Appendix A
Eleanor S. Prochaska, Ph.D.
Mathematics Tutoring Center
Western Carolina University
Cullowhee, NC 28723
828.227.3830
EXPERIENCE
2009-present Chair of Education Briefcase Implementation Team. Responsible for oversight of ongoing development and pilot of electronic Education Briefcase, a critical piece of the institutional Quality Enhancement Plan.
2008-present Chair of Transition Course Coordinators group. Responsible for calling periodic meetings of coordinators of multiple transition courses for first semester students; oversight of implementation and assessment of Core Elements for Transition
Courses at Western Carolina University
2003-present Director for USI 130 The University Experience Course, Western Carolina
University. Responsible for recruiting instructors, scheduling classes, coordinating training and faculty development.
2003-present Staff Advisor for Equestrian Club and coach for Equestrian Team, Western Carolina
University. Responsible for Intercollegiate Horse Show Association membership for team and members; show entries; Sport Club and revenue budget accounts.
AY 2005 Temporary part-time advisor for Advising Center. Responsible for helping students with academic questions, course schedules, declaration of major, preparation and orientation for new students.
1998-2003 Director for USI 130 Career Opportunities & Decisions, Western Carolina
University. Responsible for recruiting instructors, scheduling classes, coordinating training and faculty development.
1995-1996
1983-present
Acting Director of General Education, Western Carolina University.
Coordinator, Mathematics Tutoring Center, Academic Support Division, Office of
Undergraduate Studies & Department of Mathematics & Computer Science,
Western Carolina University, Cullowhee, NC 28723. Coordinate peer-tutoring program in mathematics. Supervise and train staff of 12-15 undergraduate and graduate peer tutors each semester, including budget and payroll for department student employees. Work with professional and faculty advisors in placement of students into mathematics courses, including skills assessment as needed.
Instructor in entry level Mathematics courses (prior to 2006).
1985-1987 Instructor, Department of Chemistry, Western Carolina University. Taught senior/graduate level physical chemistry course as replacement for faculty on leave.
1980-1983 Instructor, Department of Mathematics, Western Carolina University. Full time temporary leave replacement position

Appendix A
1979-1980 Post-doctoral research assistant, Department of Biology, Western Carolina
University. Grant-funded post-doctoral position in biochemistry/physiology lab.
Research in rat lung phospholipid exchange protein activity.
1973-1978 Graduate student, Department of Chemistry, University of Virginia, Charlottesville,
VA. Research in matrix isolation spectroscopy. Included one semester as teaching assistant in upper-level physical chemistry laboratory course.
Professional Organizations
Society of Sigma Xi
Mathematical Association of America
North Carolina Council of Teachers of Mathematics
Association for General and Liberal Studies
Education
1978 Ph. D., University of Virginia, Charlottesville, Virginia. Recipient of P. F. duPont
Center of Excellence Graduate Scholarship. Elected full member, University of
Virginia Chapter, society of Sigma Xi, 1977.
Dissertation title: "Matrix Isolation Spectroscopic Studies of New Inter-Halogen
Species and of Group II Metal-ozonide Reaction Products"
1973 B. S., with honors, University of California, Berkeley, California, College of Chemistry.

Appendix A
PRESENTATIONS
June 1977
March 1981
October 1993
March 1994
October 1997
October 1998
October 1999
November 1999
November 1999
November 2000
November 2000
March 2002
March 2002
March 2006
"Raman, Infrared and Ultraviolet Spectra of the M
+
ClF
-
Species in Solid Argon"
National Conference on Molecular Spectroscopy, Columbus, Ohio.
"Use of a Text Editor for Preparation of Multiple Versions of Basic Mathematics
Competency Tests", National Association of Developmental Studies, New York, NY.
"Using Writing in Teaching College Algebra" North Carolina Council of Teachers of
Mathematics State Conference, Charlotte, NC.
"Using Writing in College Mathematics" North Carolina Council of Teachers of
Mathematics Regional Conference, Hickory, NC.
"A Role for Mathematics in General Education" North Carolina Council of Teachers of Mathematics State Conference, Charlotte, NC.
"In Search of a 13 th
Month: The Time, Task and Group Process Issues Involved in a
Comprehensive General Education Review" (with Patti Cutspec) Association for
General and Liberal Studies, St. Louis, MO.
"An Overview of Western Carolina University's General Education Review Process:
An Interactive Panel Session" (with John Habel, Curtis Wood and Dana Edge)
Association for General and Liberal Studies, Richmond, VA.
"Web Portfolios for the Class of 2000" (with Beth Rodgers Leftwich), Computers on
Campus Conference, Columbia, SC
"Technology Integration Efforts at Western Carolina University" (with Beth Rodgers
Leftwich), Computers on Campus Conference, Columbia, SC.
“An Integrated Learning Community: Chemistry, History and Service Learning”
(with Scott Philyaw), Association for General and Liberal Studies, Chicago, IL.
“Restructuring Liberal Education: Changing Campus Culture—Implementation of
Western Carolina University’s Liberal Studies Program” (with Gary Smith and Scott
Philyaw), Association for General and Liberal Studies, Chicago IL.
“Helping Underprepared Students Become Proactive Learners, Who Make Good
Use of Academic Assistance” (with Chesney Reich, Barbara Hudson and Chris
Snyder), Teaching Academic Survival Skills Conference, West Palm Beach, FL.
“Development of an Academic Survival Skills Workshop for Students Enrolled in
High-Risk Mathematics Courses,” Teaching Academic Survival Skills Conference,
West Palm Beach, FL.
Panel presentation on “Factors Effecting Student Learning” presented by Student
Learning Faculty Focus Group, Coulter Center for Excellence in Teaching and
Learning, Western Carolina University.

