Tutor Program Assessment:
Feedback from Tutors
Fall 2010
Conducted, Analyzed, by Dennis Chowenhill
(Emeritus, English)
[This Tutor Assessment Survey was conducted during class
sessions of the two sections of Tutor Training 1A, about
two-thirds of the way into the Fall term. Sixty-one tutors
responded. The comments and observations below touch only
on highlights of the results, and not all items are
commented on. The purpose of this report is to give the
breadth of the tutors’ observations, so repetitions of the
same response are not accounted for (though rewordings of
some of the same general ideas appear). Question 4, which
is not commented on, is given below, within brackets. The
surveys themselves are on file with the Coordinator of the
program.]
1.
What are the classes for which you tutor?
Math 13
Chemistry 11
English 8
French 7
Spanish 4
Anatomy 3
Business 3
Computer Applications
Physics 3
Art 2
Chinese 2
Cultural Anthropology
ESL 2
Fire Technology 2
History 2
Accounting 1
Biology 1
Communication 1
Computer Science 1
Geography 1
Japanese 1
3
2
Music 1
Photography 1
Physiology 1
Political Science
Psychology 1
Statistics 1
1
[Several tutors work in more than one discipline, so the
numbers above do not represent the number of tutors
working.]
2.
Identify the sites at which you have tutored at Chabot:
55
13
6
1
4
PATH Center
Math Center
World Languages Lab
Communications Lab
WRAC
[Note: The original survey mistakenly did not include WRAC
as a choice. Four students filling out the survey added
WRAC on their own.]
Observations
The heavy use of the PATH Center, the only site where
tutoring in all subjects is offered, should be noted.
This key site can fairly be regarded as the heart of the
tutorial program, providing not only service to the most
students but much of the identity and character of the
tutor program as students see it.
3. How many hours per week (average) have you tutored this
term?
The range here is large—the smallest number is 1 and the
largest 23. The average number of hours is 7.6. But the
mode is 3, and 45 of the tutors reported working fewer than
10 hours per week. Of these, 29 worked 5 hours or fewer.
Only six tutors reported working 18 hours or more.
Observations
Tutors are allowed to work 20 hours per week (with rare
overages allowed, as needed).
A problem that surfaced
last year was that not enough tutors were available to
serve the students signing up for tutorials in the PATH
Center. When the problem was examined, it was discovered
that the problem was not that there were fewer tutors
than previously, but that tutors were working fewer
hours. In the Fall term, when students who had been
recommended as tutors were interviewed , the interviewers
asked prospective tutors about how many hours they would
be able to work, recommending that they work a minimum of
5 hours a week. The effects of this practice need to be
studied, in terms of impact on tutors as well on
students, and efforts made to encourage tutors to work
enough hours to serve all the students seeking
assistance.
[4.
How many semesters have you tutored?]
5. What have been some of the benefits that tutees have
received from your training? Specify whether you have
observed these benefits in individual tutor sessions or
over time working with a tutee.
“Mastered concepts.”
Wrote examples that students could take home.
Developed their own ways of performance for a class, with
tutor assistance.
Began to understand better.
Improved grades.
Improved confidence.
Learned to “approach problems from multiple angles.”
Improved their memorization of material.
Improved comprehension.
Decreased anxiety.
Improved efficiency in their work.
Started taking better class notes.
Started putting more effort into studying.
Entered into good discussions of the topic.
Became more comfortable with peers in the classroom.
Increased the time devoted to study.
Learned how to “attack and break down the problems and
concepts.”
Started reading more.
Did more hands on practice.
Became able to ask questions without being afraid.
Can explain better what they are doing.
Started to enjoy the subject more.
Reduced frustration.
Improved ability to “connect topics throughout the course.”
Improved their consistency and continuity.
Feel happier studying.
Became more curious.
Improved their work ethic.
Became better thinkers, analyzing more.
Started preparing more before class.
Increased “interest in cultural things.”
Completed homework more often.
Grew in skills.
Learned their weaknesses.
Observations
One of the purposes of this survey was to discover how
much the tutors are observing in their work. They are
observing a lot, as this detailed list demonstrates. It
is noteworthy that many of the benefits they report have
to do not only with students’ academic performance but
the tutees’ perceptions of themselves as students, their
changed work habits and attitudes. Such development
will not always manifest itself in terms of academic
performance, but it could be argued that it is consistent
with the community college goal of creating a community
of adult learners, committed to lifelong learning.
6. How often do you observe tutees experiencing such
benefits?
45
11
4
__
Frequently
About half the time
Not often
Almost never
7. Give an example of a frustrating experience you have
had while working with a tutee.
Student behaviors:
Dropping their classes.
Not showing up for tutor sessions.
Arriving late.
Coming to tutor sessions unprepared—no materials, inability
to report what is
happening in class.
Not able understand a lesson.
Coming unprepared, then expecting me to provide a lesson.
Lacking interest, having short attention span.
Not listening, and changing the subject inappropriately.
Wanting me to do their work.
Forgetting what we have studied together.
Facing physical challenges that prevent them from studying,
participating.
Acting passive, becoming angry if I don’t contribute all
the energy for the session.
Getting behind in their work.
Not taking me seriously or respecting me.
Not wanting anyone to know they are receiving tutoring.
Blames me for low grades.
Signing up too late in the term to receive help.
Not trying out my suggestions.
Wanting me just to give the answers.
Thinking they already know everything, not accepting
guidance.
Texting, using the phone while I am explaining the
material.
Having to repeat myself excessively to non-native speakers.
Dropping a class because of the inability to get an “A.”
Not getting over little issues to get to the big ones.
My not knowing an answer.
My having trouble teaching students to find information on
their own.
Having to go over the same problems at every tutorial
session.
Observations
It is impressive that these comments convey how tutors
understand their role—they understand, for instance, the
difference between helping a student learn and doing the
student’s work. Tutors apparently also understand that
the main energy in a tutorial session should emanate from
the tutee. This indicates also that the tutors are not
satisfied with merely talking to the tutees in minilectures. This level of sensitivity is not common among
non-professional educators and is likely the product of
the training that the tutors are receiving.
A follow-up
study could be conducted to investigate where tutors have
learned to approach their work and measure their success
in the ways that they do.
8. What have you gained personally, as a student or as an
individual, from being a tutor?
Confidence in myself.
Inspiration to consider becoming a teacher.
Development of social skills.
Becoming more outspoken.
Increase in my own learning.
Recalling of information I had forgotten.
Having the material become second nature.
Patience and professionalism.
Communication skills.
Deeper understanding of the subject.
The rewarding feeling of helping someone.
Increased self respect.
Teaching experience.
Overcoming fear of pubic speaking.
Learning how to deal with people of different education
levels.
Learning about the ways people learn.
Improvement of my listening skills.
Becoming a better student myself.
Learning different teaching styles from instructors.
Learning good attitudes and teaching techniques.
Becoming up to date with material.
My ability to interpret what I know to others.
Speaking skills.
Awareness of cultural diversity.
Ability to understand by surroundings and the people.
Insight into how people learn.
Observations
This list parallels many of the goals that instructors
using LAs identified as goals for their Learning
Assistants. (See Responses from instructors: Assessment
of Learning Assistants, Fall 2010)
9. What parts of your tutor training have helped you the
most in preparing you as a tutor?
Any tips I can get from an instructor are helpful.
In-class discussions. Also, the class observations.
More class with the 1B instructor.
Going to other classes to observe.
Interacting with seasoned tutors.
All parts of the training helped.
Developing “help folders” for tutees, so that they are able
to practice more.
Exploring how the mind works and learns.
Seeing specific examples of what could happen during a
session.
Some of the skills of solving problems in my area.
Knowing I am not alone in frustrating situations.
Most of it seems like busy work.
Learning how to help students without giving them the
answers.
Nothing. It’s all monotonous.
The advice about how to approach a tutee, the purpose that
