directing him/her. (i.e. “Where or how should we begin?)
5.
Helped tutee understand the basic format of the text and how it was used to understand the thought
process for solving the problem (i.e. Thought process, concept, etc.)
6.
Helped tutee understand the use of other sources of information (i.e. notes, handouts, workbooks, etc.) in
solving the problem. Tutor was not the main source of the information.
7.
Used different strategies to help student take responsibility concerning his/her own learning.
8.
Waited for tutee “to do”, speak, learn. Tutor did not interrupt or dominate tutee’s time to learn.
9.
Encouraged or allowed tutee to summarize/explain what had been learned (i.e. “Let’s review for a
minute.”). For example, If understanding was incomplete, returned to no. 6
10.
Used confirming statements that were tied to specific accomplishments, helping tutee know what to keep
doing independent of tutoring.
Encouraged tutee to evaluate his or her work and to be proud of the work accomplished.
11.
12.
Tied constructively negative statements to the tutee’s work or to a breakdown in tutor/tutee interaction
(For example, “We really got off track.”), and not to the tutee as a person.
13.
Helped the tutee anticipate what he or she will learn next that will connect to the task for which tutoring
was sought.
14.
Allowed tutee to make the decision to return for another session. (For example, “Shall we meet again?”
or “What can we do next time?”)
15.
Ended session on a positive note and thanked the tutee for contributions made (i.e. being prepared).
16.
Tutor demonstrated knowledge of subject matter.
KEY: 1=Excellent
2=Satisfactory
3=Needs Improvement
4
4=Not Applicable
Additional Comments/Observations Needing Description
1.
Describe which part of the session went well:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
2.
Describe which part of the session needs improvement:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
3.
Additional Comments:
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4.
Were the results of the observation discussed with the tutor? (check one)
5.
Tutor’s response/comments, if any:
YES_________
NO__________
……………………………………………………………………………………………………………………………………………
…..………………………………………………………………………………………………………………………………………..
6.
Evaluation Completed By: ____________________________ Tutor__________________________ Date:___________
signature
signature
LC 12 Tutor Eval 03//13/08
Attachment F
Student Learning Center - QCC
Spring 2014 Tutor Evaluation: Summary
Total # of surveys completed: 500
Comments
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.
# Strongly
% Strongly
Agree/Agree Agree/Agree
Average Hours Per Week
Students Use SLC
3% 5%
1 - 5 hours
6 - 10 hours
17%
11+ hours
No Response
75%
481
482
476
482
471
472
475
464
471
96.20%
96.40%
95.20%
96.40%
94.20%
94.40%
95%
92.80%
94.20%
466
481
481
93.20%
96.20%
96.20%
Attachment F
Student Learning Center - QCC
Spring 2014 Tutor Evaluation: Summary
Type of Tutoring Availed by Students
3%
13%
One-to-one
In a group
Both
25%
No Response
59%
Student Preparation Prior
to Tutoring
Reviewing assigned reading
250
Reviewing lecture notes
229
Working on assigned…
137
Identifying specific…
181
None
20
No Response
22
Attachment G-1
SLC Tutor Training: Communication and the Tutoring Cycle
Implemented Fall 2013
Objective: To enhance the communication skills and tutoring skills of the tutors at the Student
Learning Center (SLC) in order to
1) provide quality tutorial services to a diverse QCC student body
2) encourage a distinguished level of professionalism within the department.
Professional Development
Professional development plays an important role in helping SLC tutors gain and enhance the skills needed to
assist QCC students with their academic coursework. The senior staff at the Student Learning Center looked at
the needs of the tutors and the areas in need of improvement and developed a training of five sessions, each two
hours long. The focus of this training was divided into three components: 1) verbal communication, 2) written
communication, and 3) tutoring skills.
Communication
Reason for Implementing Verbal Communication Component
The Student Learning Center is a multicultural environment. The SLC tutors and the students they tutor
represent a diverse population. To ensure that an appropriate level of verbal communication is achieved
during a tutoring session this component was instituted.
Strategies Employed
We examined different components of verbal communication and how tutors can develop their verbal
communication skills. Below are the skills that were addressed during the training. For each skill, an
activity was created to give the tutors an opportunity to practice the skill.
Verbal Communication Skills
Overview of Communication: Active Listening, Effective Speaking and Non-verbal
Communication
The Flow of Communication
Pronunciation
Intonation
Peer to Peer Communication
Group Discussion
Public Speaking
Reason for Implementing Written Communication Component
Upon review of the Tutor Logs, there was a grouping of common grammatical errors in the logs that
impeded the flow of written communication. A curriculum and a grammar resource guide were
developed to address those errors.
Strategies Employed
A comprehensive review of specific grammar topics was conducted. Written exercises were completed
at the end of each topic. Below are the topics that were covered.
Written Communication Skills
Parts of Speech
Verb Conjugation
Sentence Structure
Subject-Verb Agreement
Verb Consistency at the Sentence and Paragraph Level
Verbs Followed by Prepositions
The Tutoring Cycle
Reason for Implementing the Tutoring Skills Component
To ensure quality tutoring services for all QCC students, it is important to continuously strengthen the
tutoring skills of all the tutors. The new tutors need information regarding the tutoring cycle and how to
implement each step in the cycle. The experienced tutors need ongoing training to strengthen the
tutoring skills they have acquired. They also serve as mentors to the new tutors and can share their
experiences.
