1
DIVISION OF ACADEMIC AFFAIRS
LEARNING ENRICHMENT
FALL 2012
ACADEMIC SUPPORT SERVICES REPORT
Table of Contents
Overview of Learning Enrichment Services…………………………………………………………3
Overview of Fall 2012 Learning Enrichment Overall Contacts…………………………………4
Comparison of Fall 2012 Developmental vs. Non-developmental Contacts…………………….5
Sampling of Fall 2012 Retention Rates in Each Lab……………………………………………..6
Learning Enrichment Math Lab Fall 2012 Report……………………………………………….8
Learning Enrichment Reading/Study Skills Lab Fall 2012 Report…………………………….20
Carl Perkins/Career Technical Fall 2012 Report……………………………………………46
Supplemental Instruction Fall 2012 Report…………………………………………………50
Learning Enrichment Writing Lab Fall 2012 Report……………………………………………57
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Overview of Learning Enrichment Services
Learning Enrichment provides small group and one-on-one tutorial services and supplemental instruction
for currently enrolled students. Our mission is to help students become academically successful in order to achieve
their academic and professional goals. Learning Enrichment has three academic labs: Reading/Study Skills Lab,
Math Lab, and Writing Lab. The following is a synopsis of the services provided:
Reading/Study Skills Lab
The Reading/Study Skills Lab offers one-on-one and small group tutoring for students who need assistance with
reading comprehension across the disciplines, study strategies, note-taking skills, and test-taking strategies.
COMPASS preparation workshops plus other academic workshops are also offered each semester.
Math Lab
The Math Lab primarily offers one-on-one and small group tutoring and/or online tutoring for College Algebra, as
well as tutoring in math at all levels on a walk in or appointment basis. COMPASS preparation workshops plus
other math-related workshops are also offered throughout each semester. The Math Lab also introduced the ASK
Online tutoring program in order to provide additional services to College Algebra, Pre-calculus, Contemporary
Math, and Calculus students, as well as to extend tutoring hours into the evening.
Writing Lab
The Writing Lab offers one-on-one tutoring for assistance with writing assignments in any course at all steps of the
writing process. Students learn strategies to overcome writer’s block, methods for writing an essay, and are provided
assistance with basic grammar rules. Tutoring is offered on a walk-in or appointment basis. COMPASS preparation
workshops are also offered throughout each semester.
Supplemental Instruction
Supplemental Instruction (SI) offers students an opportunity to enhance their academic performance and retention in
high risk courses by providing regular out-of-class peer-facilitated group study sessions that integrate study skills
with the content material of the targeted class. Through the semester, SI Leaders attend all class sessions, take notes
and tests, read all assigned materials, and conduct three weekly 50-minute study sessions with students. The SI
Leader provides structure in the study sessions and helps students develop effective study skills, such as note-taking,
reading and marking text, and preparing for exams
CRLA Tutor Training
Currently, Learning Enrichment is certified by the College Reading and Learning Association (CRLA) to
offer three levels of trainings for tutors: Level 1 - basic tutor, Level 2 - advanced tutor, and Level 3- master tutor.
CRLA is an internationally recognized organization that certifies programs to provide high quality trainings for
tutors. Each semester Learning Enrichment provides CRLA tutor trainings for departments interested in having their
tutors certified. New tutors hired by Learning Enrichment are required to attend Level 1 tutor trainings with Level 2
and Level 3 being optional. Learning Enrichment provides a small pay increase to tutors who seek an advanced
level of training. In Fall 2012, 17 tutors received Level 1 certification; nine tutors received Level 2 certification;
seven tutors received Level 3 certification.
COMPASS Workshops
Learning Enrichment continues to offer COMPASS preparation workshops for students and non-students
each semester. The workshops in each subject area are two hours in length and provide students with an overview of
the objectives and skills covered in reading, writing, and math sections of the exam. In order to cover all the
objectives in each subject area, Learning Enrichment offers a series of three consecutive workshops in each subject
area that build upon each other; therefore, it is highly recommended that students attend the three workshops in each
subject area to get an overview of all the objectives covered on the exam. Non-students can also attend the
workshops for a fee of $20.00 per subject area workshop or can opt for individual or one-on-one tutoring at a cost of
$10.00 per hour.
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Overview of Fall 2012 Learning Enrichment Contacts
Fall 2012 Learning Enrichment
Tutoring Contacts by Lab/Service
N = 15,809
35%
n = 5,458
Reading/Study Skills
22%
n = 3,560
43%
n = 6,791
Writing
Math
In Fall 2012, the total number of tutoring/service contacts increased from 11,739 in Spring 2012 to 15,809 in Fall
2012. The increase was a positive outcome due to classroom visits, an updated website, flyers and posters around
campus, and tutoring lab facebook pages. The total encumbered budget for Learning Enrichment tutoring labs in the
Fall 2012 semester was $109,745.63.
Summary of Fall 2012 Tutoring Contacts by Lab
Reading Lab
The Reading/Study Skills Lab was the most accessed service in Learning Enrichment with 43% of the total
contacts.
Tutoring Contacts
Tutoring Contacts
Spring 2012
Fall 2012
Reading/Study Skills Lab
6,167
6,791
SI Program
3,367
3,483
Overall, 70% of the students who sought tutoring services in the lab passed their courses with an A, B, or C,
compared to 49% of the students who did not seek assistance but were enrolled in the same courses. Overall, 73% of
the students who attended Supplemental Instruction sessions passed their courses with an A, B, or C, compared to
55% of the students who did not attend SI sessions. The total LE budget encumbered by the Reading/Study Skills
Lab (including SI) was $45,825.00. The SI program alone encumbered $29,347.50 of the LE budget.
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Math Lab
The Math Lab was the second most accessed service in Learning Enrichment with 35% of the total
contacts.
Tutoring Contacts
Tutoring Contacts
Spring 2012
Fall 2012
Math Lab
3,218
5,458
Overall, 68% of the students who sought tutoring services in the lab passed their math courses with an A, B, or C,
compared to 49% of the students who did not seek assistance but were enrolled in the same courses. The total LE
budget encumbered for the Math Lab was $25,188.75.
ASK Online Tutoring
ASK Online Tutoring was a new initiative implemented in Fall 2012. It provided online tutoring services
for College Algebra, Contemporary Math, Pre-Calculus, and Calculus. Overall, 73% of the student who received
online tutoring services passed with an A, B, or C, compared to 55% who did not access the tutoring site. Eight
tutors were hired for the Fall 2012 semester at a budget cost of $13,994.00. (This is a separate budget from LEC
budget)
Tutoring Contacts
Fall 2012
ASK Online tutoring
427
Writing Lab
The Writing Lab was the third most accessed service in Learning Enrichment with 22% of the total
contacts.
Tutoring Contacts
Tutoring Contacts
Spring 2012
Fall 2012
Writing Lab
2,354
3,560
Overall, 63% of the students who sought tutoring services for their English courses passed with an A, B, or C,
compared to 44% of the students who did not seek assistance but were enrolled in the same courses. The total budget
encumbered by the Writing Lab was $34,556.25.
Lab/Service
Math
Reading/Study Skills
Writing
SI
Carl Perkins
Total
Total Contacts
5,458
6,791
3,560
3,483*
885*
15,809
Developmental
719
341
379
0
0
1,439
Non-Developmental
4,739
6,450
3,181
3,483*
885*
14,730
.
Comparison of Fall 2012 Developmental vs. Non-Developmental Contacts
93% of Learning Enrichment contacts were non-developmental while 7% were developmental in reading, writing, or
math. Future goals of Learning Enrichment are to continue to improve and enhance tutoring services to
undergraduate students to meet their specific academic needs and to increase services to graduate courses through
faculty engagement and the hiring of more graduate tutors.
*Contacts already included in the Reading/Study Skills count
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Sampling of Fall 2012 LE Retention Rates of Participants vs. Non-Participants
Of a sampling of courses taken from two of the labs, the data demonstrate that students who attended the LE labs for
academic support tended to return the following semester at a higher rate than the students who did not seek out our
services.
Lab/Service
Total Number of
Passing LE
Participants
% LE Participants
Who Returned Fall
2012
Total Number
of Passing NonParticipants
% Non-participants
Who Returned Fall
2012
Math
MATH 1314 (5
sections)
N = 129
n = 120
93%
N = 214
n = 177
82%
Writing
ENGL 1301 (2
sections)
N = 30
n = 27
92%
N = 17
n = 11
65%
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Overview of Learning Enrichment Individual Lab Reports
The following sections of the report present findings/results for each lab or service. Each individual lab report
contains the following information:
I. Introduction
II. Data Presentation and Analysis for Selected Courses
III. List of Additional Services & Activities Performed by the (specific) Lab Staff
IV. Plans for Spring 2013
V. Recommendations
These sections will present the total contacts for the term, total contacts by discipline, total contacts by gender and
classification, total contacts of developmental vs. non-developmental participants, passing/failing rates of
participants vs. non-participants for selected courses, an overview of CRLA content area tutor training sessions, and
an overview of COMPASS workshops provided.
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The University of Texas at Brownsville and Texas Southmost College
Learning Enrichment
Math Lab
Fall 2012 Report
This report presents and analyzes the data related to the services that the Math Lab provided in Fall 2012.
It also lists other activities in which the Math Lab staff was involved last semester. Additionally, it
outlines plans made for Spring 2013 and presents recommendations for an even more effective
performance of the Math Lab.
The report consists of five sections:
I.
Introduction
II.
Data Presentation and Analysis
III.
List of Additional Services and Activities Performed by the Math Lab Staff
IV.
Plans for Spring 2013
V.
Recommendations
I. Introduction
The Math Lab offers assistance and guidance to help students become better in math. Tutors help students
with math assignments in any course at all steps of the math process. Students learn strategies to
overcome math’s block, methods for applying math, and are provided assistance with basic math rules. In
addition, the lab offers COMPASS preparation workshops to students and non-students.
In Fall 2012 the Math Lab was open from 8:00 a.m. until 7:00 p.m. on Mondays through Thursdays, and
from 8:00 a.m. until 12:00 noon on Fridays. Following the academic calendar, it was closed on Labor
Day and Thanksgiving. It was also closed on weekends.
At the beginning of the semester the Math Lab employed 15 tutors. Those fifteen tutors were sponsored
by Learning Enrichment; the total budget tutor was $25,188.75.
A Learning Enrichment staff, Dr. Apolinar Zapata, supervised the Lab on a full-time basis.
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II.
Data Presentation and Analysis
Fall 2012 Math Lab Contacts
Total number of contacts: 5,458
Total number of unduplicated contacts (the number of students who visited the lab): 1,030
Fall 2012 Math Lab
All Contacts
92.59%
Math tutoring N = 275
7.41%
Other subject tutoring N
= 22
“Other” includes these options: Study/Computer, midterm and final exams review workshop, and
COMPASS workshop
The majority of students who visited the Math Lab requested tutoring for their classes. It has been
noticed that many of those students who selected the “Study/Computer” option while signing in requested
tutoring as well.
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Fall 2012 Math Lab Visits
Students Making Single Visits vs. Students Making Multiple Visits
43.50%
Single Visits - N=448
56.50%
Multiple Visits - N = 582
43.5 % of students visited the lab once, but 56.5% of the visitors returned to the lab as few as 2 and as
many as 59 times. Out of those students who made multiple visits, 435 students sought help in the lab
three or more times and 147 students sought help just two times.
Fall 2012 Math Lab
Visitors: Females vs. Males
58.65%
Females - N = 580
Males - N = 409
41.35%
The data indicates that more female students than male students visited the lab in Fall 2012. The
difference is 17.3%.
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Fall 2012 Math Lab
Contacts by Cohorts
2.78%
0.75%
21.38%
16.47%
Developmental - N = 899
Freshman - N = 3199
Sophmore - N = 1167
Junior - N = 152
58.61%
Senior/Graduate - N = 41
As regards cohorts, according the course number, the biggest number of students who visited the lab is
represented by freshmen (58.61%).
Fall 2012 Math Lab
Tutoring Contacts by Discipline
3.79% 2.07%
6.38%
MATH - N = 4790
Other - N = 348
Workshop - N = 207
87.76%
Study/Computer - N = 113
"Other” includes: ACCT***, BMIS, BUSI*, CHEM, ENTR, FINA*, INTL*, MANA*, MARK*.
Note: *includes upper division, **includes graduate level
A clear majority of the students who visited the Math Lab in Fall 2012 sought help with Math courses.
The next largest category includes “Other” and represents disciplines for which fewer less than 7% of the
total contacts were made.
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It is worth mentioning that 6 out of the 9 disciplines listed under “Other” represent upper division courses
and 1 represent graduate courses.
Fall 2012 Math Lab
Tutoring Contacts: College Algebra vs. Other Math Courses
57.72%
College Algebra - N = 2765
Other Math Courses - N = 2025
42.28%
57.72% of students requested tutoring for College Algebra (MATH 1314). Other math course numbers
are 0120, 0421, 0422, 1332, 1342, 1350, 1351, 2305, 2318, 2332, 2412, 2413, 2414, 2415, 3321, 4329,
and 3381.
Tutoring students enrolled in other math courses accounted for 42.28% of contacts.
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Fall 2012 Math Lab
Tutoring Contacts: Key Math Courses Other Than College Algebra
3.11%
35.51%
Developmental Math - N = 719
19.75%
11.46%
Contemporary Math - N = 232
Precalculus - N = 611
30.17%
Calculus I, II and III - N = 400
Other - N = 63
In Spring 2012 tutoring for Developmental Math (0120, 0421, 0422), Pre-calculus (2412), Contemporary
Math (1332), and Calculus (2413, 2414) accounted for the majority of contacts related to MATH courses
other than College Algebra courses (92.99%). 7.01% of the contacts were made in order to receive
tutoring for 1000- 3000- level courses. Those are: MATH 1342, 1350, 1351, 2305, 2318, 2332, 3321,
3349, and 3381.
Fall 2012 Math Lab: Passing/Failing Rates for Participants vs. Non-Participants
80.00%
70.00%
60.00%
67.61%
50.00%
49.35% 50.65%
40.00%
30.00%
Passing
Failing
32.39%
20.00%
10.00%
0.00%
Participants (N=923)
Non-Participants (N=4470)
.
The data indicates that 67.61% of those who received assistance in the lab earned a passing final grade
(A, B, or C) for the course they were enrolled in and sought help with. In comparison, a smaller
percentage of the students who did not visit the Lab (49.35%) passed their courses.
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Fall 2012 Math Lab
Passing/Failing Rates for Participants vs. Non-participants
Math Courses
70.00%
60.00%
66.54%
56.04%
50.00%
40.00%
43.96%
30.00%
Passing
33.46%
Failing
20.00%
10.00%
0.00%
Participants (N=780)
Non-Participants (N= 3392)
The majority of the students visiting the Math Lab requested tutoring for MATH courses. 66.54%
of those who received assistance in the lab earned a passing final grade (A, B, or C) for the
MATH course they were enrolled in and sought help with. In comparison, a much smaller
percentage of the students who did not visit the Lab (43.96%) passed their MATH courses.
Fall 2012 Math Lab
Passing/Failing Rates for Participants vs. Non-participants
Mathematics Courses other than Developmental Math
80.00%
70.00%
73.94%
60.00%
50.00%
48.74%
40.00%
51.26%
Failing
30.00%
20.00%
Passing
26.06%
10.00%
0.00%
Participants (N=591)
Non-Participants (N= 2546)
The data indicates that out of those students who were enrolled in Mathematics courses other than
Developmental Math courses and who visited the lab 73.94% completed the course successfully. A
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smaller percentage (48.74%) of students enrolled in those classes who did not receive tutoring passed
their Mathematics class.
Fall 2012 Math Lab
Passing/Failing Rates for Participants vs. Non-participants
MATH-1314 (College Algebra)
80.00%
70.00%
72.91%
60.00%
59.51%
50.00%
Passing
40.00%
40.49%
30.00%
Failing
27.09%
20.00%
10.00%
0.00%
Participants (N=358)
Non-Participants (N= 1304)
72.91% of those students who were enrolled in College Algebra and who received tutoring in the Math
Lab earned a passing grade (A, B, or C) for that course. In contrast, a much smaller percentage (40.49%)
of those students who did not seek assistance in the lab received a passing grade in that course.
Fall 2012 Mathematics Lab
Passing/Failing Rates for Participants vs. Non-participants
MATH-2412 (Pre-Calculus)
90.00%
80.00%
85.14%
70.00%
60.00%
50.00%
50.40% 49.60%
40.00%
Passing
Failing
30.00%
20.00%
10.00%
14.86%
0.00%
Participants (N=74)
Non-Participants (N= 248)
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85.14% of those students who were enrolled in Pre-Calculus and who received tutoring in the Math Lab
earned a passing grade (A, B, or C) for that course. In contrast, a smaller percentage (50.40%) of those
students who did not seek assistance in the lab received a passing grade in that course.
Fall 2012 Mathematics Lab
Passing/Failing Rates for Participants vs. Non-participants
MATH-2413, MATH-2414, and MATH-2415 (Calculus I, II and III)
70.00%
60.00%
66.22%
61.09%
50.00%
40.00%
38.91%
30.00%
33.78%
Passing
Failing
20.00%
10.00%
0.00%
Participants (N=74)
Non-Participants (N=311)
66.22% of those students who were enrolled in Calculus I, Calculus II, or Calculus III classes and who
received tutoring in the Math Lab earned a passing grade (A, B, or C) for those courses. In comparison, a
smaller percentage (61.09%) of those students who did not seek assistance in the lab received a passing
grade in those courses.
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Fall 2012 Mathematics Lab
Passing/Failing Rates for College Algebra Participants
Number of Contacts
100.00%
90.00%
90.00%
80.00%
70.00%
60.00%
66.34%
66.04%
50.00%
Passing
40.00%
Failing
30.00%
33.66%
33.96%
20.00%
10.00%
10.00%
0.00%
1 to 4 contacts - N = 205 5 to 8 contacts - N = 53
9+ contacts - N = 100
90% of those students who were enrolled in College Algebra and who received tutoring in the Math Lab 9
or more times earned a passing grade (A, B, or C) for that course. In contrast, a much smaller percentage
(66.04%) of those students who did seek assistance in the lab 5 to 8 times received a passing grade in that
course.
Fall 2012 Math Lab
Retention among Participants vs. Retention among Non-participants:
A Sample Analysis Based on Top Five with more Participants MATH Courses*
* The following course sections were selected: MATH-1314.02, MATH-1314.04, MATH-1314.05, MATH1314.08, and MATH-1314.13.
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This sample suggests that a large majority (93.80%) of those who passed their Math class but had visited
the lab during the semester enrolled in courses in Spring 2013. A lower percentage (82.71%) of those who
completed the course, but had not sought help in the lab returned to campus the following semester.
III.
List of Additional Services and Activities Performed by the Math Lab Staff
In addition to tutoring and to supervising the work in the Math Lab, the ML staff offered a number of
other services and were involved in various activities.
A. ML tutors conducted ten COMPASS workshops.
Math Compass Workshops September 29 - December 1
Date
9/29/2012
10/6/2012
10/13/2012
10/18/2012
10/20/2012
10/27/2012
11/03/2012
11/10/2012
11/17/2012
12/1/2012
Total is
Number of Attendees
8
7
5
3
16
10
8
4
3
3
67
B. In order to acquire certification from the College Reading and Learning Association (an
internationally-recognized tutor organization), seven out of the fourteen tutors, in the math lab,
participated in a series of workshop organized by the staff of the Learning Enrichment
Department. Three math tutors were certified as Level 3 (master tutor).
C. Four content-area workshops were conducted. In order to familiarize the tutors with specific
Contemporary Math work assigned by various professors, the math lab conducted four workshops
presented by Mr. Edgar de la Cruz.
CONTENT AREA WORKSHOPS/ ALL 3 LEVELS
DATE
TIME
LOCATION
ATTENDEES
September 21
1:00 -2:00
North 121
16
October 5
1:00 -2:00
North 121
16
October 19
1:00 -2:00
North 121
17
November 30
1:00 -2:00
North 121
11
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D. Three becoming CRLA Certified Math Tutor Level III presented their projects: 1) “College
Algebra… in English!:”, by Javier Flores, 2) “Do’s and Dont’s”, by Fei Cao and Nallely Alvarez,
and 3) “Pre-calculus Midterm” by Rodolfo Castillo.
E. COMPASS training materials were improved so that the main points can be taught more
efficiently. Each workshop will now be offered in a series of two meetings in order to avoid
overwhelming attendees with a large amount of material covered in one session. Also, a
workshop was offered to STING students only on October 18.
F. Each tutor was observed by the supervisor. All tutors were working positively.
IV.
Plans for Spring 2013
The following is a list of major services and activities planned for Spring 2013:
-
providing tutoring service;
-
providing tutoring service to more students enrolled in College algebra.
-
Conducting two COMPASS workshop sessions;
-
Inviting four faculty members to conduct one-hour workshops on the hard topics for their class.
-
staying open until 7:00 p.m. on M-Th;
-
continuing the online math tutoring through askonline website.
V.
Recommendations
The following is a list of recommendations for an even more effective performance of the Math Lab.
- solid and constant support from the University administration
The number of students waiting to receive assistance indicates a need for more tutors. Quite
frequently, one tutor would need to help three or four tutees at the same time, which made the
sessions difficult to conduct.
Lack of consistent and adequate funding also makes planning difficult.
-
more space, more furniture, more computers
The Lab gets very crowded around noon and evening.
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The University of Texas at Brownsville and Texas Southmost College
Learning Enrichment
Reading/Study Skills Lab
Fall 2012 Report
This report presents and analyzes the data related to the services that the Reading/Study Skills Lab
provided in Fall 2012. It also lists additional, relevant activities in which the Reading/Study skills Lab
staff were involved last semester. Additionally, it outlines plans made for Spring 2013 and presents
recommendations for an even more effective performance of the Reading/Study Skills Lab.
The report consists of six main sections:
I.
Introduction
II.
Data Presentation and Analysis
III.
List of Additional Services and Activities Performed by the Reading/Study Skills
Lab Staff
IV.
Plans for Spring 2013
V.
Recommendations
VI.
Conclusion
I. Introduction
The Reading/Study Skills Lab helps students develop reading comprehension strategies, study strategies,
as well as the critical thinking skills in their reading intensive courses. The lab offers one-to-one and
small group tutoring in the following areas: History, Government, Chemistry, French, German, Spanish,
plus much more. The lab also offers COMPASS preparation workshops to students and non-students, as
well as other academic related workshops as needed.
The Reading/Study Skills Lab was open from 8:00 a.m. until 7:00 p.m. on Mondays through Thursdays
and from 8:00 a.m. until 12:00 p.m. Following the academic calendar, it was closed on Labor Day and
Thanks Giving. It was also closed on weekends.
At the beginning of the semester the Reading/ Study Skills Lab employed nine tutors whose wages were
paid by Learning Enrichment, three of them were SEI. The total budget encumbered by the
Reading/Study Skills Lab (including SI) was $ 45,825. The total tutoring budget (without SI and Carl
Perkins) was $ 16,477.50. The total budget for Supplemental Instruction was $29,347.50 for 15 SI
Leaders, one of them was SEI and two assistant coordinators.
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II.
Data Presentation and Analysis
Fall 2012 Reading/Study Skills Lab Contacts
Total number of contacts: 6791
Tutoring contacts for Reading/Study Skills Lab/Other: 2423
Tutoring contacts for Carl Perkins: 885
Tutoring contacts for Supplemental Instruction: 3483
Fall 2012 Reading/Study Skills Lab, Supplemental Instruction, and Carl Perkins Contacts
N=6791
36%
(n=2423)
13%
(n=885)
Carl Perkins
Supplemental Instruction
51%
(n=3483)
Readin/Study Skills Lab
The graph displays the total number of student contacts for the Reading/Study Skills Lab, which includes
Supplemental Instruction and Carl Perkins contacts. The majority of the contacts (51%) were in
Supplemental Instruction, followed by (36%) for students who physically attended the Reading/Study
Skills Lab for tutoring, which includes student contacts for computer use, workshops, and self-study. The
next largest number of contacts was for tutoring in Carl Perkins courses at 13%.
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Fall 2012 Reading/Study Skills Lab Tutoring Contacts (Lab Only)
Fall 2012 Tutoring vs. Other
N=2423
20%
(n=494)
Reading/Study skills lab
80%
(n=1929)
Study/Computer
“Other” includes these options: Computer, Study, and Workshop
The majority of students who visited the Reading/Study Skills Lab requested tutoring for their classes. It
has been noticed, that many of those students who selected “Computer” or “Study” options while signing
in sought tutoring while in the Lab. Therefore, in order to collect more accurate data in the future, we
have decided to modify the type of information we ask students to provide when they sign in. When
selecting “Computer” or “Study”, students will be prompted to add information about courses for which
they are studying or using a computer.
Fall 2012 Male vs. Female students participating
Male vs. female Participants Title
N=625
42%
(n=263)
58%
(n=362)
Male
Female
22
1%
1%
(n=6)
(n=7)
(N=625)
17%
(n=108)
40%
(n=247)
Freshmen
15%
(n=95)
Sophomore
Junior
Senior
26%
(n=162)
Graduate
PB
Fall 2012 Reading/Study Skills Lab Tutoring Contacts by Discipline in Key Areas
(N=1669)
22%
(n=369)
28%
(n=465)
Chemistry
Dev. Reading/Writing
5%
(n=89)
Comp I/II
16%
(n=272)
5%
4%
(n=71) (n=62)
20%
(n=341)
English
French
History
Spanish
The largest category at 28% of the number of students sought tutoring for chemistry. The next largest
category at 22% of the number of students sought tutoring for Spanish. A large percentage, 20%, of the
students who visited the Reading/Study Skills Lab in Fall 2012 sought tutoring for Developmental
Reading and Writing courses. 9% of the number of students sought tutoring for English included Comp I
and Comp II. 38% of the total number of students who visited the Reading/Study Skills Lab sought
tutoring for Foreign Languages.
*Only the courses that had more than 10% of the total contacts are reflected in this graph.
Other courses helped ACCT, APBT, ARTS, BCIS, BILS, BIOL, BLAW, BMED, BMIS, BUSI,
CDEC,COSC, COUN, CRIJ, ECED, EDCI, EDLI, EDUC, ENVR, ESOL, GEOL, GERM, GOVT, HITT,
INDS, INTL, INTW, KINE, MANA, MARK, MATH, MUSI, PSYC, SOCI, SOCW, SPCH, SPED, SSS,
UNIV.
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Fall 2012 Reading/Study Skills Lab Tutoring Contacts: Developmental vs. Other Courses
N=1669
20%
(n=341)
Developmental
80%
(n=1328)
Non-Developmental Courses
20% percent of the total number of contacts requested tutoring for Developmental Reading and Writing
courses compared to 80% who requested tutoring for non-developmental courses like Chemistry, French,
History, and Spanish.
Fall 2012 Reading/Study Skills Lab Tutoring Contacts: Courses Other Than Developmental
Reading
N=1328
28%
(n=369)
35%
(n=465)
Chemistry
Comp I/II
7%
(n=89)
English
20%
(n=272)
5%
(n=71)
5%
(n=62)
French
History
Spanish
10% percent of the students who visited the Reading/Study Skills Lab for non-developmental courses
sought tutoring for English, Composition I and II, followed by 7% in History, 35% in Chemistry, and
48% in Spanish and French.
24
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-Participants All
Key* Disciplines
80%
70%
60%
70%
(n=516)
50%
49%
(n=1664)
40%
51%
(n=1752)
Passing rates
Failing rates
30%
30%
(n=211)
20%
10%
0%
Participants (n=727)
Non-Participants (n=3416)
*Key disciplines are those disciplines in which at least 10% of lab visitors received tutoring. The
disciplines include: Chemistry, English, French, History, and Spanish.
The data indicate that 70% of those who received assistance in the lab earned a passing final grade (A,B,
or C) for the course they were enrolled in and sought help with. In comparison, a smaller percentage of
the students who did not visit the lab (49%) passed their courses
Fall 2012 Reading Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
CHEM 1111, CHEM 1105, CHEM 1311, CHEM 1312
80%
70%
60%
74%
(n=130)
62%
(n=383)
50%
40%
30%
20%
26%
(n=45)
10%
38%
(n=239)
Passing rates
Failing rates
Passing rates
Failing rates
0%
Participants (n=175)
Non-Participants (n=622)
In Fall 2012, a significant number of the students visiting the Reading/Study Skills Lab requested tutoring
for CHEM courses (CHEM 1111-04,05, 06, 07,08, 09, 11), (CHEM 1105-02), (CHEM 1311-01, 02, 03,
04), (CHEM 1312-02). 74% of those who received assistance in the Lab earned a passing final grade (A,
B, or C) for the CHEM course they were enrolled in and sought help with. In comparison, a smaller
25
percentage of the students who did not visit the Lab, 38%, but were enrolled in the same course sections
as the participants, passed their CHEM courses.
Fall 2012 Reading Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
Developmental English Courses
70%
60%
50%
66%
(n=51)
51%
(n=130)
40%
30%
49%
(n=123)
34%
(n=26)
20%
Passing rates
Failing rates
Passing rates
Failing rates
10%
0%
Participants (n=77)
Non- Participants (n=253)
In Fall 2012, a small number of students visiting the Reading/Study Skills Lab requested tutoring for
ENGL 0320 and 0321 courses. 66% of those who received assistance in the Lab earned a passing final
grade (A, B, or C) for the ENGL 0320 or 0321 course they were enrolled in and sought help with. In
comparison, a smaller percentage of the students who did not visit the Lab, but were enrolled in the same
course sections as the participants, passed their ENGL courses (51%).
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
English Courses
100%
80%
60%
77%
(n=56)
Passing rates
70%
(n=321)
Failing rates
40%
20%
0%
Passing rates
23%
(n=17)
Participants (n=73)
30%
(n=137)
Failing rates
Non-Participants (n=458)
In Fall 2012, a significant number of students visiting the Reading/Study Skills Lab requested tutoring for
ENGL 1301 courses (ENGL1301-03,05, 07, 08, 11, 17, 18, 22, 24, 36, 37), (ENGL 1302-03, 06, 11, 13,
14, 16, 18), (ENGL 2341- 02, 17), (ENGL 3319), (ENGL 3322-01), (ENGL 4325-02). 77% of those who
received assistance in the Lab earned a passing final grade (A, B, or C) for the ENGL courses they were
enrolled in and sought help with. In comparison, a smaller percentage of the students who did not visit
the Lab, but were enrolled in the same course sections as the participants, passed their ENGL courses
(70%).
26
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
French Courses
70%
60%
50%
63%
(n=64)
58%
(n=136)
40%
37%
(n=37)
30%
42%
(n=97)
Passing rates
Failing rates
Passing rates
20%
Failing rates
10%
0%
Axis Participants (n=101)
Non-Participants (n=233)
In Fall 2012, 63% of those students who were enrolled in French (FREN 1311-02, 03, 04, 05, 07, 08),
(FREN 1312- 01, 02, 21), (FREN 2311-01), (FREN 3330-01) and who received tutoring in the Reading/
Study Skills Lab, earned a passing grade (A, B, or C) for that course. In contrast, 42% of those students
who did not seek assistance in the Lab, but were enrolled in the same course sections as the participants,
received a passing grade in that course.
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
History Courses
70%
66%
(n=476)
60%
50%
40%
30%
58%
(n=49)
Passing rates
42%
(n=35)
20%
Failing rates
34%
(n=244)
Passing rates
Failing rates
10%
0%
Participants (n=84)
Non-Participants (n=720)
In Fall 2012, 58% of those students who were enrolled in History Courses (HIST 1301-01, 02, 11, 15, 21,
22, 70), (HIST 1302-02, 04, 08, 09), (HIST 3340-60) and who received tutoring in the Reading/Study
Skills Lab, earned a passing grade (A, B, or C) for that course. In contrast, 34% of those students who did
not seek assistance in the Lab, but were enrolled in the same course sections as the participants, received a
passing grade in that course.
27
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
taking Developmental Reading Courses
READ 0320, 0321, 0322
80%
70%
60%
73%
(n=96)
Passing rates
50%
52%
(n=214)
40%
30%
48%
(n=198)
27%
(n=36)
20%
10%
Failing rates
Passing rates
Failing rates
0%
Participants (n=132)
Non-Participants (n=412)
In Fall 2012, 73% of those students who were enrolled in Reading Developmental Courses and who
received tutoring in the Reading/Study Skills Lab, earned a passing grade (A, B, or C) for that course. In
contrast, 52% of those students who did not seek assistance in the Lab, but were enrolled in the same
course sections as the participants, received a passing grade in that course.
Fall 2012 Reading/Study Skills Lab: Passing/Failing Rates for Participants vs. Non-participants
Spanish Courses
90%
80%
70%
82%
(n=70)
60%
Passing rates
50%
55%
(n=349)
40%
30%
Failing rates
45%
(n=284)
Passing rates
Failing rates
20%
18%
(n=15)
10%
0%
Participants (n=85)
Non- Participants (n=633)
In Fall 2012, 82% of those students who were enrolled in Spanish 1311, 1312, 2311, 2313, 2315, 3301,
3303, 3309, 3332, 3309, 3332, 3335, 4316, 4334, 4368, and 6341 and who received tutoring in the
Reading/Study Skills Lab, earned a passing grade (A, B, or C) for that course. In contrast, 55% of those
students who did not seek assistance in the Lab, but were enrolled in the same course sections as the
participants, received a passing grade in that course
28
Career Technical/Carl Perkins Grant Sponsored Contacts
The Reading/Study Skills Lab also offers tutorial services for courses in technical programs through
funding provided by a Carl Perkins grant. These services are offered typically in-class at various sites
around campus, such as the Life and Health Sciences Building (LHSB), in the Education and Business
Complex (EDBC), and at the International Technology, Education and Commerce Campus (ITECC).
The Reading/Study Skills Lab employed 7 tutors who worked in satellite centers around campus. The
following is a list of the career technical programs which received tutoring services via the Carl Perkins
grant: Accounting (ACNT), Business Information Systems (BCIS), Drafting (DFTG), Sonography
(DMSO), Emergency Medical Technician (EMSP), and Professional Office Technology (POFI). The total
number of Carl Perkins contacts was 885 or 13% of the total Reading/Study Skills Lab contacts.
N=885
12%
(n=103)
26%
(n=226)
55%
(n=494)
Accounting
Emergency Medical
7%
(n=62)
Sonography
Drafting
In Fall 2012, the largest percentage of student contacts for career technical tutoring services was in
Drafting (DFTG) at 55%, This was followed by tutoring contacts in Emergency Medical Technician
(EMSP) at 26%, followed by Accounting (ACNT) Business Information Systems (BCIS), and
Professional Office Technology (POFI) at 12%, and Sonography (DMSO) at 7%.
29
Fall 2012 Carl Perkins: Passing/Failing Rates for Participants vs. Non-participants
ACCT 1303, 1305, APBT 3322 BCIS 1305, POFI 1349, and 2301
90%
80%
70%
60%
80%
(n=20)
75%
(n=83)
50%
Passing Rates
40%
Failing rates
30%
20%
10%
25%
(n=27)
20%
(n=5)
0%
Non-Participants (n=110)
Participants (n=25)
In Fall 2012, 80% of those students who were enrolled in Accounting, Business information Systems, and
Professional Office Technology and who received tutoring by the Carl Perkins tutors, earned a passing
grade (A, B, or C) for that course. In contrast, 75% of those students who did not seek assistance, but
were enrolled in the same course sections as the participants, received a passing grade in that course.
Fall 2012 Carl Perkins: Passing/Failing Rates for Participants vs. Non-participants
DMSO ( Sonography) 2441.01, 02
120%
100%
80%
100%
(n=8)
60%
40%
20%
0%
0%
Passing Rates
Failing Rates
Every Student Participated (N=8)
In Fall 2012, 100% of those students who were enrolled in DMSO and who received tutoring by the Carl
Perkins tutors, earned a passing grade (A, B, or C) for that course.
30
Fall 2012 Carl Perkins: Passing/Failing Rates for Participants vs. Non-participants
EMSP (Emergency medical Science) 1501
120%
100%
80%
100%
(n=15)
60%
40%
20%
0%
0%
Passing Rates
Failing Rates
Every Student Participated (N=15)
In Fall 2012, 100% of those students who were enrolled in EMSP and who received tutoring by the Carl
Perkins tutors, earned a passing grade (A, B, or C) for that course.
Fall 2012 Carl Perkins: Passing/Failing Rates for Participants vs. Non-participants
DFTG 1409 and 1491
80%
60%
76%
(n=13)
40%
20%
24%
(n=4)
0%
Passing Rates
Failing Rates
Every student participated (N=17)
In Fall 2012, 76% of those students who were enrolled in Drafting and who received tutoring by the Carl
Perkins tutors, earned a passing grade (A, B, or C) for that course.
31
Supplemental Instruction
The University of Texas at Brownsville and the Texas Southmost College funded the Supplemental
Instruction (SI) component of Learning Enrichment to help in historically difficult courses to master
courses content while they develop and integrate learning and study strategies via peer academic
assistance. Total number of SI contacts was 3,483 or 51% of total Reading/Study Skills Lab contacts.
Total number of SI participants who attended sessions was 694. Overall, 79% of the students who
attended supplemental instruction sessions passed their courses with an A, B, or C.
Number of Participants=694
Number of Contacts=3,483
SI Overview of Student Participant Academic Performance Based on Attendance
Fall 2012 Supplemental Instruction
3%
1% (n=24) 5%
(n=30)
(n=10)
14%
(n=94)
8%
(n=55)
(N= 694)
48%
(n=332)
HIST
BIOL
GOVT
PSYC
21%
(n=149)
MATH
SOCI
CHEM
The largest number of SI participants attended sessions for History I and History II with 332 participants.
This was followed by 149 SI participants for Biology and Anatomy and Physiology, 55 SI participants for
Government, 24 SI participants for Sociology, 94 SI participants for Psychology, and 30 SI participants
for Chemistry, and 10 SI participants for Math.
32
Fall 2012, Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
History 1301
80%
70%
60%
70%
(n=234)
50%
48%
(n=242)
40%
52%
(n=265)
Failing rates
Passing rates
30%
30%
(n=98)
20%
Passing rates
Failing rates
10%
0%
Participants (n=332)
Non-Participants (n=507)
In Fall 2012, 70% of those students who were enrolled in History 1301 and attended supplemental
instruction sessions, earned a passing grade (A, B, or C) for that course. In contrast, 48% of those students
who did not attend sessions, but were enrolled in the same course sections as the participants, received a
passing grade in that course.
Fall 2012 Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
Chemistry 1311 and 1312
100%
80%
86%
(n=26)
81%
(n=111)
60%
Passing rates
Failing rates
40%
Passing rates
Failing rates
20%
0%
14%
(n=4)
Participants (n=30)
19%
(n=42)
Non-Participants (n=153)
In Fall 2012, 86% of those students who were enrolled in Chemistry 1311 and 1312 and attended
supplemental instruction sessions, earned a passing grade (A, B, or C) for that course. In contrast, 81% of
those students who did not attend sessions, but were enrolled in the same course sections as the
participants, received a passing grade in that course.
33
Fall 2012 Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
Biology 2301 and 2302 A&P
70%
60%
66%
(n=64)
50%
51%
(n=195)
40%
30%
49%
(n=187)
34%
(n=34)
20%
Passing rates
Failing rates
Passing rates
Failing rates
10%
0%
Participants (n= 98)
Non-Participants (n=382)
In Fall 2012, 66% of those students who were enrolled in Biology 2301 and 2302 Anatomy and
Physiology and who attended supplemental instruction sessions, earned a passing grade (A, B, or C) for
that course. In contrast, 51% of those students who did not attend sessions, but were enrolled in the same
course sections as the participants, received a passing grade in that course.
Fall 2012 Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
Sociology 2317 and 3335
80%
70%
60%
75%
(n=18)
68%
(n=14)
50%
Passing rates
40%
Failing rates
30%
20%
25%
(n=6)
10%
32%
(n=7)
Passing rates
Failing rates
0%
Participants (n=24)
Non-Participants (n=21)
In Fall 2012, 75% of those students who were enrolled in Sociology 3335 and 2317 and who attended
supplemental instruction sessions, earned a passing grade (A, B, or C) for that course. In contrast, 68% of
those students who did not attend sessions, but were enrolled in the same course sections as the
participants, received a passing grade in that course.
34
Fall 2012 Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
Psychology 2301 and 2317
90%
80%
70%
83%
(n=78)
70%
(n=144)
60%
Passing rates
50%
Failing rates
40%
Passing rates
30%
30%
(n=86)
20%
17%
(n=16)
10%
0%
Participants (n=94)
Failing rates
Non-Participants (n=230)
In Fall 2012, 83% of those students who were enrolled in Psychology 2301 and who attended
supplemental instruction sessions, earned a passing grade (A, B, or C) for that course. In contrast, 70% of
those students who did not attend sessions, but were enrolled in the same course sections as the
participants, received a passing grade in that course.
Fall 2012 Supplemental instruction: Passing/Failing Rates for Participants vs. Non-participants
MATH 1332
90%
80%
70%
80%
(n=8)
80%
(n=12)
60%
Passing rates
50%
Failing rates
40%
Passing rates
30%
Failing rates
20%
20%
N=2)
10%
0%
Participants (n=10)
20%
(n=3)
Non-participants (n=15)
In Fall 2012, 80% of those students who were enrolled in Math 1332 in Spanish and who attended
supplemental instruction sessions, earned a passing grade (A, B, or C) for that course. In contrast, 80% of
those students who did not attend sessions, but were enrolled in the same course sections as the
participants, received a passing grade in that course.
35
III List of Additional Services and Activities Performed by the Reading/Study Skills Lab Staff
In addition to tutoring the Reading/Study Skills Lab, the Reading/Study Skills staff offered a number of
other services and was involved in various relevant activities.
A. Reading tutors conducted 9 COMPASS workshops.
September 29-December 1
Date
9/29/2012
Number of Attendees
5
10/6/2012
3
10/13/2012
10
10/20/2012
18
10/27/2012
20
11/3/2012
14
11/10/2012
2
11/17/2012
5
12/1/2012
9
B. In order to acquire certification from the College Reading and Learning Association (an
internationally-recognized tutor organization), tutors participated in a series of workshops
organized by the Reading/Study Skills Lab.
C. Four content-area workshops were conducted in order to familiarize the tutors with specific
reading work assigned by various professors. Staff and faculty members conducted practical
hands-on workshops for the tutors.
36
CRLA TUTOR TRAINING
Fall 2012 Reading/Study Skills
DATE
TIME
TOPIC
PRESENTER
Sept 28
1-2 pm
Customer Service
Ms. Lire-Caldwell
Oct 19
1-2 pm
Mr. Daniel Perez
Nov 16
1-2 pm
Nov 30
1-2 pm
Critical thinking
Reinforcing Critical
Thinking Skills
Multicultural and
Multilingual Education
Dr. Schneidhorst
Dr. Musanti
D. In order to promote our services the tutors visited different classes to invite students to the lab and
to inform about our services.
IV.
Plans for Spring 2013
The following is a list of major services and activities planned for Fall 2013:
-
providing tutoring service to more students;
-
conducting more COMPASS workshops;
-
scheduling more class visits;
-
inviting faculty members to conduct one-hour workshops on the types of reading work
they assign in their class.
-
V.
coordinating work with the Writing Lab;
creating bookmarks, stickers, and flyers that will help with the marketing of our services.
Recommendations
Here are some recommendations for a more effective performance of the Reading/Study Skills Lab.
VI.
-
Solid and constant support from the University administration
-
More space, more furniture, more computers
Conclusion
In Fall 2012, partial supervision was provided by two faculty members, Dr. Leslie Jones and Dr. Arlene
Ready, who were given a two-course release to serve as interim co-directors of Learning Enrichment.
37
The University of Texas at Brownsville and Texas Southmost College
Learning Enrichment
Writing Lab
Fall 2012 Report
This report presents and analyzes the data related to the services that the Writing Lab provided in Fall
2012. It also lists other activities in which the Writing Lab staff were involved last semester.
Additionally, it outlines plans made for Spring 2013 and presents recommendations for an even more
effective performance of the Writing Lab.
The report consists of five sections:
I.
Introduction
II.
Data Presentation and Analysis
III.
List of Additional Services and Activities Performed by the Writing Lab Staff
IV.
Plans for Spring 2013
V.
Recommendations
I. Introduction
The Writing Lab offers assistance and guidance to help students become better writers. Tutors help
students with writing assignments in any course at all steps of the writing process. Students learn
strategies to overcome writer’s block, methods for writing an essay, and are provided assistance with
basic grammar rules. In addition, the lab offers COMPASS preparation workshops to students and nonstudents.
In Fall 2012 the Writing Lab was open from 8:00 a.m. until 7:00 p.m. on Mondays through Thursdays,
and from 8:00 a.m. until 12:00 on Fridays. Following the academic calendar, it was closed on Labor Day
and during Thanksgiving break. It was also closed on weekends.
The Writing Lab employed eleven tutors and two assistants. The wages of these employees were paid for
by Learning Enrichment funds. An English Department faculty member, Prof. Elzbieta Newman,
supervised the Lab on a part-time basis. The total budget for the Writing Lab in Fall 2012 was
$34,556.25.
38
VI.
Data Presentation and Analysis
Fall 2012 Writing Lab Contacts
Total number of contacts: 3,560 (walk-ins: 3,199 by appointment: 361)
It is worth mentioning that, in comparison to the number of contacts made in the Spring, the number
of contacts made in Fall increased by over 1,000.
Total number of unduplicated contacts (the number of students who visited the lab): 1275
Fall 2012 Writing Lab
All Contacts
80%
Tutoring- N= 2849
Other- N=711
20%
“Other” includes these options: Study/Computer, SI session
The majority of students who visited the Writing Lab requested tutoring for their classes. It has been
noticed that many of those students who selected the “Study/Computer” option while signing in requested
tutoring as well.
39
Fall 2012 Writing Lab
Visitors: Females vs. Males
43%
Males
Females
57%
The data indicate that more female students than male students visited the lab in Fall 2012. The
difference, however, is not large (14%).
Fall 2012 Writing Lab
Contact Percentage by Cohorts*
8%
4%
Freshman-N=435
Sophomore-N=249
Junior-N=65
32%
56%
Senior-N=28
* The numbers refer to all participants who were enrolled in English classes only since those represent the largest
number of visitors. The percentage of those students who visited the lab seeking assistance in disciplines other than
English falls below 10%.
40
As regards cohorts, the biggest number of students who visited the lab is represented by freshmen (56%).
32% of the visitors were sophomores.
It should be noted that some data concerning cohorts was not available on Informer or Datatel at the
time this report was completed.
Fall 2012 Writing Lab
Tutoring Contacts by Discipline
9%
ENGL-N=1987
2% 2%
HIST-N=70
2%
2%
1%
3%
1%
5%
READ-N=152
BIOL-N=21
EDUC-N=83
SPCH-N=16
BUSI-N=61
2%
PSYC/SOCI-N=60
70%
OTHER-N=242
GOVT-N=56
CRIJ-N=52
“Other” includes: SPED*, TRSP* **, SPAN**, NURS*, PHYS*, PPAM**, MARK*, HPRS*, INDS*, INTL*,
GEOG**, ECED*, COMM*, COSC**, COUN**, APBT*, ACCT*, ALAW*, VNSG, SSS, SGNL, POFM, MATH,
MLAB, LGLA, HRPO, ENGR, ESOL, FREN, GEOL, CHEM
Note: *includes upper division, **includes graduate level
A clear majority of the students who visited the Writing Lab in Fall 2012 sought help with English
courses. The next largest category includes “Other” and represents disciplines for which fewer less than
1% of the total contacts were made.
It is worth mentioning that 18 out of the 31 disciplines listed under “Other” represent upper division
courses and 5 represent graduate courses.
41
Fall 2012 Writing Lab
Tutoring Contacts: Developmental English vs. Other English Courses
19%
Dev. ENGL-N=379
Other ENGL -N= 1602
81%
Most students requested tutoring for ENGL courses. Those include Composition I, Composition II,
Forms of Literature, and upper-division courses. Tutoring students enrolled in Developmental Writing
courses accounted for only 19% of contacts.
Fall 2012 Writing Lab
Tutoring Contacts: Key English Courses Other Than Developmental Writing
5%
1%1%
ENGL 1301-N= 926
33%
ENGL 1302-N=507
ENGL 2341-N= 81
ENGL 3322-N=20
60%
ENGL 3330-N=11
In Fall 2012 tutoring for Composition I and Composition II accounted for the majority of contacts related
to ENGL courses other than Developmental Writing courses (93%). 7% of the contacts were made in
order to receive tutoring for 2000- and 3000- level courses. Those are: Forms of Literature and English
Grammar.
42
Fall 2012 Writing Lab
Passing/Failing Rates for Participants vs. Non-participants
English Courses
70%
63%
(397)
60%
56%
(1489)
50%
40%
37%
(229)
30%
44%
(1160)
Passing
Failing
20%
10%
0%
Participant-N=626
Non-Participants-N=2649
The majority of the students visiting the Writing Lab requested tutoring for ENGL courses. 63% of those
who received assistance in the lab earned a passing final grade (A, B, or C) for the ENGL course they
were enrolled in and sought help with. In comparison, a much smaller percentage of the students who did
not visit the Lab (44%) passed their ENGL courses.
Fall 2012 Writing Lab
Passing/Failing Rates for Participants vs. Non-participants
Developmental Writing Courses
ENGL-0320
70%
60%
60%
(18)
50%
60%
(64)
40%
30%
40%
(12)
40%
(43)
Passing
Failing
20%
10%
0%
ParticipantsN=30
Non-ParticipantsN= 107
43
ENGL-0321
80%
70%
60%
50%
67%
(373)
62%
(76)
Passing
40%
38%
(47)
30%
20%
Failing
33%
(186)
10%
0%
Participants-N= 123
Non-Participant- N=559
While the same number of participants and non-participants earned a passing grade for their Writing
Skills I, the passing rate for participants almost doubled the passing rate for non-participants enrolled in
Writing Skills II.
Fall 2012 Writing Lab
Passing/Failing Rates for Participants vs. Non-participants
ENGL-1301 (Composition I)
80%
70%
69%
(863)
60%
50%
40%
54%
(203)
46%
(174)
Passing
Failing
30%
31%
(381)
20%
10%
0%
Participant-N= 377
Non-Participant-N=1244
44
54% of those students who were enrolled in Composition I and who received tutoring in the Writing Lab,
earned a passing grade (A, B, or C) for that course. In contrast, a much smaller percentage (31%) of those
students who did not seek assistance in the lab received a passing grade in that course.
Fall 2012 Writing Lab
Passing/Failing Rates for Participants vs. Non-participants
ENGL-1302 (Composition II)
90%
80%
70%
60%
76%
(139)
50%
40%
46%
(302)
30%
20%
10%
54%
(351)
Passing
Failing
24%
(43)
0%
Participant-N= 182
Non-Participant-N=653
76% of those students who were enrolled in Composition II and who received tutoring in the Writing Lab
earned a passing grade (A, B, or C) for that course. In contrast, a significantly smaller percentage (46%)
of those students who did not seek assistance in the lab received a passing grade in that course.
45
Fall 2012 Writing Lab
Passing/Failing Rates for Participants vs. Non-participants
ENGL-2341 (Forms of Literature)
90%
80%
84%
(31)
70%
66%
(266)
60%
50%
Passing
40%
30%
34%
(136)
20%
10%
0%
Failing
16%
(6)
Participants-N= 37
Non-PartcipantsN=402
84% of those students who were enrolled in World Literature classes and who received tutoring in the
Writing Lab earned a passing grade (A, B, or C) for those courses. In comparison, a much smaller
percentage (66%) of those students who did not seek assistance in the lab received a passing grade in
those courses.
46
Fall 2012 Writing Lab
Retention among Participants vs. Retention among Non-participants:
A Sample Analysis Based on Randomly Selected ENGL-1301 Courses*
100%
90%
80%
90%
70%
60%
65%
50%
40%
30%
20%
10%
0%
Participants Returned-N=30
Non-Participants Returned-N=17
* The following course sections were selected: ENGL-1301.57 and ENGL-1301.63. Those had the highest
numbers of participants.
This sample suggests that a large majority (90%) of those who visited the lab during the semester enrolled
in courses in Spring 2013. A much lower percentage (65%) of those did not seek help in the lab returned
to campus the following semester.
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Fall 2012 Writing Lab
Number of Visits Vs. Passing/Failing Rates
70%
60%
50%
40%
63%
(10)
55%
(176)
50% 50%
(21) (21)
45%
(143)
38%
(6)
30%
Pass
Fail
20%
10%
0%
1-4 Contact-N=319
5-8 Contacts-N=42
9+ Contacts-N=16
The data shows that the largest group of students (55%) who received assistance in the 1-4 times earned a
passing grade in the class. It suggests that even a relatively small number of visits can help students
complete a course, which, in turn, indicates that tutoring visits are very effective.
VII.
List of Additional Services and Activities Performed by the Writing Lab Staff
In addition to tutoring and to supervising the work in the Writing Lab, the WL staff offered a number of
other services and were involved in various activities.
G. WL tutors conducted nine COMPASS workshops.
Date
September 29, 2012
October 6, 2012
October 13, 2012
October 20, 2012
October 27, 2012
November 3, 2012
November 10, 2012
November 17, 2012
December 1, 2012
Number of Attendees
4
4
6
10
6
4
3
3
4
H. In order to acquire certification from the College Reading and Learning Association (an
internationally-recognized tutor organization), all tutors participated in a series of workshop
organized by the staff of the Writing Lab.
48
I.
Five content-area workshops were conducted. In order to familiarize the tutors with specific
written work assigned by various professors and to encourage more faculty to refer their
students to the Writing Lab, five faculty members conducted practical, hands-on workshops for
the tutors. The presenters represented disciplines such as Biology, History, and others.
DATE
TIME
LOCATION
PRESENTER
SEPTEMBER 21
1:00-2:00
N234
DR. ANDREA SCHWARZBACH
BIOLOGY
OCTOBER 5
1:00-2:00
N234
PROF. CONSTANCE HAYES
ALLIED HEALTH
OCTOBER 19
1:00-2:00
N234
DR. ANGELIKA POTEMPA
HISTORY/PHILOSOPHY
OCTOBER 26
1:00-2:00
N234
DR. MARY CURTIS
PSYCHOLOGY AND
LEADERSHIP STUDIES
NOVEMBER 2
12:30-1:30
N234
DR. BERNARDO DE LA GARZA
BEHAVIORAL SCIENCES
It should be noted that most of the workshops at which faculty members discuss the writing assignments
required in their classes work both ways, i.e. tutors learn from faculty, and, not infrequently, professors
ask for tutors’ advice and suggestions.
J. In order to promote our services, and at the invitation of 13 faculty members, WL tutors visited
40 classes. Information about class visits was sent out to all colleges, not only the College of
Liberal Arts. Requests for class visits were made by faculty teaching courses such as
Government, History, Education, French, Philosophy, etc. It is also worth mentioning that the
number of requests for class visits more than doubled in comparison to the number of requests
made in the previous semester.
49
Date
Aug 27
Sep 5
Sep 5
Sep 6
Sep 6
Sep 6
Sep 6
Sep 7
Sep 7
Sep 10
Sep 10
Time
8:45 am
11:05
am
9:05 am
Sep 10
5:45 pm
Sep 11
9:25 am
Sep 11
Sep 11
10:50
am
10:50
am
1:40 pm
Sep 11
1:40 pm
Sep 11
3:05 pm
Sep 12
10:00
am
11:00
am
9:25 am
Sep 13
Professor
Tutor
Dr. Villalou
Nallely Alvarez
Ms. Boven
Nallely Alvarez
Ms. Boven
James Walker
Dr. Stephenson
Reyes Maraboto
Dr. Kaswan
David Aguilar
Mr. Galvan
James Walker
Dr. Kaswan
Reyes Maraboto
Dr. Frazier
Samantha Acosta
Comp 2
Dr. Frazier
Danielle Garcia
Music
Appreciation
Music
Appreciation
Music
Appreciation
American/Texas
Govt
United States
since 1877
Music
Appreciation
Ethics
Dr. Briseño
Julio Mireles
Dr. Briseño
Julio Mireles
Dr. Briseño
David Aguilar
Dr. Kaswan
James Walker
Dr. Schneidhorst
James Walker
Dr. Briseño
Reyes Maraboto
Dr. Potempa
James Walker
Dr. Cruthirds
George Flores
Dr. Schneidhorst
Samantha Acosta
Dr. Cruthirds
Reyes Maraboto
Mrs. Schneidhorst
Nallely Alvarez
Mrs. Schneidhorst
James Walker
Dr. Potempa
Nallely Alvarez
5:45 pm American/Texas
Govt
9:05 am
Comp 2
Sep 10
Sep 12
Medical Lab.
Tech. Program
Comp 1
10:00
am
11:00
Comp 1
am
12:15
World Lit.
pm
3:05 pm American/Texas
Govt
4:25 pm
Education
11:00
am
12 noon
Sep 11
Course
Operations
MGMT
United States
since 1877
Supply Chain
MGMT
United States
since 1877
United States
1877
Intro to
Philosophy
50
Sep 13
Sep 17
9:25 am American/Texas
Govt
10:50
Comp 1
am
1:40 pm
Business
Principles
2:00 pm
First Year
Seminar
3:05 pm
University
Physics Lab
8:00 am
Music
Appreciation
8:00 am Writing Skills 2
Sep 17
9:00 am
Writing Skills 2
Mrs. Herring
Julio Mireles
Sep 17
Writing Skills 2
Mrs. Herring
David Aguilar
Writing Skills 2
Mrs. Herring
James Walker
Sep 17
10:00
am
11:00
am
12 noon
Dr. Kroll
David Aguilar
Sep 17
12 noon
Dr. Glowa
Nallely Alvarez
Sep 18
4:25 pm
First Year
Seminar
Music
Appreciation
World History
Dr. Langerbein
Reyes Maraboto
Sep 19
10:00
am
1:40 pm
Music
Appreciation
Comp 1
Dr. Glowa
Nallely Alvarez
Dr. Frazier
George Flores
12:00
noon
10:15
am
4:00 pm
First Year
Seminar
Music
Dr. Ghize
Danielle Garcia
Dr. Saxon
Julio Mireles
Dr. Nelson
Danielle Garcia
Sep 13
Sep 13
Sep 13
Sep 13
Sep 14
Sep 17
Sep 20
Sep 21
Sep 24
Sep 26
First Year
Seminar
Dr. Cox
James Walker
Dr. Frazier
Nallely Alvarez
Dr. Coyle
George Flores
Dr. Kroll
James Walker
Dr. Rakhmanov
David Aguilar
Dr. Glowa
David Aguilar
Mrs. Herring
Julio Mireles
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K. During classroom visits a survey regarding possible workshops was conducted.
Learning Enrichment
Workshop Survey: Writing Lab
_____________
To help you reach your academic goals, the Writing Lab is planning to offer one-hour workshops open to all UTBTSC students. By putting a check mark next to their titles, please indicate which of the following writing workshops
you would be interested in attending.
Thank you!
1. ___ Researching a Topic Using a Library Database
Feeling confused by online databases? Come to this workshop to learn how to use online
sources that our, and other libraries, offer.
2. ___ Varying Sentence Openings
Do you tend to begin most sentences in the same way? Come to this workshop to learn
how to compose sentences that follow various patterns.
3. ___ Effective Introductions and Conclusions
Sometimes the hardest thing about writing an essay is knowing how to begin and how to
end it. This workshop will teach you how to compose effective introductions and
conclusions.
4. ___ Thesis Statement
Come to this workshop for excellent tips on writing academic thesis statements.
7. ___ Clear, Concise, Academic-Style Sentences
Learn how to unclutter your sentences and eliminate wordiness and “empty” phrases so
that your writing is more precise and more communicative.
The results of the survey are presented below.
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Workshop Survey
700
600
(N = 601)
(N = 608)
(N = 554)
500
400
(N = 430)
(N = 348)
300
200
100
0
Researching a Varying Sentence
Effective
Thesis Statement Clear, Concise,
Topic Using a
Openings
Introductions and
Academic-Style
Library Database
Conclusions
Sentences
F.
Because of a large number of students waiting to receive service, a waiting-list
system was used. The data shows that on average, there were 14 students a day
who could not be assisted immediately.
G. COMPASS training materials were improved so that the main points can be taught
more efficiently. Each workshop will now be offered in a series of three meetings in
order to avoid overwhelming attendees with a large amount of material covered in one
session.
H. Tutors’ performance was evaluated. Each tutor was observed twice by two supervisors,
who later discussed the tutors’ overall performance and their work on those particular two
occasions. Almost all tutors were evaluated positively. The only reoccurring issue that
was noticed regarded some tutors’ lack of punctuality. A new system that records the
times when a tutor comes in late was created and implemented.
I.
Online tutoring system was developed and piloted.
VIII.
Plans for Spring 2013
The following is a list of major services and activities planned for Spring 2013:
-
providing tutoring service;
-
providing tutoring service to more students enrolled in courses other than English;
-
conducting COMPASS workshops;
53
-
scheduling class visits (this term emails will be sent, again, to all colleges, not just CLA);
-
inviting faculty members, especially those teaching science, psychology, and education
courses to conduct one-hour workshops on the types of written work they assign in their classes;
-
advertising online tutoring.
IX.
Recommendations
The following is a list of recommendations for an even more effective performance of the Writing Lab.
- solid and constant support from the University administration
The Lab helped about 41 students a day last semester. The number of students waiting to receive
assistance indicates a need for more tutors. Quite frequently, one tutor would need to help two or
three tutees at the same time, which made the sessions difficult to conduct, leaving the tutees without
the one-on-one tutoring they expected.
Lack of consistent and adequate funding also makes planning difficult.
-
more space, more furniture, more computers
There are four small tables in the lab and seven computer stations. The Lab gets very crowded at
times.
-
continuing to employ English graduate students as Writing Lab assistants and a English
Department faculty member as the Writing Lab Director
The Writing Lab was under the directorship of a faculty member. It has proven to be an effective
way of connecting faculty with the Writing Lab staff. The English graduate students have proven to
be very reliable and knowledgeable. They have demonstrated that the interest of the Writing Lab is
of utmost importance to them.
- connecting with an even larger number of UTB-TSC faculty
54