we have, and the support
when we ask questions.
Handouts from my previous instructors (of the subject
tutored).
More clear cut presentation of logistical information.
Discussing different learning styles.
Learning to cope with students with learning disabilities.
Feedback from other students.
Taking a look at how students think about themselves and
their learning styles.
Just identify common mistakes tutors make on problems.
Showing what to do in sticky situations.
That it is OK not to have all the answers.
Discussing what to expect from students.
Time to reflect.
Troubleshooting sessions were very useful.
Knowing what my resources, available facilities, are.
How to write a tutor report.
Communicating with students politely when they are not
being productive.
Being able to talk with tutor training teachers during
times of trouble.
Guidelines on what a session consists of.
The activities—practice makes perfect!
10. What would you like to see added to tutor training
that would help you as a tutor?
More recommendations of how to make a student understand.
Receive and collect tutees’ opinions and discuss them with
tutors.
More technical information.
More direct guidance than visiting of other classes.
More role playing/specific examples.
More content training.
More subject focused training.
More activities, simulations, specifically for special
learning needs (disabilities).
Speeches from professors so we get more motivated. More
interactions among tutors.
Videos. Maybe some psychology.
More group discussions.
More discussion of teaching strategies, roadblocks.
More direct communication with tutees’ instructors.
Social projects.
More advertisement of the program.
More about what to do when one becomes frustrated with
students.
Look at other instructors’ materials, since instructors
teach differently.
More practical training than just lecturing.
Guest speakers to share experiences and thoughts.
Ore 1B training because 1A is too general.
Tutor FAQs.
More specialized math training.
Have Chasity in one of the training sessions to answer
concerns about policy.
Pizza!
Observations
Questions 9 and 10 indicate that despite complaints that
Center staff occasionally hear about individual tutor’s
dissatisfaction at having to attend training sessions,
tutors have clear impressions about the importance of the
training that they receive: the responses to these two
questions are rich in detail. Negative responses recommend
that tutor training sessions routinely discuss tutors’
frustrations.
11. What other changes in the tutor training program would
you recommend?
[A few of the tutors indicated “None.”]
More training classes instead of just one a month.
Shorter training hours for returning tutors.
Separate class for Learning Assistants.
Dedicated space for one-to-one math tutoring.
Watch teachers tutor students.
A way to keep LAs connected.
A 1B for History.
Stricter rules for students arriving late and unprepared.
Have a general survey of tutees’ experiences, to hear
what’s really helping.
Payment even when tutees don’t show up.
Less homework, since I take a lot of units and am pressed
by my other homework.
Access to library books or handouts from instructors.
Reduction of noise in the Centers.
Test students not only for the need for tutoring but also
for the motivation and
commitment to be tutored.
Four-person desks in the PATH Center are not efficient,
since most work is done in pairs.
Less work for a 1/2 unit class
More options than Fridays for training meetings.
Bigger rooms to tutor in.
Higher pay.
Air conditioning in the PATH Center.
Parking pass.
Observations
Most of the recommended changes in the program that are
offered in this survey merit the close attention of the
Tutor Program staff.
Not all of thechanges suggested here, however, are
consistent with the primary goals of the program. “Test
students not only for the need for tutoring but also for
the motivation and commitment to be tutored” expresses
frustrations that instructors often feel as well:
instruction would be a lot simpler if schools could screen
out all the students who are difficult to work with.
The
tutors’ experiences as reported in this survey, however,
indicate that the very students who enter with poor work
habits and weak commitment to their education are becoming
motivated to improve because of the tutors’ assistance.
CONCLUSIONS
During the Fall term 2010 a pilot study was conducted to
investigate advantages of ESL tutoring in small groups.
The results were significant, and recommend that the
program staff investigate small group tutoring in other
areas as well, and include training to assist tutors with
this form of tutoring. Despite the advantages (including
economic) of small group tutoring, however, the
observations made by tutors in this survey regarding their
tutoring experiences and frustrations clearly indicate that
one-to-one tutoring is a powerful arrangement for many of
the students at Chabot seeking tutoring. The benefits of
having an individual with whom to discuss one’s learning
and studies—in a setting without the instructors who
evaluate the students, or the presence of others who could
threaten the focus of such discussions—also remain
significant.
The tutor comments and observations in this survey are
recommended to the attention of all Tutor Program staff,
especially the tutor trainers.
Learning Connection:
Learning Connection Coordinator Position;
Learning Connection Mentor Position
Fall & Spring 2010-2011
Submitted October 4, 2010
By Dennis Chowenhill
Revised 11/18/10 by Deonne Kunkel and Marcia Corcoran
...
Fall 2010
Learning Connection Coordinator, Deonne Kunkel – CAH 3 (7.5 hrs/wk)
Tutor Trainer, Sara Parker – CAH 1 (2.25 hrs/wk)
Learning Connection Mentor Dennis Chowenhill – CAH 3 (7.5hrs/wk)
Spring 2011
Learning Connection Coordinator, Deonne Kunkel – CAH 6 (15 hrs/wk)
Tutor Trainer, Sara Parker – 1 CAH (2.25 hrs/wk)
Learning Connection Mentor – 1 CAH (to finish assessment)
The following is a revision of the proposal submitted at the beginning of the Fall 2010 term. As
explained in the original proposal, during the Fall 2010 term the Learning Support Mentor,
cooperating with the Learning Connection Coordinator and the tutor Trainer and the Dean of
Language Arts, would work toward devising the best plan for the leadership of the Learning
Support Services of the Learning Connection, primarily the Tutorial Program in all its parts and
activities. The primary difference between the revised proposal and the previous one is that in the
Spring term, instead of continuing with two co-coordinators, the program will be led by one full
Learning Connection Coordinator (receiving 9 CAH) and a Tutor Trainer (receiving 2 CAH) who
will be responsible for one of the sections of Tutor Training 1A. The Learning Connection
Mentor will mentor the Learning Connection Coordinator and Tutor Trainer in Fall 2010 and
complete the assessment in Spring 2010, phasing out by March 15th (receiving 4 CAH). In the
future, when there is no longer a mentor, the Learning Connection Coordinator will continue to
receive 13 CAH and the Tutor Trainer 2 CAH for the year. CAH commitment for the year totals
15.
For a comprehensive overview, this revised proposal includes all the background information
included in the original proposal.
RATIONALE
Fall 2010 Learning Connection Coordinator and Tutor Trainer
The Tutorial Program remains one of the central instructional support services of the Learning
Connection, offering since its inception not only tutorial services for subjects across the
disciplines, but supervision of all the college’s tutorial sites (listed below), recruitment and
training for tutors; recruitment and training of instructors across the disciplines who participate in
the program; ongoing discussions conducted by means of Faculty Interest Groups, which generate
new ideas, practices, and policies for the program; data gathering in cooperation with the
college’s Office of Institutional Research; assessment of the Tutorial Program; and the generation
of its Program Review and Unit Plan documents. Since the inception of the Tutorial Program, the
handling of these responsibilities and operations has depended on the management and leadership
provided by coordinators and tutor trainers who have been recruited for this work from among
interested and qualified faculty of the college. The Fall 2010 – Spring 2011 academic year brings
a transition for the Tutorial Program, reflected by the staffing described in this document. The
goal of the transition will be for the program to begin the Spring 2011 term with a revised set of
goals and policies, and new leadership, prepared to maintain the program newly structured to
meet the needs of the college as they have been perceived through the observations of participants
in the program in the last five years, and through the results of assessments of the program’s work
during these years. Much of the vision and many of the plans for this program renewal are
already shaping the program; further developments in this vision, and the plans necessary to
adjust to such developments, were developed during the first two months guided by the previous
proposal, and have resulted in the recommendations of this revision of that proposal.
The principal units of the Tutorial Program, and sites for its services are the following:

Peer Academic Tutoring Help (PATH) Center, for across the disciplines one-on-one and
small group tutoring

Math Center, for tutorials at all levels of mathematics and statistics

Writing and Reading Across the Curriculum (WRAC) Center

Language Center

World Languages Lab

Learning Assistant program (providing in-class tutors, including online tutoring)
Fall 2010
During the Fall 2010 academic year, two faculty will share the responsibilities, as Learning
Connection Coordinator and Tutor Trainer, of maintaining, supervising, and assessing these
centers, as well as serving the Learning Connection program in the areas described below. These
two faculty have been recruited from two Divisions—Language Arts and Social Sciences—both
of which have been utilizing Learning Support services intensively in the last two years, and
contributing to the vision of the Learning Connection. Having two faculty from different
divisions will make it possible to encourage more widespread faculty and student use of Learning
Connection services, increase faculty awareness of the operations of the program, encourage
faculty participation across disciplines, provide extensive training to two faculty for potentially
leading the Tutorial Program, and generating innovations and internal assessments from a broad
base of perspective and expertise.
The two Co-Coordinators:
Deonne Kunkel (Language Arts, English), who will receive most of the training regarding the
responsibilities listed below, in order to assume role of Learning Connection Coordinator in the
Spring 2011. She will be trained in all aspects of the leadership and maintenance of the Tutorial
Program, and assist Dennis Chowenhill during the Fall term as he carries out the bulk of those
responsibilities. Ms. Kunkel will also teach one of the sections of Tutor Training 1B in the Fall
2010. To enable her to do this work, Ms. Kunkel will receive 3 CAH for the Fall 2010.
Sara Parker (Social Science, Political Science), who will teach the other section of Tutor Training
1B in the Fall 2010, and also observe the work that Chowenhill and Kunkel are doing, in order to
become familiar with all aspects of the Tutor Training Program. To enable her to do this work,
Dr. Parker will receive 1 CAH for the Fall 2010 to become qualified as a future coordinator of the
program.
Working jointly, the Learning Support Co-Coordinators will contribute to the central goals of
assuring quality tutorial services to Chabot College students, and maintaining ongoing
communication among all instructional staff members whose input can contribute to the stability,
assessment, and development of the program. Their responsibilities are included in the following
four general categories, though the categories naturally overlap in practice:
Maintenance, Development of Programs

Consulting with faculty and Faculty Inquiry Group leaders to develop new learning
support projects. Projects for this year include:
o Learning Assistant FIG, for which the coordinator will meet with LA instructors
to discuss program policies and assure program and policy consistency.
o Pilot for online tutorials, utilizing CCC Confer (working with Michael Langdon).
o Pilot for expanding the use of small group tutorials in ESL (working with Kent
Uchiyama)

Collaborating with faculty, PATH staff, subject-area trainers, and the Dean in generating
program policies and infrastructures.

Leading the Learning Assistant FIG and meeting with LA instructors for an Orientation
and midsemester meeting to assure program and policy consistency

Compiling an abstract of LA instructor End of Year reports (completed at the end of each
semester) and submitted to the Center for Teaching and Learning coordinator for annual
report

Working cooperatively with faculty across the disciplines to help design tutorial
environments and procedures for the specific disciplines

Continuing to rely on instructors to recommend tutors, learning assistants, and PLTL
leaders. Keeping the recommendation process easy and positive. Providing consistent
feedback to instructors on tutors they have recommended. Reminding instructors that if
they believe their students will benefit from tutoring, instructors must recommend tutors

Developing projects that will engage instructors in meeting learning support needs: for
example, while working with the math subdivision on adding a lab hour to math classes,
supporting instructors’ piloting of PLTL workshops, perhaps within the context of the
one-hour lab; expanding the Learning Assistant program; following up on instructor
responses to tutor report forms; with instructors, creating, managing, piloting, and
assessing promising learning support programs

Generating curriculum for tutor training courses and reviewing any newly proposed
tutoring curricula

Reviewing staffing needs and making recommendations as appropriate

Being lead writer/editor for the Learning Connection Program Review, responsive to
Accreditation recommendations regarding the program review of the LC
Operations Supervision

Exploring advantages of a Learning Connection Advisory Group

Consulting and conferring with PATH staff to assure consistent quality of operations, and
provide guidance, as appropriate

Trouble shooting in the PATH Center as training problems, tutor-student conflicts arise

Continuing to coordinate with the English subdivision on successful integration of
WRAC into the Learning Connection via budget, tutor payroll, tutor training, and
pedagogy based on such factors as current research and Chabot Student demographics
Tutor Training Program

Acting as liaison between the various tutorial centers and services, and Chabot
instructional staff

Coordinating the efforts of Tutor Training 1B (special training for the disciplines)
instructors, to assure program and policy consistency

Collaborating with subject-specific Trainers to create and update tutoring SLOs and
rubrics as needed
Tutor Training

Recruiting tutors for all disciplines through faculty contact across the disciplines

Coordinating selection of tutors (includes interviewing incoming tutors)

Supervising tutors in their work areas, as needed, for academic and work-related issues

Assessing tutor work

Maintaining a Blackboard site for all Chabot College tutors, which serves to extend
training opportunities as well as to keep open, daily communication with tutors about
procedures, and suggestions/issues/questions they have about their work and their work
environments
Learning Connection Mentor
In order to assure smooth and efficient operations of the Tutorial Program during this period of
transition and preparation of faculty for taking leadership roles in the Learning Connection, a key
role will be played by a qualified trainer for the new participating faculty, and manager for
routine operations of the tutorial services. Dennis Chowenhill, asked to take on this role, was
from the second year of the Learning Connection its Tutor Training Program Coordinator, and a
collaborator with Cindy Hicks as she began implementation of the program. Dr. Chowenhill
knows all aspects of the program , is the author of many of the Tutor Program policies and
procedures, and supervised, during the 2009 – 2010 academic year, the writing of the Unit Plans
and SLOs of the Tutor Training Program.. He is also experienced working with all the
participants of the Learning Connection and has a long standing professional relationship with
them. He will receive 3 CAH for Fall 2010.
The responsibilities of the Learning Connection Mentor include the following:

Training of the Learning Coordinator and Tutor Trainers, which will be effected by
ongoing discussions about the program as well as shared participation in all the duties of
the Learning Support Co-Coordinators throughout the Fall 2010 term

Working cooperatively with the LC Mentor’s immediate supervisor, the Dean of
Language Arts, in providing leadership and management for PATH Center staff in their
daily operations

Acting as a resource for Learning Connection Services staff, including Tutor Training 1A
and 1B instructors

Reviewing with the Learning Support Co-Coordinators all the instructional materials
(originally generated by Chowenhill) of Tutor Training 1A, training the Co-Coordinators
in their use, and participating with the Co-Coordinators in the generation of new
materials

Assisting Learning Support FIGs as they discuss program policies, procedures, and
innovations

Assisting in the preparation of Program Review, Unit Plan, and SLOs for the Tutorial
Program

Working with the Office of Institutional Research in deciding on appropriate data to
gather that will document the activities and outcomes of the Tutorial Program services
Spring 2011
During the Spring 2011 term, the Learning Connection Mentor position will phase out. With the
exception of completing Fall 2010’s assessment, the tasks above will be completed by the
Learning Connection Coordinator (receiving 6 CAH) and a Tutor Training 1A instructor
(receiving 1CAH). The Learning Connection Mentor will complete Fall 2010’s assessment by
March 15th (receiving 1 CAH).
Tutor Training 1A instructor (Sara Parker)
The Tutor Trainer will teach one of the two sections of Tutor Training 1A, the other of which will
be taught by the LS Coordinator herself. The Tutor Training 1A instructor will also collaborate
with the LS Coordinator in all matters regarding tutor training, including curriculum
development, tutor policy revision, and assessment of the tutor training program.
Learning Connection Coordinator (Deonne Kunkel)
The 6 CAH awarded will enable the LC Coordinator to conduct all the duties accounted for,
above, for the Fall 2010 term, combing the responsibilities of the Learning Connection Mentor
(aside from the training of Co-Coordinators), and the two Learning Connection Co-Coordinators
(aside from the instruction of the one section of Tutor Training 1A that will be handled by the
second Tutor Training 1A instructor). Observations and experiences of the two Co-Coordinators,
and Dennis Chowenhill in his previous years as Tutor Program Coordinator, recommend this LS
Coordinatorship. Several factors recommend having one individual taking primary
responsibilities for maintaining and developing the program, including the following:

The Learning Connection’s programs benefits from having a primary “point person” for
faculty of the college as well as tutors to turn to for assistance. The program depends
greatly on the joint participation of many faculty in most of the disciplines of the college,
currently including 6 instructors of Tutor Training 1B (discipline-specific tutor training);
19 instructors who use Learning Assistants in their classrooms; many more instructors
across the disciplines who receive tutor reports after their students have received
assistance in one of the Tutorial Centers, and want to follow-up regarding those reports;
faculty who have questions about procedures for recommending tutors; and faculty who
regularly seek to communicate with a program leader about becoming involved in the
program.

Faculty leaders of the various Tutorial Centers depend on access to an individual who
takes responsibility for overseeing the entire program. Currently, without such a single
individual, troubleshooting is done haphazardly, by consulting with one of the partial
coordinators, or with one of the Assistants in the PATH Center, or by asking the Dean of
Language Arts. This practice jeopardizes not only expediency, but consistent standards
in implementing policy.