Strategies Employed
During the training, the 12 steps of the tutoring cycle were divided into three overarching categories:
collecting information, analyzing information and communicating ideas effectively. Each step was
discussed and exercises were developed for tutors to practice the skills learned in the tutoring cycle.
To help tutors better understand the students’ learning styles and how they process information, they
were introduced to and discussed Kolb’s Learning Styles.
An important part of the tutoring cycle is questioning the students in order to illicit information from
them. This helps the tutors assess the students’ knowledge and build on that knowledge. The tutors were
introduced to the art of questioning, in particular asking probing questions and varying the difficulty
level of questions. The tutors participated in group activities to practice what they learned.
Attachment G-2
SLC Tutor Training: Communication and the Tutoring Cycle
Fall 2013 Assessment
Fall 2013 was the first installment of the Student Learning Center’s tutor training:
Communication and the Tutoring Cycle. The training was developed for tutors to gain and
enhance the skills needed to assist QCC students with their academic coursework. The senior
staff and workshop coordinators at the Student Learning Center looked at the needs of the tutors
and the areas in need of improvement and designed a tutor training consisting of five sessions,
each two hours long. The training was divided into three components: 1) verbal communication,
2) written communication, and 3) tutoring skills. There were two cohorts and a total of 19 tutors
participated. The cohorts consisted of new and experienced tutors.
Of the three training components, the grammar section received a very strong positive
response from the tutor’s self-survey. Across the board, 94% of the tutors strongly agreed that all
the topics covered – parts of speech, verb tense and conjugation, sentence structure, subject verb
agreement and verb consistency – were useful and will implement what they learned. The tutors’
written comments on the Tutor Logs demonstrated a weakness in standard grammar and from the
tutors’ responses it appears that the tutors are aware that their grammar needs to improve.
Another component that showed a positive response from the tutors was the
communication section. 94% of the tutors strongly agreed that two of the three categories in the
communication section were useful. The two categories were the introduction to communication
and pronunciation. The tutoring cycle section showed a favorable response by the tutors but not
as strong as the other two sections. 88% of the tutors either strongly agreed or somewhat agreed
that the five categories presented during the training were useful. The two categories that were
most favorably received were Costa’s level of questioning and presenting a concept to the group.
It may be helpful, in the future, to distinguish between the new tutors response to the training as
opposed to experienced tutors. Some of the categories such as the greeting and the closing of a
tutoring section may have been more helpful to the new tutors but not the experienced tutors.
In reviewing the data, several adjustments can be made to strengthen the training. The
tutors seemed to benefit from the grammar component. In order to allow for more time for
grammar review, another session can be added or the other components can be shortened. Also,
to better assess the training more data needs to be gathered, in particular, regarding the effect of
the training on a tutor’s tutoring session. A pre and post training assessment will be implemented
for the spring training sessions. The workshop facilitators will observe the tutors during a
tutoring session and assess their verbal communication skills and tutoring skills before and after
the training. Also, the tutors’ Tutor Logs will be reviewed before and after the training. A sample
of the assessment form is attached.
Attachment G-3
SLC Tutor Training: Communication and the Tutoring Cycle
Spring 2014 Assessment
Spring 2014 was the second installment of the Student Learning Center’s tutor training:
Communication and the Tutoring Cycle. The tutor training consisted of five sessions, each two
hours long. The training was divided into three components: 1) verbal communication, 2) written
communication, and 3) tutoring skills. There were two cohorts and a total of 14 tutors
participated. The cohorts consisted of new and experienced tutors.
To strengthen the evaluation component of the training additional data was gathered, in
particular, regarding the effect of the training on a tutor’s tutoring session. A pre and post
training assessment was conducted. The workshop facilitators observed each tutor during a
tutoring session and assessed their communication skills and tutoring skills before and after the
training. The tutors’ Tutor Logs were also reviewed before and after the training.
The pre and post assessment of tutors demonstrated that the training helped the tutors
develop their communication and tutoring skills. There was an average increase of a half level
(on a scale of 1-4, a .6 increase) in each of the three components: verbal communication, written
communication and the tutoring skills. Individual gains were shown by 100% of the tutors in
verbal communication and tutoring skills, in particular in the areas of organization of ideas,
asking probing questions and encouraging independent learning. Upon reviewing the Tutor Logs,
two of the tutors stayed at the same satisfactory level and one tutor slipped and demonstrated an
overall .3 decrease in this component. The greatest improvement by tutors in this component was
shown in the area of the intricate use of prepositions.
Of the three training components, verbal communication and tutoring skills received a
very positive response from the tutor’s self-survey. For each category, except one, within the
components of communication and the tutoring cycle, 100% of the tutors either strongly agreed
or agreed that the topics covered were useful to them and will apply what they learned. The
category that showed the strongest favorability was learning about probing questions and
presenting concepts to a group. Over 90% of the tutors strongly agreed that information was very
helpful.
Another component that showed a positive response from the tutors was the written
communication section. Over 90% of the students expressed that the component was useful. In
particular, 92% of the tutors strongly agreed that topic, parts of speech, was useful.
The addition of the pre and post assessment was a very useful evaluative tool. Not only
did it help the staff to assess the overall training but each tutor was given individual feedback
after each assessment. It was a time for them to reflect on their tutoring skills and for the
workshop facilitators to hone in on the areas in which the tutors are doing well and where they
can improve.