Appendix A
PUBLICATIONS
1.
"Matrix Isolation Studies of Hydrogen Bonding. The Vibrational Correlation Diagram", Bruce S.
Ault, Eleanor Steinback and George C. Pimentel, J. Phys. Chem., 79, 615 (1975).
2.
3.
"Raman, Infrared and Ultraviolet Spectra of the Chlorine Difluoride Free Radical in Solid
Nitrogen", Eleanor S. Prochaska and Lester Andrews, Inorganic Chem., 16, 339 (1977).
"Raman, Infrared and Ultraviolet Spectra of the M
+
ClF
-
Species in Solid Argon", Eleanor S.
Prochaska, Bruce S. Ault and Lester Andrews, Inorganic Chem., 16, 2021 (1977).
4.
5.
6.
7.
8.
9.
10.
11.
"Matrix Isolation Reactions of Fluorine with Molecular Halogens. Raman and Infrared Spectra of
XF
2
, X
2
F and X
2
F
2
", Eleanor S. Prochaska, Lester Andrews, Norman R. Smyrl and Gleb Mamantov,
Inorganic Chem., 17, 970 (1978).
"Matrix Reactions of Magnesium Atoms with Ozone. Infrared Spectra of MgO, MgO
2
and MgO
3 in Solid Nitrogen", Lester Andrews, Eleanor S. Prochaska and Bruce S. Ault, J. Chem. Phys., 69,
556 (1978).
"Matrix Photoionization of Methyl Halides. Ultraviolet Spectra of the Parent Cations and Infrared
Evidence for Intramolecular Hydrogen-Bonded Parent Anions in Solid Argon", Lester Andrews, J.
Houston Miller and Eleanor S. Prochaska, J. Am. Chem. Soc., 101, 7158 (1979).
"Matrix Reactions of Zinc and Cadmium Atoms with Ozone. Infrared Spectra of the MO, MO
2
and
MO
3
Species", Eleanor S. Prochaska and Lester Andrews, J. Chem. Phys., 72(12), 6782 (1980).
"Resonance Raman and Ultraviolet Absorption spectra of the Triiodide Ion Produced by Alkali
Iodide-Iodine Argon Matrix Reactions", Inorg. Chem., 19(2), 463 (1980).
"The Effect of Hyperoxia on Rat Lung Phosphatidylcholine Transfer Activity", L. N. Y. Wu, Eleanor
Prochaska, Gary L. Pool, George W. Brumley and Roger H. Lumb, Federation Proceedings, 39,
1994 (1980).
"Another Look at Academic Standards", Nory Prochaska, Faculty Forum , 4(4), 1991.
"Measurement of Pressure Broadening and Shifts of the O
3
Lines in the 3 m Region", M. A. H.
Smith, C. P. Rinsland, V. Malathy Devi, and E. S. Prochaska, J. Mol. Spec., 164, 239 (1994).
12.
13.
14.
"Word Processing with Microsoft Word 6.0", Eleanor Prochaska, Newton Smith, Renee Hinkle,
Beth Leftwich, Scott Martin, Keith Styles, Computer Awareness Training for Students , Office of
Continuing Education and Summer School and Myron Coulter Faculty Center for Excellence in
Teaching and Learning, Western Carolina University (1999).
"Presentation Software: Microsoft PowerPoint", Eleanor Prochaska, Newton Smith, James Kirk,
Beth Leftwich, Laura Chapman, Scott Martin, Keith Styles, Renee Hinkle, Computer Awareness
Training for Students , Office of Continuing Education and Summer School and Myron Coulter
Faculty Center for Excellence in Teaching and Learning, Western Carolina University (1999).
"Beginning Computer Operations", Eleanor Prochaska, Beth Leftwich, Newton Smith, Laura
Chapman, Keith Styles, Scott Martin, Renee Hinkle, Computer Awareness Training for Students ,
Office of Continuing Education and Summer School and Myron Coulter Faculty Center for
Excellence in Teaching and Learning, Western Carolina University (1999).
15.
“The University Experience: Strategies for Success”, with USI 130 Instructional Staff, Kendall-Hunt
(2006).

Appendix C
Semester
Fall 2006
Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Fall 2007
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Fall 2008
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Spring 2007
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Spring 2008
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Spring 2009
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Summer 2007
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Summer 2008
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Summer 2009
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Attendance
121
4
4
4
7
37
8
9
11
5
3
1
2
3
21
24
10
9
6
15
33
9
11
6
151
28
12
8
12
144
5
2
29
11
187
159
14
4
3
3
198
32
11
11
12
# Withdrawals
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
% Performing At Or
Better Class Average
14.88
0.00
66.67
0.00
100.00
61.90
0.00
57.14
75.00
50.00
51.35
45.45
80.00
50.00
55.56
33.33
40.00
33.33
50.00
66.67
36.36
33.33
0.00
16.67
49.67
53.57
41.67
25.00
50.00
48.61
10.34
0.00
20.00
50.00
54.55
59.38
27.27
18.18
58.33
50.31
50.00
50.00
0.00
100.00
21.21
# Perfomed At Or Better
Class Average
18
3
2
0
4
19
4
5
5
4
0
1
0
2
13
8
4
3
3
10
0
1
12
3
75
2
6
15
5
70
1
1
3
0
102
80
7
2
0
3
42
2
7
19
3
1

Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
1-3 Sessions
4-6 Sessions
7-9 Sessions
10-14 Sessions
15 Or More Sessions
Grace Comparisons--Math course grades only
Semester
Fall 2006
Fall 2007
Fall 2008
Spring 2007
Spring 2008
Spring 2009
Summer 2007
Summer 2008
Summer 2009
Attendance
4
181
33
10
11
6
130
23
144
15
4
3
11
10
7
13
134
35
12
11
12
100
24
11
2
4
175
28
12
8
11
3
1
1
3
20
4
4
3
7
38
12
5
8
9
#
Withdrawals
# Perfomed At Or Better
Class Average
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
79
21
4
2
2
54
8
68
8
2
0
4
3
3
8
63
18
3
2
7
43
12
3
1
3
89
14
4
2
6
0
1
0
2
13
3
2
0
4
18
5
4
4
5
% Performing At Or
Better Class Average
47.01
51.43
25.00
18.18
58.33
47.22
53.33
50.00
0.00
75.00
43.65
63.64
40.00
18.18
33.33
41.54
34.78
36.36
30.00
42.86
61.54
43.00
50.00
27.27
50.00
75.00
50.86
50.00
33.33
25.00
54.55
0.00
66.67
0.00
100.00
65.00
0.00
57.14
75.00
50.00
47.37
41.67
80.00
50.00
55.56

Appendix C
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
0 y = 0.0355x + 2.0812
R² = 0.3281
10 20 30
Total Time (Hrs)
40 50 60 70
3

COSTS
Salaries -Total
Benefits
Year 1 Year 2 Year 3
Budgeted Expended Budgeted Expended Budgeted Expended
Equipment purchases maintenance
(contracts/repairs)
Travel costs
Supplies costs
Printing costs
Entertainment
Memberships
Accreditation costs
Other program costs
(specify): postage
Student wages
Furniture
2454.00
1646.00
1402.20
2097.68
816.00
233.00
Tutortrac
233.00
201.00 200.18
233.00
Tutortrac
1200.00
2000.00
54.00
233.00 tutortrac
Total Cost
REVENUES
Tuition
Other Student Fees
Restricted Gifts
Endowment Earnings
Grants*
Tickets
Outside Contracts
Other (specify):
8290.00 7134.36 11189.00 10563.39 7000.00 8062.82
376.19
12390.00
11683.24
11623.00 11372.76
10200.00 8349.00
Year 1 Year 2 Year 3
Total Revenue 0 0
*Please provide details regarding the grant term and possibility of renewal
0
Note: If there is an unusual, nonrecurring cost or revenue item in any particular year, you may provide a written explanation (not to exceed 1/2 page in length) and attach it to the
Cost Effectiveness Template.

Dear Student,
Our records indicate that you visited the Mathematics Tutoring Center during this semester, and we’d appreciate your feedback about the service you received. Your feedback is extremely important as we work with the Math Tutoring Center staff to achieve our goal of a quality program.
Please take a few minutes to answer the following questions thoughtfully and honestly. To complete the form, simply click "reply" and type your answers after each question, then send the reply.
There are printed copies of this evaluation form available in the Math Tutoring Center if you prefer to write your responses.
If you have any questions, please do not hesitate to contact me.
Thank you!
Nory Prochaska
Director, Mathematics Tutoring Center
455 Stillwell
(828)227-3830
1) Please list the class(es) for which you have received tutoring through the Math Tutoring
Center:
2) List the name(s) of tutor(s) you worked with, if you know them:
3) Approximately how many tutoring sessions have you attended (between 1-3, 4-6, 7-9, 10 or more)?
4) Was a tutor readily available when you came to the MTC?
5) What are your main reasons for attending tutoring for your math class? You may list more than one (examples: to improve your grade, to review for a test or exam, to make sure you pass the class, to get extra credit, to get help with homework assignments, to make up for classes you missed)
6) How did you find out about the Math Tutoring Center's services (you may list more than one): from your professor, the website, your advisor, another student, flyers posted around campus, from a tutor who spoke to your class, or other?
7) Of the following, please state all of the factors negatively affecting your academic performance: poor study habits, poor class attendance, difficulty understanding the material, poor self confidence, not enough time to get class work done, difficulty preparing for class, or other.
Please rate the following statements with a number from 1 to 4:
1=Strongly Disagree; 2=Disagree; 3=Agree; 4=Strongly Agree
8) Tutoring has been helpful for me.
9) My grades have improved as a result of tutoring.
10) My instructor offered incentives for me to visit the Math Tutoring Center.
11) I would recommend the Math Tutoring Center to other students.
12) My tutor seemed to enjoy working with me.
13) My tutor encouraged me to ask questions.
14) My tutor was able to assist me with finding answers to my questions.
15) My tutor exhibited patience.

16) My tutor used effective methods to help me.
17) Tutoring is offered at a time that is convenient for me.
18) The Math Tutoring Center operates in a way that made it easy for me to get needed help.
19) If I needed assistance again, I would return to the Math Tutoring Center.
20) Please provide any suggestions you may have for improving the Math Tutoring Center.
Thank you for your input!

Appendix G
How to Survive a College Math Course
Explore Your Audience
1.
Why are you taking a math course?
Interest
Major requirement
Liberal Studies requirement
2.
How do you feel about taking a math course?
Comfortable; I enjoy math classes and generally do well in them
Somewhat anxious; concerned about a college math course
Anxious--I've never done particularly well in math
Scared Stiff--"I can't do math!"
3.
What are your previous experiences that make you concerned about taking math?
Ask about when anxiety started; particular episode or year in school
Try to put the experience in perspective; is it reasonable for it to still be an issue?
Compare college vs. HS math classes
1.
What are the difference between College and HS math classes?
Meet fewer days per week
No HW review in class
Less in-class review of material
Class moves very quickly
>>More expected in terms of work on my own
2. Classroom behaviors
Distractions (cell phones, text messaging)
Attendance requirements
Expectation for personal academic responsibility
3. How does this college class compare to others you have taken?
Skills & strategies for studying for a math course
1.
Pay attention to your perceptual learning channels & learning styles
{administer perceptual learning channels assessment; review strategies}
Pay attention to best location for you in the classroom
Can be relevant to how you take & annotate your class notes
Be prepared with paper, pencil, calculator, textbook, other tools
2.
Reading a math textbook
{hand out textbook page sample}
Active process; Work out intermediate steps
Make a list of questions for class, study group or tutoring
3.
Taking good notes
{hand out notes page example; this contains many examples of strategies}
Roles of blackboard and lecture in class
Write down important concepts

Appendix G
Skip steps you know you can fill in later
Pay attention to how much you must write vs listening
Review notes shortly after class, fill in missing info and identify questions
Rewrite notes regularly (daily); Keep notes and class work together and organized
4.
Homework
Read the textbook section first!
Attempt several problems; refer back to reading or lecture for examples, patterns
Clearly identify problem problems; seek help from instructor or tutoring center
Give yourself as much room on your paper as you need to do each problem
Check your homework--"proofread" before you turn it in
Go over graded homework; identify what you missed problems,find correct solutions
SAVE all homework in a notebook for review and study
Learn from your struggles and mistakes!
Check your work effectively
 Does the answer make sense?
 Does the answer fit the estimate?
 Recalculate
 Do your problem twice
 Check all signs and use of signs
 Check decimal points
 Check your writing
 Check exponents
 Reread visuals (charts, graphs, tables, figures)
 Substitute your answer back in the original equation or problem
 For future study reference--can you find your way through your own work?
5.
Seek Help when needed
{Hand out Academic Success Centers flyer}
Instructor's office hours
Study group with classmates
Assistance or tutoring center--find out the hours & procedures
Prepare for assistance; ask specific questions, have examples of your work
Don’t wait till the last minute!
6. Test Preparation
Reviewing old tests and quizzes is a good start
Reviewing old tests and quizzes is
!
Review class notes and homework; identify over-arching concepts and themes
Re-work problem areas several times; identify trigger points
Work a review sheet, if you are given one; identify similar problems in text, etc.
Make sure you can work problems “out of context”
Prepare algorithms for each type of problem
Identify different angles to familiar problems
Expect variations to homework problems
Practice problems yourself; watching someone else is
Analyze previous tests—where do problems come from?
How do test questions compare to HW?

Mission Statement
Appendix H
Appalachian State University Winona State University Shippensburg University SUNY Brockport Stephen F Austin University
Mission and Campus History
Current Enrollment
How long has your unit been in existence? Please indicate any major changes in structure over the last 10 years
16,000
University tutoring has been in existence
8450
Unit has been in constant change for the since 1987. The program originally had one last six years; has existed at least 5 years
6,942 undergraduate students and 1,311 graduate students for a total of 8,253. adminstrative role(Director). In 2003, an assistant Dir was added. In 2007, the Asst
Dir positon was transformed into a soupport service position that served the entire dept, not just Uinveristy Tutoring before that; some form of services have existed for a long time. Recently transitioned from being in the Academic
Affairs division to Student Life &
Development.
The Learning Center evolved into its current form in 1992 when the writing center and tutoring services combined, and a Director was hired.
6,900 undergraduates; 2,100 graduates;
9,000 total
We have been operating in many different forms since 1973. In 2000, we were granted a new staff line for the assistant director position
10,000/12,000
Since 1983
Western Carolina University
Math Tutoring Center
~9500; ~7700 ug, 1800 grad
Founded in 1981 as part of the Math/Physics
Department; transition to Enrollment
Management in 2001, then to Office of
Undergraduate Studies in 2008
To foster academic achievement for all
Appalachian students through academic help labs, individual and small group tutoring and supplemental instruction.
Through integrative training and implementation, we helpstudents develop
• The Learning Center provides a broad array of quality academic support services to all students at Shippensburg University.
Our goal is to help students identify and achieve their individual learning goals and to fulfill their academic potential. The
Learning Center empowers students to become independent, active learners by meeting the needs of a diverse student population, providing free and accessible integrative thinking skills, interdependence and self-authorship so that they may
Helping WSU students meet their academic services in a safe and supportive goals by providing outstanding academic atmosphere, and working collaboratively become lifelong learners and contribute in positve ways to their communties.
assistance including tutoring and
Supplemental Instruction.
with students, faculty, staff, and administration.
Student Learning Center
Mission Statement
Is committed to providing a centralized academic support service that promotes student success.
Is committed to participating in retention initiatives related to academic success of students.
Is committed to enhancing the quality of service to the campus by providing a structured learning environment and professional development opportunities for the student staff.
The mission of the Mathematics Tutoring Center is to provide academic assistance to students enrolled in mathematics and computer science courses, and in courses with mathematical content. The Center provides a full schedule of
The Academic Assistance and Resource
Center (AARC) is committed to improving the academic performance of the individual student at Stephen F. Austin
State University. Through the personal attention of peer tutors and Program
Directors, we engage students in a collaborative, learner-centered environment focused on developing the scholarship of clients and the leadership of tutors.
drop-in tutoring for all lower division mathematics courses, and regularly scheduled individual tutoring appointments are available. The Center maintains a library of mathematics textbooks for the use of students and tutors. The Center will assist in organizing study groups and offers a supportive environment for cooperative learning, group work, and student-teacher interaction. The
Center offers a regularly scheduled workshop
(“How to Survive a College Math Class”) that explores learning styles, teaching styles and study strategies aimed at increasing student comfort and success in college math classes.
1

Appendix H
Appalachian State University Winona State University Shippensburg University SUNY Brockport Stephen F Austin University Western Carolina University
Leadership and Organization
How is your unit organized within the university
University Tutoring is housed within the
Learning Assistance Program, which is a division of University College (formerly
Academic Affairs)
Part of Advising Services, which reports to
Student Life & Development.
• The Learning Center is within the department of Academic Programs and
Services Academic Affairs Academic Affairs
One of three Academic Success Centers under
Office of Undergraduate Studies in Office of the
Provost
What is the organizational structure for your unit?
Please provide an overview of the professional staff positions (number of positions and number of people in each position) and the roles of each
Director, head lab manager, lab managers,
Help Lab Managers, Lab Managers, Tutors
Full time directory, part time support staff person; 2 part-time Master Tutors, about
50 tutors and/or SI Leaders (organizational chart provided)
Coordinator is full-time during academic year, 50% during summer.
VP for AA; Director; Assistant Director;
Secretary
The AARC reports to the Library Director who reports to the Provost
• The Learning Center is run by a twotenure track faculty, --- Director &
Associate Director. The Director is responsible for oversight of operations, budgets, and programs. The Associate
Director & all other professional staff report to the Director, who reports to the
Dean of Academic Programs and Services.
The Learning Center also has a full-time staff assistant.
Director (1); Asst Director (1); Secretary (1)
4 Program Directors for four programs:
Math and Physics; Writing and English;
Humanities; Science and Business; SI One professional position, director
How many of your staff members have graduate-level degrees?
If your unit has multiple directors/coordinators or associate directors/coordinators, please explain the division of leadership responsibilities
1 MS, 0 PhD just the director
3 MS level staff members, no PhD one shared clerical staff for now; used to have an assistant director when director was part-time in another pgm
2 MS, 2 PhD see above
2 MS; no PhD 4 MS, no PhD
4 Program Directors supervise four programs and one Director coordinates the efforts of the entire unit
Full-time Director, reports to Assistant VC for
Undergraduate Studies; administrative assistant shared with other ACS
Director (1) oversees tutoring program; offers workshops; other duties as assigned
1 PhD
If your full-time staff members are engaged in significant University work other than their primary responsibilities within the unit, please provide a brief description of these activities
Early Intervention Team (EIT)--A committee of a variety of folks from across campus that meet to discuss students referred to us for various reasons If applicable, hold interventions with these students, try to get resources they need to be successful campus is unionized, so director can participate in University committees o The Director and the Associate Director are faculty members who are expected to teach one or two courses during the academic year, engage in service to the university and community, and engage in scholarly activity
Additional responsibilities include representation on several College committees and teaching freshmen orientation courses
Three of five teach a class. Three of five regularly present at conferences. Two serve on various committees. None are engaged in original research at this time.
Director-serves on various Math/CS Dept committees and university-wide committees; coordinates transition course & leads transition course coordinators; other duties as assigned
2