All staff working in the various tutor sites of the LS program—instructors, tutors,
assistants, clerical staff—need a single individual to whom they can turn for addressing
problems that emerge in the operations of the program. It is crucial to have an individual
to take responsibility for representing the policies of the program and who has the status
of a leader who is available for routine consultation.

As assessments of Learning Connection programs become increasingly important, central
leadership and coordination is necessary to assure that assessments represent the
accomplishments of all the components of the LS program.

As faculty across the campus working on Program Reviews and Unit Plans seek
information about how their subdivisions interface with the LS program, there is the need
for a coordinator who can represent the entire program.

The current Dean of Language Arts, representing the Learning Connection, and other
administrators who will in the future take such responsibility can benefit from having one
individual with whom to work on reviewing policies and budgeting the program.

As the Learning Connection becomes increasingly institutionalized as a key component
of academic services at the college, the program will benefit from having a recognized
advocate of the program who has experience with all aspects of the program and a deep
understanding of its history and goals.
Learning Connection Mentor (Dennis Chowenhill)
During Spring 2011, the Learning Connection Mentor, Dennis Chowenhill, will complete Fall
2010’s assessment project(s). The position will phase out by March 15th. He will receive 1 CAH.
Tutor Feedback: Responses from Learning Assistants
Compiled/Analyzed by Dennis Chowenhill, Acting Tutor Coordinator
Fall 2010
QUESTIONNAIRE RESPONSES
[The following data were gathered from Learning Assistants (LAs) during the fall term 2010. All
the questions to which they responded are included in this tally. The wordings of the responses
are quoted verbatim, except for minor spelling revisions. The responses from Fire Technology
LAs and online LAs are separated and labeled, for identification. Bob Buell of the Fire Academy
has been developing the use of LAs in field exercises so that his LAs have an unusually broad
range of activities and responsibilities as they work with students. The online tutors are part of a
pilot project that is examining online tutorials.]
1. Describe what you do in the classroom as a Learning Assistant. Be as specific as
possible so that the reader of this will be able to “see you at your work.”
Foster the English abilities of students and get personal to give them the info they need.
I am an LA for Art and my job entails clarifying what assignments are being done,
assisting
students that need it, and offer suggestions on how to improve their works.
I help students in a drawing class learn how to draw. Most of it is clarifying the
teacher’s
explanations and sharing “tricks of the trade” when needed.
I help students with their exercises when the teacher gives them something to do.
Whenever a
student needs help with anything, I’m there. I also erase the board for the teacher, so it
doesn’t take time for her to do so.
Assist the teacher with handouts and instructions, go around during group work or
while
they’re (students) are working on tasks to help them with their progress.
Go to every class and sit in on group work. Available for questions and discussions
throughout
class.
I answer student’s questions. I explain to students how to complete their homework.
[Fire Tech]:
I am a set of eyes and ears. I am there anticipating if something was to go wrong.
I assist students with manipulative skills and some book work for the Fire Tech
program. Help
them understand the “why” aspect.
Help Fire Academy students develop necessary skills and education to become
successful in
training drills.
Help and assist the instructors and students with their skills at the tower.
[online]:
Receive emails from students who seek help with online homework assistance. I discuss
the
problems and show the steps on how to solve them.
I read or answer questions online through Blackboard.
2. Describe the training, or guidance, that you have received from the instructor for
whom you are working.
Nothing. My professor helps me, but nothing aside from that.
We discuss things after class now and then. Much of the work is self-explanatory.
Guidelines for classroom assignments, the instructor’s expectations, the students that
need the
most help.
I just follow as she does, and she sets a great positive example.
My instructor has very little and simple requirements. We are to identify those students
that
are struggling with the work and assist them, attempting to apply the correct/required
skills
being taught.
How to describe to students how to figure out their work.
He showed me which students had lower grades in order for me to assist them.
[Fire Tech]
I have attended the Chabot Fire Academy and Capt. Buell also teaches us the ways of
dealing
with a student with a learning disability.
Capt. Buell is always available to give guidance when there is something that is unclear.
He is
excellent at helping someone understand a concept.
How to address different learning needs of individuals with various learning styles.
I went through the academy last hear and that has prepared me to help future
academies.
[online]
Make sure not to answer the questions directly but to demonstrate how to get them.
Through emails, whenever I have a question he is able to answer and figure out the best
solution.
3. What makes you feel successful in your work as a Learning Assistant?
When I see that the students understand how to complete their homework.
When the students feel accomplished.
When class starts and my students greet me warmly and in a casual/friendly manner.
That
makes my day.
Each time a student understands something I explain to them is like a little gift.
Building a comfortable enough relationship with students so they ask for help if needed
and seeing students pass.
If someone is still eager to continue learning the subject, regardless of their final grade.
When students improve, classroom improvements, etc.
[Fire Tech]
When a student graduates and he tells me thank you for all your help. I know its
personal from the way they say it.
To see tutees successful in drills we practice.
My patience.
When I can at least help one student understand the material/skill if it is unclear.
[online]
When students comment back thanking me for the help.
The students come to me for questions and I am able to answer them. The students
leave with a
better understanding.
4. Is it a common experience for you to feel successful working as a Learning Assistant?
_7_ I feel that my work gets results at every class session.
_7_ I feel that my work gets results fairly often, but not all the time.
___ I feel that my work gets results only occasionally.
___ I can’t really see the results of my work, but it seems to be helping some students.
___ I never really see the results of my work.
5. When you feel that you are getting results from your work with students, what are
some of those positive results? How is your work affecting the students in terms of
their learning or confidence or comfort in the classroom?
When they tell me that they understand, and get better.
They seem to work harder when their flaw in writing is shown, so they can improve.
When students can explain something to me after I explain it them, then I feel like did
something. I’m an LA for French, so when they talk with me, it builds their confidence
when
responding in class.
Students say thank you. I think students like knowing that they can approach their
peers for
help.
This is subject to change. At times it is measured in the student’s achievement. Other
times, it
is measured in the student’s attitude towards the subject or the student’s comfort level
with
the subject. Hopefully my work is encouraging students to be curious about drawing
and to
not give up this skill simply because they are “not artists.”
The class seems more comfortable with me in class. They see me during class and
outside.
[Fire Tech]
When the student meets time on a test and I know I had something to do with getting
them there.
Students learn skills and become confident in their own ability to execute them.
I see students grasping information and see them achieve passing scores/times.
They pass the skills successfully under time with little or no errors.
[online]
I hope that when they get positive results from the homework, it translates into positive
test
scores and comprehension of the work.
They are able to answer questions back and connect information learn how to find info
themselves and answer other students questions.
6. When you feel frustrated with your work as a Learning Assistant, what are those
frustrations?
When I don’t have an immediate answer.
When a student needs constant reminder to work.
When my students ruin their work, even after many attempts at correcting and
embellishing
their work (many many times).
I don’t really feel frustrated in the class.
Feeling like students still don’t understand the material.
My moments of frustration usually center around attitude. If a student clearly has no
intention
of improving and is only staying in class for the units. Unlike for tutors, students do
not go to
LAs. We come to them. Sometimes, a student continually undermines their own
efforts and
gives up before they even start. Some of this is expected in drawing, but if it continues
it can
be frustrating.
Students aren’t prepared—reading, homework.
[Fire Tech]
A student challenges what I say. I tell them read your book or ask your peers.
Students who clearly lack drive and don’t put in the same amount of effort in their
development as I do.
When a student does not open themselves up for our input/help.
When I come across a student that gives you feeling that I can’t help them because I’m
just a
Learning Assistant.
[online]
Students ask me for information they can only get from the instructor: Grades, when
things are
due, and quizzes not posted.
That the students still don’t understand how to do the problem. It is harder to
demonstrate
online rather than in person.
7. In what ways have you, personally, benefitted from your experience as a Learning
Assistant?
I feel more confident working with large groups.
Getting to be more comfortable in the classroom environment.
Being the teacher instead of the student was a great turning of the tables.
I’ve learned/relearned many things being in the class and it helps me by telling them the
Material
I’ve learned a lot about my level of patience and my self-confidence.
Where to start! In many ways I’ve learned a lot more about communicating with and
understanding people. My moments of frustration taught me patience, and, yes, even
humility. My own drawing skills have certainly improved. I think that LAing is
possibly
more educational than being a student.
I feel that I have helped students earn their grade and realized their potential.
[Fire Tech]
It really takes the questions out of my mind that I want to become a firefighter and that I
want to teach as well.
Review of material and mastery of concepts.
It’s reinforcing everything I’ve learned making me more confident.
It keeps me up to date on the skills/material that I may have forgotten since I went
through the academy.
[online]
I am reviewing the same problems for myself, therefore I get more experience doing the
problems too.
8. How big a factor is it for you as a Learning Assistant to be benefitted personally
from the work?
_5_ It is one of the most important aspects of the work for me.
_6_ I like benefitting from the work personally, but that is not what motivates me most.
_2_ I don’t think much about the benefits to me personally.
9. Would you recommend to any of your friends that they try working as a Learning
Assistant?
_12_ Yes.
__1_ No.
Why?
(Yes)
While there are some beneficial things for themselves, it also helps that they help out
others.
That is experience that is hard to find.
Because they can learn more and it is a great experience to help others.
It is an experience for leaders.
It’s a great experience that not many people get today.
Because it’s a different perspective. After being a student, it’s almost like learning again
from
the standpoint of the teacher without actually being the teacher.
I think that taking up the responsibility of LAing is an opportunity to learn about others
and
oneself. In colonial times, all grades in graduate school were in one room. The older
students
were put in charge of the younger grades, and everyone benefitted from this. This is
an aspect
that has been lost over the years in most learning institutions. LAs and tutors have the
opportunity to experience this again, and I think that everyone should experience this
at least
once in their lifetime.
It’s gratifying to see students do well and establish relationships with them.
[Fire Tech]
It’s a good way to reach out to students struggling or not.
I believe that to learn, do, and teach a subject is to master it.
It’s reinforcing everything I’ve learned making me more confident.
To help assist future academies because my academy did not have LAs and I know
it would’ve helped.
(No)
[from an online LA]: The tactics throughs us everywhere and there is no place for us.
Most of the tactics are pointless and not helpful for my working with the students.
10. If you could change anything about the Learning Assistant program, what would
the change(s) be?
Nothing. (2 respondents)
The classes that need learning assistances.
There is no specific instructor for Art LAs. If there were one, that would be nice.
Currently Art
LAs enroll in a generic 1B course that are not relevant to their work.
To have more hours to be available to students, possibly drop-in hours.
The time for classes and the paperwork. It’s easy to confuse the job with tutoring, but
it’s not
quite the same.
Since everything is still under construction, it’s difficult to suggest anything. Perhaps
utilizing
Blackboard [in a face-to-face class] more would help. Encouraging questions and
answers
online may increase the feedback to work from. Definitely put up a list of class dates
under
Course Materials. LAs are like nomadic tutors. We can’t generalize our experiences or
establish overall work method. So, the only places we can pool our resources and
feedback is
in class and online.
I do not gain anything from Tutor 1A! Make the class beneficial!
[Fire Tech]
More subject specific training.
A raise, and pay 2x a month.
[online]
A separate LA office or tutoring room. Increase technology to help communication for
online
LAs (video, chat, etc . . .)
Different kind of training, not at all with the tutors. We are completely different and do
not fit into the program as we are just shoved in.
ANALYSIS/OBSERVATIONS
Question 1
Though there is a wide variety of activity in the work of LAs, the responses to this
question about what they do indicate that most of their work involves interacting
directly with students one-to-one or in small groups, and giving immediate “point of
need” assistance. There are also instances of LAs going beyond this, assessing the needs
of the students with whom they work and offering assistance broader in scope: “Offer
suggestions on how to improve their works,” “sharing ‘tricks of the trade,’”
“anticipating if something was wrong.”
Question 2
The training and guidance that instructors provide their LAs might be the area where
practices differ the most. The range is from “Nothing. My professor helps me, but
nothing aside from that” and “I just follow what she does, and she sets a good example”
to routine LA-instructor discussions about students’ learning needs and classroom
procedures/expectations. The LAs seem comfortable with this, which might be
expected: they have taken the course for which they are tutoring, and they know the
classroom environment of that course and the instructor’s expectations. Each has also
been selected by the instructor, who feels confident that the LA will work well in the
classroom. If LAs were assigned to instructors whom they did not know, or whose
classes they have not taken, the training would likely have to be more extensive and
formal, for both the instructor and the LA. It also makes sense that the training needs
will be significantly different for an LA who is mainly assisting students with small
group discussions in a classroom and an LA who is assisting students in field work
where complex equipment is part of the work. This diversity in itself recommends that
LAs routinely be asked about their satisfaction with the training and guidance that they
receive.
Questions 3, 4, and 5
These questions all ask how LAs feel about their work and accomplishments as tutors,
and the responses are all positive (though note a negative response, below, to Question
9). It is noteworthy that they measure their work primarily in terms of student
behaviors and successes.
Question 6
Most of the work frustrations that LAs feel stem from students’ performance—students
not engaging in study, not improving, not understanding. Two responses (“When I
don’t have an immediate answer” and “Students ask me for information they can only
get from the instructor. Grades, when things are due, and quizzes not posted [online]”)
express frustration at not having resources students ask for, which reflects confusion
among students about the LA’s role. This is a concern for instructors to handle which
can be addressed, for instance, by the preparation of instructors asking for LAs.
Question 7
There are two categories of ways that LAs perceive themselves as benefitting from their
work: personal development, for instance in terms of increased confidence and
communication skills, and learning more deeply the subject they are tutoring.
Questions 8 and 9
Of 13 respondents, 38% regard personal reward as of primary importance, and 46%
enjoy personal benefits but do not regard them as their main motivation. Two of the
respondents (15%) don’t think much about personal benefits. Despite this, in
responding to Question 9, regarding why they would recommend LA work to other
students, nearly all the responses reflect the importance of personal satisfaction and
reward (“It is a great experience to help others,” “It’s a great experience that not many
people get today,” “It’s an experience for leaders”).
In response to Question 9, an online LA observed, “The tactics throughs us everywhere
and there is no place for us. Most of the tactics are pointless and not helpful for my
working with the students.” “Tactics” seems to be a reference to the training that the LA
received, either in Tutor Training 1A or the individual training from the instructor for
whom the LA worked. This is another indication that it is important for trainers to
discuss with tutors the work, frustrations, and training needs of tuturs, and that these
discussions take place while a term is in progress, rather than only at the beginning or
end of it.
Question 10
Four respondents expressed the need for different training, one of them requesting a
Tutor Training 1B for his discipline (Art). One respondent wants the Tutor Training 1A
class to be more “beneficial” to him as an LA. These responses recommend more
dialogue with LAs about their training needs, discussions that can be held in Tutor
Training 1A and 1B classes. Four of the respondents request different work conditions,
in all cases, desiring more contact with the students.
There are two notable negative responses to Question 10. An online LA expresses an
interest in “different kind of training not at all with the tutors. We are completely
different and do not fit into the program as we are just shoved in.” Since the online
tutor program is still in its pilot phase, this is an opportune time to consider this LAs
request. At the same time, Tutorial staff need to consider carefully the common
ground—in terms of policy, goals, standards, and practice—among tutors of all
disciplines and modalities. A review of the documents describing tutor responsibilities
will indicate that all tutors should be appreciating their common ground and the
advantages of cross training, in terms of teaching modalities. Another tutor (not online)
comments, “I do not gain anything from Tutor 1A! Make this class beneficial!” This is
another indication that discussions in the Tutor Training 1A class should solicit from
tutors their responses and suggestions for the class. The comment from this student,
the most negative regarding training, it should be noted, requests improvements in the
Tutor 1A class, not a removal of it. The student seems interested in receiving training
that he or she will find more relevant to the tutors’ work.
CONCLUSIONS
The negative comments from tutors in this survey, though coming from only two tutors,
merit consideration of the Tutorial staff, as they all call for more attention to the quality
of their training. It is encouraging that no comments surfaced in this survey that
indicated that the work environment was dissatisfactory to LAs. When asked about
their frustrations, the LAs referred to their frustrations with students who seem
unresponsive to their tutoring. Those LAs who reported that they receive very little
individual training from the instructors with whom they work were satisfied that they
were receiving as much individual training as they needed. As my comments to those
responses (Question 2, above) indicate, it is likely that having recently taken the courses
for which they tutor, with the same instructors, the LAs began their assignments with a
good understanding of the work they would be doing.
The tensions that were expressed by online tutors strongly indicate that they need to
understand the tutorial program better and to be made more a part of the tutor
community. When the pilots began for this term, it was noted that ideally online tutors
would be recruited from the staff of tutors who already have experience in the program.
This was not possible, so the online tutors began with little sense of the program and
almost no contact with the community, aside from the few class meetings of Tutor
Training 1A. Much valuable information could be gathered by recruiting experienced
face-to-face tutors to do online tutoring. They would likely have useful suggestions to
make about their special needs as online tutors, and how their work as online tutors
parallels or conflicts with the work they have done as face-to-face tutors.
The responses to this questionnaire, considered with the responses from the same term,
from the instructors using LAs (Responses from instructors: Assessment of Learning
Assistants, Fall 2010, Chowenhill), emphasize the complex effects that LAs have on the
learning of the students whom they assist, and the likelihood that these effects will never
be well measured or reflected in quantitative studies. The response of an Art (Drawing)
LA to Question 5, regarding positive results that LAs can perceive in their work, reflects
some of this complexity:
At times it is measured in the student’s achievement. Other times, it is measured
in the student’s attitude towards the subject or the student’s comfort level with
the subject. Hopefully my work is encouraging students to be curious about
drawing and to not give up this skill simply because they are “not artists.”
Reports from the students themselves, in their own words, might bring the college closer
to an understanding and appreciation of the benefits students are receiving from the
assistance of LAs.
Responses from instructors: Assessment of Learning
Assistants
Conducted by Dennis Chowenhill, Acting Tutor Coordinator
Fall 2010
Respondents:
Jas Bhangal, Business
Carmen
Johnston, English
Robert Buell, Jr., Fire Technology
Dmitriy
Kalyagin, Business
Yoshiko Clark, World Language
Dr. Diana Kuo,
World Language
Mary Dermody, CAS
Michael Thompson,
History
Allison Golde, CAS
Dr. Caren Parrish,
World Language
Janice Golojuch, Art
Wanda Wong,
Computer Sci., Bus.
Questionnaire Responses
[The following data were gathered from instructors who used
Learning Assistants (LAs) during the fall term 2010. All
the questions to which they responded are included in this
tally. The wordings of the responses are for the most part
quoted verbatim, though changes in wording have been made
occasionally to keep the lists coherent. The names of
Learning Assistants have been omitted. This tally of
responses gives the full range of responses, but does not
report repetitions of any given response. For instance,
for item #4, regarding qualities required of LAs, most
respondents noted “patience,” which appears only once in
this tally. The raw data are available to anyone wanting
to note repetitions of response.]
1. Identify the main functions of a Learning Assistant in
your classroom.
Gain proficiency in understanding and using, orally and in
writing, grammatical
structures and vocabulary assigned.
Assisting in the teaching process by doing spot tutoring .
. . as needed.
Creating example materials . . . such as improved step by
step visual instructions.
Monitors students . . . in a large class with initially 69
students.
In small-group practice . . . gives students personalized
. . . assistance.
Provides extra help for the lab hour facilitating homework
practice.
Increases the number of students using PATH tutorial
assistance by continuance of
tutoring from the classroom to the PATH Center.
Assists student whose first language is not English
Provides alternative reinforcement [as a student who had
completed the course]
Helps students when they have questions or need extra help.
Promptly answers students’ questions in the [online]
discussion board.
Helps students during group work and in-class
assignments.
Assisting students in and out of class individually and in
groups.
Providing learning materials to students.
Communicating with instructor about individual student
needs.
Tutoring in the PATH Center.
Prior to class sessions, meets with instructor for briefing
on psychomotor training
objectives.
Intervenes during students’ manipulative performance
whenever proper safety techniques
and equipment handling methods require correction.
Identifies the subject material for which individual
students and the class might need
additional support and explication.
Supports students who need additional help understanding
the materials.
Helps facilitate classroom activities.
Assisting students whose personality and skill level cannot
withstand the instructor’s
structured expectations.
This semester . . . two Learning Assistants in my English
102 course are piloting a
curriculum to be used in a learning community focusing on
social justice, and the
Learning Assistants have played a key role in this
process. They have led workshops on
specific themes, helped to facilitate small group
activities, worked with students one-onone, and supported student learning by participating in
discussions.
2. What specific learning goals are being met by the
activities and presence of a Learning Assistant in your
classroom or lab?
For success in a World Language class taught by immersion
(use of the target language
in class), a necessary component is having students come
to class prepared, having
studied the materials assigned before each class meeting.
In this setting LAs serve to
keep the class on track, by assisting students entering
class with weak preparation, and
by assisting them when the previously assigned work was
challenging to the students.
At risk students were assisted by tutors.
One-to-one instruction was doubled with an LA.
By giving more drawing students one-to-one assistance, LAs
improve students’
performance in producing drawings that meet the
assignment requirements.
Answers vital questions regarding computer applications (in
CAS).
In a World Language class one-to-one assistance has
improved students’ command of
grammar, vocabulary, sentence structure, pronunciation,
and intonation.
The following course goals were addressed in introductory
courses in Business and
Computer Science: easing students’ frustrations in using
homework management
systems; improving student interactions.
In a Fire Technology class, students improved their
manipulative performance
techniques
In a History class, the LA improves students’ comprehension
of both primary and
secondary text sources. They also improve students’
critical thinking necessary to
develop historical analyses.
In a World Language class, the LA improves students in Word
Recognition and
Vocabulary Skills, Fluency in Reading and Writing; and
Oral Fluency.
The Learning Assistants have helped me achieve several
goals in the classroom. These
goals range from improving student writing to informing
students of the resources
available to them through the various campus services.
The main reason I chose to
work with Learning Assistants was with the hope that
students would improve their
writing skills by having more access to support. It is
difficult to meet the needs of every
student especially in a Basic Skills class and I wanted
students to feel like they were
getting the assistance necessary for success. One method
we used to make this happen
was through the creation of “Social Justice Squads.”. The
LAs were “in charge” of a
group of students. Meaning they had an initial meeting
with each of their squad
members, and targeted them for assistance during essay
time! It was wonderful to see
how much the students appreciated this. As a matter of
fact, when we announced we
were going to have “Social Justice Squads,” one student
remarked “This is Great! No
one is doing this for us!”
3. Describe what your Learning Assistant does.
as many activities as apply.
Identify
Answers questions from individual students during class
sessions.
Worked with students in small groups in class.
In a Drawing class, works with individual students to
assist them in developing discrete
skills and applying lessons.
Answers questions about class procedures and assignments.
Encourages and enables at risk students to find tutorial
assistance in the PATH Center.
Assists students in generating ideas and plans for
individual projects.
Coaches students preparing for class presentations,
performances.
Assists with identified trouble areas within homework
assignments.
Tutors students during lab hours.
Gives study tips, strategies for learning principles and
terminology.
Assists students at the beginning of the term with class
procedures, in class and online.
Meets regularly with instructor outside of class to discuss
learning objectives of specific
lessons.
Maintains Q&A pages on Blackboard sites.
Helps respond to students’ questions during class.
Instructors often have LAs answer
questions asked in class when a student’s perspective
will be useful in the response.
Acts as liaison and representative between students and
instructor.
Keeps in touch with students in terms of how they are doing
in the course.
Offers hands-on assistance and coaching during practicum
exercises.
Leads online chats and offers online tutoring (in an online
class).
Summarizes students’ questions about reading assignments.
Helps set up the classroom before sessions begin.
Role plays with the instructor for in-class demonstrations.
Observes students and give immediate feedback to the
instructor.
Leads small group activities.
Observes class activities carefully and offers instructor
assistance during the teaching
process.
In a World Language class, pulls out individual students
for extra oral practice, as
necessary.
The Learning Assistants offered several interventions that
made a big difference in
student learning. First, the LAs helped facilitate small
group discussions. Often the
class is broken up into groups and asked to focus on
responding to a few discussion
questions. LAs would spend time with the groups to make
sure they understood the
question and were on the right track to providing a
strong answer. Their efforts made
our discussions much more rich and contextual than they
would have been if I had been
the only one supporting the group work. As previously
mentioned, the LAs also worked
with students individually, through the “Social Justice
Squad” project. They helped
them with their presentations, reading comprehension and
developing essays. Finally,
the LAs not only assisted in the development and
facilitation on key workshops around
racism, classism, gender and environmental justice they
also led a workshop on
community organization.
4. What are the qualities required of a Learning
Assistant, in order to work effectively in your class?
Knowledge of the material
Skill in the subject
Determination to follow instructions well
Desire to help others
Empathy for others’ learning experiences
Enthusiasm
Patience
Reliability
Responsibility
Personableness
Good listening skills
Compassion
Camaraderie
Calmness
Sensitivity to when a student needs help and when he needs
to work independently
Communication skills
Attention to details
Leadership skills
Diligence
Hard-working
Stellar reading and writing skills
Team-orientation
Ability to work easily with students
Interest in social issues
5. One of the goals of the tutorial program is that the
tutors themselves
benefit from the training and work that they
experience.
a. What benefits do you have in mind for your Learning
Assistant(s)?
b. What benefits have you perceived?
a.
Interpersonal skills
Skills of critical analysis
Insight into the tutor’s own learning
Psychomotor competencies, which are perishable, so the
tutor has the opportunity to
keep them at a high level, after having taken the courses
in which they were originally
learned
Professional development
Greater mastery of the material of the course
Appropriate classroom and professional behavior
Persistence in pursuing educational goals
Consideration of whether or not to enter
teaching/training/supervising professionally
Leadership
Responsibility
Understanding of the importance of cross-cultural learning
and communication
Sense of achievement and overall satisfaction from helping
others
Understanding of responsibilities and work habits necessary
to teaching
One of the reasons I love working with Learning Assistants
and am a fanatical supporter
of this program, is because I love developing people,
specifically young people into
leaders. I enjoy helping people see the Learning
Assistant push themselves beyond their
comfort zone and become something they never thought they
would be: a teacher.
b.
Self confidence
Mastery of material
Ability to communicate one’s understanding to others
Personality development
Oral and writing skills
Increased comfort working with students
Independence
Persistence in pursuing educational goals
Consideration of whether or not to enter
teaching/training/supervising professionally
Improved engagement and activity (from previously being
more quiet and shy)
Improved ability to apply what they have learned
My LAs have reaped huge benefits from their roles as
Learning Assistants . . . becoming
stronger students in their other classes because they
understand what it’s like on the
other end. Their commitment to education and learning has
also been increased.
Because they are both community activists, and we have
been working on social justice,
they have been able to see the students “get it,” which
has made them feel less alone in
their battle to change the world. Both of them are able
to think well of the students and
want to do more to help them. I asked them what questions
to put on the end of the
semester survey for the students, and they both urged me
to ask the students what else
they could do to support them as Learning Assistants.
Clearly, their role has sparked
their desire to help their fellow students become
successful in their endeavors.
6. What are some differences for you between having a
Learning Assistant in your classroom and not having one?
Explain differences in at least the following areas:
In what you do in the classroom
In what your students do
In lesson plans you make
In what you can expect of an instructional period
More individual attention is provided for students.
Prevents mistakes from being learned by students, as LAs
can give immediate feedback.
Having an LA to answer questions provides more time for
other forms of instruction.
Students become more confident and engaged.
More flexibility and creativity is possible in instruction.
There is more allocation of small group and pair practice.
There are more opportunities for students to participate
and speak in class.
Focus more on overall concepts, instead of spending
instructor time with individuals
More students find their own way to the PATH Center.
Mores students ask for help, and are less self-conscious
about asking many questions.
LAs encourage more teamwork generally in the classroom.
More variety is possible for classroom activities.
Class discussions are more productive, since students are
better prepared from having
had assistance from LAs.
Student satisfaction is better.
Classroom management is easier and improved.
Stress level among students has decreased.
Training is not interrupted when individual students
encounter problems.
Instructor is better informed of difficulties students are
having learning.
It is possible to provide more application of core
competencies.
At-risk kinesthetic-tactile learners receive more
attention.
The goals of an instructional hour are better met.
LA assistance makes it possible for more instructional
goals to be met.
Having LAs in a program helps to keep instruction
consistent within the program.
The biggest difference for me as an instructor is that I
get to work within a team to
increase student learning. As a team we met at throughout
the summer to plan the
class. It was fantastic to have students perspectives on
the classroom experience. The
students have far more capacity and are able to reach
their full potential because of
what the learning assistants offer. I can expect
sophisticated thinking, deep discussion
and a high level of student participation because of the
additional support from the
learning assistants.
7. What is your assessment of the effects of the work that
your Learning Assistant does?
The needs of students are better met.
Greater student feedback is provided.
Class activities are more efficient.
Students’ reading and writing have improved due to the LAs
efforts.
At-risk students received more attention.
Students’ study techniques broadened and improved.
Instructor can focus more on new material as necessary.
Students are less discouraged.
Students are more satisfied.
Students comprehend the course content better.
Non-native English speaking students received more
attention that they needed, and
improved their classroom performances.
A true learning community is established.
Students become more comfortable and confident.
Students can learn at different speeds.
Student progress improves.
Students at basic levels receive more attention, which
gives them a better grasp of
basics.
I have seen great improvements in the writing of my
students. For example on the first
essay the class grades were as follows: 1 A, 5 B, 14 C, 8
D. On the last essay, which
was a research paper in which students had to use the
library database and incorporate
data that got from going out into the community surveying
and interviewing people, the
grades were: 6 A, 10 B, 6 C. This is a phenomenal
improvement. One student in
particular received a “D” on her first essay. She met
with me and rewrote it to receive a
passing grade. In preparation for the research paper, she
met with the LAs several times
and received a “B” on her paper. I believe the
combination of instruction her hard work
and perseverance as well as the insurmountable amount of
assistance from the LAs all
contributed to her success.
8. Given the experiences you have had using Learning
Assistants, what are ideas you have for changing your use
of them?
No changes (4 respondents)
(In a World Language class): Have the LA spend more time
speaking the target
language.
Spend more time reviewing specific status for each student
after each of the three
midterms.
Provide more direct contact with LAs for online students.
Have less documentation required to participate in the
program.
Add some online time for LAs to work with students in
traditional classrooms.
Find more activities/formats for LAs to work online with
students.
(In a World Language class): Have LA monitor students’
progress more, and follow up
with students outside of class.
I am very pleased with the way I am using Learning
Assistants in my classroom. This is
my third year working with the program and I feel they
are being used to their fullest
potential. I am especially proud of the “Social Justice
Squad” project because it has not
only empowered the LAs, but has allowed the students to
feel that we as a team are
fully behind their success.
9. Think of ways that one could document the effects of
your having a tutor working with you in the classroom.
Self-assessment questionnaires for LAs to assess their
contributions.
Student surveys.
Perhaps there are ways to measure the additional
scaffolding that Learning Assistants
provide in assisting students acquire the skills
necessary to succeed.
Look at evaluation criteria that IR put together for
student surveys that had LAs, to see
if any of those items are worth tracking by the
instructor.
No more documentation—what we have is demanding enough of
the instructors.
Personal interviews of LAs.
Interviews of students.
Tally the number of participating students in classrooms.
Have instructors fill out a checklist of abilities at the
end of each semester.
Have LAs document the progress of the students they are
assisting (like the Tutor
Reports from the PATH Center).
Have students provide feedback on the benefits they have
received from LAs.
Interviews, focus groups and class visits documented
through film to me are the best way
to capture the work of the learning assistants. It’s hard
for people to understand their
benefits without actually seeing them in action. The
surveys seem useful too. It would
be interesting to approach 726 films about making a movie
about Learning Assistants.
This program is so valuable, I really believe more
instructors could benefit from
incorporating Learning Assistants in their classroom.
Analysis/Observations
Questions 1 and 2
The responses to questions 1 and 2 identify what the
instructors regard as the primary advantages of having LAs
in their classrooms:
- at-risk students receive more quality attention;
- large classes become more teachable;
- the quality of learning for all students interacting
with LAs improves;
- students are more likely to learn applications of the
knowledge and skills
they are learning when they have LAs to work with.
These benefits address not only student learning objectives
of the courses involved, but specific goals of a community
college, which historically provides struggling students
with better access to quality education.
Question 3
Responses to this question underscore the wide range of
activities currently being used with LAs. This is a
product at least in part of the development of the tutorial
program, as it has been shaped by instructors and students
who have been active in it. At the beginning of the LA
program, tutors in the classroom were used primarily to sit
either one-on-one or in small groups to assist students who
were having difficulty keeping up with lessons. That
function still applies, but these responses indicate how
greater uses of LAs have been discovered and developed.
They also point out how the LAs are currently assisting
students of all levels—not just basic skills—improving the
engagement of the students, as shown by such responses as
“Assists students in generating ideas and plans for
individual projects,” “Offers hands-on assistance and
coaching during practicum exercises,” and “Role plays with
the instructor.”
Question 4
The guidelines that are given to instructors to assist them
in recruiting students to work as tutors specify that
instructors should look not only for students receiving the
highest grades in their classrooms but those who also
interact well with other students and have a good rapport
with them. The responses to Question 4 give us a far more
detailed account of the qualities that make a good tutor.
One possible use of these data can be to add some of these
observations to the guidelines that recruiting instructors
are given. Noteworthy in this context are the inclusion
among “qualities required” of “Attention to details,”
“Leadership skills,” “Determination to follow instructions
well,” and “Empathy for others’ learning experiences.”
Question 5
It is encouraging, and noteworthy, that instructors have
high goals for their tutors, in terms of the tutors’ own
development. Instructors hope not only that tutors deepen
their understanding of the material that they tutor
(applying the axiom that one deeply learns something by
attempting to teach it), but that they develop their
thinking skills, accept greater responsibility in the work
that they do, and increase their commitment to their own
educational goals. The self development of the tutors in
the Chabot Tutoring Program is one of its distinguishing
characteristics. From the inception of the program, one of
its primary goals has been to educate tutors themselves,
and this has been demonstrated by the extensive training
program required of all tutors and the training of
instructors who interact with tutors. The Tutor Report
Form is another contributor to this goal, as it provides
tutors with direct feedback from instructors whose students
are receiving tutoring. In any case, the account reported
from this questionnaire recommends that both the tutor
training program and the strong liaison between tutor
trainers and the instructors using tutors be fully
maintained.
Question 6
It is remarkable that respondents came up with more than
twenty ways that having an LA in the classroom affects
instruction. At least two useful insights are offered
here: 1) As instructors gain more experience working with
LAs and develop new ways of using them (cf. Questions 1 and
3), they expand their expectations of how the work of LAs
can contribute to the classroom. This parallels the
current diversity in expectations instructors have for
their LAs (cf. Question 5).
2) Theories that argue that
each discipline, in order to be effective in its teaching,
needs to develop its own instructional methods are borne
out in the diversity of ways that instructors of different
disciplines benefit from tutorial assistance. This study
does not aggregate disciplines in order to observe patterns
that would reveal teaching approaches that distinguish any
of the disciplines (nor has it enough responses from any
individual discipline to do this), but it is noteworthy
that instructors in this survey came up with items for this
question that were not repeated by instructors of other
disciplines. The Learning Connection from its inception
has encouraged instructors to personalize their use of
tutors as much as they need to, and the responses to this
question indicate that this is a good approach to take.
The responses also recommend that the Tutor Program
participants—trainers as well as students—need to continue
studying potential benefits from the program and continue
developing the training program to assure that tutors are
prepared to serve the needs of the various classrooms.
Question 7
The responses to this question were energetic and positive,
indicating that instructors are generally impressed with
the work that their LAs are doing. The learning results
that are noted in this item repeat the crucial importance
of LAs especially to students who are low-skilled, nonnative, lacking confidence, and lacking focus.
The tutor
program cannot hope to address the needs of students
lacking focus in their studies: increasingly, the
college’s students are troubled by the strains of economic
instability, unemployment, fragmented families, and
disjointed communities, which are factors for which
educational institutions have no quick remedies. There is
the possibility, however, and supporting anecdotal evidence
from tutees, that the tutors, coming from the same general
communities as the tutees themselves, act as role models
that have a positive effect on a tutee’s determination to
pursue education. This is an area that is worth
investigating in future research regarding the tutorial
program.
Question 8
Five of the eleven respondents indicated that they are
satisfied with how they currently use LAs.
Two of the
respondents would like to have their LAs assist students
online as well as in the classroom. One, who teaches
online courses, wants her students to have more access to
the LA in person.
Question 9
One of the respondents would like to have fewer reporting
responsibilities, but the remaining thought of ways to
gather more information from their LAs regarding their
students, and about student needs. The most ambitious
response to this question recommends film documentation of
classrooms using LAs. Meetings with LA instructors as well
as this survey indicate instructors feel that there is more
information that can be gathered from LAs about their
students, and that this could be a valuable resource.
Conclusions
The purpose of this questionnaire was to gather information
about current practice among instructors using LAs, and the
instructors’ thoughts about what LAs add to the learning
environments in which they work. The results are more
complex than had been anticipated. Instructors using LAs
are using them in a greater number of ways than previously,
observing positive effects on student learning, benefitting
from increased possibilities for the use of class time, and
embracing high standards for the development of the LAs
themselves. As observed in the analysis of Question 3, it
would be defeatingly narrow to regard LAs as serving only
the students who are struggling the most in a class.
For a better sense of problems that might be occurring with
LA use, future questionnaires could include questions
asking directly about difficulties instructors are having
because of the presence of LAs in their classrooms, and
disadvantages instructors face as participants in the
program.
The richness of the responses to this questionnaire is
compelling. The responses speak, as do conversations among
instructors using LAs during their meetings with tutor
coordinators, of significant improvements in student
learning and valuable support especially for struggling
students. It is noteworthy that the responses to this
questionnaire specify ways that LAs assist students of all
levels, and are a reminder that even the student who is
ostensibly succeeding in a classroom can have deeper and
more relevant learning experiences with the assistance of a
peer tutor. Thus, though LAs clearly serve to improve the
survival of at-risk students, they also serve to improve
the quality of learning at other levels, and apparently
this is related to how relevant many students regard the
education they are receiving in the classroom and lab
environments. It is also important to remember that the
skills and work habits that the LAs represent to their
tutees are all basic to survival in college: LAs model
study techniques, question asking, greater interaction with
instructors and other students, high level performance in
the subjects they tutor, and positive attitudes toward
classroom learning.
The effects of all this will not
necessarily be shown through pass rates and grades, though
one respondent provides evidence of this sort of success.
As instructors have observed in discussions of their
practice with LAs, often it is the case that a student who
is earning a “C” in the class at the middle of a term is
still receiving the “C” at the end of the term, but with
improved confidence and more consistency in the student’s
work when the student has the assistance of an LA.
This current study is of course not a study of the effects
of LAs on the learning of students in the classroom. Such
a study will be valuable to the college, but will have to
include more than fill-in-the-blank surveys and pass/fail
studies. It will be productive to interview students
regarding their experiences in classroom utilizing LAs.
One form for this could be a video interview study, like
the Reading Between the Lines video produced at Chabot
College.
Another theme that emerged from this survey is the interest
among several instructors of having LAs do more to assist
in reporting how individual students are doing in a class.
As one instructor observed (Question 3), the LA “keeps in
touch with students in terms of how they are doing in the
course,” and this can be a valuable resource for an
instructor. This interest, however, in having LAs inform
instructors more about how individual students are doing
will need to be attended to carefully by tutorial staff.
LAs are not trained to make formal assessments of students’
work or progress, and the relationship between the LA and
the student depends to an extent on the student trusting
the LA not to report back everything that transpires during
tutorials. One of the most common comments from students
when they speak about their experiences with tutors is that
they feel more comfortable with their tutors than they feel
with their instructors, because they can speak openly about
their struggles as students, knowing that the tutor can
empathize and is not a student’s evaluator.
Putting LAs
in the position of doing more work in reporting students’
behavior to instructors risks jeopardizing this
relationship. Yet LAs do learn a great deal about the
students with whom they work and about those students’
learning struggles, so the desire to learn more from them
should not be ignored.
The responses to Question 6, regarding the diversity of
ways that tutors can be used in the classroom and practicum
settings, underscores the importance of Tutor Training 1B
(Discipline-Specific Tutor Training). As indicated by
several responses to this survey, individual disciplines
have unique teaching modalities. World Language classes
require different LA activities than do classes in History,
or Fire Technology.