Math & Stats Tutoring (MAST) Center
Annual Report
Academic Year 2008-2009
Mission Statement and Purpose
Mission Statement
The Math and Stats Tutoring (MAST) Center is committed to achievement in and appreciation of
mathematics and statistics by
 assisting students to meet faculty course goals and objectives
 working with students to develop confidence and competence in their math skills
 encouraging students to dispel myths surrounding mathematics learning and the negative
attitudes towards mathematics common in our country
all within a supportive learning environment.
Purpose
The MAST Center houses resources to reinforce the content of mathematics and statistics lecture
courses. An academic unit, the Center works in collaboration with the Department of Mathematics and
Statistics and the Department of Applied Statistics and Operations Research. It is an ideal place for
students to spend time outside the classroom mastering the content of a math or stats course in an
environment conducive to studying. A trained and knowledgeable staff provides tutoring and academic
support to any student or community member seeking assistance.
During the 2009-2010 academic year, the Center will be evaluating its core mission in relation to the
university’s core mission. New mission and purpose statements will be written to align with the
university’s mission and purpose.
Learning Outcomes
The MAST Center has created five student learning outcomes and three tutor learning outcomes to help
assess effectiveness. The outcomes are evaluated each year for appropriateness and applicability.
Student Learning Outcomes
As a result of using the Math & Stats Tutoring Center, a student will:
 Be more confident in a math course
 Be able to apply concepts to different situations
 Improve study habits
 Improve course grade
 Be less stressed in a math or stats course and when taking a test
Student learning outcomes are measured through student surveys, comment cards, and interviews.
Surveys are administered twice per semester. The Early Survey measures student attitudes and
confidence levels as well as the students’ perceived value of MAST Center services. In addition to the
topics covered on the Early Survey, the Late Survey assesses perceived grade improvements, study
habits, and the students’ overall impression of the MAST Center.
1
Fall 2008 and Spring 2009 Early Surveys
The "Early Survey" is used to gather general information from students as well as
to pre-assess two of our student learning outcomes for comparison to end-of-thesemester results.
Rating
Willing to
spend time
on subject
Math course
needed by all
students
Course info.
valuable
Confidence in
mathematical
ability
Stressed
when taking
math tests
Strongly Disagree
2.01%
3.36%
2.01%
8.22%
2.68%
Disagree
1.34%
2.68%
4.03%
7.53%
5.37%
Slightly Disagree
2.68%
5.37%
10.74%
25.34%
6.04%
Slightly Agree
13.42%
28.86%
25.50%
25.34%
34.90%
Agree
53.69%
40.94%
40.27%
28.08%
24.83%
Strongly Agree
26.85%
18.12%
16.11%
5.48%
26.17%
No Response
-
0.68%
1.34%
-
Learning Outcomes for Students
Measured on Fall 2008 and Spring 2009 Early Surveys
● Be more confident in a
math course
33.6% of students surveyed agreed or strongly agreed
that they were confident in their mathematical ability
early in the semester. The goal for this outcome is to have
a higher percentage report improvement in confidence on
the late survey.
● Be less stressed in a math
course and when taking a
math test
51% of students surveyed agreed or strongly agreed that
they were stressed when taking a math test. The goal for
this outcome is to yield a higher percentage than 49% on
the late survey's question concerning being less stressed.
Fall 2008 and Spring 2009 Late Survey
The "Late Survey" is used to gather general information from students as well as
to assess five of our student learning outcomes.
Rating
MAST Usage has
improved my
grade
Tutors explained
content to my lvl
of understanding
Less stressed
now than earlier
in semester
I have developed
better study
habits w/ MAST
Strongly Disagree
0.0%
2.6%
7.8%
1.7%
Disagree
13.9%
7.0%
5.2%
7.0%
Slightly Disagree
16.5%
10.4%
22.6%
15.7%
Slightly Agree
20.9%
36.5%
35.7%
36.5%
Agree
26.1%
30.4%
23.5%
25.2%
2
Strongly Agree
22.6%
11.3%
4.3%
13.9%
No Response
-
1.7%
0.9%
-
Rating
Confidence level
Ability to apply
concepts
Decreased
11.3%
1.7%
Stayed the Same
25.2%
20.9%
Increased
62.8%
75.7%
No Response
0.9%
1.7%
Learning Outcomes for Students measured on
Fall 2008 and Spring 2009 Late Surveys:
● Be more confident in a math
course
62.8% of students surveyed reported that their
confidence level increased over the course of the
semester. This is an improvement in confidence level
reported on the early survey.
● Be less stressed in a math or
stats course and when taking a
test
63.5% of students surveyed reported that they were
less stressed later in the semester than earlier in the
semester. This outcome was met by the percentage
being higher than 49%.
● Be able to apply concepts to
different situations
75.7% of students surveyed reported that they were
able to apply concepts in their course to different
situations by the end of the semester.
● Improve study habits
● Improve course grade
75.6% of students surveyed slightly agreed, agreed, or
strongly agreed that they had improved their study
habits by using the MAST Center.
69.6% of students surveyed slightly agreed, agreed, or
strongly agreed that using the MAST Center improved
their grade.
In addition to answering specific questions geared to our learning outcomes, students were asked for
their comments on our operations. In the fall, some of the students comments included the themes of
the space being crowded, their inability to identify who the tutors were, and their confusion concerning
with what course material they could receive help. Overall, students mentioned that staff was helpful
despite these issues. To address the crowding problem, 204 Moseley was made available to the Center
for the spring semester. Also in the spring, content flags were created for the students to use to
distinguish for the tutors the area in which students needed assistance. Photos of the tutors were posted
on the wall in the fall with their content areas identified, but students still reported that it was difficult
to identify the tutors on duty. For 2009-2010, the tutors will have “uniforms,” which will be t-shirts
with a MAST Center logo on them. In the spring semester, student comments generally focused on the
helpfulness of the Center, the positive impact of the additional space, and the need for additional
current textbooks. It is hoped that the Center will continue to have primary access to 204 Moseley for
3
tutoring. Also, we will be requesting additional copies of current textbooks from the Department of
Mathematics and Statistics or the publisher to allow more access to students.
Tutor Learning Outcomes
As a result of working in the Math & Stats Tutoring Center, a tutor will:
 Be more confident in his/her ability to assist students
 Improve skills related to explaining concepts to students
 Increase his/her own understanding of mathematics and/or statistics
Tutors’ learning outcomes are assessed in two ways. First, tutors complete evaluations at the end of the
year to self-report progress. Second, the promotion system implemented last year for tutors includes
activities geared toward meeting the learning objectives.
2008-2009 Tutor Survey
Rating
Improved
ability to
explain
concepts
Improved
confidence
Increased my
understanding
of math
and/or stats
Tutors
worked well
as a team
Respected by
other tutors
& Center staff
Instrumental
in improving
student
success rates
Strongly Disagree
0.0%
8.3%
8.3%
0.0%
8.3%
0.0%
Disagree
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Somewhat Disagree
0.0%
0.0%
0.0%
8.3%
0.0%
0.0%
Somewhat Agree
16.7%
8.3%
0.0%
25.0%
16.7%
8.3%
Agree
58.3%
41.7%
58.3%
41.7%
41.7%
75.0%
Strongly Agree
25.0%
41.7%
33.3%
25.0%
33.3%
16.7%
Learning Outcomes for Tutors measured on Tutor Survey:
● Be more confident in his/her
ability to assist students
83.4% of the tutors agreed or strongly agreed that
they were more confident in their ability to assist
students.
● Improve skills related to
explaining concepts to students
83.3% of the tutors agreed or strongly agreed that
their skills related to explaining concepts to
students improved.
● Increase his/her own
understanding of mathematics
and/or statistics
91.6% of the tutors agreed or strongly agreed that
their own understanding of math and/or stats
increased.
4
Based on tutor survey feedback, tutors felt they were successful in assisting students, were able to
answer student questions effectively, and grew in their understanding of the concepts they were
tutoring. Tutors commented on the helpfulness of having 204 Moseley, being able to work with a
variety of students to improve tutoring skills, and having the additional graduate assistance from the
Math Department. They also remarked that the white boards purchased for their use with students were
very beneficial.
Tutoring Usage
As anticipated due to lower math/stats course enrollments, usage of the Center decreased this year.
However, numbers were higher than the 2006-2007 academic year, which was used for benchmarking.
In 2007-2008 there was a marked increase of international students who used the Center 951 times for
1,505 hours. The Center did not experience this in 2008-2009. For the spring 2009 semester, the
Center used the first two weeks of the semester to visit classes, hold workshops, and train tutors. This
delayed the start of full tutoring services in comparison to past spring semesters when full services
began the first day of classes.
The Center again received graduate assistants (GAs) from the College of Business and the Department
of Mathematics and Statistics. The number of hours of this support per assistant ranged from 4 hours
per week to 14 hours per week. The GAs all worked as tutors.
Tutoring Usage by Academic Year
12558.76
10139
8591.41
8372.84
7454
7294
1804
2197
2006-2007
2007-2008
Number of Students
Number of Students
Number of Visits
Number of Hours
1863
2008-2009
Number of Visits
2006-07
1804
7294
8,372.84
2007-08
2197
10139
12,558.76
5
Number of Hours
2008-09
1863
7454
8,591.41
Average User Frequency by Academic Year
2006-07
4
4.6
Average Visits
Average Hours
2007-08
4.6
5.7
2008-09
4
4.6
Course or Program
As in the past three years, our primary focus this year were courses from Math 090X through Math 131,
Math 213 and 215, Stat 200, 211, 212, 220, and OR 380. With a decrease in overall math course
enrollment, the addition of Supplemental Instruction and tutoring in the College of Business for their
students taking math, and the implementation of the Math 215 placement test and modeling
demonstration, changes in the percentages of students using services were anticipated. In the spring, a
computer lab/tutoring room was dedicated for Math 112/122 students in an effort to assist with
mandatory online homework and overall course pass rates. In the fall, 30.9% of enrolled Math 112
students and 23.2% of enrolled Math 122 students used the Center. In the spring, 33.5% of enrolled
Math 112 students and 27.0% of enrolled Math 122 students used the Center’s services. Students in
these courses were e-mailed about additional space and computers for their use, but they chose not to
take advantage of the resources.
Usage by Course
A&S 100 – Applied Math for Construction Mgmt. (3) #
ACCT 200 – Accounting Concepts for Nonbusiness Students (3)
ACCT 222 – Accounting and Business Concepts II (3)
ACCT 331 - Cost Accounting (3)
AMPD 202 – Merchandising Math (3)
ARTS 392 – Introduction to Carving (3)
ASTR 201 – Modern Astronomy (3)
ASTR 212 – The Solar System (3)
BA 310 – Introduction to Hospitality Management (3)
BIOL 101 – Environment of Life (3)
BIOL 205 – Concepts in Biology II (5)
BIOL 580 – Seminar in Biological Sciences (1-3)
CHEM 109 – Elementary Chemistry (3)
CHEM 125 – General Chemistry (5)
CHEM 308 - Basic Biochemistry (3)
CHEM 341 - Organic Chemistry (5)
Community
COMS 640 – Humanistic Research Methods (4)
CONS 318 - Construction Surveying (3)
CONS 336 – Structural Design (3)
CONS 406 - Temporary and Concrete Structures (3)
CRJU 515 – Data & Statistical Analysis in Crim. Just. (3)
CRJU 620 – Seminar in Contemporary Corrections (3)
CS 425 – Computer Graphics (3)
6
2006-07
2007-08
2008-09
1
4
1
3
33
1
1
1
1
11
2
1
2
1
1
1
46
2
1
-
2
1
1
1
2
2
1
1
1
1
1
56
2
1
-
Usage by Course, Continued
CS 429 – Data Communication and Networks (3)
CS 440 – Optimization Techniques (3)
CS 529 – Data Communication and Networks (3)
CS 551 - Numerical Analysis (3)
CSP 680 – Grad. Seminar in College Stu. Personnel (1-3)
DESN 243 – Stat. & Strength of Materials (3)*
ECON 200 – Introduction to Economics (3)
ECON 202 – Principles of Microeconomics (3)
ECON 203 – Principles of Macroeconomics (3)
ECON 302 – Intermediate Microeconomic Theory (3)
ECON 311 – Money and Banking (3)
ECON 401 – Mathematical Economics (3)
ECON 402 – Econometrics (3)
ECON 501 – Mathematical Economics (3)
ECON 502 – Econometrics (3)
ECON 600 – Economic Analysis of the Firm (3)
ECON 611 – Aggregative Economics (3)
EDFI 641 – Statistics in Education (3)
EDFI 642 – Research in Education (3)
EDFI 750 – Research Statistics in Leadership Studies (3)
EDFI 752 - Advanced Quantitative Methods in Education II (3)
EDTL 474 – Mathematics in Secondary Schools (3)
EDTL 675 - Seminar in Physical Science Pedagogy (1)
ENGT 240 – Statics and Strength of Materials (3)*
ENVH 407 – Environmental Toxology (3)
F&N 331 - Quantity Food Production (3)
FIN 300 – Business Finance (3)
FIN 304 – Entrepreneurial Finance (3)
FIN 411 – Retirement Planning (3)
GEOG 631 – Seminar in Population Geography (3)
GEOL 104 - Earth Environments (4)
GEOL 446 – Groundwater Hydrogeology (4)
GEOL 680 – Seminar in Geology (1-3)
GERO 410 – Social Policy & Programs (3)
HIST 602 - Quantitative Methodology (4)
KNS 360 – Exercise Physiology (3)
MATH 090X – Elementary Algebra (3)
MATH 095 – Intermediate Algebra (3)
MATH 095X – Intermediate Algebra (3)
MATH 112 – College Algebra I (3)
MATH 115 – Intro. to Statistics (3)
MATH 122 – College Algebra II (3)
MATH 123 - Mathematics for Architecture and Construction (4) #
7
2006-07
2007-08
2008-09
1
1
1
13
1
6
6
2
1
1
9
3
1
1
2
4
1
1
1
22
2
121
269
203
242
-
2
2
2
1
2
1
10
1
8
4
1
1
1
2
25
1
144
499
150
271
-
2
1
1
2
1
9
1
1
1
1
6
1
1
1
1
1
12
2
74
357
225
274
2
Usage by Course, Continued
MATH 126 – Basic Calculus (5)
MATH 128 – Precalculus Mathematics (5)
MATH 129 – Trigonometry (2)
MATH 130 – Precalculus Mathematics (3)
MATH 131 – Calculus & Analytic Geometry (5)
MATH 134– Calculus & Analytic Geometry IA (3)
MATH 135– Calculus & Analytic Geometry IB (3)
MATH 213 – Math for Early Childhood Teachers (3)
MATH 213 Placement Exam
MATH 215 – Number Sys. for Mid. School Teachers (3)
MATH 215 Placement Exam
MATH 216 – Geometry for Middle School Teachers (3)
MATH 222 – Discrete Mathematics (3)
MATH 232 – Calculus & Analytic Geometry II (5)
MATH 233 – Calculus & Analytic Geometry III (3)
MATH 245 – Statistics for Middle School Teachers (3)
MATH 247 – Fundamentals of Statistics (3)
MATH 322 – Discrete Mathematics (3)
MATH 332 – Elementary Linear Algebra (3)
MATH 337 – Differential Equations (3)
MATH 339 – Fundamntl. Concepts of Mdrn. Algebra (3)
MATH 341 – Principles of Probability and Statistics (3)
MATH 400 - Topics in Mathematics (3)
MATH 401 – Number Theory (3)
MATH 402 – Modern Geometry (3)
MATH 403 – Modern Algebra I (3)
MATH 411 – History of Mathematics (3)
MATH 415 – Adv. Math Topics for Mid. School Tchrs. (3)
MATH 417 – Adv. Math Topics for Erly Adult Tchrs. (3)
MATH 426 – Actuarial Mathematics I (3)
MATH 432 – Linear Algebra with Applications (3)
MATH 439 - Boundary Value Problems of Differential Equations (3)
MATH 441 – Probability and Statistics I (3)
MATH 442 – Probability and Statistics II (3)
MATH 445 – Applied Probability (3)
MATH 465 – Introduction to Real Analysis I (3)
MATH 532 - Linear Algebra with Applications (3)
MATH 541 – Applied Probability (3)
MATH 565 – Introduction to Real Analysis I (3)
MATH 603 – Algebra for Mathematics Teachers (3)
MATH 641 – Probability Theory I (3)
MATH 642 – Mathematical Statistics II (3)
8
2006-07
2007-08
2008-09
189
73
8
9
101
24
18
8
21
30
3
9
45
16
1
14
9
2
24
14
2
2
1
3
3
1
1
1
1
1
248
85
14
113
42
30
15
18
44
10
7
42
20
18
14
2
14
12
1
2
2
1
1
2
2
2
3
1
1
-
152
101
24
103
41
27
25
15
37
6
3
8
28
12
2
7
11
2
3
3
1
1
1
4
1
3
1
4
1
1
1
2
1
4
-
Usage by Course, Continued
MATH 682 – Topics in Mathematics (1-4)
MBA 600 – Financial Accounting and Analysis (3)
MBA 601 – Quantitative Analysis for Managers (3)
MGMT 300 - Integrated Operations and Supply Chain Management (3)
MGMT 305 – Principles of Org. & Mgmt. (3)
MGMT 441 – Quality Management and Lean Tools (3)
MGMT 447 – Supply Management II (3)
MKT 300 - Principles of Marketing for Non-Business Majors (3)
MKT 301 - Introduction to Marketing Management (3)
MKT 320 – Marketing Research (3)
MKT 405 - Services Marketing (3)
NURS 321 – Nursing Agency III: Interventions (3)
OR 380 – Introduction to Management Science (3)
OR 661 – Linear and Integer Programming (3)
OR 691 – Directed Research in Operations. Research (1-3)
PHYS 201 - College Physics I (5)
PHYS 201 – College Physics I (5)
PHYS 202 - College Physics II (5)
PHYS 360 -Environmental Physics (3)
PHYS 470 – Independent Study (1-3)
PHYS 651 – Mechanics (3)
POLS 290 - Introduction to Political Inquiry (3)
POLS 290 – Introduction to Political Inquiry (3)
Pre-Nursing Examination
PSYC 270 – Quantitative Methods I (4)
PSYC 310 – Lifespan Developmental Psychology (3)
PSYC 328 – Psychophysiology (4)
PSYC 381 – Sensation and Perception (4)
PUBH 604 – Public Health Administration (3)
SOC 369 – Introductory Statistics (3)
SOC 612 – Intermediate Statistics (3)
SOC 713 - Research Design (3)
SOC 785 - Readings in Sociology (1-3)
STAT 200 – Using Statistics (3)
STAT 211 – Elementary Statistical Methods I (3)
STAT 212 – Elementary Statistical Methods II (3)
STAT 220 – Elementary Business Statistics (5)
STAT 402 – Regression Analysis (3)
STAT 416 – Time Series Analysis (3)
STAT 502 – