Client Satisfaction Rate: fewer than
25% of the students who participate in tutoring or workshops will be dissatisfied with their experience
Center Use by Course Level: At least 400 students from 100 and 200 level classes will choose to participate in drop-in tutoring in the
MTC during the academic year
All MTC clients log into and out of the Academic Success Center
TutorTrac database during their visits. Upon log out, they are invited to respond to the prompt, “Describe your tutoring experience.” A dropdown menu provides the following choices:
I received useful assistance.
I still have questions and will return later.
I am not satisfied with my tutoring experience.
Study Only, no assistance needed.
(Note: questions were revised at the start of the spring semester; exact responses are tabulated under
Reports generated by TutorTrac at the end of each semester indicate what courses students seek tutoring for. Students who participate in tutoring will be asked upon logging out of their first visit how they learned about MTC services
During the fall, responses were: will return later (25, 7.8%), not satisfied (4, 1.2%), tutor not able to address all questions (8,
2.5%), ran out of time (8, 2.5%), yes, tutoring was useful (178,
55.3%), study only, no assistance needed (35, 10.9%), no response recorded (64,
19.9%). Of the 223 responses that represent use of services
(eliminating “no response” and
“study only”), 178 or 79.8% indicated that tutoring was useful.
During the spring, responses were: received useful assistance (166, 67.5%), will return later (18, 7.3%), not satisfied (5, 2%), study only, no assistance needed (57, 23%).
Of the 189 responses that represent use of services
(eliminating “study only”), 166 or
87.8% indicated that they received useful assistance.
The results of this assessment will be included in the director’s end-of-year report, distributed to
Dr. Allen Lomax, Director of
Advising and Student Success, and Dr. Fred Hinson, Associate
Vice Chancellor, Office of the
Provost. In addition, the report will be posted on the MTC Web site.
Out of a total of 191 students who reported courses in the fall,
181(95%) were enrolled in 100 or 200 level courses. In the spring, 184 out of 205 (90%) were enrolled in 100 or 200 level courses. The total for the year who report being in 100 or 200 level courses is 365.
265 students responded to the question about how they learned about MTC services: 7 (2.6%) advisor; 30 (11.3%) another student; 20 (7.5%) employee, staff or administrator; 107
(40.4%) instructor; 3 (1.1%) class visits; 1 from flyers; 4
(1.5%) from websites; 70
(26.4%) from other; 23 (8.7%) no response.
The MTC seeks to maintain an
80% client satisfaction rating in future academic years. Tutors will attempt to assure that students respond to the log-out prompts to evaluate services.
Clients will be encouraged to report unsatisfactory experiences to the Director so that future experiences can be more productive. Director will work with faculty to respond to unsatisfied feedback that instructors receive.
The MTC also seeks to make responding to the prompt about one’s tutoring experience mandatory for logging out of TutorTrac.
Upgrading to a higher version of Tutor Trac will make this change possible, decreasing the number of clients who fail to respond to the prompt. For the upgrade to happen, WCU
IT Networking must coordinate with Red Rock, TutorTrac’s parent company, a request initiated prior to Spring Break
In the “students by subject” report from TutorTrac, a total of 544 students are reported;
148 of these students did not report a course, and 31 reported a course at the 300 level or higher. If 90% of the
544 students are assumed to be in 100 or 200 level courses, then about 490 of the students are actually in these courses.
If the TutorTrac system can be modified to require a response for what course a student is in, or if this information can extracted directly from students’ records, the distribution of use by course level will be more accurate.
Clearly instructors and other students are the most widely recognized sources of informing about tutoring services. Flyers and web sites are not widely recognized. An increase in number of class visits would make this informing strategy more effective.