Appendix H
Appalachian State University Winona State University Shippensburg University SUNY Brockport Stephen F Austin University Western Carolina University
Programs and Services
List the primary services or core functions of your unit (small group tutoring, Supplemental Instruction, learning skills resources, in-class presentations, workshops, etc.)
How does your unit determine the subjects for which you will provide tutoring?
Approximately how many courses and faculty do your serve each year?
Peer tutoring; small group tutoring/Guided
Individual tutoring, group tutoring, supplemental instruction, technology one-on-one tutoring lby appointment; drop-
Study Groups; workshop series; Academic
Improvement Plan for students on support, satellite help labs, interdisciplinary originally in nursing, expanding to business, study skills tutoring tutoring in tutoring; in 5th year of offering SI-health & recreation academic probation; Learning Specialists; focus first on courses related to the
General Education requirements of the
3-pronged approach: historic need ; grade analysis of 100 & 200-level courses; student or faculty requests university; adjust based on student need; also track tutor requests through tutor trac.
student needs/student requests
Approximately 350 courses (some of these may be the same course with different instructor)
65-100 courses per year; tutors have areas of specialization and also tutor LS courses Not tracked, as far as I know
One-on one tutoring
Small group tutoring
Study skills workshops
In-class presentation/workshops
We make this determination based upon students’ requests for tutoring and faculty requests to set up tutoring for any given semester.
On-line tutoring; weekly private appointments; walk-in tables; SI; workshops
1. List of frequently failed ourses with high freshman enrollment; 2. List of courses drop-in tutoring; scheduled individual tutoring on demand; math skills workshop; in-class presentations & liason all lower division math courses; upper division on demand subject to tutor availabliity; math content in courses across campus on demand, subject to frequently failed regardless of classification tutor availablility
We support approximately over 100 differenc courses from across disciplines 250 courses, 100+ professors
What is the average number of students employed by your unit each year? If students are employed in different positions (tutors, SI Leaders, receptionists) please provide the average number of students in each position
Approx 120
~45 per semester, including 15 SI leaders; students may work as both; depends on funding
We typically have an average of 25 paid undergraduate tutors and 6 graduate assistants
Are your tutors graduate, undergraduate, or a mix?
Graduate students can certainly be tutors if they would like, however, most of our mostly undergraduate, a few students who come back as grad students.
Our tutors are mostly undergraduates, however, we also currently have six graduate assistants who also provide tutoring
Please provide an estimate of the number of students your unit serves each year in each of its core functions/services tutors are undergraduates total: approx 2000 (for 2008-09; numbers are up so far this year); help labs = 768,
UTS lab = 811; SI = 770; Computer Lab =
195
794 students last year for tutoring, 1108 for SI; not much in the summer (see attached graphs)
Each year, we employ approximately 90 student tutors, 8 computer lab assistants, and 2 office helpers
Most are undergraduates, plus three graduate assistnats from the Department of English and three from tlhe Department of Mathematics
Last year, we tutored 1,247 students, and
335 students attended study skills workshops
160 tutors, 7 Welcom Desk students almost all are undergraduates in aggregate, 50,000 visits last year
6-8 graduate assistants; 6-12 undergraduates, depending on number of GAs mix, depending on number of GAs average 522 students; 2045 visits; 2075 hours of tutoring
How does your unit track the number of students served in each of its core functions?
TutorTrac Software helps to create a database that uploads studnt info from
Banner. Then students log in every time they come for whatever form of academic support and TT computes tne numbers for us.
TutorTrac Tutor Trac
For each tutoring session, student completes a paper contact card with the following information: name, student number, class for which the student is seeking help, professor’s name, time in, time out, assignment due date, assignment length, assignment type, student’s class (fr, so, jr, sr, grad). On the back of the card, the tutors must fill out a “reflection” section. All data cards are collected and entered into our Banner database; can run reports as needed. TutorTrac and IT TutorTrac; sign-ins for workshops
3

Appalachian State University
Does your unit provide services during the summer yes
Appendix H
Winona State University limited, key subjects (math, physics, sciences); math tutoring is spearate
Shippensburg University SUNY Brockport Stephen F Austin University
• The Learning Center provides minimal services during the summer. Funding for tutoring during summer term V is provided by the Academic Success program (ASP) to support conditionally admitted students.
No, we are not open during the summer Yes
Western Carolina University yes
4

Appendix H
Appalachian State University Winona State University
Standards, Training and Evaluation
Please indicate if your unit subscribes to any professional standards or accrediting agencies
We train tutors based on guidelines from the College Reading and Learning
Association (CRLA), Supplemental
Instruction (SI) leaders based on the SI model from UMKC CRLA level 1; working on level 2
Shippensburg University
CRLA
SUNY Brockport
We do not
Stephen F Austin University
CAS, CRLA tutor certification, NADE
Distinguished certification
Describe how your student staff are trained
Our training is based on a 10 step model that incorporated online video streaming, one-on-one training, and group training
One full day before classes begin, 4 hours on logistics, paperwork, "tutoring 101";
CRLA as 1-credit course, meets 4 times during semester for 4 hours to make 16 class hours; additional workshops; similar for SI training; need to complete training within one year
Tutors are required to complete: 3 hour new tutor training; 4 hour Blackboard training consisting of 4 modules; monthly tutor meetings of 1.5 hours; one professional & one peer observation per semester
Tutors are trained by professional staff and are encouraged to participate in Center for Halfday presemester and five weekly
Excellence in Learning and Teaching events workshnops every semester
Describe how your student staff are evaluated
SurveyTrac (a component of TT) allows us to create surveys and distribute them to all students who have utilized our services over the semester. Surveys are also sent to the entire class for SI.
CRLA observations, feedback, informal feedback, end of semester email from clients; SI is more involved as prescribed by
Tutors are evaluated and given verbal and written feedback after the professional
SI program observation Tutors are evaluated by professional staff PD observations and client surverys
Describe any reward systems in place to recognize/honor tutors' work
Tutors start out at $8/hr. Once they have completed the training, the get a $1 raise & become a Level One Certified Tutor by the
CRLA. After the first two training sessions, students are paid for participation in all other training.
tutors paid $8.40/hour, increases to $8.60 when certified; Master tutors are adjunct faculty; grad students or students working on a second degree can get $10/hr CRLA level 1, 2, and 3 certification
Funding and Budgets
How is your uint funded? If you receive funding from multiple sources, indicate the percentage of total funding received from each source no specific student fee, no revenuegenerating activity; mostly state funds plus
"innovation" funding
Yearly department budget 17.1% and workstudy funding 82.9%
No rewards system
We are funded by the College budget
CRLA certification with pay raise and change in title
98% internal university funding
How is yoru total operating budget expended in a typical year or semester?
What percentage or dollar amount is allocated to student wages, printing and supplies, maintenance agreements, contract services, etc?
Most of my budget goes to student payroll. $2200 fringe; clerical $19,000 + $7000
I also have money allocated for operational fringe; Director $40,000 + $14,000 fringe; supplies and training peer tutors $45,000; Master tutors $6300 +
$5500 for operations student wages 52.8%; printing and supplies
24.5%; contract services 0.03%; travel and conference fees 10.8%
Approximately 75% of our budget is allocated for student wages; 25% for supplies
How are your student employees compensated?
$8-$9 per hour
90% student wages
SI paid hourly, including attending lectures and 1 hr/wk prep; see above for amounts
Undergraduates earn min. wage $7.50/hr; graduate students have tuition covered and $10.00 an hour for 225-250 hours each semester. Paid tutors must commit to 8-10 hourse of tutoring per week
Hourly rate: $7.25; Six GAs are on contract.
Each GA works 15 hours/week. They receive tuition waivers and a $6,000 yearly stipend.
$9.00 starting
What are the salary ranges for the professional staff positions in your unit?
$42,042 for Director see above $40,000-80,000 approximately ~$42,000 for Program Director
Western Carolina University follows CRLA certification standards, though not yet certified.
GAs participate in a one-credit course to orient them to research opportunities, GA teaching issues, and tutoring; Undergraduates take a 1credit tutor-training course before they are eligible for any raises self-evaluation, followed by individual meeting with Director, based on informal observation during semester pay raise on completing training and longevity
100% through Provost Office, through Office for
Undergraduate Studies
90% student wages; up to 10% supplies, printing, maintenance, etc.
Start at $8/hr; 25 cent per hour raises upon training and/or longevity; GAs receive standard assistnatship.
~$52,000 for Director
5

Shippensburg University
Appendix H
SUNY Brockport
Facilities, Technology and Equipment
Appalachian State University Winona State University Stephen F Austin University Western Carolina University
Describe the physical space your unit uses to conduct its core functions, including an overview of any computers, furniture, or instructional tools located in the space for individual and small group tutoring, we use a large room/lab with partitions equalling 12 tables and 48 chairs; still nowhere near the space we need. We also have a computer lab next door to the single large open area, 8 tables, clerical desk, kiosk center for TT; share copier w/ tutoring lab to accommodate students who Trio Programs; laptop campus so not have specific softweare needs for a class or computers needed; director has private who are receiving technology tutoring office; no private tutoring spaces
The Student Learning Center occupies three large, well-lit first floor rooms. Our tutoring spaces, located in two of the three rooms, accommodate 26 tables with 3-4 chairs at each table. We have 5 interior offices that look out onto the tutoring areas. Our director, assistant director and secretary each occupy one of the offices.
The third office provides our lunch space, while the fourth serves as a small group tutoring room. Our computer lab resides
The Learning Center has its own dedicated in the third large spacer, housing 25 computer stations. We are fortunate to space within the Library that consists of: six have a sprawling first floor physical space offices; conference room; reception area; training room with six tables; supply rooma tutoring area with 16 tables; 27 laptops for tutoring; 5 large wall-mounted whiteboards; 5 moveable whiteboards with ample natural light, a few office couches white boards and chalk boards, a wall of posters, and several large trees and
10 classrooms in-house, ten classrooms across campus, large area for weekly plants. Finally, we enjoy a small appointments and walk-in tables, PC kitchen/storage space with sink, fridge, and writing lab, tutor workroom, laptops for microwave.
tutoring--almost everything is centralized
Classroom-sized space with four tables, six chairs per table, blackboards & bulletin boards ; computer on kiosk for sign-in/out; three comuters for web work/homework access/etc.; Dorector's office attached; share printing/copying in
Department office; individual study tables and additional tutoring tables in Department commons areas; small library of textbooks in
Center and Director's office;
If you use space in other units, please describe the arrangement
List any software or web-based programs your unit uses on a regular basis, including any tutor tracking or online tutoring software you use
For help labs, we use space in the discipline building, i.e., our math help lab is located in the same building as the math department.
We work in conjunctionwith faculty to acquire space. This is also done with SI no, unit is now self-contained
TutorTrac, Banner
N/A N/A 10 classrooms in other buildings for SI
TutorTrac, SmartThinking paid through MNonline
TutorTrac; Study Behavior Inventory; SPSS;
Contribure (web); Blackboard
We record all student visits in our database through the College's main computer system, Banner, and we update our website daily through DreamWeaver TutorTrac
N/A
Tutor Trac
6

Appendix H
Appalachian State University Winona State University Shippensburg University SUNY Brockport Stephen F Austin University
Advertising and Marketing
How do yhou advertise the services provided by your unit?
We do not advertise at present due to the lack of space/overcroweing we currently have. When we need to recruit a student as a potential tutor for a specific class,
TutorTrac can find what students took the course the previous semester, their grade posters; use work-study to hire PR student; bookmarks; web site; outreaach to faculty, Ras, offices; student news; of rthe course, and their overall cumulative
GPA. tutors present to classes; memorable website address
The Learning Center advertises its services by: 1. Attending orientation activities, 2.
FAQ for Students Brochure; FAQ for Faculty
Brochure; student-run newspaper advertisement; College Newsletter advertisement 3x semester; SLC website;
Admissions Open Houses; mailings to prospective students; New Faculty
Attending university open houses, 3. Visits to classrooms, 4. Posting fliers in academic departments, 5. Articles in the student newspaper, 6. Table tents in dining halls, 7.
Participation on campus wide committees.
Orientation; Resident Assistant
Orientation; International Student
Orientation; Freshmen Orientation class visits
Email, facebook, posters
Duplication of Services
If there are any other programs or units on your campus that provide similar services to yours, please describe those programs There are not other units that provide similar services. We do have a writing center that is not affiliated with our program that edits papers for students.
separate math center, though some math tutoring done in center; SSS uses center tutors with a "tutoring ticket" ; athletics have 3 tutors, not well utilized; SSS and athletics are special populations; physics dept has own tutors, use TT, center is pushing training; writing center does not use TT, is tied into English graduate program
Some academic departments offer a small amount of tutoring independent of the
Learning Center
Two grant programs on campus, Student
Support Services and the Education
Opportunity Program, also provide tutoring in their own spaces on campus. We do, however, actually serve many of these students since we are an open-access facility None other than athletics
Western Carolina University
Announcements in classes, including liasion visits early in semester; bookmarks handed out liberally at orientations, by advising, in transition classes, in subject classes; faculty encouraged to include info in syllabi; contact with Res Life, RA programming
Student-Athlete Academic Support hires tutors; we attempt to cooperate in use of tutors as much as schedules allow; Student Support Services also hires tutors; both programs serve sepcial populations only.
7

Appendix H
MTC Use Summary for period under review
914
1321
204
571
796
221
108
120
25
1593
2237
450
1200
1683
295
900
1214
269
261
283
43
2361
3180
607
916
1212
224
756
965
207
508
599
77
2180
2776
508
8