Program Plan_Tutoring_2015-16
Sacramento City College
Strategic Planning System
Title (include date of plan):
Tutoring 2015-16 Program Plan
Plan Type:
Program Plan
OPR:
Learning Resources
Collaborative Group(s):
Academic Computing Labs
Advanced Technology Design Lab
Athletic Study Skills Lab
Beacon
Business Division Open Computer Lab
Business Student Center
Davis Center
HOPE Center
Languages and Literature Computer Lab
Languages and Literature English as a Second Language Lab
Languages and Literature Reading Lab
Learning Skills and Tutoring Center
Math Lab
Music
Occupational Labs
Photography Lab
RISE
Veterans Center
West Sacramento Center
Writing Center
Learning Resources Division/Dean
Student Disability Resource Center
Basic Skills Initiative Steering Committee
Extended Opportunity Program and Services
Instructional Departments and Vocational Programs
Reference documents:
SCC Master Plan
SCC Mission Statement
LRCCD Mission Statement
Educational Code, Title 5, Section 58170
Student Equity Plan
Student Success and Support Program Plan (SSSP)
Vocational and Technical Education Act (VTEA)
Planning year:
2015-16
1
Program Plan_Tutoring_2015-16
SECTION I: Overview & Strategic Information
A. PROGRAM DESCRIPTION & PURPOSE
The tutoring programs’ main objective is to provide long-term support through its different tutoring
delivery systems that is reliable, consistent, outcomes-based, and is continuously being improved.
The tutoring programs at Sacramento City College (SCC) provide comprehensive academic support in
order to meet the needs of our diverse students who often face numerous barriers in meeting their
educational goals. Our services help students achieve competency in basic skills and in vocational and
transfer-level courses that provide the essential foundation for the achievement of their academic, career
and life goals. Specifically, the tutoring programs help SCC students—especially those who are most at
risk of failure—become independent learners by:




providing opportunities for reinforcement of course concepts and skills.
reinforcing and supplementing classroom instruction.
supporting faculty in their work with students.
improving skills that can be utilized throughout their college career.
B. ENVIRONMENTAL SCAN
Due to the varied backgrounds and experiences of SCC students, a variety of tutoring programs that
offer diverse content and methods of tutoring is needed. Some of the factors that influence the diversity
of our students are listed below.



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52.6% of SCC students taking the assessment exams placed into pre-collegiate Math classes;
38.3% into pre-collegiate English classes; and 24.1% into pre-collegiate Reading classes.*
39.8% of SCC students are first generation college students**
52.5% of SCC students are unemployed**
41.3% of SCC students are below poverty level and another 20.4% are at low income level**
61.2% of SCC students plan to transfer, 14.8% hope to obtain an AA, and 5.3% pursue
vocational skills with or without certificates**
*http://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/e991a63f-e4fc-4193-86b1b5ecdd2ece6e/FINAL%206-Basic%20Skills%20Report%202013%20%2812%20data%29.pdf
**http://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/78f6b73a-94fd-458e-a80b1ea58b9e5789/2013.pdf
Other environmental influences on tutoring services at SCC are:
 Increase in minimum wage (to $9/hr Fall 2014; to $10/hr Spring 2016)
 Title 5 regulations (See Appendix C)
 Student Equity Plan
 Student Success and Support Program Plan (SSSP)
 Vocational and Technical Education Act (VTEA)
C. MULTI-YEAR DIRECTIONS OR STRATEGIES
The Tutoring Programs’ main objectives are to:
2
Program Plan_Tutoring_2015-16



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provide reliable, consistent, outcomes-based, and skills-building support through different
tutoring delivery systems for all students.
expand relationships with other college departments and programs.
expand online tutoring.
integrate tutorial services with academic programs for first-year, at-risk, and basic skills students.
The services of the Tutoring Programs are grounded in the goals, mission statement and the core values
of SCC. The Tutoring Programs address SCC’s Goal A and Goal B using strategies, such as Al, A2, A3,
A4, A7, B1, B3, and B8.
 SCC Goal A: Teaching and Learning
Deliver student-centered programs and services that demonstrate a commitment to teaching and
learning effectiveness and support student success in the achievement of basic skills, certificates,
degrees, transfers, jobs and other student educational goals.
o Al: Promote the engagement and success of all students, with a special emphasis on firstyear students who are new to college.
o A2: Review courses, programs, and services and modify as needed to enhance student
achievement.
o A3. Provide students with the tools and resources that they need to plan and carry out
their education, complete degrees and certificates, and/or transfer.
o A4. Improve basic skills competencies in reading, writing, math, and information and
technological competency across the curriculum in order to improve student preparedness
for degree and certificate courses and for employment.
o A7. Implement practices and activities that reduce achievement gaps in student success.
 SCC Goal B: Student completion of educational goals
Align enrollment management processes to assist all students in moving through programs from
first enrollment to completion of educational goals.
o B1. Revise or develop courses, programs, schedules and services based on assessment of
emerging community needs and available college resources.
o B3. Explore and create multiple ways to disseminate information to students in order to
engage them with learning in the college community.
o B8. Provide programs and services that help students overcome barriers to goal
completion.
(http://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/3f8f9805-c8fc-4049-90ac487ab80cb793/2014-15Goals_Strategies.pdf)
The services provided by the various Tutoring Programs at SCC assist students with their study skills
and content knowledge of the course(s) they are taking, which in turn help them to become independent
learners and to achieve their educational goals. These tutoring programs fulfill SCC’s mission statement
to provide “support services leading to transfer, career advancement, basic skills development, degree
and certificate attainment, and personal enrichment” (http://www.scc.losrios.edu/about-thecollege/mission-vision-values).
One support service provided by the Learning Skills and Tutoring Center (LSTC) is the LTAT 92:
Prerequisites Skills Assistance course. LTAT 92 was revised and approved spring 2014 by the
curriculum committee to be a .5 unit course that could be repeated four times for a total of 2 units. The
software program, Lifetime Learning Library, has been used for this course. However, the LSTC faculty
and staff are exploring other software programs, such as My Foundation Lab by Pearson and Plato by
Edmentum, and are planning to implement a trial with one program beginning with the spring or fall
3
Program Plan_Tutoring_2015-16
2015 semester as noted in the LTAT Unit Plan. The one-year renewal license for the current Lifetime
Learning Library program ends August 31, 2015; however, it is being requested to be renewed in the
LTAT Unit Plan in order to provide sufficient time for the LSTC faculty and staff to evaluate a possible
replacement program.
The Tutoring Programs have an additional responsibility to help students be successful in their classes
with the implementation of the Title 5 course repeatability regulation.
(http://extranet.cccco.edu/Portals/1/AA/Credit/Title5RWGuidelinesSansRepeatability4-2712%20FINAL.pdf). In addition, the Tutoring Programs are an integral part of student success through
the Student Success and Support Program Plan (SSSP) and the Student Equity Plan.
The Tutoring Work Group was created in an effort to provide an avenue for all staff members in the
SCC Tutoring Programs to meet. Further collaboration is expected to provide greater cohesiveness
throughout the Tutoring Programs, and in turn, improve the effectiveness of the Tutoring Programs.
As the college moves forward with implementing the Student Success and Support Program Plan and
the Student Equity Plan, there will be further discussions and opportunities for the college’s Tutoring
Programs to be involved.
4
Program Plan_Tutoring_2015-16
SECTION II: Operational Review and Plan
A: REVIEW OF ACCOMPLISHMENTS OF THE PREVIOUS YEAR’S WORK
Objective
Offer tutoring
services
“
“
“
“
Present College
Success Workshops
Tutor Appreciation
Event
Expected Outcome
Students would
participate in tutoring
sessions.
Students would stay in
the class (not drop)
Students would become
independent learners.
Students would actively
participate in their
learning.
Students would
understand the course
concepts
Students would attend
College Success
Workshops.
Results/Progress
2013-14
 20,557 Students participated in tutoring
 246,220.75 hours of tutoring
79% of the students agreed that tutoring helped
them stay in the class
81% of the students agreed that tutoring helped
them solve problems for themselves
85% of the students agreed that tutoring helped
them actively participate in their learning
88% of the students agreed that tutoring helped
them to understand the course concepts
Fall 2013: 60 workshops offered; 411 students
attended
Spring 2014: 48 workshops offered; 112 students
attended
94% rated the Spring 2014 workshops as helpful;
no evaluation was provided for the Fall 2013
workshops
Tutors would be
Tutors attended a pizza reception and were given
acknowledged for helping an appreciation gift.
other students.
Students obtained information about the collegeStudents would be
wide tutoring programs at an informational table
informed of the collegein front of the LRC on the same day as the tutor
wide tutoring programs.
reception
Another accomplishment – During spring 2014, a college-wide survey of students using tutorial
services was conducted for the second time. This survey utilized the same questions for all of the
Tutoring Programs participating and asked students about their perceptions of the effectiveness of
tutorial services. The survey asked students to evaluate the extent to which tutorial services helped them
to be active learners and to be successful in their courses. Appendix D is a sample of this survey. Over
1,500 surveys were completed by students using 13 different labs/centers that provide tutorial services.
Areas conducting the survey included the: Advanced Technology Design Lab, Business Division Open
Computer Lab, Business Student Center, Davis Center, HOPE/SAH Center, Language & Literature ESL
Lab, Language & Literature Reading Lab, Learning Skills & Tutoring Center, Math Lab, RISE, West
Sacramento Center, and Writing Center. Some of the results of the survey are cited above, for more
survey results please see Appendices E, F, I, J, and K.
5
Program Plan_Tutoring_2015-16
B. PROGRAM OBJECTIVES AND OUTCOMES/ MEASURES OF MERIT FOR THE
PLANNING YEAR
Objective
Objective 1:
Offer multi-disciplinary tutoring
services through the various
tutoring programs in the college.
(See Appendix B for a snapshot
of each program).
Objective 2:
Implement online tutoring
SCC Goals
 SCC Goal A: Teaching
and Learning
 SCC Goal B: Student
completion of
educational goals


Objective 3A:
Institutionalize additional funding
specifically for Statistics tutors in
the Math Lab. The Math Lab
would like the funding to be
incorporated into the Math Lab’s
yearly tutoring budget allocation.

Objective 3B:
Provide supplementary tutor
training for Math Lab tutors to
review and improve best practices
while tutoring in the Math Lab.

Objective 4:
A long-term objective is to
institutionalize funding for the
following Math tutoring programs
that are currently supported with
BSI funds. If BSI funds are not
available, the Math Lab would
like the funding for these
programs to be incorporated into
the Math Lab’s yearly tutoring
budget allocation.
Objective 5:
Improve synergy among Tutoring
Programs, Academic Programs,
and Student Services
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SCC Goal A: Teaching
and Learning
SCC Goal B: Student
completion of
educational goals
SCC Goal A: Teaching
and Learning
SCC Goal B: Student
completion of
educational goals
Expected Outcomes/ Measures of Merit
 Students will attend tutoring
services
 Students will maintain at least
80% satisfaction with the services
being offered
 At least 80% of the students will
agree that tutoring helped them
understand course concepts
 Students will attend online
tutoring
 Students will maintain at least
80% satisfaction with the online
tutoring being offered
 At least 80% of the students will
agree that tutoring helped them
understand course concepts
 Students will attend tutoring
 An increase in the number of
students passing Statistics 300
SCC Goal A: Teaching
and Learning
SCC Goal B: Student
completion of
educational goals

SCC Goal A: Teaching
and Learning
SCC Goal B: Student
completion of
educational goals

SCC Goal A: Teaching
and Learning
SCC Goal B: Student
Completion of
Educational Goals
SCC Goal C:
Organizational
Effectiveness
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6
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Tutors will assist tutees more
effectively
Student survey/tutor evaluations
Students will attend/receive
tutoring
Students will pass the entry level
math classes at a higher level
Standardize policies and
procedures for tutoring
Improve communications
regarding tutoring
Provide study skills information
to Distance Education students
Program Plan_Tutoring_2015-16
C. PROCEDURES AND RESOURCE REQUIRMENTS FOR THE PLANNING YEAR:
PROCEDURES
Objective
Objective
1
Objective
1
Procedure
A. Hire and employ tutors
B. Teach tutor training
classes
Timeline
Beginning of and
throughout each
semester
Fall
LTAT 310 -2 sects.
LTAT 311 -1 sect.
LTAT 312 -1 sect.
Responsible persons

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
College-wide Faculty
Tutoring Coordinators
Instructional Assistants
Tutorial Services Assistant
Clerks
LRC Faculty Tutoring
Coordinators
Funding Source(s)
General Funds
except where noted
 VTEA where
applicable
 GF
Spring
LTAT 310- 2 sects.
LTAT 311 -1 sect.
Objective
1
C. Provide tutoring in all
the tutoring centers/labs
Throughout the fall
and spring
semesters
Some centers/labs
also during summer
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
College-wide Faculty
Tutoring Coordinators
Instructional Assistants
Tutors


VTEA
GF

VPI Special
Activities Funds
Objective
1
E. Organize Tutor
Appreciation Event
Annually

LSTC Faculty Tutoring
Coordinators
Objective
1
F. Allocate centralized
tutoring program budget
Annually

Objective
1
G. Monitor centralized
tutoring program budget
Ongoing

LSTC Faculty Tutoring
Coordinators in consultation
with college wide Faculty
Tutoring Coordinators and
college-wide Deans
LSTC Faculty Tutoring
Coordinators
College-wide Faculty
Tutoring Coordinators
Instructional Assistants
Tutorial Services Assistant
LSTC Faculty Tutoring
Coordinators
College-wide Faculty
Tutoring Coordinators
LSTC Faculty Tutoring
Coordinators
College-wide Faculty
Tutoring Coordinators
Tutoring Work Group
Members

Objective
1



H. Adherence to Title 5
regulations & Accreditation
Standards
Ongoing
Objective
1
.
I. Complete VTEA reports
Quarterly
Objective
1
J. Evaluate college-wide
tutoring services
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
Ongoing
7
Program Plan_Tutoring_2015-16
Objective
Objective
2
Procedure
A. Identify the
platform/technology to be
used for online tutoring
Timeline
Responsible persons

Ongoing



Objective
2
B. Identify tutoring
programs that want to offer
or expand online tutoring

Ongoing



Objective
2
Objective
3A
Objective
3B
Objective
4

C. Use LR-119 for Writing
Center and Learning Skills
& Tutoring Center online
tutoring sessions as cited in
the Distance Education
Program Plan (Procedure
4a: Augment LR119 to
include a dedicated online
tutoring space for the
Writing Center and
Learning Skills and
Tutoring Center…).
Ongoing
Request funding for
Statistics tutors in the Math
Lab
Annually
Implement 2 tutor training
sessions each semester for
Math Lab tutors to focus on
best-practices while
tutoring in the Math Lab
and provide time for tutors
to exchange ideas related to
tutoring in the Math Lab
Annually
Long-term objective to
institutionalize Math
tutoring programs currently
supported with BSI funding
when BSI funding is no
longer available
Annually
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8
Funding Source(s)
General Funds
except where noted
LSTC Faculty Tutoring
Coordinator
Tutoring Work Group
Distance Education
Coordinator
Instructional Assistants
LSTC Faculty Tutoring
Coordinator
Tutoring Work Group
Distance Education
Coordinator
Instructional Assistants
LSTC Faculty Tutoring
Coordinator
Writing Center Coordinator
Distance Education
Coordinator
Media Services
Instructional Assistants
Math Faculty Tutoring
Coordinator
LSTC Faculty Tutoring
Coordinator
Math Faculty Tutoring
Coordinator
LSTC Faculty Tutoring
Coordinator
Math Faculty Tutoring
Coordinator
LSTC Faculty Tutoring
Coordinator

BSI
Program Plan_Tutoring_2015-16
Objective
Procedure
Timeline
Objective
5
A. Implement three training
sessions each semester for
college-wide tutors to
provide further training
beyond LTAT 310 and 311
and to provide
opportunities for tutors to
discuss problems, needs,
and recommendations.
Annually

LSTC Faculty Tutoring
Coordinators
Objective
5
B. Assess Tutoring Work
Group activities for
improving communication
among Tutoring Programs.
Ongoing

Tutoring Work Group
Objective
5
C. Explore opportunities to
hire former tutors who
Ongoing

LSTC Faculty Tutoring
Coordinators
Tutoring Work Group

have graduated or
transferred to 4-year
schools.
Objective
5
Objective
5
D. Develop procedures to
standardize evaluation of
college-wide tutors.
E. Review tutor job
description(s) in
Ongoing

Ongoing



relationship to District
policies.
Objective
5
F. Explore and implement
best practices in tutoring
activities to assist target
Responsible persons

Ongoing

LSTC Faculty Tutoring
Coordinators
Tutoring Work Group
LSTC Faculty Tutoring
Coordinators
Tutoring Work Group
LSTC Faculty Tutoring
Coordinators
Tutoring Work Group
populations identified in
the Student Equity Plan
and the Student Success
and Support Program
Plan.
Objective
5
G. Explore alternatives to
in-person attendance at
College Success
workshops, such as live
streaming or capturing
through use of LR120 (as
cited in the Distance
Education Program Plan,
Procedure 4a: … and
upgrade LR120 in order to
enable self-service lecture
capturing).

Ongoing




9
LSTC Faculty Tutoring
Coordinators
Instructional Assistants
Media Services
Distance Education
Tutoring Work Group
Funding Source(s)
General Funds
except where noted
Program Plan_Tutoring_2015-16
Objective
Objective
5
Procedure
H. Improve upon SARS
Alert for Tutoring
Programs such as,
Timeline
Ongoing
Responsible persons


Funding Source(s)
General Funds
except where noted
LSTC Faculty Tutoring
Coordinators
Tutoring Work Group
following-up with
students who do not
contact the service and/or
with faculty.
Objective
5
Objectives
1, 2, 3A,
3B, 4, 5
I. Improve upon Budget
Allocation process and
accountability for Tutoring
Programs
Tutoring Program Plan
Ongoing



Annually





LSTC Faculty Tutoring
Coordinator
Tutoring Work Group
College-wide Faculty
Tutoring Coordinators
College-wide Deans
LSTC Faculty Tutoring
Coordinator
Tutoring Work Group
College-wide Faculty
Tutoring Coordinators
College-wide Deans

GF; VTEA;
BSI; SSSP; SEP
Funding Sources
BSI – Basic Skills Initiative (basic skills students)
GF – General Funding
SEP – Student Equity Plan (target populations)
SSSP - Student Success & Support Program (first-year & at-risk students)
VPI – Vice-President’s Special Activities Funds
VTEA –Vocational and Technical Education Act of 1998 (Career & Technical Education students)
10
Program Plan_Tutoring_2015-16
RESOURCE REQUIREMENTS and FUNDING SOURCES---[See legend on page 12]
Tutoring Labs
Academic Computing
Advanced Technology
Design Lab
Athletic Study Skills
Beacon
Business Division Open
Computer Lab (B151)
Business Student
Center
Davis Center
HOPE Center
L&L Computer Lab
L&L ESL Lab
L&L Reading Lab
Learning Skills and
Tutoring Center
Math
Music
Occupational Labs
Photography Lab
RISE
Veteran’s Center
West Sacramento
Center
Writing Center
Total
Total from other
funding sources
Program Plan
Amount
TOTAL
Tutoring Program
2015-16 requests*
# Hours
Allocation Total
(F)all / (S)pring
3,573
$33,944
(I)
(F)16,079/ (S)17,865
2,704
$25,688
(I)
(F)12,168/ (S)13,520
640
$6,080
(D)
(F)2,880/ (S)3,200
3,950
$37,525
(I)
(F)17,775/ (S)19,750
2,720
$25,840
(I)
(F)12,240/ (S)13,600
1,080
$10,260
(F)4,860/ (S)5,400
1,100
$10,450
(I)
(F)4,950/ (S)5,500
1725
$16,388
(F)7,763/ (S)8,625
1,038
$9,861
(I)
(F)4,671/ (S)5,190
2,307
$21,917
(I)
(F)10,382/ (S)11,535
1,792
$17,024
(I)
(F)8,064/ (S)8,960
6,050
$57,475
(I)
(F)27,225/ (S)30,250
9,976
$94,772
(I)
(F)44,892/ (S)49,880
480
$4,560
(I)
(F)2,160/ (S)2,400
726
$6,897
(I)
(F)3,267/(S)3,630
3008
$28,576
(D)
(F)13,536/(S)15,040
3,200
$30,400
(I)
(F)14,400/(S)16,000
480
$4,560
(I)
(F)2,160/ (S)2,400
700
$6,650
(I)
(F)3,150/ (S)3,500
3,964
$37,658
(I)
(F)17,838/ (S)19,820
49,094
$486,525
Tutoring Program
2014-15 **
# Hours*** Allocation
(Projected hrs)
Total
1,503.33
$13,530
(1,640)
2,135.89
$19,223
(2,330)
666.67
$6,000
(727)
3,592
$32,328
(3,919)
2,390.67
$21,516
(2,608)
1,079.89
$9,719
(1,178)
825.00
$7,425
(900)
1,724.89
$15,524
(1,849)
1,036.11
$9,325
(1,130)
2,115.56
$19,040
(2,308)
1,642.67
$14,784
(1,792)
4,455.56
$40,100
(4,861)
8,787.11
$79,084
(9,386)
345.33
$3,108
(377)
665.56
$5,990
(726)
3201.55
$28,814
(3,464)
1,666.67
$15,000
(1,818)
0
$0
(0)
666.67
$6,000
(727)
3721.11
33,490
(4,059)
42,222.24
Possible Funding
Source(s)****
GF
GF, VTEA
GF
GF, VTEA, VOL
GF, VTEA
GF, VTEA
GF
GF
GF
GF, BSI
GF, BSI
GF, SSSP, VOL
GF, SSSP, VOL,
FWS, BSI
GF
GF, VTEA
GF, VTEA
GF, CWWS
GF
GF
GF, SSSP
$380,000
$190,000
$190,000
$486,525
$380,000
11
GF, BSI, SEP,
SSSP, VTEA,
FWS, CWWS
Program Plan_Tutoring_2015-16
Legend of Resource Requirements and Funding Sources:
* Some labs are requesting a decrease in hours and some are remaining with the number of hours
received in 2014-15. However, most Tutoring Labs/Centers are requesting: 1) an increase in hours due
to an increased demand for tutorial assistance; and/or 2) an increase in funding due to another increase
in the minimum wage from $9/hr to $10/hr starting January 2016.
** The allocation to tutoring labs for the 2014-15 academic year was the same as or was an increase to
the allocation in 2013-14. However, due to the increase in minimum wage from $8.25/hour to
$9.00/hour, the number of tutoring hours was actually reduced for all tutoring labs.
*** Actual hours after adjusting for the minimum wage increase to $9/hr are listed first. The hours in
parentheses are the projected hours for the 2014-15 allocations that were initially calculated with the
$8.25/hr. minimum wage. Thus the difference between the two listed hours (after and before the
minimum wage increase to $9/hr.) are for comparison purposes.
**** Several programs may receive funding from SSSP &/or Student Equity Plan as part of the full
Tutoring Program Plan allocation.
See Appendix B for full information of each Tutoring Lab/Center.
BSI - Basic Skills Initiative (basic skills students)
CWWS – CalWorks Work Study if tutors are qualified for CWWS
(D) – Decrease in hours requested
FWS – Federal Work Study if tutors are qualified for FWS
GF – General Funds
(I) – Increase in hours requested
SEP – Student Equity Plan (target population)
SSSP - Student Success & Support Program (first-year & at-risk students)
VOL – Volunteer tutors
VTEA –Vocational and Technical Education Act of 1998 (Career & Technical Education students)
12
Program Plan_Tutoring_2015-16
5-YEAR FUNDING ALLOCATION CHART
Below is a chart that shows the 5-year funding allocation for the college-wide tutoring programs. The
Budget Committee has not been a funding source as of the 2009-10 academic year; thus it is no longer
included in this chart.
Funding Source
Program Plan
(050C)
2010-11
2011-12
$187,400
$187,400
$213,400
$188,352
$188,492
VTEA/CTE
(316E)
$93,000
$74,665
$75,000
$75,000
$75,000
College
Discretionary
Funds
(041A)
$25,600
$25,600
$25,600
$27,200
$34,426
District
(042D)
$23,179
$23,179
$23,179
$23,179
$23,200
SSSP
(597C)
0
0
0
$25,000
$50,000
BSI
(574H)
-
-
-
-
$15,000
$329,179
$310,844
$337,179*
$338,731**
$386,118***
SUB-TOTAL
2012-13
2013-14
2014-15
*2012-13: Davis Center, HOPE Center, Veterans Center and the West Sacramento Center funding added
to the Tutoring Program Plan, which accounts for the increase
**2013-14: RISE partial funding added to the Tutoring Program Plan which accounts for the increase.
***2014-15: This total reflects additional funding to the original allocation of $380,000.00 as shown in
the Resource Requirements and Funding Sources chart.
Program Plan_Tutoring_2015-16
APPENDICES
Appendix A
Snapshot of SCC Tutoring Programs
Appendix B
Procedures, outcome measures and resource requirement of tutoring services
currently funded through the Tutoring Program Plan
Appendix C
Title 5 Regulation 58170 – Apportionment for Tutoring
Appendix D
Spring 2014 Tutoring Areas Survey Sample
Appendix E
Spring 2014 Tutoring Areas Survey Aggregated Results
Appendix F
Spring 2014 Tutoring Areas Survey Comments
Appendix G
Advanced Technology Design Lab Usage Statistics - Fall
2011 - Spring 2014
Appendix H
Spring 2014 Survey of Tutoring Areas - Advanced Technology Design Lab
Questions 3 & 4 Responses
Appendix I
Business Student Center Attendance
Appendix J
Recap Business Student Center Survey - Spring 2014
Appendix K
Spring 2014 Survey of Tutoring - Science & Allied Health [HOPE Center]
Appendix L
Effectiveness of Tutoring: Student Survey Results - Survey Conducted Spring
2014 by Marybeth Buechner
DATE:
Plan updated
Original plan
November 14, 2014
2010-11
REVIEW CYCLE: Annual
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Program Plan_Tutoring_2015-16
APPENDIX A
Snapshot of SCC Tutoring Programs
Possible
Administrative Funding
Name of Center
Area
Sources
Included in the Tutoring Program Plan Budget
Academic Comptuer Labs
Instruction
GF
Tutor
Training
Class
Students earn
units for using
lab?
Disciplines Tutored
Type of Services
Students' role Coord/Contact
LTAT 310
No
Drop in
Tutors
Daniel Gilbert-Valencia
Ader
Advanced Technology Design Lab
GF/VTEA
LTAT 310
Yes
Multi-disciplinary
Graphic Communication &
Engineering Design
Technology
Drop in
Tutors
Chris Seddon
Webb
GF
GF/VTEA/VOL
GF/VTEA
GF/VTEA
GF
GF
GF
GF/BSI
GF/BSI
LTAT 310
LTAT 311
LTAT 310
LTAT 310
LTAT 310
LTAT 310
LTAT 310
LTAT 310
LTAT 310
Yes
No
No
No
No
No
No
Yes
Yes
Sport 90, 91, 92, 93
Drop in
Supplemental Instr.
Tutors
Tutors
Tutors
Tutors
Tutors
Tutors
Tutors
Tutors
Tutors
Debbie Blair
Loretta Richard
Art Mark
Steve Osterholt
Mikaela Huang
Campbell
Ader
Saks
Saks
Palm
Collins
Garcia
Garcia
Garcia
LTAT 310
No
Multi-disciplinary
Scheduled & Drop in
Tutors
No
No
Sometimes
Math, Statistics, and related
topics
Scheduled & Drop in
GF
GF/VTEA
LTAT 310
LTAT 310
LTAT 310
Loretta Richard
Cary Martensen - Math Lab
Mark Harbison-Math Dept
Tsz Yan Ngai - Math Dept
GF/VTEA
Instruction
Athletic Study Skills Lab
Instruction
Beacon
Instruction
Business Division Open Computer LabInstruction
Business Student Center
Instruction
Davis Center
Instruction
Hope Center/Science Allied Health Instruction
L & L Computer Lab
Instruction
L & L ESL Lab
Instruction
L & L Reading Lab
Instruction
GF, SSSP,
VOL
GF, SSSP,
VOL, FWS,
SUMMER
Learning Skills and Tutoring Center
Instruction
Math Lab/Math Dept
Music
Occupational Labs
Instruction
Instruction
Instruction
Photography Lab
Instruction
LTAT 310
RISE
Veterans Center
Student Services GF, CWWS
LTAT 310
Student ServicesGF
West Sacramento Center
Instruction
Multi-disciplinary
CIS
Acctg, econ & business
Multi-disciplinary
Biology, Nursing, & PTA
L & L and multi-disciplinary
ESL
Reading classes
Drop in
Drop in
Drop in
Shcduled & Drop in
Drop in
Drop in
Tutors
Tutors
Tutors
Yes
Music
Various Occupat.
Photography
Scheduled & Drop in
Tutors
No
Multi-disciplinary
Scheduled & Drop in
LTAT 310
No
Multi-disciplinary
NA
Shantra Muther
Shantra Muther
Shantra Muther
Dean
Ader
Rob Knable
Loretta Richard
Licciardi
Iwata
Ader
Paul Estabrook
Webb
LTAT 310
No
Multi-disciplinary
Drop in
Tutors/mentors Ashley Poole
Mary Sue Allred
Tutors
Janet Lake, Lee Hunter, & David
Schrumpf
Tutors
Writing Center
Instruction
GF/SSSP
Not Included in the Tutoring Program Plan Budget
LTAT 312
No
Multi-disciplinary
Scheduled & Drop in
Tutors
Susan Griffin
Ader
BSI L & L
LTAT 312
No
ESL & BSI-level reading &
writing
Supplemental Instr.
Tutors
Holly Piscopo
Susan Griffin Ann Lewis
Jolly
Licciardi
Instruction
GF
BSI Grant
ESTEEM - Math
Instruction
BSI Grant
MESA
Instruction
Grant
Math Department-BSI-Level Math
Instruction
BSI Grant
Possible Funding Sources
BSI Grant = Basic Skills Initiative
CWWS = CalWorks Work Study
FWS = Federal Work Study
GF = General Funds
SSSP = Student Success & Support Plan
SUMMER = Vice President Special Activities Fund
VOL = Volunteer
VTEA = Vocational Technology Education Act
LTAT 311
LTAT 311
Hernandez
McDaniel
Pimentel
No
BSI-level Math
Scheduled & Drop in
Tutors
Holly Piscopo, Debbie Van Sickle,
Angie Lambert
No
Math, Engineering, Sciences
Drop in
Tutors
Mai-Gemu Johnson
Licciardi
No
BSI-level Math
Scheduled
Tutors
Cary Martensen
Licciardi
Program Plan_Tutoring_2015-16
APPENDIX B
Procedures, Outcome Measures and Resource Requirements of the
Tutoring Services Currently Supported Through the Tutoring Program Plan
ACADEMIC COMPUTING
Procedures: The Academic Computing Labs (located in LRC-144 and BUS-152) serve the
entire SCC student population by providing general computing resources to support class
assignments. LR-144 provides 64.5 hours of access per week and B-152 provides 40 hours of
access. Over the fall and spring semesters, both labs are open for a combined total of 3553 hours.
Additionally, computer classroom LRC-141 (28 computers), and conference room BUS-152C
(40 chairs) are available for classes, orientations, workshops etc. (by reservation only).
All lab computers provide Internet access (IE, Google Chrome, Mozilla Firefox), Adobe Reader
X, and the Microsoft Office Suite 2010. Additionally, course-specific software is made available
when requested by faculty.
Academic Computing provides a service to all SCC students and as the percentage of classes that
use D2L continues to rise, so does the number of unduplicated students who find help in
Academic Computing. Additionally, Academic Computing serves many of SCC’s students who
do not have the financial resources to own a computer in the home nor the computing experience
now required for success. Assistance by student helpers and instructional assistants is provided to
all students who require help learning necessary technology skills. When students require
assistance beyond a five-minute interaction, Academic Computing provides an opportunity for
dedicated support. Student tutors provide extended one-on-one assistance with essential digital
literacy skills to prepare all SCC students for success.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
4443
4324
Hours Tutored
40579
37020
Resource Requirements: The Academic Computing Lab tutors are funded with General Funds.
The Academic Computing Labs would like to request an increase of student help hours from
from 1503 hours to 3573 hours per year to ensure adequate coverage and allow for one-on-one
dedicated support for SCC’s students. This total provides two student tutors during 50% of the
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Program Plan_Tutoring_2015-16
labs open hours. This will also ensure that all academic computing tutors receive the much
needed two hours of technology training each semester.
Submitted by: Daniel Gilbert-Valencia
ADVANCED TECHNOLOGY DESIGN LAB
Procedures: The Design Lab (located in Technology 109) offers services to Graphic
Communication students, Engineering Design Technology students and the college as a whole.
The Design Lab is:
 The only location for nearly 600 Graphic Communication students in over 60 class
sections to complete their required lab hours, receive tutoring and access course specific
software outside of scheduled class time.

The only location for approximately 100 Engineering Technology Design students in 16
class sections to receive tutoring, and access AutoCAD equipped computers outside of
scheduled class time.

The only open lab available to Sacramento City College students who require the use of
Adobe Creative Suite, AutoCAD, Visio, Final Cut Studio and other specialized software
outside of the classroom to complete their coursework.
Besides access to technology, Design Lab tutors offer instructional assistance to Graphic
Communication and Engineering Design Technology students.
Due to budgetary issues, The Design Lab has previously reduced our hours of availability and
further reduced tutor hours. However, overall use of the Lab has returned to previous levels. As a
result the Design Lab is more crowded and level of instructional assistance needed more intense.
To meet this need, to counteract the budgetary impact of our recent tutor wage increase, and to
partially restore previously cut lab hours, the Design Lab would like to request an additional 568
hours per year to help our students.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction* 98%
Number of students and hours tutored
Tutoring provided Fall 2013 & Spring 2014:
Semester
Students Tutored
Hours Tutored
Fall 2013
425
14281.10
Spring 2014
367
12984.58
Resource Requirements: The Advanced Technology Design Lab tutors are funded with various
funding sources, such as General Funds and VTEA. The Advanced Technology Design Lab is
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Program Plan_Tutoring_2015-16
requesting additional hours to partially restore our hours to prerecession levels (94 additional
tutor hours) and to counter the funding difficulties of the wage increase for tutors (478 additional
tutor hours). The Design Lab is currently funded for 2136 tutoring hours per school year. We
would like to increase those hours to 2704 hours per school year, which equals $25,688. This
will allow for a GCOM tutor to be on duty at all times as well as 10 hours of Engineering Design
Technology tutoring per week.
*Student (tutee) satisfaction is expressed as the percentage of overall respondents indicating that,
when applicable:
 Design Lab tutoring was either a great help or some help on a variety of positive student
outcomes (question 4, see Appendix H).
 They strongly or somewhat agreed with a number of positive student outcomes regarding
the help they received (question 3, see Appendix H).
Submitted by Chris Seddon
ATHLETIC STUDY SKILLS
Procedures: The Athletic Study Skills Lab (located in South Gym 144) is designed to assist the
approximately 375 student-athletes competing on SCC's eighteen athletic teams. Many of these
students are at-risk and have assessed into remedial math and English courses. The lab offers
homework help, tutoring in English and Math, as well as in other subjects as needed. Fourteen
computers are available for students to type papers and do research. Students must be registered
in an intercollegiate sport team at SCC to enroll in Sport 90, 91, and HS 1000. The policy
change concerning repeatability has broadened our course offerings to be divided into Sport 90,
91, 92, & 93, but as of this time we have not offered Sport 92 & 93. We are essentially serving
freshman student-athletes at this time. Grades are credit / no credit. Positive attendance is kept
for each student.
In 2013-14, there were approximately 250 students from eighteen teams participating. (There
were 137 in the fall and 145 enrolled in Sport 90 in the spring.) These numbers were down
primarily due to the KHA student-athletes earning priority registration, so the morning lab hours
had low enrollment. We have since adjusted our lab times to afternoons and evenings, and have
seen the numbers increase. Last year, 54.7% of our sophomore student-athletes transferred to a
four year college, 56.6 % obtained AA degrees, and 67.5 % are returning to Los Rios to further
their education and follow their educational goals. 100% met the deadline of having their
Education Plans completed and 94 % of the student-athletes turned in two grade checks per
semester. All eighteen athletic teams finished fall 2013/spring 2014 with a GPA over 2.0, a
minimum for eligibility, and six teams finished above a 3.0 GPA.
Tutoring hours provided in the fall 2013 totaled 175 hours and spring 2014 totaled 93 hours for a
total of 268 hours for the academic year.
Title Five regulations and priority registration have affected our enrollment, bus scheduling has
been adjusted and the numbers are going back up. Last spring, Priority Registration was granted
to student-athletes, so many students are now on track to earn their AA degree and transfer to a
four year college on time.
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Program Plan_Tutoring_2015-16
The KHA Division will continue to offer sections of Sport 90, 91, and HS 1000 every semester,
and will maintain a safe, studious learning community for student-athletes.
Measures of Merit/Outcome Measures:
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
137
145
Hours Tutored
175
93
The Athletic Study Skills Lab serves approximately 375 student athletes per semester on
eighteen teams. For both fall 2013 and spring 2014, there were three Sport 90 classes and three
Sport 91 classes. We have since changed our lab to being open approximately 10 hours per week.
Resource Requirements: By providing twenty hours per week each semester, the Athletic Study
Skills Lab requests 640 hours or $6080 to provide tutoring for the Academic Study Skills Lab.
Submitted by Deborah Blair
BEACON PROGRAM
Procedures: The Beacon program is SCC’s modified supplemental instruction tutoring program
and is offered through the Learning Skills and Tutoring Center. In the Beacon Program, a faculty
member and tutor organize a study group of students enrolled in the instructor’s class. The tutor
has already successfully completed the course (with a grade of A or B) and has been trained (via
a 1-unit, online tutor training course and a Beacon Program orientation) to support interactive,
collaborative learning in the tutoring sessions. In this modified supplemental instruction
program, the tutor is paid 5 hours per week. These hours are divided as follows: the tutor meets
two hours per week outside of classroom instruction time, two hours per week in the classroom,
and either one hour per week consulting with the instructor or preparing for the group tutorial
sessions (or a combination of these latter two activities for up to one hour per week).
Measures of Merit/Outcome Measures:
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Students Tutored
Fall 2013
433
Spring 2014
461
Hours Tutored
2,307
3227
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Program Plan_Tutoring_2015-16
Resource Requirements: Funding sources for the Beacon tutors may include General Funds
and/or VTEA. Due to the increased requests for tutorial assistance from faculty in various
disciplines as well as the increases in minimum wage, the Beacon Program requests an increase
in funding to 3950 hours or $37,525.
Submitted by Loretta Richard
BUSINESS DIVISION OPEN COMPUTER LAB
Procedures: The Business Division Open Computer Lab (located in B151) offers computerrelated assistance to students enrolled in Business Division courses. This assistance is primarily
drop-in tutoring for CIS subjects on a first-come/first-served basis. The lab also provides a
limited library of textbooks that are available for use by students in the lab. In addition to staffing
in B151, tutoring funds are used to provide in-class student tutors during the lab portions of
selected classes, including introductory courses such as CISC 300 (Computer Familiarization)
and CISP 301 (Introduction to Programming), various networking, and web design courses.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction - Appendices E & F
Student perceptions of achievement – Appendices E & F
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
616
655
Hours Tutored
12,567
11,348
Resource Requirements: The Business Division Open Computer Lab (B151) tutors are funded
with VTEA and/or General Funds. B151 continues to be heavily used by CIS students — with
lab hour usage approximately at the same level as the previous year. There is a need for more
tutoring staff during busy times within the lab.
It has proven helpful to place tutors in the lab portions of various CIS classes, so that
assistance can be provided to students “in context” rather than waiting until they can visit the
B151 Lab. Since the Fall 2011 semester, the lab’s tutoring funds have been used to provide inclass student tutors for 10 hrs/wk during the lab portions of various networking and web
classes. Many of the students in these networking and web classes are full-time professionals
whose work/class schedule makes them less likely to visit B151.
During the Fall 2014 semester, at the request of the Internet Web design class instructor, we
allocated additional hours, previously designated for tutoring in the B151 lab, to provide inclass tutoring support to the lab portion of the web design classes. The “payoff” for providing
in-class tutoring support is that the students receive more timely tutoring support and they
don’t have to wait to come to the B151 lab for help. The redirection of tutoring hours to
provide in-class / lab tutoring causes a corresponding reduction in the number of available
hours for tutors to work within the B151 lab.
As a result of requests for additional in-class tutoring, the Business Division Open Computer
Lab is requesting an increase in funding from $21,516, or 2,390.67 hours @ $9 an hour, to
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Program Plan_Tutoring_2015-16
2,720 hours /minimal- 4,256 hours /ideal. With the increase in minimum wage, this amount
totals $25,840.
Submitted by Arthur Mark
BUSINESS STUDENT CENTER
Procedures: The Business Student Center (BSC) serves all Business Division students in
Accounting, Economics, Business, Bus Tech, Real Estate, Marketing and Management. Walk-in
tutoring is provided for all of those subjects. Reference materials, textbooks and solutions for
accounting homework are available for students. Computers are provided for doing on-line
homework and research. The BSC is open four days per week, Monday through Thursday, 8am
to 7pm (summer 9am to 5pm).
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction - Appendices E & J
Student perceptions of achievement – Appendices E & J
Tutoring provided:
Semester
Students Tutored
Fall 2013
477
Spring 2014
476
Hours Tutored
2906
3039
Minimum effective budget needs
The Business Student Center tutors are funded with General Funds and/or VTEA funding. In
order to maintain the 1080 hours allocated for 2014-15, the BSC funding would need to increase
to $10,260 due to the increase in minimum wage beginning January 2016.
Submitted by Steve Osterholt
DAVIS CENTER
Procedures: The tutoring program at the Davis Center is an extension of the Writing Center and
the Learning Skills Tutoring Center Programs at Sacramento City College. Individualized and
group tutoring opportunities are available to students for English, Spanish, Chemistry, and
Mathematics courses. Tutoring opportunity for other subjects is also available to students on a
demand basis. BEACON and BSI tutors may be present in classrooms where faculty members
have requested this additional academic support.
LRC Procedures: The LRC is open for all students. The space includes study areas, study room,
computers and netbook computers for student use, and a reserve textbook collection. All
computers provide Internet access and the Microsoft Office Suite. Additionally, class specific
software is made available when requested by faculty. This is the area where tutors are available
to students.
For the 2015-16 fiscal year the center will have approximately 2,200 unduplicated students for
each term. Although the number of students will remain consistent, the increase in course load in
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Program Plan_Tutoring_2015-16
Math classes this year has necessitated a greater number of tutoring hours. Therefore, we
anticipate needing an increase in funding to accommodate the amount of basic skills classes
offered.
Measures of Merit/Outcome Measures:
Student satisfactions surveys
Number of students attending tutoring
Tutoring provided:
Semester
Fall 2013
Spring 2014
Number of Visits
203
196
Due to shortage of qualified tutors at the beginning of the semester, we were not able to serve all
students seeking help. Amounts of available tutor hours have increased from 15 hours a week in
September to currently having 35 hours of tutoring a week to meet the demand for all tutoring
needs. The number of visits for tutoring is expected to exceed the total number from previous
semesters by a substantial amount.
Resource Requirements: The Davis Center is requesting an equivalent to 1100 hours of
tutoring ($10,450) for the 2015-16 fiscal year.
Submitted by Mikaela Ciofi-Huang
HOPE CENTER
Procedures: The Hope Center is a study skills center for students enrolled in Science and Allied
Health courses. It is located in Lillard Hall, room 115. Academic support is provided to students
in the form of tutoring for courses in Biology, Chemistry, the Physical Therapist Assistant
Program, the Occupational Therapy Assistant Program, and the Vocational Nursing and
Associate Degree Nursing Programs. The Center has tables for small group study, a resource
library and four computers for student use. Among other duties, two instructional assistants
schedule student tutors. In spring 2014, the HOPE Center provided tutoring services for the
following classes, weekly hours are as indicated: BIOL 100 (10 hours), BIOL 402 (4 hours),
BIOL 430 (8 hours), BIOL 431 (8 hours), BIOL 440 (8 hours),CHEM 305 (2 hours), CHEM 309
(2 hours) NURSE (12 hours), AND/VN (8 hours) and PTA (4 hours). These are hands-on
tutoring and do not include prep time.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction (See Appendices E, F, & K)
Student perceptions of achievement (See Appendices E, F, & K)
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Program Plan_Tutoring_2015-16
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored Hours Tutored (includes Tutor & IA hours)
295
1785.08
346
2449.26
Resource Requirements: The HOPE Center employs two Instructional Assistants (IAs) and
student tutors. The Center lost its grant funding at the end of FY 2013-14 which had previously
paid for the IAs and a program coordinator. However, the College continues to provide funding
to support student tutors. The HOPE Center obtained one-time funding from the SCC Foundation
to support two IAs for Fall 2014. During Spring 2015 HOPE Center‘s IA’s will be funded
through SSSP funds. The cost for student tutoring in 2013-14 totaled 1761 hours X $8.25 per
hour =$14,528.00. The allocation for 2014-15 is 1,724.89 hours or $15,524.00. The Hope Center
plans to hold its tutoring hours at 1,725 for FY 15-16. However, it is requesting an increase in
funding $16,388 in order to account for the increase in student tutors’ rate of pay to $10 per hour.
Submitted by Jim Collins
LANGUAGE AND LITERATURE COMPUTER LAB
Procedures: The Language and Literature Computer Lab (located in RHS 326) serves students
from not only English, ESL and Reading, but also many other departments across the college.
Tutors help students lacking basic computer skills. They help students access their records and
assist them with writing assignments. Tutors assist instructors by helping students during
scheduled classes in the lab. They also help students use MS Word, save files to USB drives,
email files, print, access web sites and do web searches.
Measures of Merit/Outcome Measures:
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 and Spring 2014
Semester
Individual Visitors
Fall 2013
247
Spring 2014
257
Total Visits
746
873
Compared to the previous year, the total number of visits to the Language and Literature
Computer Lab was higher in 2013-2014, especially in the Spring. In Fall 2013 there were 746
total visits to the lab, compared with 656 total visits in Fall 2012. In Spring 2014 there were 873
total visits to the lab, compared with 545 total visits in Spring 2013.
Resource Requirements: The Language and Literature Computer Lab is requesting an increase
in the 2015-16 allocation from $9,325.00 to $9,861.00 in response to changes in the minimum
wage to allow us to fund at least 1038 tutor hours.
Prepared by Shantra Muther
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Program Plan_Tutoring_2015-16
LANGUAGES AND LITERATURE ESL CENTER
Procedures: The SCC ESL Center (located in RHS 328) offers a wide range of services and
activities for English Language Learners and others (including Standard English Learners) to
support their studies in their reading and listening classes, as well as improve their grammar and
writing skills and their cultural understanding. The ESL Center offers individual tutoring for
pronunciation and conversation skills to students enrolled in a 0.5 unit lab class. Additionally,
the Center provides instructional materials, such as textbooks and readers, audio and video tapes
or discs, interactive software programs, and writing modules. The tutors, Instructional Assistant,
and instructors assist students in using lab equipment and instructional media and in selecting
materials relevant to their coursework and objectives. The also help the students log in and out
each time they visit the Center.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction – Appendices E & F
Student perceptions of achievement – Appendices E & F
Tutoring provided Fall 2013 and Spring 2014
Semester
Students Tutored
Fall 2013
453
Spring 2014
437
Hours Tutored
11,862
11,680
Budget
Requested Budget
Tutor Hours
2307
Allocation
$21,917
This request takes into account the recent change in the minimum wage to $9.00 per hour as well
as the future increase (effective January 2016) to $10.00 per hour. The requested budget will
allow us to restore our tutor hours to the number provided in 2013-2014.
Our ESL Center serves approximately 450 students per semester in Rodda Hall South 328. We
offer 0.5 - unit lab classes with two hours attendance per week. The courses are a mixture of prerequisite lab courses for our core ESL Reading and Listening/Speaking classes, and Independent
Labs for other skills, including writing and grammar.
Resource Requirements: The Language and Literature ESL Center is requesting an increase in
funding from $19,040 to $21,917, a total increase of $2877.
Prepared by Shantra Muther
LANGUAGES AND LITERATURE READING LAB
Procedures: The English Reading Lab, ENGLB 55, (located in RHS 329) is a credit/no credit
course designed primarily to support students in the 4 levels of (primarily native-speaker)
Reading classes. All Reading students are assessed at the start of each semester, and some of
them are strongly encouraged to enroll in the Reading Lab in order to acquire the necessary skills
to pass their Reading course. Students may enroll in the Reading Lab whether or not they are coenrolled in a Reading course. The lab offers practice in all areas of reading comprehension and in
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Program Plan_Tutoring_2015-16
vocabulary development. The tutors give one-on-one help to students practicing various reading
skills, including preparing to take or re-take a Mastery Skills Test. The tutors and Instructional
Assistant are in charge of clocking the students in and out each time, helping the students keep
their work organized, distributing materials and performing clerical duties as needed.
Measures of Merit/Outcome Measures:
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 and Spring 2014
Semester
Students Tutored
Fall 2013
602
Spring 2014
524
Hours Tutored
13,594
11,416
Budget
Requested Budget
Tutor Hours
1792
Allocation
$17024
This request takes into account the recent change in the minimum wage to $9.00 per hour as well
as the future increase (effective January 2016) to $10.00 per hour. The requested budget will
allow us to restore our tutor hours to the number provided in 2013-2014. The Reading Lab is
extremely busy; our tutors are not able to receive as much training and preparation before the
semester begins as would be ideal because it is necessary to allocate nearly every tutor hour to
direct service with the students. Furthermore, with a greater number of tutor hours, tutors (and
instructors) would also be able to spend more time tutoring, as opposed to simply getting
students logged in/out and getting them materials. An increase in funding would also allow for
more tutor coverage when we are busiest -- weeks 3 & 4 when the lab first opens, and week 15,
which is the last week of lab for the semester. Finally, we are planning to add another section of
lab in response to student demand, which will increase our need for tutor hours. For all of these
reasons, we are requesting an increase in funding.
Resource Requirements: The Language and Literature Reading Lab is requesting an increase in
funding from $14,784 to $17,024, a total increase of $2240.
Prepared by Shantra Muther
LEARNING SKILLS AND TUTORING CENTER
Procedures: The Learning Skills and Tutoring Program (located in LRC 144) works with
individual students, faculty, and other tutoring programs. For individual students, the program
offers a variety of services: individualized or small group peer tutoring, Beacon learning groups,
online resources, multi-media instructional materials, and study skills workshops. In addition, the
program’s curriculum includes two courses to help individual students with basic skills review
and basic learning strategies: LTAT 92 (math, reading and writing) and LTAT 300 (study
strategies and personal management for success in all disciplines). The coordinators work with
faculty when resources permit to tailor tutoring services for specific student or class needs.
25
Program Plan_Tutoring_2015-16
The Learning Skills and Tutoring Center (LSTC) staff also coordinates resources and services
among the various college tutoring labs and programs. The LSTC oversees the comprehensive
college tutoring budget and allocates funds to the programs, processes the employment forms
and payroll for all tutoring programs, and convenes meetings to discuss issues related to college
wide tutor coordination. The LSTC coordinators teach LTAT 310 and LTAT 311 through which
tutors for all labs (except the writing tutors) are trained in general tutoring strategies; conduct inservice and workshops for tutors working in labs throughout the college; and organize the annual
tutor appreciation events. In addition, College Success Workshops are presented by the Learning
Skills and Tutoring Center.
Since tutorial services are provided to SCC students in various departments and disciplines, the
coordinators and staff of the Learning Skills and Tutoring Center interact with various
departments in the College, such as EOPS, DSPS, and Student Disciplinary Office, as well as
faculty in various disciplines. For example, coordinators provide workshops in classrooms upon
the invitation of faculty, assist in working with at-risk students through the SarsAlert system, and
offer Academic Integrity workshops for students with disciplinary referrals.
In order to meet the Accreditation requirements to offer online services to Distance Education
students, possible platforms for online tutoring have been researched. Developing virtual tutoring
in the LSTC is expected to be implemented by the spring 2015 semester, which could increase
the demand for tutoring.
Although our tutors are required to take the LTAT 310 or LTAT 311 class to meet the Title 5
training requirement for tutors (see Appendix C), ongoing training is needed. An objective is to
pilot three-hours of additional training per semester per tutor. These trainings would provide an
opportunity for tutors to discuss problems, needs and questions as well as to provide suggestions.
Furthermore, these trainings would help provide more consistent tutoring procedures throughout
all of the SCC Tutoring Programs. With approximately 175 tutors college-wide, this could result
in an additional 1,050 hours for the 2015-16 academic year. This estimate is included in the
requested hours and funding below. Please note that although these extra hours are requested by
the LSTC, the hours would include tutors in Beacon, Occupational Labs, as well as all of the
other Tutoring Programs listed on page 11 of this Program Plan.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction - Appendices E & F
Student perceptions of achievement – Appendices E & F
Tutoring provided Fall 2013 & Spring 2014:
Semester
Students Tutored
Fall 2013
417
Spring 2014
498
Hours Tutored
2627
2840
Resource Requirements: The Learning Skills and Tutoring Center tutors are funded with
various funding sources, such as, General Funds, SSSP, VTEA, etc. In order to offset the second
26
Program Plan_Tutoring_2015-16
increase in minimum wage, to provide more tutoring hours, to provide tutorial assistance in the
summer, to provide online tutoring, and to provide further training for tutors, the Learning Skills
and Tutoring Center is requesting an increase in funding to $57,475 for 6050 tutoring hours.
Submitted by Loretta Richard
MATH LAB / MATH DEPARTMENT
Procedures: The Math Lab supports students who seek drop-in tutorial assistance in math and
related subjects. It is open 6 days a week (62.5 hours/week) through finals except in summer
when it is open 4 days a week. The Math Lab houses a comprehensive collection of recent and
current textbooks, solutions manuals and video lectures donated by publishers. Calculators are
available for check-out to use in the Lab and campus classrooms and old edition materials are
available for home-use on a restricted basis. Last year, the Math Lab employed 57 hired student
tutors, 14 volunteer tutors and 13 student clerks. Over 60% of students tutored last year were
enrolled in basic skills classes. Approximately 60% of hours tutored were devoted to basic skills
students.
In the Math Lab, there is a constant demand for Statistics tutors in particular, simply because
Statistics is the most popular transfer level Math course offered at SCC. In general, most
Statistics tutors in the lab are not Math/Science majors and therefore cannot tutor several of the
math-related courses addressed in the lab. Last year, the Budget Committee awarded hours
specifically for additional Statistics tutors in the Math Lab. Those additional hours increased the
presence of Statistics tutors in the lab without diminishing support provided to Math/Science
students attending the lab.
Due to recent student comments that some tutors are offer only brief cursory information, there is
a recognized need for supplemental tutor training for Math Lab tutors with a focus on bestpractices while tutoring in the Math Lab. At the same time, it would be helpful to provide time
for Math Lab tutors to exchange ideas specific to tutoring in the Math Lab.
Math Class Labs: During 2013-14, Math Lab tutors and BSI SIAs (see next item) supported
students in the Math 27 self-paced lab classes (17 1-unit sections) and the lab portions of the
Math 28 lecture classes (17 3-unit sections).
The Math BSI SIA Program has become part of ESTEEM (Essential Support Teams for
English, ESL and Math). As in the Beacon program, a faculty member and student tutor or SIA
(Student Instructional Assistant) organize a study group of students enrolled in the instructor’s
class. The SIA works up to five hours a week in close touch with the instructor, tutoring in and
out of the classroom and prepping tutoring materials as needed. Recent efforts toward including
online tutoring have been successful.
2nd Chance Algebra and 2nd Chance Statistics have been offered each semester since Fall 2010
and Spring 2012 respectively. Both are intersession programs open to Math 100, 120 or Stat 300
students who during the previous semester, were passing until the final exam. Instructors refer
students for focused tutorial support and the chance to take a 2nd final exam on the last day of
this five day program.
27
Program Plan_Tutoring_2015-16
I’ve Got to Pass This Class! or Pass Class, has been offered each semester since Spring 2013.
Algebra students self-select for this program in which they receive tutorial support in weekly 2hour sessions aimed at creating good study and test-taking skills.
Assessment Prep was introduced in Spring 2014 to support incoming Fall freshmen who had
assessed at least two levels below their last math course. After reviewing Math with tutorial
support during three Saturday meetings, students were allowed to re-assess in Math. The new
Math Pump program introduced this fall is a similar program open to current SCC students.
Summer Success Academy is a transition program for incoming high school seniors who have
taken the college assessment. It includes Math Boot Camp where the students receive support in
preparing for their first college Math class. Students attend three days each week for five weeks
in June-July. Although student tutors have not recently been part of the program, there has been
a desire to include them in the future.
Online Tutoring: Online Math tutoring in the SIA Program was introduced in Spring 2012 by
Debbie Van Sickle who, with a few of her SIAs provided online tutoring on Sunday evenings.
Debbie uses CCCConfer and graphics tablets to help tutors easily display written Math online.
The Math department is interested in providing more online tutoring. In spring 2014, Cary
Martensen researched online tutoring at CCCConfer with headsets and graphic tablets using the
Math Lab student computers and discovered that graphics tablets running on the VDI lab
computers are incompatible with CCCConfer.
Measures of Merit/Outcome Measures:
Student satisfaction surveys:
Student perceptions of achievement:
Math Lab Student Survey-Sp 2014 – Appendix E
Math Lab Student Survey-Sp 2014 – Appendix E
Note: Results from the most recent student surveys for the Math SIA, Pass Class and Math
28 programs were conducted in 2012-2013 and were included in last year’s program
plan.
Student Success Outcomes
2nd Chance Programs
Algebra
Fall 2013
Spring 2014
STAT
Fall 2013
Spring 2014
Students
10
15
10
10
Students that Passed
4
8
10
9
Pass Rate
40%
53%
100%
90%
Note: Results from the most recent SIA student success analysis report, conducted in 20122013, were included in last year’s program plan.
28
Program Plan_Tutoring_2015-16
Tutoring Provided
Math Lab
Math 27 Lab Classes
SIA Program
Fall 2013
Spring 2014
Summer 2014
Students Tutored
Fall 2013
1,432
Spring 2014
1,333
Summer 2014
372
Hours Attended
24,184
22,324
4,501
Classes
8
8
1
Fall 2013
Spring 2014
Summer 2014
Classes Supported
22
25
0
Hours Attended
9,953
10,033
1,477
SIA Hours Worked
1,471
1,420
0
2nd Chance Programs
Algebra
Fall 2013
Spring 2014
STAT
Fall 2013
Spring 2014
Tutor Hours Worked
39
41
21
23
Totals
I’ve Got to Pass This Class!
Fall 2013
Spring 2014
Tutor Hours Worked
73
42
Total
Assessment Prep
Spring 2014
Students Tutored
25
Totals
47 classes
2,891 SIA hours
80
44
115
Hours Attended
18
Resource Requirements: The Math Lab student tutors are funded primarily with student help
money allocated by the Learning Skills and Tutoring Center Coordinator through the Tutoring
Program Plan and a separate summer allocation. Last year, additional funds were awarded by
the Budget Committee to support more Statistics tutors in the Math Lab since there is an everpresent demand for them. Tutors with Federal Work Study funding were hired when possible
and volunteers welcomed. All other Math tutoring activities were funded through the Basic Skills
Initiative (BSI) and the Student Success and Support Plan (SSSP).
In the 2014-15 Tutoring Program Plan, the Math Department initially requested 9,386 tutor hours
to continue traditional Math Lab activities and initiate the process of institutionalizing funding
for the SIA, Pass Class and 2nd Chance Algebra and STAT programs previously supported with
BSI, SSSP, MSE Division and Budget Committee award funds. A late correction of 200
additional hours for Math Lab tutoring made after the program plan was published brought the
request total to 9,586 hours ($79,084).
29
Program Plan_Tutoring_2015-16
This year, the Math Lab did receive the full dollar amount requested last year. Due to the recent
student pay raise from $8.25 to $9.00, it funds 8,787 tutor hours, a shortfall of 799 hours less
than requested. Current funds will support Math Lab tutors, with enough remaining to support
the 2nd Chance STAT program and current newer projects (Assessment Prep, Math Pump), but
not necessarily the SIA, Pass Class, 2nd Chance Algebra programs nor the tutors in lab classes all
of which are currently supported through BSI funds.
In an effort to institutionalize the Math Lab Statistics or STAT tutor funding awarded last year
by the Budget Committee (485 hours) and address a need for supplemental tutor training (140
hours), the request below for 9,976 hours ($94,772) includes an increase of 625 hours over the
8,787 hours received this year. An additional request to compensate for the shortfall created by
the recent student pay raise can remain a longer term goal as long as BSI funding is available.
2013-14 funding received and tutor hours worked are detailed below, followed by the Math
Department funded hours request for 2015-16.
Math Tutorial Services
Tutor Hours Worked, 2013-14
Hours
Math Lab
Program Plan Allocation
8,108
Budget Committee – STAT Tutors
485
FWS
539
Summer Allocation
564
Volunteer
212
Other Activities
BSI
3,465
Matric-SSSP
44
Volunteer
5
Grand Total, tutoring hours worked
Math Lab/Math Department Funding Request for 2015-16
Program Plan Allocation
Summer Allocation
Total
Annual Hours Totals
13,205
9,908 Funded Hours
3,514
217
Volunteer
Hours
13,422
13,422
Hours
9,412
564
9,976
Submitted by Cary Martensen
MUSIC
Procedures: Tutoring is done through the Department Music Lab (PAC 108-109). Often the
tutoring is done in our facility – lab, practice rooms, and more informal settings (hallway study
carrels). Recently, one of our Beacon tutors has used a room provided in the LRC. We have
tutors approved to work in the areas of music theory, piano, guitar, and MIDI (music software
and keyboards). We do need tutors with specialties to serve multiple sections of theory, piano,
guitar, MIDI, and occasionally, voice.
30
Program Plan_Tutoring_2015-16
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Students Tutored
Fall 2013
20
Spring 2014
32
Hours Tutored
305
319
Resource Requirements: In 2013-14, we went over our allocation, averaging about 17-18 hours
per week. Considering the variety of courses where tutorial assistance is needed and the
increasing demand for tutorial help, the Music Department requests an increase in funding to
$4560 for 480 hours, which will average about 15 hours per week.
Submitted by Rob Knable
OCCUPATIONAL LABS
Procedures: Tutoring is offered in various locations throughout college for accounting,
business, cosmetology, dental hygiene, fashion, flight technology/ATCAD, graphic
communications, nutrition, motorcycle maintenance.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Students Tutored
Fall 2013
90
Spring 2014
89
Hours Tutored
804
1154
Resource Requirements: Funding for Occupational labs tutors may be with VTEA and/or
General Funds. The Occupational Labs are requesting an increase in funding to $6897 for 726
hours, which is to offset the increase in minimum wage in January 2016.
Submitted by Loretta Richard
PHOTOGRAPHY LAB
Procedures: The Photography Lab (located in RHN 315) provides tutoring to students enrolled
in various photographic courses. The lab is anticipating continued growth with the department’s
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Program Plan_Tutoring_2015-16
relocation along with Journalism to the new student services building for the spring 2015
semester. With this merger, approximately 175 more students will need tutoring. This increased
number of students along with the three new studios and the open lab that will enable students
access 4 days per week from 8am to 5pm, will increase the need for tutors. Faculty use tutors to
support instruction in the computer lab, on location and in studio areas with exercises,
assignments and exams. The tutors support 40 different SLO’s every semester in the 10 different
course sections.
Measures of Merit/Outcome Measures:
Recent surveys indicate that students prefer more access to photo studio and computer labs. 48%
of all photography students indicated that they would like more time in the computer lab (outside
of normal instruction) to complete their course work. 67% indicated they need more time in the
photo studio to complete their course work (outside of normal instruction) also. 57% of all the
students would prefer to have open access (8am-5pm) to complete their course work and build
their portfolios.
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
375
375
Hours Tutored
864
864
Resource Requirements: The Photography Lab tutors are funded with General Funding and/or
VTEA funding. The Photography program expects an increased need for tutors when we move
into our new facilities with the Journalism department. Thus the Photography Lab requests an
increase from $14,759 to $28,576 to cover 3008 tutoring hours.
Submitted by Paul Estabrook
RISE
Procedures: RISE serves the entire SCC student population by providing tutoring and
homework assistance in basic skill courses (Math and English) as well as other areas of General
Education (Span, Hist, Soc, Chem, Bio, and others). We operate under a student-centered
holistic approach. Students are able to make one hour appointments with our tutors or do drop-in
sessions. Our tutoring staff is composed of a combination of SCC student tutors and CSUS
student volunteers.
Measures of Merit/Outcome Measures:
Number of students attending tutoring
Number of hours of tutoring provided to students
Student (tutee) satisfaction - Appendices E & F
Student perceptions of achievement – Appendices E & F
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Program Plan_Tutoring_2015-16
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students tutored
500
452
Hours tutored
2600
2408
Resource Requirements: RISE tutors are funded through General Funds, SSSP, and Federal
Work Study monies. Each and every year the student demand far exceeds the hours available.
RISE requests an increase in funding to $30,400 in order to fund 3200 tutoring hours.
Submitted by Valerie Moore
VETERANS RESOURCE CENTER
Procedures: The Veterans Resource Center is located in the Student Center, Room 103. It is a
program designed to help veterans and their dependents with homework, VA benefits and
admissions. It also provides computer access, free printing services, appointments with a
designated VA counselor for VA course planners, and a place to meet other veterans on campus.
The Veteran’s Resource Center did not request funds for 2014-15; however, the VRC is
requesting tutoring funds for 2015-16 to develop and implement a peer tutoring program for
Veterans. We found that Veterans are more likely to utilize tutoring services when the tutors are
their peers. Many of our Veterans currently tutor one another in the VRC informally. In addition,
we still encourage Veterans to use the tutorial services in the LRC along with the Writing Center
and other labs on campus. We also post the calendar of Study Skills workshops and Writing
Center workshops monthly.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction
Number of students attending tutoring
Number of hours of tutoring provided to students
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
NA
NA
Hours Tutored
NA
NA
Resource Requirements: The Veterans Resource Center requests $4560 to cover 15 tutoring
hours per week (480 hours).
Submitted by Kimberly McDaniel
WEST SACRAMENTO CENTER
Tutoring Program Procedures: Our new Learning Resource Center (LRC) has streamlined the
tutoring process this year. Four new dedicated tutoring rooms are now available, attached to our
33
Program Plan_Tutoring_2015-16
spacious open study area. We currently employ tutors for Math and Accounting, as well as
contract with three IA’s in English Writing from the SCC main campus. The LRC also contains
our collection of reserve textbooks under the supervision of a new IA on our campus, so that
students can check out a book, calculator, or notebook computer in the study area and easily
reference material themselves or in a group study session. Several of our rooms can also double
as group or quiet study areas when not in use by the tutors. Our open computer lab is located on
the same floor as the LRC, so students can also complete online assignments or compose written
work in an area that is easily accessible and conducive to study.
Tutoring Expansion Plan: Our new Learning Resources IA is able to relieve some of the
pressure on the tutoring schedule by offering drop-in tutoring for quick student questions, but we
have plans to expand our tutoring program this year as we gauge student interest. Our current
English Writing IA’s are available approximately 21 hours per week, with an Accounting tutor
utilizing an additional 6 hours per week, which has proven very helpful for our student
population. Our new Math IA has allowed us to greatly expand our offerings in assistance with
mathematics, for which there is high demand on our campus. During peak demand hours, we
employ two additional math tutors that overlap with our Math IA for 14 of the 30 hours of
tutoring we offer per week. There has also been a discussion of adding tutors for Computer
Science Programming, Chemistry and Biology, and Foreign Language (primarily Spanish),
depending on the hours and tutors available for Spring 2015.
Technology Upgrades: With the addition of new software for the 2014-2015 academic year,
staff hopes to significantly improve student tracking and outreach. This new software includes
OnTrack, which will allow us to gain an overview of how often students utilize tutoring without
the need for significant documentation on the part of the tutors. Like SCC’s main campus, we are
also moving to a SARS Grid scheduling plan for our Writing Center, so our IA’s can easily
check, confirm, or modify their appointments without having to consult a physical binder.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction - Appendices E & F
Student perceptions of achievement – Appendices E & F
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Total Non-IA
Total IA
Unique Students
Tutoring Hours Tutoring Hours Utilizing
Tutoring
321
346
259
294
122
105
Total
Number of
Tutoring
Visits
452
496
Resource Requirements: In order to compensate for the minimum wage increases and the
increase request for tutorial assistance, the West Sacramento Center requests an increase in
funding to $6,650 in order to provide 700 tutoring hours.
Submitted by Art Pimentel
34
Program Plan_Tutoring_2015-16
WRITING CENTER
Procedures: The Writing Center is located in LRC 144. The mission of the Writing Center is to
help all SCC students to become more effective, confident and independent writers by providing
assistance with writing in courses across the disciplines. In support of this mission, the Writing
Center provides individual writing tutoring sessions for students, workshops for students, inclass tutors and group tutoring for basic skills writing students, consultations for faculty, and the
opportunity for qualified students to gain paraprofessional experience as peer tutors. Writing
Center tutors and instructional assistants help students with all aspects and stages of the writing
process. These areas include how to interpret assignments, do prewriting and planning, develop a
thesis statement, organize a paper, develop and organize paragraphs, use evidence to support an
argument, and create effective introductions and conclusions. Tutors also help students learn how
to proofread for grammar, syntax, and punctuation errors. The Center makes writing tutoring
available in West Sacramento and Davis as well as on the main campus.
Measures of Merit/Outcome Measures:
Student (tutee) satisfaction (See Writing Center Program Plan)
Student perceptions of learning (See Writing Center Program Plan)
Tutor perceptions of student learning and progress (See Writing Center Program Plan)
During the 2013-14 year, the demand for writing tutoring grew at the main campus and in West
Sacramento. In addition to the writing tutoring available at the main campus, in West
Sacramento, and in Davis, during the 2013-14 year, the Writing Center also began placing tutors
in ENGW51 classes for faculty who wanted a tutor to assist them in the classroom. During the
fall 2014 semester, the Writing Center began offering online tutoring as a pilot program. Student
response has been good, and the program will need to be expanded in order to keep up with the
demand for online tutoring. For more details about Writing Center statistics, student learning
and satisfaction surveys, and outcomes, see the Writing Center Program Plan.
Tutoring provided Fall 2013 & Spring 2014:
Semester
Fall 2013
Spring 2014
Students Tutored
653
677
Number of Student Visits
2,093
2,196
Track-It Hours Recorded
1,410
1,975
Resource Requirements: The Writing Center is requesting an increase in the number of hours
from the 2014-15 allocation to 3,964 hours. Due to another increase in minimum wage for spring
2016, the funding allocation will need to increase to $37,658.
Submitted by Susan Griffin
35
Program Plan_Tutoring_2015-16
APPENDIX C
BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS
TITLE 5. EDUCATION
DIVISION 6. CALIFORNIA COMMUNITY COLLEGES
CHAPTER 9. FISCAL SUPPORT
SUBCHAPTER 2. LIMITATIONS ON STATE AID
ARTICLE 5. OTHER LIMITATIONS
This database is current through 8/28/09 Register 2009, No. 35
§ 58170. Apportionment for Tutoring.
Apportionment may be claimed for individual student tutoring only if all the following
conditions are met:
(a) The individual student tutoring is conducted through a designated learning center.
(b) The designated learning center is supervised by a person who meets the minimum
qualifications prescribed by section 53415.
(c) All tutors successfully complete instruction in tutoring methods and the use of appropriate
written and mediated instructional materials, including supervised practice tutoring. This
requirement may be waived by the chief instructional or student services officer on the basis of
advanced degrees or equivalent training. Academic credit and apportionment for coursework in
tutoring methods for purposes of this section shall be limited to two semester or three quarter
units of credit, or 96 noncredit hours. All tutors shall be approved by a faculty member from the
discipline or disciplines in which the student will tutor.
(d) All students receiving individual tutoring have enrolled in a noncredit course carrying
Taxonomy of Programs number 4930.09, which is entitled "Supervised Tutoring."
(e) Students enroll in the Supervised Tutoring course, through registration procedures established
pursuant to section 58108, after referral by a counselor or an instructor on the basis of an
identified learning need.
(f) An attendance accounting method is established which accurately and rigorously monitors
positive attendance.
(g) Student tutors may be remunerated but may not be granted academic credit for tutoring
beyond that stipulated in (c) above.
(h) The district shall not claim state apportionment for tutoring services for which it is being paid
from state categorical funds.
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Program Plan_Tutoring_2015-16
APPENDIX D
Spring 2014 Tutoring Areas Survey Sample
The
tutoring area would like to ask for your participation in a survey.
We appreciate your honest feedback about the academic support provided to students by the learning labs and
tutoring centers here at SCC. It will help us provide better services to SCC students in the future. Your
participation is completely voluntary. You may skip any question that you do not wish to answer and may stop
taking the survey at any time. There is no penalty if you decide not to take the survey.
 You do not need to write your name or student ID number on this form.
 Your answers will be completely confidential and you will remain anonymous.
 Your answers will not affect your grade in any course you are taking at SCC.
 Your answers will not affect your interactions with the tutoring area.
1. How many different times have you used this tutoring area this semester?
 1-5
 6-10
 10-15
 More than 15
2. Check one box in each row to indicate if you agree or disagree with the statements below:
The help that I have received in this tutoring
Strongly Somewhat Somewhat
area…
Agree
Agree
Disagree
a. Taught me how to solve problems for myself.



b. Encouraged me to actively participate in my



learning.
c. Helped me feel more confident about my



class work.
Strongly
Disagree

Doesn’t
Apply to me





3. Check one box in each row to indicate if you feel that tutoring is making a difference in the following ways:
A Great
Some
No
Doesn’t
How much did tutoring help you with….
Help
Help
Help
Apply to me
a. Your understanding of course concepts




b. Completing your homework, papers, etc.




c. Your success on exams, quizzes, etc.




d. Your overall grade in the class




e. Your interest in the course content




f. Your ability to complete class work on your own




g. Staying in the class (not dropping)




h. Completing your educational goal




4. How many semesters have you been in college?
 1 (This is my first semester)  2 semesters  3 semesters  4 semesters  5 or more semesters
5. Have you used this tutoring area for more than one semester?  Yes
 No
6. How confident are you that you are aware of what you need to learn to succeed in your classes?
 very confident
 somewhat confident
 not confident
7. Have you taken SCC classes…
 at the Davis or West Sac Centers
 online
 that start after 5pm
 on weekends
8. Is it important to you to have more tutoring available: (check all that apply)
At this location: Morning Afternoon  Evening  on weekends
Other:  At the Davis or West Sac Centers  Online
9. What is your major? ______________________________________________________
10. If you have any other comments, please write them on the back of this page.
37
APPENDIX E
Spring 2014 Tutoring Areas Survey Aggregated Results
(Questions 1-11)
38
39
40
41
42
43
44
45
46
47
48
APPENDIX F
Spring 2014 Tutoring Areas Survey Comments
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Academic Computing
Labs (B152 & LRC144)
Admj
It was hard for me to stay in this lab, I ended up leaving after a short time of being here.
It was hard for me to stay focused because it was very hot in the room.
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
computer science
no question :)
Criminal Justice
Academic Computing
Labs (B152 & LRC144)
Business Management
Something very scary happened to me today. I was using Lockdown Browser and my
computer #6 froze when I was trying to submit it. Fortunately ... and ... were awesome
helpers and assisted my in solving that issue. Maybe try checking the computers for
glitches? Thanks!
This tutoring service has some great people working for the school. West Sac campus
should have more access to tutors and for longer times.
Academic Computing
Labs (B152 & LRC144)
Child Development
The LRC Compter helpers are fabulous tutors around the campus have been wonderful. I
am sure the math lab tutors are still rocking strong. :)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Nursing RN
The student help at the computer lab is a valuable asset. They are priceless.
computer science
Academic Computing
Labs (B152 & LRC44)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Academic Computing
Labs (B152 & LRC144)
Nursing RN
Music
I been helped alot by ..., I cam in SCC not knowing anything, she help enroll financial
aid. So all away round I look forward to seeing her when I have problems with class,
subject etc. She goes out of her way to help me, She deserves very much credit.
I really like this computing lab. I always got 100% on the quizzes which I gave in this
lab because the environment is very relaxing and comfortable.
Computer Lab Personnel are Tops!!
Admg
They are friendly and helpful. Able to complete work needed.
Early Child Development
... realy help me every day of the week.
computer science
... has always been very helpful. I'm new at computers, so I appreciate help she gives me
understand computer. So please know you will deserve's raise. :)
Thank you!!
Advanced Technology
Design Lab
graphic design
Advanced Technology
Design Lab
Advanced Technology
Design Lab
undecided
Advanced Technology
Design Lab
undecided
Advanced Technology
Design Lab
Advanced Technology
Design Lab
Advanced Technology
Design Lab
animation
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business transfer
Lab allowed access to programs that are required to do the homework without me
purchasing said program; to a tune of more than $1K. the lab also allowed me to learn
how to use the somewhat confusing and generally non intuitive MAC computer.
needs more space/seating; this is the best lab, also the smallest.
Business Marketing
needs more tutors; keep it up
Linguistics & Cultural
anthropology
Business
... is the BOMB. She is a great help.
Industrial Design
Thank you!!
Nutrition & Food
I live at poverty level on $14,000 a year income. I cannot afford to buy a home computer
to do homework at my apt. Without the free computer lab & your outstanding computer
instructional assistants to provide tech support troubleshooting help & teaching me
techno computer skills I could not function as a studetn. A zillion times the tech support
computer tutors solved serious problems I had with computer glitch! Only problem is not
enough computers to go around & too hard to get computer terminal when lab is packed
100% capacity. I want to praise ... & ... are terrific! Give them a raise!
i greatly appreciate any and all help I can get here, despite if I ever ask for any. I'm not
quite sure how well my survey will affect things overall, though, since I usually use the
design lab to finish homework due to my inability to have the software at home.
How many times have I come to the lab for help? during the semester? A lot!!! Question
1 is not clearly understandable!
I think the design lab is great. It helps me with my overall work in GCOMM. I don't
have access to any design apps at home other than photoshop, but here I have all the tools
that I need.
i really appreciate having this design lab to utilize for my studying. The second floor in
the LRC is often too noisy and the third floor LRC is too quiet. The cafeteria is usually
occupied by foul mouthed street kids yelling vulgarities and the quad is filled with the
same foul mouthed and loud people. So this lab is where I generally come to study for all
of my classes. The people who work here are kind and attentive and knowledgable in
their respective fields.
it would be helpful if you all had longer hours on Friday (open @ 8am) & on Saturday like (8am-5pm) - at minimum. Thank you.
just need pay some more attention when people raise hand need help
undecided
interior design
photography
49
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab Center
Accounting
needs more space/seating, computers
Business
needs more tutors for a particular course - Econ.; Really thankful for the tutors this
semester. Did an excellent job in helping with homework.
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab Center
Accounting
needs more computers.
Business Real Estate
needs tutors for a particular course; This lab is very important to me this semester. I
could not take the courses nor complete them without this lab. This is the first time I
have started without my textbooks. Fortunately, both books are here. The library had a
problem with one of the books. Because of me, they put another copy in the library.
XXXXX is exceptional. In the past, he helped my get through ACCT 101.
Business Division Open
Computer Lab
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab Center
Business Management
XXXXXX & XXXXX have saved me! :) Thank You
International Relations
needs more space/seating, computers
Business
We love XXXXX!
Business/Accounting
needs more tutors, space/seating
Animal Science/ Management
needs more tutors; XXXXX is awesome! Really helps!
Accounting
needs more tutors for a particular course
Accounting
needs more tutors, tutors for a particular course, space/seating, computers
Business
needs more space/seating, computers
Accounting/Economics
needs more tutors for a particular course
Accounting
needs more tutors, tutors for a particular course, space/seating; The "tutors" help is
appreciated.
Business Division Open
Computer Lab
Political Science
needs more tutors; the business center has been very helpful over the years. It has
provided me with a great place to study and receive excellent tutoring Go Business
Center!
Business Division Open
Computer Lab
Business Division Open
Computer Lab Center
Business
needs more tutors; more tutors and hours for West Sac campus.
Accounting
needs tutors for a particular course; I know that we have a tuff(sic) budget, but I would
love to see this lab opened on Fri.
Business Division Open
Computer Lab Center
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Management
Accounting
needs tutors for a particular course; More/different tutors for more subjects especially
Econ.
needs more space/seating
Business
lab needs more space/seating & computers
computer science
Business Division Open
Computer Lab
Business Division Open
Computer Lab
Business Administration
The staff is great. They help you in a way that makes you learn the correct steps to get to
desired result. They teach you. They are all very nice also which makes it easier to
approach and talk to them.
Very helpful team, and amazingly supportive.
ECE
Tutor XXX is kind and patient during the times I have asked for help. She explains
computer questions well; and if I do not understand she will try to explain it in another
way that I can. She gives me the opportunity to ask questions if I look confused. She is
very approachable. She gives me helpful tips.
Davis Center
Undecided
Davis Center
business transfer
XXX tutor and XXX tutor are excellent and patient tutors. I feel alot more confident
doing math now than when I first started. My time is never wasted . To the point and
thorough.
I have been pleased overall with the previous math tutoring for 100-120, as well as the
English writing tutor. My only concern is the current lack of tutoring in Statistics 300. I
arrived for tutoring help and was informed by the tutor she was specific for one
professor's class, however still invited my to join in the session. The first question I
asked she responded by telling me "I am not sure how to do those problems, sorry about
that." I stayed to finish my problem, then proceeded to show the tutor how to solve. I
am aware of at least 50% of may statistics class in need of extra help, and the only tutor is
being taught problems by me. Ridiculous!
Davis Center
Sonographer
I <3 XXXX tutor.
50
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
Davis Center
If you have any other comments, please write them
[NOTE: Comments are as written]
XXXX tutor was very patient, explained things in a calm manner & her writing is very
neat! I definately learned a lot in just the hour I was with her. XXX tutor is an excellent
tutor for my math, she challenges me but explains things clearly when I get stuck.
Davis Center
Art
EngWR
Davis Center
Undecided
Eng 300 she is great!
HOPE Center
Biology
The temperature setting gets really hot in the tutoring room making it uncomfortable.
More available tutoring hours would be helpful. Lab equipment/models may also come in
handy for studying certain chapters/courses
HOPE Center
HOPE Center
Parks & Rec
Nursing
Free candy for the health of the world =D
The work the Hope Center does is very effective
HOPE Center
Undecided
Thank you!!
HOPE Center
Nursing AND
HOPE Center
Nursing AND
XXX tutor has been very creative in coming up with new ways to teach. Her games
made learning a lot of fun.
Great personality to work and learn with. Great techniques to get us more involved in
studying. Understands where we come from as incoming nursing students.
HOPE Center
Nursing
Great person - great tutor! Would love to have her back next semester if she is available.
L & L ESL Lab
Break on working with some of the other class work of homework for five 10 minutes
(sic)
L & L ESL Lab
XXXXX working in tutoring area is mean.
L &L ESL Lab
If you let us use internet, it would be better for us to learn new stuff. If you allow us to
do homework in lab we can improve while asking for help.
L & L ESL Lab
I never used the tutoring area.
L & L Reading Lab
Physiology
Wish that we can do are (sic) homework or study for are midterms and finals. Doing
stuff on the computer and assignments on the book is not helping me learn or do good in
my class.
The reading lab has truely help me in my readin git has really improved. I'm reading
faster and my VOC has increased and I'm able to understand what I've read. The reading
lab & tutors are a great help for me. Thank You All
L & L Reading Lab
Undecided
L & L Reading Lab
Business Management
L & L Reading Lab
Undecided
This class help me be sucessful when I taking a test. Last semesters. I cam out of English
Reading 10 with an A. I hope it could have a tutor in this area to help with essay.
Because in the writing lag it to much distraction. Where it always peace and quite in this
lab. And everyone be doing their work. (sic)
This is very helpful reading lab!
L & L Reading Lab
any type of Science
Sometimes I need help in the book work. I don't receive the help from tutors.
L & L Reading Lab
Child Care
I hope that one day all students will be able to listen to music while we are working. If
students take advantage of the privilege, it should be taken away. If students can't handle
that privilege its only going to hurt them in the end. Another comment is that it is always
cold in here. Other than that I love the reading lab because it helps a whole lot. Thanks
to all the tutors and teachers for all their help.
L & L Reading Lab
Accounting
This is the BEST
L & L Reading Lab
Criminal Justice - Police Services
When I first took the diagnostic exam, we were not given enough time. Some people
take longer reading in order to comprehend the material. I am a very analytical person
and I should not be in this Elementary reading lab. I can understand this being as a
beneficial tool for someone that is learning English as their second language but it's not
my case and I truly feel this is a waste of time.
L & L Reading Lab
AA to transfer to state or UC
would like if lab hours can be available during weekends and after 5pm weekdays.
L & L Reading Lab
L & L Reading Lab
Accounting
Undecided
I'm satisfied with the tutoring.
Make less like quiet camp overly regulated & police more than library
L & L Reading Lab
Real Estate
I personally think that in the Lab for English we should be able to work on the
requirements and homework during our ENGLab time. Not only learning how to
understand the assignments but to also help us succeed in passing English classes.
Otherwise this class only feels like I'm doing practice that's not so necessary to me it feels
pointless.
L & L Reading Lab
Business Administration
They should have more teachers and tutors to do more one on one with all students.
L & L Reading Lab
Nursing
I enjoy this reading lab. I have my negatives and positives. Overall the tutors are nice,
computer is always available fo rme; maybe because I come in early because I need extra
help. Didn't want to wait, I rather like to get instant help. Great tutoring! If this was to
get remodel or so I would highly recommend this place to be bigger. It is overall a
Learning Center. <3 3/19/14
51
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
L & L Reading Lab
Music
I think the young ladies that work in here should listen more to xxxxx and Professor
xxxxx
L & L Reading Lab
Business Management
I strongly feel that we should be able to work on our homework in lab, that relates to our
class.
L & L Reading Lab
undecided
L & L Reading Lab
Sicology Pyhsicology (sic)
It's very thoughtful of this survey. Thanks for sharing it, I actually have more thoughts to
it.
be able to work on my reading text book with a computer documentation and music apply
head phones on in person. Mind a little responsible loso or stden (sic)
L & L Reading Lab
Psychology
It would be great if it was possible that we could be able to do class work at the time and
receive help if needed. Quiet area so we can concentrate.
L & L Reading Lab
Undecided
Eng 10-11 should alway have a lab. Helps a lot.
L & L Reading Lab
Art
L & L Reading Lab
Theater Production
We should be allowed to do our English hw for the reason if we don't understand how
they frase it in our book we should be able to ask for help. B/C the stuff we get in the lab
is easy but our hw could be different.
Thank you for giving me the right materials to get my passing grade
L & L Reading Lab
Liberal Studies
Many of tutors and student that help alway professional, show a lot of patient. I
appreciate there helpful and caring for other student and need help in study habit.
L & L Reading Lab
Nursing
P.S. tutoring should be available 8am-12pm on Fridays
Math Lab
Psychology
*8b Does this Lab need more: tutors
Math Lab
Undecided
*8b Does this Lab need more: space/seating
Math Lab
Criminal Justica
*8b Does this Lab need more: space/seating, computers
Math Lab
Math, dietctics
*8b Does this Lab need more: space/seating
Math Lab
Bioloty
It's a good place to learn and ask questions I always get really good help! *8b Does this
Lab need more: space/seating
Math Lab
Nursing
*8b Does this Lab need more: tutors for a particular course
Math Lab
Undecided
*8b Does this Lab need more: tutors, space/seating, computers
Math Lab
Bio Science
*8b Does this Lab need more: tutors for a particular course, space/seating
Math Lab
OTA
The tutors, some not all, rush through helping you. A few have been so abrasive that I
stopped asking for help. Friendly and patient tutors are so important for students. Several
students voice this same concern- to much arrogance from tutors & in turn, students shy
away. *8b Does this Lab need more: computers
Math Lab
Undecided
The tutors are very helpful and polite. *8b Does this Lab need more: tutors
Math Lab
Computer Programming
*8b Does this Lab need more: computers
Math Lab
Nutrition Science
Its hot and stuffy, get a fan or two please! *8b Does this Lab need more: space/seating
Math Lab
Undecided
*8b Does this Lab need more: space/seating
Math Lab
Undecided
*8b Does this Lab need more: tutors for a particular course
Math Lab
Child development
*8b Does this Lab need more: tutors, space/seating
Math Lab
RN
*8b Does this Lab need more: tutors, space/seating
Math Lab
Biology
*8b Does this Lab need more: space/seating
Math Lab
Undecided
*8b Does this Lab need more: tutors, tutors for a particular course, computers
Math Lab
Social Science
*8b Does this Lab need more: tutors for a particular course, space/seaing, computers
Math Lab
Undecided
Wish I started coming here sooner! great place!
Math Lab
Nursing
*8b Does this Lab need more: tutors
Math Lab
Undecided
*8b Does this Lab need more: tutors for a particular course
Math Lab
Bioengineering
*8b Does this Lab need more: tutors for a particular course
Math Lab
Liberal studies
*8b Does this Lab need more: space/seating
Math Lab
Undecided
Does this Lab need more: tutors for a particular course
Math Lab
Business Admin.
*8b Does this Lab need more: tutors for a particular course
Math Lab
Bussines
I love your math lab!
Math Lab
Sociology
The math lab has been a great help to me! *8b Does this Lab need more: space/seating
Math Lab
Biochemistry
*8b Does this Lab need more: tutor, tutors for a particular course
52
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Math Lab
Mechanical Engineering
I would like to have more tutors who can help me with calculus. Majority of my time in
the lab, only about on tutor is able to help me with calculus 1. I wonder if in the future
semester when I get into calculus 2 & 3 will there be any tutor able to help me then. Also
would like to get so fans or AC in the math lab because sometime it get very hot in the
room. *8b Does this Lab need more: tutors, tutors for a particular course
Math Lab
psychology
*8b Does this Lab need more: space/seating
Math Lab
Undecided
Since I sign up in the math lab, this has help me very much to pass my math class and do
work on my own and low im passing all my test and have confidents to do any math
problem
Math Lab
Mech Engin
*8b Does this Lab need more: tutors for a particular course
Math Lab
Social Work
*8b Does this Lab need more: space/seating
Math Lab
Child Development
Math Lab
Undecided
Please make room cooler, it's always so HOT! in this room. *8b Does this Lab need
more: space/seating
*8b Does this Lab need more: tutors
Math Lab
Dental
Math Lab
Business/ HR
One time :::: was very rude about how he helped me and told me that I wasn't good at
math.
*8b Does this Lab need more: tutors for a particular course stats!!!
Math Lab
Architecture
8B: Lab needs more tutors, spaacing/seating, computers.
Math Lab
Computers
8b: Lab needs more spacing/seating.
Math Lab
Undecided
8b: Lab needs for tutors and computers.
Math Lab
social work
8b. does this lab need more: space/seating
Math Lab
Stats
8b. Does this lab need more: tutors for a particular course
Math Lab
Sociology
The lab has enabled myself to meet all my math requirements and is helping me succeed
passing STAT 300 for transfer UC degree. Thanks
Math Lab
O.T.A
8b. Does this lab need more: tutors, space/seating
Math Lab
Poly sci
Need Sunday hour- especially during finals week. 8b. Does this lab need more: tutors,
tutors for a particular course
Math Lab
I suggested labeled tables for math 100, 120... etc becasue it will encourage students to
interact and help each other. Lam is awesome!
Math Lab
Business Admin
8b. does this lab need more: tutors
Math Lab
COmpuer Engineering
8b. Does this lab need more: tutors, tutors for a particular course, space/seating,
computers
Math Lab
more tutoring areas required. 8b. Does this math lab need more: tutors, tutors for a
particular course, space/seating
Math Lab
Business
8b. Does this lab need more: tutors for a particular course
Math Lab
Math
Math Lab
undecided
Math Lab
Marketing
It would be nice to have the tutors hours/schedule posted. There are certain tutor who I
completely understand and there are those that I do not. It is frustrating when a tutor tries
to teach you another way (which is ok) when my teacher specifically wants us to learn
their specific way. Also air flow/conditioning would be great. The room is super stuffy all
the time. 8b. Does this math lab need more: space/seating
proffessional appearance is important, have the guy clean up some. Shower? Shave? 8b.
Does this math lab need more: ventilation
8b. Does this lab need more: tutors, space/seating
Math Lab
undecided
8b. Does this lab need more: tutors, tutors for a particular course, space/seating,
computers
Math Lab
biological science
The tutors in the lab are amazing, very personal and do care about each person they help
and its very noticeable. They are approachable and don't make you feel inferior to them
or their math skill which makes a huge difference in what a student is willing to ask
questions on (depth of their question). *8b. Does this lab need more: tutors, space/ seating
Math Lab
Vocational Nursing
Keep up the good work! *8b Does this lab need more: tutors for a particular course
Math Lab
Vocational Nursing
Keep up the good work! *8b Does this lab need more: tutors for a particular course
Math Lab
Administration of Justice
*8b Does this lab need more: tutors for a particular course
Math Lab
Undecided
*8b Does this Lab need more: space/seating
Math Lab
ASL Studies
*8b Does this Lab need more: tutors, space/seating
Math Lab
Business admin
*8b Does this lab need more: tutors, tutors for a particular course, space/seating,
computers
53
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Math Lab
Psychology
During my initial visit to the Math Lab I genuinely didn't feel as if I was getting great
help. Luckily that all changed in a positive way. I genuinely love coming to the Math Lab
when it opens because I'm usually the first student to walk in. I'm also glad that I'vw
created a friendship with certain tutors such as :::: and :::::. Both are excellent tutors and I
hope that the math lab hires more tutors like them that know how to come down to a
student's level and give clear and effective tutoring. *8b Does this Lab need more: tutors,
space/seating
Math Lab
Biusiness Administration
Math Lab
Social Work
I find it more quiet in the library as it seems like there are no rules for students. I don't
mind the noise/sound of tutors working with students, however the ongoing bleep every
second of a respond text message and the student conversations about their weekends and
socializing and entertaining is extremely distracting. There seems to be no rules in place
acknowledging that the math lab is still an academic environment. There are other areas
on campus for socializing I also have noticed loud conversations between staff members.
I used to find the lab helpful and I still do. I now study in the library primarily, save all
my questions and make 1 or 2 visits to the lab, so that I can ask questions. Staff needs to
enforce more rules for people to keep their chatter to a minimum. Thanks
Some of the tutors seemed to only want to spend time with certain people and agitated
when helping others. Just pay attention and you will see what I mean because it is very
obvious. Tutors should be here to tutor and not to past time trying to hook up with people
who come into the lab. Walk around remind students that this is a stydy lab not for them
to carry on long conversations about personal things distracting others who are here to
learn. *8b Does this lab need more: tutors
Math Lab
Undecided
Room too hot! *8b Does this Lab ned more: tutors for a particular course
Math Lab
Electrical/Computer Engineering
*8b Does this Lab need more: tutors, space/seating
Math Lab
Rail Road Operations
Due to my own particulars I could not utilize the math lab as much but! the time I did
spend was exceptional w/ quality support! *8b Does this Lab need more: tutors,
space/seating, computers
Math Lab
Psychology
Math Lab
Mechanical Engineering
Math Lab
COTA
The tutors in the Math Lab don't really help you understand. They just do the work for
you and walk away not asking if you understand what you just did. *8b Does this Lab
need more: tutors, tutors for a particular course, space/seating
Keep the Math lab going!!! It is my only hotline for math help!! *8b Does this Lab need
more: tutors, computers
Tutors ned to tutor some socialize and talk, they need to not do the problems for us. Show
us how, explain more and be patience! *8b Does this lab need more: tutors
Math Lab
COTA
Math Lab
COTA
Math Lab
COTA
Math Lab
COTA
Math Lab
Communications
Math Lab
Math Lab
Mechanical Engineering
Art
Math Lab
Tutors ned to tutor some socialize and talk, they need to not do the problems for us. Show
us how, explain more and be patience! *8b Does this lab need more: tutors
Tutors ned to tutor some socialize and talk, they need to not do the problems for us. Show
us how, explain more and be patience! *8b Does this lab need more: tutors
Tutors ned to tutor some socialize and talk, they need to not do the problems for us. Show
us how, explain more and be patience! *8b Does this lab need more: tutors
Tutors ned to tutor some socialize and talk, they need to not do the problems for us. Show
us how, explain more and be patience! *8b Does this lab need more: tutors
Great Lab!!! *8b Does this lab need more: space/seating
::::::::: is awesome! *8b Does this Lab need more: tutors for a particular course
I'd be doomed without this great place. I'd love to instate a no perfume sign. More than
once people have carelessly sprayed perfume, with poor ventilation.*8b Does this Lab
need more: space/seating
Tutors with English as their second language are not as effective. Sometimes the tutors do
not know how to teach or explain as well as they could. *8b Does this Lab need more:
space/seating
Need more tutors that understand Math 342 *8b Does this Lab need more: tutors for a
particular subject
Math Lab
Accounting
Math Lab
Kiniseiology
*8b Does this lab need more: tutors for a particular course
Math Lab
Engineering
*8b Does this lab need more: tutors
Math Lab
Liberal Arts
*8b Does this lab need more: space/seating
Math Lab
Sociology
Math Lab
Sociology
Math Lab
Biochem
The Math Lab is more than helpful than even my math teacher in helping me learn
Intermediate Algebra. The tutors are great at teaching concepts and giving advice. I have
a 100% in my math class which wouldn't have been possible without the Math Lab.
Thank you for all you do! *8b Does this Lab need more: space/seating
I have spoken to other students from other campus's and they prefer to come here to SCC
for assistance this is a great resource to have at SCC
first of all thanks a lot for this great help that you offer. It would be nice if tutors before
moving to another student would make sure that one who is being helped be confident on
the subject that he/she raised hand in first place.
54
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Math Lab
Undecided
Any ventilation would be great! Also, the propensity for this to turn into a hangout spot
is too high.
Gets too noisy at times
Math Lab
Mechanical Engineering
I don't think that I'd understand as much in my Math clases without tutoring they are a
great help and appreciated very much.
Math Lab
Sonography/AA in Biology
Math Lab
Mechanical Engineering
The math lab is amazing! Without math lab I would be very lost and far behind. ::::::: is
a great tutor. Its very useful for me to be able to check the math book out. Things to
Improve: Talking should be kept to a miminal or only subject related. Sometimes all the
noises and conversations get very distracting
We need more tutors like :::::::
Math Lab
Aeronautics/CRJ
Tutors really help me learn to solve the problem! Tutors are very helpful
Math Lab
Accounting
The tutors here are very, very good I just wish there were more of them and space.
Math Lab
bio chemistry
Math Lab
Environmental Science
Math Lab
Nursing
The math lab is an invaluable resouce that I use every semester. As a student, it's really
nice to have some guidance when you get stuck on a particularly hard problem. In
addition, the textbook resources have really helped me stay in school. Textbooks are so
expensive, but using the math lab resources has helped me save that money and use it for
other living expenses.
It would be cool if there were designated weating for example, if all STATs students
were at one table then they could get help faster. Also, some kind of talble stands --->
Help! so hands wouldn't have to stay up.
A few times I came here on weekdays there was no available seating.
Math Lab
Undecided
Some of the tutors need to learn to not solve the problems for us, but show us how. Also
tutors need to have more patience. We are here because we have trouble grasping the
concepts.
Math Lab
Business in Accounting
I need help & I can't find help.
Math Lab
Social Science/Art
Math Lab
Civil engineering
Math Lab
Marketing
Photography Lab
photography
Photography Lab
Photography Lab
Photography Lab
Photography Lab
Child Development
undecided
undecided
photography
Some of the tutors wear too much colgene/perfume which makes me physically ill and I
must leave w/o receiving help
this place is a great help; I wish it was open later on Fridays and Saturdays. Some air
freshner would be great too. (and ceiling fans)
I would like to say I really appreciate the math lab and enjoy it alot. I have had trouble
with math my whole life and the math teacher I currently have believes in "self teaching"
which may work for some students, but is extremly difficult to me when I have simple
questions while trying to teach myself and the math lab gives me so much help & I would
be failing class without it. The math lab is really a helpful & important thing to have
available to keep people like me from giving up on math. I believe the school should
expand the class to give more space & have more tutors available. I usually would never
fill out a survey like this, but this class is beyond helpful & I really hope it stays around
& is expanded. -Thank you guys for all the help!
this is the best school for photography. The staff is awesome and has taught me so so so
much! :)
I know they're helpful, need to use it more!!
:)
... in the design lab is a jerk and very dismissive.
classes are extremely useful and interactive. The more resources the better!!
Math Lab
Photography Lab
RISE
RISE
i want to be taught then implement, but there's no time for both!
so if the kids have hard homework, they know there are tutors there to help.
I think the RISE program is a wonderful program at SCC. Not only I have access to
tutoring, I like that I have access to the book loan program and computers to succeed in
my classes. After all the semesters I have been here, RISE absolutely help me be
successful in my education and personal life. I will never forget all the taqueniques (sic)
given to me by my tutor and I will pass it on to my fellow peers.
We students need more tutoring time at least 4 days a week from Mon - Thursday.
Thanks.
I am so thankful to have such a great tutor, she is understanding, works with my anxiety.
She has helped me improve my test scores ("High B's now"). My homework is up to
99%-100%. Please keep her. She is really an asset and more students will benefit from
her knowledge.
My math tutor Olena from the west sac campus is very friendly and professional. Please
keep her around.
graphic communication
West Sacramento Center
Civil Engineering
West Sacramento Center
Accounting/Business
West Sacramento Center
Science
West Sacramento Center
Business Administration
Writing Center
Anthropology
Math tutoring is such a great help & helps me feel more confident in the subject. w/o it I
wouldn't know how I would pass the class. Olena is an excellent tutor; keep her around.
XXXXX is Amazing!!
Writing Center
Psychology
I am satisfied with tutoring help!
55
Which tutoring service
are you evaluating?
What is your major? (Include
"undecided" if applicable)
If you have any other comments, please write them
[NOTE: Comments are as written]
Writing Center
Nursing
Writing Center
Administration of Justice
SCC Writing Center has been so helpful to me since I started taking English classes.
English being my second language, it was challenging for me to meet the expectations of
being a good writer but after I started coming to SCC Writing Center, my grade went way
up and my reading and writing skills improved. Thanks to all tutors who help me.
very very good
Writing Center
Writing Center
Writing Center
Biology
Computer Science
Political Science
XXXXXXX is awesome!
none
need Saturday hours
Writing Center
Writing Center
Audio Recording
Psychology/Sign Language
Writing Center
Nursing
Writing Center
Nursing
Writing Center
Social Work
Writing Center
Nursing
Thank You!
Tutoring should start on the weekends because a lot of students work and go to classes
through the weekdays, but do not have time for tutoring. So if the tutoring lab open on
Saturday the students will be more confident and successful in their schooling and
classes.
I am grateful for this service, the tutors and staff are great and helpful. I have had the
opportunity to work with the same tutor all semester and that person is XXXXXX.
XXXXXXX is a great guide he provided me with useful tips and handouts I could take
with me to refer to for help.
To hire more tutors. Your personal is so good and professional but students who don't
make app. on Friday or Monday will have low chance to get help. Extend tutoring hours
on Friday because most of the classes are from M-Th, so students would have chance to
see a tutor on Friday & fix their writing on weekend. :)
There are a lot of good writing tutors but I believe XXX is one of the best tutors! He is
helpful and patient. He actually wants to help others learn. We need more people like
that!
XXXXXX is really a great tutor and I look forward each week to work with her.
Writing Center
Communication
I can't really give an opinion since I could only help for a few minutes. However, she
was helpful and friendly. I enjoyed it.
Writing Center
Accounting
No, thank you!
Writing Center
Undecided
Thank you for you help.
Writing Center
Undecided
good!
Writing Center
Undecided
She is great!
56
APPENDIX G
Advanced Technology Design Lab Usage Statistics --‐ Fall 2011--‐Spring 2014
Fall 2011
14515.45
11313.03
1431.70
1397.17
473.55
14041.90
Spring 2012
13274.49
10270.86
1157.56
1246.50
599.56
12674.92
Fall 2012
11742.63
9431.82
1258.98
680.96
370.88
11371.76
Spring 2013
13454.59
10507.40
1350.16
999.97
597.05
12857.53
Fall 2013
14617.67
12484.36
798.03
998.71
336.57
14281.10
Spring 2014
12984.58
11002.18
737.66
1244.74
7276
6789
6270
6699
7205
6355
5315
366
674
Duplicated Head Count
GCOM
EDT
Other
680
484
86
110
628
415
99
114
547
399
68
80
570
407
65
98
615
465
60
90
506
393
48
65
Unduplicated Head Count
GCOM
EDT
Other
460
325
63
72
444
291
74
79
389
289
52
48
417
297
53
67
425
315
48
62
367
270
35
62
95
152.79
1002
14.49
11.29
1.43
1.87
31.56
34.81
22.73
25.98
96
138.28
999
13.29
10.28
1.16
1.85
29.90
35.30
15.64
23.37
96
122.32
1001
11.73
9.42
1.26
1.05
30.19
32.64
24.21
21.91
95
141.63
986
13.65
10.66
1.37
1.62
32.27
35.38
25.47
23.84
95
153.87
995
14.69
12.55
0.80
1.34
34.39
39.63
16.63
21.54
96
135.26
999
13.00
11.01
0.74
1.25
35.38
40.75
21.08
20.08
Total Student Hours
GCOM
EDT
HSER (Not GCOM or EDT)
Non-­ Academic
All but Non-­ Academic
Transactions
GCOM
EDT
Other
Days Open
Average Student Hours per Day
Hours Open
Average Students per Hour
GCOM
EDT
Other
Average Hours per Student
GCOM
EDT
Other
57
12984.58
APPENDIX H
Spring 2014 Survey of Tutoring Areas_Advanced Technology Design Lab_Question 3 & 4 Responses
Question 3: Check one box in each row to indicate if you agree or disagree with the statements below: The help that I have received in this tutoring area…
Answer Options
a. Taught me how
to solve problems
for myself.
b. Encouraged me
to actively
participate in my
learning.
c. Helped me feel
more confident
about my class
work.
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree
Doesn't Apply
to me
Response
Count
38
23
0
0
3
64
37
20
1
0
7
65
40
18
0
0
6
64
answered question
skipped question
Check one box in each row to indicate if you agree or disagree with the statements below:
The help that I have received in this tutoring area…
70
60
50
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree
Doesn't Apply to me
40
30
20
10
0
a. Taught me how to solve
problems for myself.
b. Encouraged me to actively
c. Helped me feel more
participate in my learning. confident about my class work.
65
0
Question 4: Check one box in each row to indicate if you feel that tutoring is making a difference in the following ways: How much did tutoring help
you with….
Response
Answer Options
A Great Help
Some Help
No Help
Doesn't Apply to Me
Count
a. Your understanding of course
35
21
0
8
64
concepts
b. Completing your homework,
39
15
1
9
64
papers, etc.
c. Your success on exams,
19
17
2
27
65
quizzes, etc.
30
21
0
14
65
d. Your overall grade in the class
e. Your interest in the course
36
16
4
9
65
content
f. Your ability to complete class
41
16
0
8
65
work on your own
g. Staying in the class (not
36
12
4
12
64
dropping)
h. Completing your educational
37
13
1
12
63
goal
answered question
65
skipped question
0
Check one box in each row to indicate if you feel that tutoring is making a difference in the following ways:
How much did tutoring help you with….
70
60
50
40
30
20
10
0
g. Staying in the
class (not
dropping)
e. Your interest
in the course
content
c. Your success
on exams,
quizzes, etc.
a. Your
understanding of
course concepts
A Great Help
Some Help
No Help
Doesn't Apply to Me
APPENDIX I
Business Student Center Attendance
Attendance Summary
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
Fall 2007
4
44
3
4
52
4
52
5
52
5
63
6
4
5
7
44*
56
45
45
51.5
Number of Tutors and I.A.
Hours Open per Week
Fall 2006
Fall 2005
Fall 2004
Total Number of Students
477
425
537
516
621
490
343
275
263
219
Total Hours Tutored
2906
3295
4987
4444
4788
4662
3097
2602.0
2062.5
1286.5
Number
of
Students
Class
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Number
of
Students
Hours
Tutored
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Hours
Tutored
Number
of
Students
Hours
Tutored
372.5
Accounting 101
24
123
74
286
60
904
64
653
60
500
66
608
39
533
36
Accounting 103
12
92
8
39
8
177
10
79
16
261
21
520
21
221
1
23
Accounting 104
5
30
3
35
9
23
10
56
19
264
13
200
10
159
1
0.5
Accounting 301
77
800
69
1060
93
1167
110
1526
93
1077
73
860
71
949
81
438.5
Accounting 311
60
457
50
624
62
809
51
629
47
648
54
1005
44
430
33
227
Accounting 341
4
36
2
7
24
214
7
18
2
8
14
164
11
131
1
0.5
Accounting (all other)
13
51
18
76
13
18
19
37
24
213
31
285
Business 340 & 345
40
171
26
143
31
128
46
57
131
377
12
48
15
46
2
36
Business 105
16
130
27
277
40
415
31
322
23
154
10
71
10
222
6
18
Business 300
41
206
51
307
36
171
28
97
42
229
47
148
21
68
9
10
Business 350/FCS 304
13
68
18
95
Business (all other)
30
92
31
192
14
32
28
73
1
0.5
26
116
20
63
18
47
Economics 100
4
10
3
4
12
94
Economics 302
16
58
18
68
55
281
48
246
73
449
67
352
30
107
15
24
Economics 304
18
92
12
93
21
155
18
82
26
157
39
242
8
31
22
56.5
Economics 310
26
187
8
18
34
258
25
387
20
231
16
99
Mgmt & Marketing
44
203
18
60
21
65
19
63
14
28
13
28
10
58
11
79.5
343
3097
275
2602
263
2063
219
1286.5
24.7%
19.0%
4.5%
0.0%
20.1%
60.0%
HSER 1000 (miss check-in)
Sub total
Real Estate
BusTec and CIS students
Total
Change from previous yr
40
439
10
28
477
7.40%
2830
20
56
2906
425
1
18
444
-12.60% *-20.9%
3295
1
30
3326
*-33.9%
100
61
537
4987
87
38
5112
516
621
8
30
659
4788
9
40
4837
4662
7
22
545
4444
8
44
4496
490
7
21
565
35
145
9.5%
15.0%
-16.9%
-7.2%
26.7%
2.7%
42.8%
50.5%
*closed Fridays
Spring 2014
Attendance Summary
Spring 2013
new OnLine tracking software
Spring 2012
Spring 2011
Spring 2010
Spring 2009
Spring 2008
Spring 2007
Number of Tutors & I.A.
6
4
4
4
4
5
4
4
8
Hours Open per Week
44
44
52
53
53
63
57
48
44.5
CLASS
Accounting 101
Accounting 103
Accounting 301
Accounting 311
Accounting 341 & 343
Accounting (all other)
Business 340 & 345
Business 105
Business 300
Business 320
Business 350
Business (all other)
Economics 302
Economics 304
Economics 100,310
Mgmt, Mrktng, RE
BusTec, CIS
Total
previous yr + / avg hrs per student
Proctored Exams
Instructors requesting proctor
Spring 2006
Number Number Number Number Number Number Number Number Number Number Number Number Number Number Number Number Number Number
of
of Hours
of
of Hours
of
of Hours
of
of Hours
of
of Hours
of
of Hours
of
of Hours
of
of Hours
of
of Hours
Students Tutored Students Tutored Students Tutored Students Tutored Students Tutored Students Tutored Students Tutored Students Tutored Students Tutored
48
3
74
58
29
23
37
11
37
12
14
12
34
13
18
23
30
476
1.7%
44
4
327
27
1070
361
126
70
89
53
62
101
103
41
162
71
104
208
64
3039
-9.0%
54
7
68
51
17
13
26
28
51
15
28
12
31
17
13
15
22
468
-9.8%
30
6
532
46
368
44
4
6
627
88
672
443
59
434
165
12
56
61
16
89
182
28
168
210
35
350
225
36
116
89
215
28
35
220
211
62
357
75
40
213
87
36
143
107
15
115
39
7
17
3340
519
3595
-7.1% -11.7% -17.2%
7.1
6.6
68
13
90
67
23
17
37
32
61
495
212
865
662
169
72
57
273
380
23
102
56
478
14
75
32
344
25
68
29
89
588
4341
1.1% -11.5%
7.4
82
12
93
65
16
19
20
20
63
880
152
1368
925
59
92
80
125
405
58
10
93
54
15
23
18
17
41
44
218
27
39
256
90
15
104
14
39
173
21
21
79
13
34
61
43
582
4905
584
-0.3%
5.6% 50.5%
8.4
715
232
1005
430
321
399
32
120
135
108
755
50
135
37
114
4645
34.6%
7.9
388
3450
329
2838
17.9%
21.6%
62.9%
37.6%
8.8
8.6
202
2062
10.2
APPENDIX J
Recap Business Student Center Survey – Spring 2014
26 surveys completed (18% of 147 individual students that visited the lab on one or more occasion during the four week survey)
Please let us know about your experience as a student in the Business Student Center (BSC) Lab. We value your input since it
can help us provide better support in the future. Your participation is voluntary and your responses will remain confidential and
anonymous. Please see over*
Once completed, simply fold the survey in half and drop in the Survey Box next to the Trackit clock-in area.
GREEN numbers indicate quantity of students that marked each rating:
3 1-5
4 6-10
6 10-15
1215+
1. How many times have you used the BSC Lab this semester?
2. The help that I have received in this tutoring area…
Strongly
Agree
17
20
19
a. Teaches me how to solve problems for myself
b. Encourages me to actively participate in my learning
c. Helps me feel more confident about my class work
3. How much did tutoring help you with….
a. Your understanding of course concepts
b. Completing your homework, papers, etc
c. Your success on exams, quizzes, etc
d. Your expected overall grade in the class
e. Your interest in the course content
f. Your ability to complete class work on your own
g. Staying in the class (not dropping)
h. Completing your educational goal
Somewhat
Disagree
□
1
□
Strongly
Disagree
□
□
□
Great
Help
21
21
13
11
13
19
15
Some
Help
5
4
13
12
8
3
4
No
Help
□
1
□
1
2
3
3
Does not
Apply to me
□
□
□
1
1
□
4
20
5
□
1
□ This is my 1st
4. How many semesters have you been in college?
Somewhat
Agree
9
5
7
2 2 semesters
17Yes
5. Have you used this tutoring area for more than one semester?
33
114
Does not
Apply to me
□
□
□
9 5+
9No
6. How confident are you that you are aware of all you need to learn to succeed in your classes?
19Very confident
6Somewhat confident
1Not confident
7. Have you taken SCC classes…
6 at the Davis or West Sac Centers
10online
15after 5pm
3 on weekends
8. Is it important to you to have more tutoring support available (check all that apply)
18at this location
2at the Davis or West Sac Centers
3 online
Does this Lab need more:
9. What is your major?
5 tutors
8 tutors for a particular course
Bus 10, Acct 10, Econ 1, R.E. 2, other 3
7 after 5pm
9 space/seating
11 on weekends
6computers
□ Undecided
10. Please include any comments on the back
Thanks so Much! :-)
*Your participation is voluntary and your responses will remain confidential and anonymous.
To keep your response anonymous, do not include your name or SID#. In any case, your response will not affect your grade in any course you are
currently taking, and will be used only to improve the support we can provide to students in the Math Lab.













Please include comments below
More tutors and hours for West Sac campus
I know that we have a tuff budget, but I would love to see this lab open on Fri.
More/different tutors for more subjects especially Econ
Steve is awesome! Really helps!
Carter and Steve have saved me! THANK YOU
This lab is very important to me this semester. I could not take the courses nor complete them without this lab. This is the first time I have started
without my textbooks. Fortunately, both books are here. The library had a problem with one of the books. Because of me they put another copy in
the library.
Steve is exceptional. In the past he helped me get through Acct 101.
Really thankful for the tutors this semester. Did an excellent job helping with homework!
We love Steve!
Keep it up
This is the best lab, also the smallest
The tutors help is appreciated
The Business Center has been very helpful over the years. It has provided me a great place to study and receive excellent tutoring. Go
Business Center!
APPENDIX K
Spring 2014 Survey of Tutoring ---SCIENCE AND ALLIED HEALTH
SURVEY RESULTS
1. How many different times have you used this tutoring area this semester?
11 1-5 16  6-10 12  10-15
11  More than 15
2. Check one box in each row to indicate if you agree or disagree with the statements below:
The help that I have received in this tutoring
Strongly Somewhat Somewhat
area…
Agree
Agree
Disagree
d. Taught me how to solve problems for myself.
35
12
1
e. Encouraged me to actively participate in my
44
4
1
learning.
f. Helped me feel more confident about my
40
9

class work.
Strongly
Disagree
1
Doesn’t
Apply to me

1

1

3. Check one box in each row to indicate if you feel that tutoring is making a difference in the following ways:
A Great
Some
No
Doesn’t
How much did tutoring help you with….
Help
Help
Help
Apply to me
i. Your understanding of course concepts
42
7


j. Completing your homework, papers, etc.
28
7
3
11
k. Your success on exams, quizzes, etc.
39
9
1

l. Your overall grade in the class
36
12
1

m. Your interest in the course content
33
12
2

n. Your ability to complete class work on your own
32
7
2
7
o. Staying in the class (not dropping)
30
4
1
12
p. Completing your educational goal
38
6
2
3
4. How many semesters have you been in college?
3 1 (This is my first semester) 2 2semesters 4 3 semesters 3 4 semesters 37 5 or more semesters
5. Have you used this tutoring area for more than one semester? 28 Yes
22 No
6. How confident are you that you are aware of what you need to learn to succeed in your classes?
37 very confident
11 somewhat confident
 not confident
7. Have you taken SCC classes…
8 at the Davis or West Sac Centers
15 online
21 that start after 5pm
6 on weekends
8. Is it important to you to have more tutoring available: (check all that apply)
35 at this location
3 at the Davis or West Sac Centers
3 online
9. What is your Major? Nursing(22) ADN(8) RN(4) VN(4) ASN nursing
Environmental Bio Parks/Rec Bio(3) PTA Undecided(4)
11 after 5pm
13 on weekends
International Relations Bio/Nutrition
10. If you have any other comments, please write them on the back of this page.
APPENDIX L
Working together
Pursuing Excellence
Inspiring Achievement
Research Notes
A publication of the SCC PRIE Office
Effectiveness of Tutoring: Student Survey Results
Survey Conducted Spring 2014
Marybeth Buechner
During the Spring 2014 Semester, SCC learning support areas conducted a survey of students
asking about their perceptions of the effectiveness of tutoring. The survey asked students to
evaluate the extent to which tutoring helped them to be active learners and supported their
success in their courses. Over 1300 surveys were completed by students using 13 different labs
or centers that provide tutoring. Areas conducting the survey included the: Academic
Computing Labs, Business Division Open Lab, Davis Center, Design Lab, ESL Lab, HOPE
Center, Learning Skills & Tutoring Center, Math Lab, Photography Lab, Reading Lab, RISE,
West Sacramento Center, and Writing Center. Each of these areas has been provided with the
results of their surveys. This report summarizes the overall results of the combined surveys. It
also includes the data from the previous (Fall 2012) administration of the survey.
The results indicate that overall, tutoring at SCC is highly effective in: helping students become
active problem-solvers, assisting them in aspects of class work, increasing their interest in the
course content, and making it more likely that they stay in class and complete their educational
goals.
A. Who uses tutoring?
Many survey respondents were continuing students who had used the tutoring labs
multiple times.
While most of the students surveyed had used the specified tutoring lab fewer than 10 times
during the semester, 37 to 38% students had used the tutoring lab 10 or more times during the
two semesters surveyed.
How many times have you used the
tutoring area this semester?
Fall 2012
Spring 2014
1-5
6-10
10-15
39%
39%
18%
17%
13%
14%
More
than 15
25%
24%
No
Entry
4%
7%
In Fall 2012, 20% of the respondents were in their first semester of college, 40% had been in
college for 2-3 semesters, and 38% for 4 semesters or more. About half (47%) had used the
tutoring lab for more than one semester. There was a slight shift for Spring 2014, with fewer
students being in their first semester. Because many students begin their studies in the Fall
Semester, this is not surprising.
1 (This is
my first semester)
20%
11%
How many semesters have
you been in college?
Fall 2012
Spring 2014
2-3
semesters
40%
43%
4 or more
semesters
38%
44%
No
Entry
2%
3%
This question was broken out in more detail the Spring 2014 Survey. In Spring 2014 Only 11%
of the respondents were in their first semester of college, 62% had been in college between 2 and
4 semesters, and 25% had been in college 5 semesters or more.
How many semesters
have you been in college?
Spring 2014
1 (This is my
first semester)
11%
2
3
semesters semesters
17%
26%
4
semesters
5 or more
semesters
No
Entry
19%
25%
3%
There was an increase from Fall 2012 to Spring 2014 in the percent of students using the tutoring
areas for more than one semester.
Have you used this tutoring area for more than
one semester?
Yes
No
Fall 2012
47%
50%
No
Entry
3%
Spring 2014
55%
41%
4%
Students using the tutoring areas have many different majors
The Spring 2014 survey asked about the student’s major. The most common majors are shown in
the table below.
Over 80 majors were represented by the survey respondents.
The most common majors represented in the study are shown below.
Major
Number
ECE/Child Development
43
Photography
45
Allied Health Occupations
77
Computer Information Science/Graphic Communication
82
Business fields
124
Nursing – RN/LVN
127
Undecided
180
B. How does tutoring help?
A large majority of students felt that tutoring helped them become active problem solvers
and solve problems and complete the class work on their own.
These results were quite consistent for both the Fall 2012 and the Spring 2014 surveys. Over
80% of the respondents strongly or somewhat agreed that tutoring helped them solve problems
themselves and encouraged them to be active learners.
The help that I received in
this tutoring area…
Strongly Somewhat Somewhat Strongly
Agree
Agree
Disagree Disagree
Taught me how to solve problems for myself
52%
Fall 2012
Doesn't
Apply to
me
No
Entry
33%
5%
1%
6%
4%
31%
4%
2%
5%
5%
Encouraged me to actively participate in my learning
60%
26%
Fall 2012
Spring 2014
59%
26%
5%
4%
1%
2%
4%
5%
3%
5%
Spring 2014
54%
Over 80% of the respondents in both years noted that tutoring was of great help or some help
with their ability to complete class work on their own.
How much did tutoring help you with….
Great
Help
Some
Help
No
Help
Doesn't
Apply to me
No
Entry
Your ability to complete class work on your own
56%
Fall 2012
29%
3%
7%
5%
32%
6%
8%
5%
Spring 2014
49%
Most respondents felt that tutoring helped them with their interest in the course content
and increased their confidence about their work in class.
These results were quite consistent for both the Fall 2012 and the Spring 2014 surveys. More
than 80% of the respondents noted that tutoring was of help with their interest in the course
content and helped them feel more confident about their class work. Only 6% or less felt that
tutoring was no help in these areas.
How much did tutoring help you with…
Your interest in the course content
Fall 2012
Spring 2014
The help that I received in
this tutoring area…
Great
Help
Some
Help
No
Help
Doesn't
Apply to me
No
Entry
50%
33%
6%
7%
5%
49%
32%
6%
8%
5%
Strongly Somewhat Somewhat Strongly
Agree
Agree
Disagree Disagree
Helped me feel more confident about my class work.
61%
25%
Fall 2012
Spring 2014
62%
24%
Doesn't
Apply to
me
No
Entry
4%
5%
4%
1%
5%
4%
1%
4%
Most respondents felt that tutoring helped them understand course concepts and complete
their course work, including homework, exams, etc.
More than 80% of the respondents noted that tutoring was of help with understanding course
concepts and completing homework, papers, etc.; noticeably more than half stated that it was of
great help in these areas.
How much did tutoring help you
with….
Great
Help
Some
Help
No
Help
Doesn't
Apply
to me
No
Entry
60%
58%
29%
30%
2%
2%
5%
5%
4%
55%
54%
26%
26%
5%
5%
9%
10%
5%
Your understanding of course concepts
Fall 2012
Spring 2014
5%
Completing your homework, papers, etc.
Fall 2012
Spring 2014
6%
Most respondents felt that tutoring helped them with success on exams, quizzes, etc. and
with their overall grade in the course.
These results were quite consistent for both the Fall 2012 and the Spring 2014 surveys. In each
year, 79% or more of the respondents noted that tutoring was of help with success on exams and
quizzes and with the overall grade in the class. Just under half stated that it was of great help in
these areas.
How much did tutoring help you
with…
Great
Help
Some
Help
No
Help
Doesn't
Apply
to me
No
Entry
48%
46%
33%
34%
5%
5%
10%
10%
5%
6%
47%
47%
34%
33%
6%
5%
9%
9%
5%
Your success on exams, quizzes, etc.
Fall 2012
Spring 2014
Your overall grade in the class
Fall 2012
Spring 2014
7%
Most respondents felt that tutoring helped them stay in the class (not drop) and complete
educational goals.
These results were quite consistent for both the Fall 2012 and the Spring 2014 surveys. Seventyeight percent or more of the respondents noted that tutoring helped them stay in class and
complete their educational goals. Nearly 60% stated that tutoring was of great help in these
areas.
How much did tutoring help you
with….
Great
Help
Some
Help
No
Help
Doesn't
Apply to
me
No
Entry
Staying in the class (not dropping)
Fall 2012
Spring 2014
60%
58%
19%
21%
5%
5%
11%
12%
4%
60%
59%
25%
23%
3%
3%
9%
8%
4%
5%
Completing your educational goal
Fall 2012
Spring 2014
7%
C. Are students aware of what they need to learn to succeed?
Most respondents are aware of the skills and abilities they need to succeed in their classes
(i.e. SLOs)
In Spring 2014 a question was added related to student knowledge of what they are expected to
learn to be successful in their classes. 97% of the students who responded to this question were
very confident or somewhat confident that they are aware of what they need to learn to succeed
in their classes. 60% of the respondents were very confident. Because a large number of students
chose not to answer these questions, we have broken out the percentage results just for those who
responded as well as for the overall number of surveys completed.
All surveys (N = 1289)
How confident are you that you are aware of
what you need to learn to succeed in your
classes?
very confident
somewhat confident
not confident
no response
Response Percent
44%
27%
2%
26%
Percentages for only those who answered this question (N = 936)
How confident are you that you are aware of
what you need to learn to succeed in your
classes?
Response Percent
very confident
60%
somewhat confident
37%
not confident
3%
D. Where and when do students use tutoring?
Some students who use tutoring areas take classes at the Centers and online as well as at
the main campus. Some take evening and weekend classes.
Of the students who completed the survey 49% did not answer this question. . Because a large
number of students chose not to answer these questions, we have broken out the percentage
results just for those who responded as well as for the overall number of surveys completed.
For those who did answer this question: About 40% of those noted that they take classes at the
Davis or West Sacramento Centers and 37% take classes online. Over 50% take evening classes
and 19% take classes on weekends.
All surveys (N = 1336)
Note: Students could choose more than one response
Have you taken SCC classes (choose all that apply)
at the Davis or West Sac Centers
online
that start after 5pm
on weekends
no response
Percent
22%
19%
28%
9%
49%
Percentages for only those who answered this question (N = 680)
Have you taken SCC classes (choose all that apply)
Percent
44%
at the Davis or West Sac Centers
37%
online
54%
that start after 5pm
19%
on weekends
Most respondents feel that it is important to have more tutoring at the tutoring areas that
they use. Some feel that it is important to have more tutoring available at the Centers,
online or on weekends and evenings.
Of the students who completed the survey 33% did not answer this question. Because a large
number of students chose not to answer these questions, we have broken out the percentage
results just for those who responded as well as for the overall number of surveys completed.
For those who did answer this question: The majority, 80%, felt it was important to have more
tutoring at the location at which they took the survey. Smaller numbers felt it was important to
have more tutoring at the SCC Centers, online, after 5pm, or on weekends.
All surveys (N = 1336)
Note: Students could choose more than one response
Is it important to you to have more tutoring available:
(check all that apply)
at this location
at the Davis or West Sac Centers
online
after 5pm
on weekends
no response
Percent
54%
11%
13%
18%
21%
33%
Percentages for only those who answered this question (N = 898 )
Is it important to you to have more tutoring available:
(check all that apply)
at this location
at the Davis or West Sac Centers
online
after 5pm
on weekends
Percent
80%
17%
19%
26%
32%