Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a service/office/program and to assess its strengths, opportunities, needs, and
connection to the mission and goals of the college. The process is based on the premise that each area
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Tutorial Services
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to VP
5.23.14
5.23.14
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that
this report is completed, revised as needed, in its final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Frank Henderson, Tutorial Services Coordinator
Kathy Mendelsohn, Dean, Learning Support & Resources
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for
comprehensive review in spring 2014, please complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
Vc
II. ANNUAL REVIEW
c
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
Tutorial Services Attendance from SARS TRAK and SI Attendance Sheets
Supplemental Instruction
SI
Sect
Hrs/S
Hours Stdnts td
Summer 2012*
Tutors
Tutor
Hrs
Avail Tutors
Drop-in Tutoring
Tutorial Attendance - SARS TRAK
Math Acad Lifeline
Visit/S
Visits td
Hours
Hrs
/Std Stdnts Visits
Visit/
Hrs/
Std Hours Std Stdnts Visits Hours Stdnts
290
10
0
79
4
20
0
Fall 2012
Spring 13 **
8
13
2,382
3,231
246
372
9.7
8.7
2,625
2,461
33
28
1,438
2,015
6
6
1,870
2,859
8
8
248
347
917
665
Summer 13
6
233
50
4.7
468
9
327
5
639
9
71
0
21
4,059
452
9.0
2,291
29
1,900
6
2,700
8
330
300
Fall 13
Totals
Science Acad
0
18
8
1268
918
0
24
11
0
6
500
10
Hours
Stdnts
0
20
52
84
134
170
274
221
11
18
5,829
7,271
567
837
0
0
0
0
872
121
50
50
50
17
7,309
849
Tutorial Services Attendance from SARS TRAK and SI Attendance Sheets continues to show
a pattern that reflects the inadequate facilities that currently serve the Main Campus. In the former
Annex, Math Academy Lifeline students averaged 24 hours per students in Fall 2012. The move to a
smaller location in the LRC has resulted in over a 50% decrease in the average number of visits and
total hours per student. Students often complained that the new Tutorial Area was too noisy, hot, or
crowded. This problem is not as prevalent since most SI sessions are being conducted in either
classrooms or Library study rooms. More information about the history and details of this trend are
available in the Service and Modality section of this report.
2|Page
Google Survey of Students at Main Campus, King City Center, and Alisal Campus (Fall
2013)
Google Survey of Students at Main Campus, King City Center, and Alisal Campus (Fall
2013) creates a baseline assessment of satisfaction with the Library and Learning Support Services
offered to students at different instructional locations. The survey shows a large gap between the levels
of satisfaction with services on the Main Campus when compared with the other two instructional sites.
However, when asked about the importance of these services, responses are much more consistent. In
order to make a better comparison, the survey should be modified in the future to capture the
satisfaction with services on the main campus. The results may indicate a high level of satisfaction or a
lower level of satisfaction that might be the result of limited hours of operation and/or staffing.
3|Page
Tutorial Services (Main Campus) usage by Instructional Location/Modality (mid-Spring 2014) from PAWS and
SARS TRAK
Location
Alisal Campus
King City Center
Main Campus
Distance Education
English 253, 101, 1A Students Math 201, 121, 123, 13 Students
0% (0/116)
0.4% (1/263)
3.2% (46/1,420)
0% (0/108)
0.9% (2/217)
1.1% (3/276)
6.9% (115/1,655)
1.7% (2/121)
Tutorial Services (Main Campus) usage by Instructional Location/Modality (mid-Spring
2014) from PAWS and SARS TRAK was explored to determine if students at other instructional
sites were accessing services at the main campus Tutorial Services. It was assumed that many students
for other campuses also took courses on main campus and therefore had access to its services. The data
collected shows this is not a valid assumption. Further data needs to be collected from other campus
programs that offer tutoring and other campus sites in order to determine the percentage of students
that are receiving services are comparable regardless of class location or modality.
Tutorial Services (Main Campus) Math Tutoring usage (mid-Spring 2014) from PAWS and SARS TRAK
In-Class Math Tutor or
No In-Class Tutor/SI Present
SI Leader Supported Courses
10.4% (81/760)
4.0% (36/895)
Tutorial Services (Main Campus) Math Tutoring usage (mid-Spring 2014) from PAWS
and SARS TRAK data was collected to confirm the effects of In-Class-Tutors and SI Leaders on
tutorial attendance patterns. The data strongly shows that the presence of support staff, whether a tutor
or an SI Leader, in the classroom increases the percentage of students that use tutoring. The data does
not include the students from each class that attend SI sessions or other tutoring services such as
MASH or CSIT-in-3.
4|Page
Supplemental Instruction Attendance from Fall 2013 Attendance Sheets
Fall 2013
Supplemental
Instruction
Instructor(s)
SI
SI
Students Hours
Avg.
SI
Session
Sessions Size
Course
% SI
Enrollment Partic
Course
SI Leader(s)
Fields
Bio 5
Reina T.
36
242
74
3.3
100
36%
Hubbard
Bio 5
Mayra
28
200
48
4.2
88
32%
Fields
Bio 6
Juan C.
14
102
45
2.3
62
23%
Kaplan
Bio 6, 6L
Marivic
19
497
129
3.9
17
112%
Edens
Bio 6L
Lora
22
107
51
2.1
90
24%
Edens
Bio 11
Lora
19
48
66
0.7
97
20%
Hayes
Bio 27
Jaime V.
39
527
89
5.9
123
32%
King
ESL 233
Maria (Isabel)
14
226
45
5.0
14
100%
King
ESL 243
Gabriela
12
154
37
4.2
20
60%
King
ESL 255
Adriana
21
231
53
4.4
30
70%
Perez
Math 121
Frank O.
61
302
54
5.6
40
153%
Moss
Math 123
Christian
25
56
40
1.4
48
52%
Perez
Math 123
Christopher P.
35
412
56
7.4
51
69%
Butler
Math 121,123 Jesus V.
20
296
85
3.5
51
39%
Potter
Math 123
Matthew
18
110
35
3.1
43
42%
Weber
Math 123
Rochelle
34
187
29
6.4
68
50%
Perkins
Math 24
Luis S.
12
160
42
3.8
51
24%
Perkins
Math 25
Jhanic
9
132
73
1.8
46
20%
Millan
Math 3B
Juan C.
14
70
46
1.5
27
52%
452
4,059
1,097
3.7
1,066
42%
SI Totals
Supplemental Instruction Attendance continues to suffer from the lack of available classroom
space and available hours of the SI Leaders. Assistance for students is optimal when sessions are held
directly after the target course in the same or a nearby classroom. Unfortunately, all our SI leaders are
full-time students with rigorous schedules; and seldom are classrooms available to host sessions, so
most of the sessions occur far from the classroom in both time and space. This results in less efficient
services since fewer students attend each session and, ultimately, a smaller percentage of the class is
supported.
5|Page
Tutorial Center Student Survey
During the Fall of 2013, 34 tutorial students rated their tutors in the following areas on a scale
of 1 (Not at all) to 5 (Yes, very much) and submitted the comments below.
I feel
better
about
using
tutorial
services
after
meeting
with a
tutor
4.6
I feel better
about my
course(s)
after
meeting
with a tutor
4.5
My tutor
The tutoring
was
session(s)
friendly,
My tutor
My tutor was
helped me The tutoring The tutoring
helpful,
was clear knowledgeable understand session(s) session(s)
and
when
about the
my course
was
was
patient. explaining.
subject.
material.
interactive. productive.
4.7
4.7
4.6
4.6
4.6
4.5
How have you benefited from tutoring?
I had a lot of trouble with my math and my tutor made it so easy for me. I plan to keep meeting up with him until
the rest of the semester.
Great tutor!
He is awesome! Great tutor!!!
Better test scores. More confident.
Luis is a Mathematical God.
She help me a lot with my math class I feel more confident now than before.
The little help they gave.
Im able to help my classmates.
He is the best.
It helps me a lot after I've gone all through the study work that I don't understand. Then I realize there is tutorial
center. For Luis, he is a cool tutor. He helps me to learn both Math and English so I can continue my study work.
I understand what they are doing in my math class.
Very helpful and help me to understand everything that I need to get knowledge in the subject of math and
communication.
Christian has been very helpful in Math and English. I really appreciate his help because I understand math better
and my English is great.
Well sometimes, it works; most of the time it’s not that helpful...
I have understood more Millan made my math easier.
Understanding of the subject.
Luis is awesome, he is one of the tutors that actually sits with the student and step by step shows and explains it
in very easy way. His way of tutoring is an A+ his very patient. He goes the extra mile for the student in need.
I'm actually understanding and passing my class
Yes great for guidance, classification and confirmation of work.
If you go you will do better in your class.
I've received a better knowledge on my math learning skills.
(Comments transcribed as written.)
Tutorial Center Student Survey results are not perfect this semester; however, the overall results
do call for any drastic changes. The results this semester most likely represent a larger cross-section of
students. Prior surveys were encouraged later in the semester. Beginning in Fall 2013, surveys are
available from day one and encouraged mid-term. The survey for Spring 2014 has been modified; it is
6|Page
available online, so input can be collected from other instructional sites, and has an additional question,
“Are there additional services would you like us to offer?”
Supplemental Instruction (SI) Student Survey
During the Fall of 2013, 257 SI students rated their SI Sessions and Leaders in the following areas on a
scale of 1 (Not at all) to 5 (Yes, very much) and submitted the comments below.
SI Survey
Fall 13
The
Sessions
were
helpful.
The Sessions
encouraged
effective study
strategies.
The SI Leader
was concerned
about my
progress.
The SI Leader
was well
prepared for
the sessions.
The SI Leader
provided online
material and
resources that
were helpful.
Overall
Average
Overall
4.6
4.5
4.5
4.6
4.3
4.5
Adriana
4.7
4.4
4.6
4.5
4.5
4.5
Frank
Osorio
4.3
4.3
4.3
4.3
4.6
4.3
Gaby
Lozano
5.0
4.9
4.9
4.8
4.8
4.9
Isabel
Reyes
4.6
4.8
4.3
4.9
4.2
4.6
Jaime
Vasquez
4.6
4.6
4.5
4.6
3.9
4.5
Jesus
Verdusco
4.7
4.6
4.9
4.6
4.1
4.6
Juan
Castro
4.3
3.9
4.1
4.4
4.1
4.2
Juan
Castro
4.4
4.1
4.4
4.4
4.1
4.3
Maviric
5.0
5.0
5.0
5.0
5.0
5.0
Reina
Tovar
4.4
4.3
4.1
4.4
4.5
4.3
Youn
Kyeong
4.5
4.3
4.4
4.5
3.8
4.3
ADDITIONAL COMMENTS:
Always helpful during lectures.
Attended more Math sessions than SI.
Best class this semester.
7|Page
Even though I didn't attend his SI I think that is important having SI because it's helpful.
Everything was okay Jesus helped me a lot to understand each problem i had on math.
Gabriela is a nice lady she did a good job.
Good tutor.
Great sessions, very helpful great SI!
Great Si very helpful. Helped me pass my midterms and be able to understand material more clearly.
Great source for help.
He's a great SI! Thank You!
Helpful for students who need it helps get better understanding
Homework was always returned quickly and hes a super nice guy.
I am sure Juan SIing would have been helpful I just never knew his hour or forgot the time and place.
I believe Maveric's SI sessions have really made a difference in the way i perform on my test. Very helpful.
I believe this SI is very helpful, but my son?work schedule makes it hard to attend.
I didn't go to an SI session because after class i go to work and have not had a chance to go yet.
I didn't have the time to go to any sessions this semester.
I have had other tutor's in the past for other classes, and by far Jaime is the best!!! And I do not give great reviews
this easily. He was very helpful and good at explaining the material and answering questions!
I have had other tutor's in the past for other classes, and by far Jaime is the best!!! And I do not give great reviews
this easily. He was very helpful and good at explaining the material and answering questions!
I like the way Mr. Castro tutors. But was unable to attend due to my work schedule conflicting with SI sessions.
I need a portable Castro.
I usually attend SI sessions because I find them very helpful, however my job is demanding and I don't have time
this semester.
I wish I had the time to attend SI sessions because they are VERY helpful!
I'll be glad to have two hours English reading class every day.
In the two weeks I was able to attend the SI session, I was able to grasp on the materials I was confused on . I
wold have gone to more but my schedule didn't really allow me to.
Is good job.
It is helpful having an SI that took the class with my instructor. Handouts are helpful. SI's are very flexible.
It's nice to know we have resources available. I used it a lot for chemistry, for math not so much because math is
my forte.
Jaime did a great Job! He really knows his stuff!
Jaime doesn't give you the answers. He pulls the information out of you. I have improved from 77% test average
to a 91%. Best SI i have ever worked with. He's a excellent leader and i'm grateful for his help this semester.
Jaime is a great SI. I was failing midterm and when I attended it brought my grade up[ by 30 points. I appreciate
all the information and help I received.
Jaime was a great SI tutor he helped me understand the material a lot better and he always knew i was confused
and when I understood. I will miss Jaime as my SI tutor!
Jaime was great really accommodating
Jesus sometimes gets distracted and talks to his friends but besides that he is great!
Jesus was great and very knowledgeable!
Juan is very knowledgeable and it was nice to have him as our SI. We were blessed.
Juan was superb in his knowledge of physiology!
Laura was really nice and helpful.
Marivic was truthfully amazing and very helpful. I wished all my SI were just like her. Thank you Marivic.
Marivic was very helpful and worked very hard to make sure we understood materials.
Maveric is very knowledgeable; she is very thorough and clear with her lessons. She has clarified the lab material
I greatly appreciate her help.
Maveric was excellent! She was very knowledgeable and patient. I would do it all over again!
Mr. Edens is a great teacher! Give him a raise.
8|Page
No comment.
Our SI always told us he would adapt to our schedule. Which was nice.
Please continue SI program it has benefited me greatly for science classes past 3 semesters.
Reina make it understandable and gave good studying advice.
Reina speaks clearly when instructions and provides very helpful study sessions. Great SI, very professional.
Reina you're great! Thank you so much! God bless you abundantly.
She is good teacher for me.
She is good.
She needed more.
She was great unfortunately some of the sessions i couldn't attend because of time!
SI is great. I just didn't have enough time to go. I was taking a lot of units and working part time job.
SI leader helped clarify all concepts that concerned me. I would have dropped the class if Maveric wasn't here to
help.
Thanks!
Thank you so much, for your patience and great attitude. * check spelling!
Thank You!
Thanks for the opportunity in extra help
The SI leader was very good at explaining and he was very helpful.
The teacher was for me one of the best teachers I have had in my lifetime as a student she teaches very well.
The times conflicted with my other classes.
This class was easy for me so I didn't use SI, But if i did or ever do need help, I would go.
Very helpful review sessions
Worked with me at my pace. Always available. Explained problems at my understanding.
(Comments transcribed as written.)
The Supplemental Instruction (SI) Student Survey showed an obvious trend, the two ratings of
4.8 and 5.0 (average rating was 4.6) in the category of “The SI Leader was well prepared for the
session,” correlate with the quality and consistency of session plans that were prepared by these SI
Leaders. Most of the lower rankings reflected the SI Leaders’ lack of session planning. Another trend
was that the SI Leaders’ who received lower overall survey scores were those with low session
attendance or those who tended to lecture, not facilitate collaborative learning. These survey results
confirm the relevance of the areas being assessed. As a result of this survey, SI Leader training materials
have been modified to require more rigorous use of the SI Leaders’ Manual, which provides detailed
information about designing session plans as well as providing additional resources. The training
session emphasize the development and practice of model session practices.
9|Page
2. Analyze and report on salient patterns and trends in this data. Given these
patterns and trends in users, needs, usage and/or other key factors, identify
particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional
program.
Tutorial Services Attendance from SARS TRAK and SI Attendance Sheets continues to show
a pattern that reflects the inadequate facilities that currently serve the Main Campus. In the former
Annex, Math Academy Lifeline students averaged 24 hours per students in Fall 2012. The move to a
smaller location in the LRC has resulted in over a 50% decrease in the average number of visits and
total hours per student. Students often complained that the new Tutorial Area was too noisy, hot, or
crowded. This problem may solve itself as these factors drive more students away from our services.
More information about the history and details of this trend are available in the Service and Modality
section of this report.
Google Survey of Students at Main Campus, King City Center, and Alisal Campus (Fall
2013) creates a baseline assessment of satisfaction with the Library and Learning Support Services
offered to students at different instructional locations. The survey shows a large gap between the levels
of satisfaction with services on the Main Campus when compared with the other two instructional sites.
However, when asked about the importance of these services responses are much more consistent. In
order to make a better comparison, the survey should be modified in the future to capture the
satisfaction with services on the main campus. The results may indicate a high level of satisfaction or a
lower level of satisfaction that might be the result of limited hours of operation and/or staffing.
Tutorial Services (Main Campus) usage by Instructional Location/Modality (mid-Spring
2014) from PAWS and SARS TRAK was explored to determine if students at other instructional
sites were accessing services at the main campus Tutorial Services. It was assumed that many student
for other campuses also took courses on main campus and therefore had access to its services. The data
collected shows this is not a valid assumption. Further data needs to be collected from other campus
programs that offer tutoring and other campus sites in order to determine the percentage of students
that are receiving services are comparable regardless of class location or modality.
Tutorial Services (Main Campus) Math Tutoring usage (mid-Spring 2014) from PAWS
and SARS TRAK data was collected to confirm the effects of In-Class-Tutors and SI Leaders on
tutorial attendance patterns. The data strongly shows that the presence of support staff, whether a tutor
or an SI Leader, in the classroom increases the percentage of students that use tutoring. The data does
not include the students from each class that attend SI sessions or other tutoring services such as
MASH or CSIT-in-3.
Supplemental Instruction Attendance continues to suffer from the lack of available classroom
space and available hours of the SI Leaders. Assistance for student is optimal when sessions are held
directly after the target course in the same or a nearby classroom. Unfortunately, all our SI leaders are
full-time students with rigorous schedules and seldom are classrooms available to host sessions, so
most of the sessions occur far from the classroom in both time and space. This results in less efficient
services since fewer students attend each session and, ultimately, a smaller percentage of the class is
supported.
Tutorial Center Student Survey results are not perfect this semester; however, the overall results
do call for any drastic changes. The results this semester most likely represent a larger cross-section of
10 | P a g e
students. Prior surveys were encouraged later in the semester. Beginning in Fall 2013, surveys are
available from day one and encouraged mid-term. The survey for Spring 2014 has been modified; it is
available online, so input can be collected from other instructional sites, and has an additional question,
“Are there additional services would you like us to offer?”
Supplemental Instruction (SI) Student Survey demonstrated an obvious trend, the two ratings
of 4.8 and 5.0 (average rating was 4.6) in the category of “The SI Leader was well prepared for the
session,” correlate with the quality and consistency of session plans that were prepared by these SI
Leaders. Most of the lower rankings reflected the SI Leaders’ lack of session planning. Another trend
was that the SI Leaders’ who received lower overall survey scores, were those with low session
attendance or those that tended to lecture, not facilitate collaborative learning. These survey results
confirm the relevance of the areas being assessed. As a result of this survey, SI Leader training materials
have been modified to require more rigorous use of the SI Leaders’ Manual which provides detailed
information about designing session plans as well as providing additional resources and the training
session emphasize the development and practice of model session practices.
3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
11 | P a g e
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and the
times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
Tutorial Services supports about 1,000 students each semester through an ever-changing array of
academic support services. The services provided by main campus Tutorial Services include drop-in
tutoring, Math and Science Academy lifeline tutoring, Supplemental Instruction (SI), writing
workshops, conversation groups, non-English course paper reviews, student training, student
development, online resources (Etudes and SONO), technology and Gmail support, and exam
administration.
The main campus Tutorial Services provide students with trained, qualified student and
professional tutors in various academic areas through drop-in tutoring, group tutoring, and
appointment tutoring. Tutors support a student's regular instructional program through individual
and small group tutoring at the main campus, King City Center, and Alisal Campus. Drop-in tutors
and group tutors provide basic skills assistance, especially for English as a Second Language,
English, and math through diverse activities that appeal to various learning preferences.
Instructional support for higher-level academic subjects (i.e., calculus, statistics, chemistry, and
economics) is provided through a variety of approaches (one-on-one tutoring, group tutoring,
workshops, and SI study sessions). Tutors on the Main Campus also administer exams, peer review
essays, and provide support for computer users, acting as a resource for students needing assistance
with software applications such as Word, Excel, and PowerPoint, online services such as
Turnitin.com, as well as Etudes, Gmail and SONO. Drop-in tutorial hours are Monday through
Thursday, 9 am-5 pm and Friday, 9 am -2 pm. Supplemental Instruction sessions are held in the
daytime, evenings, and on Saturdays.
Unfortunately, there is only one Tutorial Services Coordinator on Main Campus and no personnel
dedicated to coordinating tutorial services at either the King City Center or the Alisal Campus.
Currently, the Dean of South County and Distance Education has taken on the role of providing
these services at the King City Center and online with Reading Plus, while the Alisal Campus offers
tutoring as part of their CSIT–in-3 Program that is now open to all students.
The CSIT-in-3 has already doubled from one to two cohorts, and next year another will be added.
Academic support will be provided for them through a grant, and the use of facilities by the three
cohorts will shift other students back to Main Campus. These two factors may eliminate the need
for additional academic support at the Alisal Campus.
Another major challenge to our Tutorial Services program is inadequate support staff. A
combination of temporary student staffing, grant funding for specific subject areas such as STEM,
and cuts or freezes to the general fund have made it extremely difficult to offer consistent levels of
service in subject areas such as English, business, political science and ASL. Often services in these
areas such as SI, which rise and fall with the availability of grant funding; DLAs, which are no longer
administered in a lab because of the loss of grant funding; and workshops which are not being
offered because of a lack of staffing, technology, and facilities, are reduced or cut when adequate
staffing or funding is unavailable.
12 | P a g e
The quality of the Main Campus facilities has increased immensely since moving to the LRC;
however, the quantity, utility, and diversity of spaces are at a minimum. Services offered and
available facilities at our King City Center and Alisal sites need to be evaluated on a regular basis.
Online academic support is still in its infancy, lacking the necessary staff and technology.
A comparison of average number of students served each year (fall and spring) and hours for the
periods of time in the original College Annex that was remodeled for tutorial use in 1996 with an
open lab area with computers, plus four group tutoring rooms is shown below:
Term
Average
No. of
Students
Average
No. of Location
Hours
F03S06
1,272
17,957 Original College Annex
F06S09
1,173
11,513 First 3 years in the Old Library*
F09S12
1,606
16,790 Old Library – Tutorial moved to a larger
space**
* Represents an average decrease of 36 percent when compared with the Annex
**Represents an average decrease of only 6.5 percent when compared with the Annex
Our latest move to the new LRC in S13 when compared to the prior spring shows a 30 percent
decrease in the number of students and hours. Student numbers and hours may be regained as the
program is modified to work within its current facilities and expanded district-wide at other
instructional sites and online.
Lessons learned are that facilities and technology are necessary to support tutorial services. This
semester, many of our students have complained about the level of noise in the center, making it
difficult to concentrate or study. In the old Library, we had a large space which worked well for large
groups; and in the Annex, students had group study rooms adjacent to the open area.
Most of the SI groups have been moved from the tutorial services area. Hopefully, by decreasing the
size and number of groups in the Center, it will be more suitable to the students who need it the
most. It is unfortunate when facilities and technology dictate the services a program can offer when
the opposite should be the case.
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2. Compare service/program quality provided across locations, vehicles, and times.
Are there differences? To what do you ascribe the differences in your service/
program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
Tutoring only recently began to be offered at the King City Center; before Renata Funke, the new
South County Dean, was hired, no consistent tutorial services were available. This semester King
City Center dedicated a space for library and tutorial services. Unfortunately, the Alisal Campus
was constructed without including a location for tutoring or library services, so drop-in tutoring
only takes place when empty classrooms are available. Online services, such as Reading Plus and
alternative tutoring methods, such as Google Docs, have yet to be evaluated for efficiency and
effectiveness but would allow services to be offered to students at all instructional sites using a
minimal amount of physical space on each campus. Students could choose to use a computer on
campus or their own laptops to access these services.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
Currently, several areas are being assessed and addressed. During the fall 2013 semester, an
online reading program, Reading Plus, was successfully piloted by staff at the King City Center.
The program is now available in our main campus ESL Lab. Future plans are to make the site
available through main campus Tutorial Services and to students at the Alisal Campus.
Online and phone English tutoring is also being offered to students at the King City Center and
on Main Campus. The effectiveness of this new modality will be evaluated.
In order to simplify and consolidate the array of tutorial services offered at all campus sites and
by various programs, the Hartnell Tutorial Services web site now provides up-to-date schedules
for most of the services available, regardless of their location.
The Student Success Center Planning Committee began meeting in the fall of 2013. The
committee is tasked with developing plans for a new learning center and will collaborate in the
development of the next Title V Grant proposal, which will, likely, include funding for major
components of a learning center.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/nonInstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area
Outcome(s) scheduled for
assessment as previously
specified
What changes have
occurred in the
service/office/ program
as a result of dialogue?
Students will receive tutorial
services from qualified staff
After a discussion with the
MESA Program Coordinator,
timelines for hiring were
posted on the Tutorial
Services web site. In
addition, a Google doc is
now being shared to report
progress of SI Leaders and
Tutors who are being trained
for other programs.
The MESA Program recently
decided to offer in house
training for its SI Leaders.
After meeting with the
program coordinator, MESA
SI Leaders are again referred
to Tutorial Services for initial
training.
With the hiring of Tutorial
Ambassadors, the
coordinator now has time
that can be devoted to
ongoing employee feedback
and training.
After a discussion with the
Dean of Learning Support
and Resources, the Tutorial
Coordinator was
recommended to request a
laptop using BSI funding, so
that workshops could once
again be offered in A214
With the hiring of Tutorial
Ambassadors, the
coordinator now has time
that can be devoted to
Staff will receive training that
focuses on excellent tutorial
services to students
Tutorial staff will receive
recognition and feedback for
tutorial services that are
provided.
Students and staff will use
facilities and equipment that
support tutorial instruction.
Students and staff will experience
a student-to-tutor efficiency rate
for drop-in tutoring of 1.5:1 or
greater and a 3:1 rate or greater
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Was a Service Area
Outcome
Assessment
Summary
completed (if
expected)?
for SI.
Participants receiving support
will completed the tutored course
with a grade of “C” or better or
experience more success than
their classmates not participating
in tutoring.
Students will have access to
tutorial services at all three
campus locations
reviewing attendance
patterns and employee
evaluation.
This report includes newly
mined data showing the
percentage of students (main
campus, online, and at other
instructional sites) using
main campus Tutorial
Services
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
Students will receive tutorial
services from qualified staff
How will the Outcome(s) be assessed?
Confirm that subject area tutors are approved by
faculty, appropriately trained, demonstrate proper
tutoring techniques, and receive positive student
feedback.
Staff will receive training that
focuses on excellent tutorial services
to students
The results from tutor/SI feedback are used to
modify the tutor training course by reinforcing
areas of concern
Tutorial staff will receive
recognition and feedback for tutorial
services that are provided.
Students and staff will use facilities
and equipment that support tutorial
instruction.
Staff will meet with the coordinator three times
each semester for progress reports and evaluations.
Students and staff will experience a
student-to-tutor efficiency rate for
drop-in tutoring of 1.5:1 or greater
and a 3:1 rate or greater for SI.
Participants receiving support will
completed the tutored course with a
grade of “C” or better or experience
more success than their classmates
not participating in tutoring.
Students will have access to tutorial
services at all three campus
locations
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Barring other factors, attendance trends will be
compared between the facilities in the original
College Annex, Old College Library, and new
College Library. Study spaces, furniture and
computers will be comparable to those available in
the LRC.
Student attendance hours for Drop-in Tutoring and
SI will be compared to actual staff expense.
Grades will be checked to determine the percentage
of students earning a “C” or better. Final GPA and
success rates for SI students will be compared with
the GPA for those that did not attend SI.
Assess and compare the services provided to
students that attend in the evening, are online, or
located at other campuses with those provided on
main campus.
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
Training that focuses on providing better service to students- Results from tutor/SI feedback
will be used to modify the tutor training course to reinforce areas of concern.
Identified as a model tutor and Supplemental Instruction (SI) leader development program
during the last Accreditation Site Visit (March 2013), the training offers three distinctive levels
(Introduction to Tutoring, Group Tutoring, and Mastering the SI Model). The course offers
learning activities for those working in the Learning Center as well as in other student programs
such as ACCESS, MESA, HEP, Math Academy, Science Academy, the ESL Institute, and ACE by
introducing a variety of topics through lectures, videos, the internet, handouts, and PowerPoint
presentations. Students are given the opportunity to clarify, discuss, demonstrate, and apply the
information and training specific to their discipline in a group setting.
In addition, the training is modified each semester based on feedback, available resources, and
program data. Each level of the course (Intro to Tutoring, Group Tutoring, and SI Training) is
designed to be taught through modeling and encouraging the students to practice the techniques
they are expected to master. One example of the assessment-driven changes to the training is
described in the “Student to Tutor Efficiency rate…” section below
Staff will meet with the coordinator three times each semester for progress reports and
evaluations. New tutorial staff meets with the coordinator weekly in training classes (face-toface or online) while continuing staff receives feedback on their performance and
recommendations on a monthly basis. Tutorial and SI sessions are observed.
For the fall and spring semesters (F06-S09) the ratio of tutor hours to student hours was 1:1. In
the spring of 08 the tutor training was modified to focus on group tutoring techniques, rather
than one-to-one, and the system for students logging in was changed to make tutors accountable
for the number of students that they tutored. This created data for decisions on staffing hours.
Tutors with more students were given more work hours; those with fewer, fewer hours. During
the next three years (F09-S12), the average tutor ratio had improved to 1.7:1. This allowed the
Center to offer twice as much tutoring assistance with the same number of tutors. During the
same period, the average SI session size was 5.9. The first semester (S13) in the LRC generated a
tutoring ratio of 1.5:1 and an average SI session size of 4.4. In the spring of 2010, SI was offered
to almost 800 students in 23 class sections of biology, ESL, and math. Of the 800 students, 36
percent (276) attended SI sessions. Final course grades and success rates of the SI group were
compared with those students that did not attend sessions. The SI group’s average GPA was one
half a grade (0.58) higher and their success rate was 35.2 higher than those that did not attend.
Based on the preceding outcomes for SI, a FIG was formed in the spring of 2013 to create best
practices and increase awareness of the SI Program. The best practices for SI Leaders, Faculty,
Students, and Supervisors are available on Hartnell’s website and have become part of the SI
Leader training. There are further plans to develop a SI faculty handbook.
Since the closing of the labs several years ago, the availability of evening and weekend assistance
in English and math has not been available, with the exception of MASH Math Tutoring on
Saturdays that is being offered in spring of 2014. Academic support services at other campus
sites have also been limited. King City Center is in its third semester of offering math and
English tutoring on site. Alisal Campus is offering some tutoring this semester, which is no
longer only available for CSS students and the CSIT-in-3 cohorts. Tutorials are now open to all
17 | P a g e
students. Much more is needed, and the institution needs to dedicate facilities and budgets in
order to establish and sustain these services. Once the services are established, a comprehensive
and sustainable marketing program will need to be put into place.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Until this time, the lack of campus resources, such as a Research Office and staffing, has made it
almost impossible to track the students who use tutorial services. Some tracking has been done
of cohorts, such as the Math Academy that the Center serves, but tutorial attendance is only one
of many factors that determine student success. Success data generated for the SI program
involves a time-consuming manual process of sifting through grade rosters in order to sort the
students and their grades.
Another challenge is assessing that students at various instructional sites are receiving
equivalent levels of services. Currently, the main campus Tutorial Services uses SARS TRAK
which allows the tracking of students and hours. This system allows administrators to drill down
in order to determine the number of students, visits, and hours of tutoring that occur for each
course section. This function would be extremely useful for research if other programs and
campus sites also used the program. It would allow documentation of tutoring services received
by students at any instructional site. The program has been purchased by the college and can be
used at no cost.
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D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has
been achieved to
date on this
activity?
1. Tutorial Services
Students, faculty,
and staff visiting
the center will be
greeted and given
information about
the programs,
services, and tutors
at the hours that
Tutors are available
or Tutorial
Ambassadors are
scheduled.
2. Tutorial Services
will increase
availability of
services to students
regardless of time or
location. Currently,
services are limited
for evening, online,
and students at
other instructional
sites.
A baseline for
students from all
campus sites and
online that use the
Main Campus
services has been
created.
will offer trained
student clerical
support to assist
program participants
with student
orientations and
tutorials. A dedicated
support person will
better serve
participants and
increase college
revenue.
What
challenges
existed or
continue to
exist?
The Tutorial
Services has not
been allocated
funding for clerical
support.
Currently, one
CalWorks
employee has been
allocated and a
FWS Tutor
converted to a
second Tutorial
Ambassador.
Will activity
continue
into AY 1415?
Will activity
continue
into AY 1516?*
Yes
To be
determined
Lack of facilities
for tutoring at the
Alisal Campus
represent a major
challenge as well
as on site
coordination,
training and
supervision at
Alisal and KC
Center.
Yes
Yes
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in service or program success?
The activities have only been underway for a short period of time with no approved general
funding, so it is too soon for an evaluation.
III. ANNUAL ACTION PLAN
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This section must be completed for ALL services/offices/non-instructional
programs, whether scheduled for annual or comprehensive review in spring
2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your service/office/program, and ultimately is
undertaken to improve, enhance, and or keep your service/office/program current. A new activity may
or may not require additional resources.
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1.
Develop more
structured
process for
recruiting, hiring,
and train SI
Leaders, tutors,
and support
professionals in a
timely manner.
2.
Assess academic
support services
across locations
and modalities.
Provide academic
support
regardless of time
and space.
Strate
gic
Plan
Goal(
s)
No. &
Letter
(e.g.,
5A)*
1A, 2A,
2B,
and 4A
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resourc
es
Needed
Person
Responsi
ble
Estimated
Date of
Completion
(can be more
than one
year in
length)
Provide
qualified staff
to support
instruction.
90% or more SI
leaders are hired
the first week of
the semester and
begin assisting
students within
one week.
Marketing
and
education
Frank
Henderson,
Lawrence
Yee, and
Bronwyn
Moreno
Fall 2014
1A, 2A,
2B,
and 4A
Tutors will
support
student
success
regardless of
time and
location. Assess and
compare the
services
provided to
students that
attend in the
evening, are
online, or
located at
other
campuses with
those provided
on main
campus.
Online tutoring
being piloted
through the use
of Google
Documents will
support the same
percentage of the
course
enrollment as
courses with in
person,
imbedded tutors
(around 10% for
math) or tutoring
offered on main
campus (around
4% for math).
Funding
for
Instructio
nal
Specialists
that can
work at all
three
instructio
nal sites
while
supportin
g students
online
Frank
Henderson,
Renata
Funk,
Kathy
Mendelsoh
n, and Zahi
KanaanAtallah
Fall 2014
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
20 | P a g e
Commen
ts
*** Please complete this page for each new activity. ***
Activity 1: Provide Academic Support for All Campuses
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Tutors will support student success regardless of time and location. - Assess and compare the
services provided to students that attend in the evening, are online, or located at other campuses
with those provided on main campus.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
Tutors will support student success regardless of time and location addresses all of the above
outcomes and goals through Strategic Priorities 1A, 2A, 2B, and 4A.
c) Does this activity span multiple years?
YES
If yes, describe the action plan for completion of this activity.
Tutorial Services Options for other Instructional Sites and Modalities
Step 1: Through consultation with all interested and impacted parties determine what subset of
Main Campus services can currently be offered at other campus sites and online? What other
services should be provided, and what resources will be required?
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Services
Main Campus
King City
Center
Alisal
Campus
Drop-in Tutoring
Various subjects
English, math
CSIT-in-3
Academy/
Group Tutoring
math, science
Supplemental
Instruction (SI)
ESL, math,
biology
Workshops
Writing
Online
Students
CSIT-in-3
English, math
DLAs
Online Services
English
Tutoring
Reading Plus
(ESL lab)
Reading Plus
English
Assistance by
phone
Step 2: Determine the resources and needs Critical Components for Services
•
•
•
•
•
•
Recruitments, hiring, and scheduling of tutors
Training (should be provided through Main Campus Tutorial Services)
Supervision of services and tutors
Documentation of students and collection of attendance data using SARS TRAK (for
apportionment INS 301?)
Evaluation of tutors and program
Program Planning
d) What measureable outcomes are expected from this activity? List indicators of
success.
The initial indicator would be comparable percentages of students using services at all campuses
and online. The second indicator would be a measure of the quality and effectiveness of the
services.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
Please complete this page for each new activity. ***
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Activity 2: Tutorial Recruiting, Hiring, and Training
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
e) Describe the new activity or follow-on activity that this resource will support.
Modify the current process for recruiting, hiring, and training Tutors and SI Leaders in order to
provide improved and timelier support for students. The new process will increase the number
and quality of tutors and SI Leaders available at all instructional sites as well as decrease the
length of time it takes for services to begin each semester.
f) Describe how this activity supports any of the following:
1. Service Area Outcome
2. Program level Outcome
3. Course level Outcome
4. Service/Program Goal
5. Strategic Priority Goal
Modifying the current process for recruiting, hiring, and training Tutors and SI Leaders in order
to provide improved support for students addresses all of the above outcomes and goals through
Strategic Priorities 1A, 2A, 2B, and 4A.
g) Does this activity span multiple years?
YES
If yes, describe the action plan for completion of this activity.
Step 1: Using Google Docs, develop and pilot an online Tutor and SI Leader application process
that identifies varies applicant characteristics e.g., areas of employment interest, academic
completion, relevant work experience, potential work sites, etc.
Step 2: Using Google Docs, develop and pilot an online process for documenting instructor
recommendations for tutors and SI leaders.
Step 3: Using Google Docs, develop and pilot an online process for instructors to select tutors
and SI leaders for their specific courses.
Step 2: Determine the resources and needs Critical Components for Services
•
•
23 | P a g e
Development of Google Docs Tutorial Forms
Participation of faculty members in recruitment and recommendations
•
Funding for Tutors and SI Leaders
h) What measureable outcomes are expected from this activity? List indicators of
success.
The initial measurable outcome would be the elimination of paper Tutor and SI Leader
Applications and the use of a online, year round, 24/7 method of collecting information from
potential applicants. The second indicator would be a comparison of the number of tutors and SI
leaders that are employed each week of the pilot semester with past semesters.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software
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CONTINUING ACTIVITY - RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you
identify them and project their cost, and that these resources and costs be considered through the
College’s integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your service/program to function
properly to improve student learning, such as updated equipment in a room/facility; in such case be
sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
$10,000 S
2.
$50,000 C
Supplies/
Equipment
(S/E)**
3.
Technology
Hardware/
Software
(H/S)***
Contract
Training
Travel
Services
Library
Materials
Science
Labs
$10,000
$50,000
$3,000 H
$2,000 S
4.
5.
* Personnel: Include a S, C, F, or M after the amount to indicate Student, Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
i) What are the barriers to achieving success in this activity?
Lack of funding.
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you
identify them and project their cost, and that these resources and costs be considered through the
College’s integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your service/program to function
properly to improve student learning, such as updated equipment in a room/facility; in such case be
sure to note that the resource is NOT tied to a specific activity.
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Projecte
Costs
5,000
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
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Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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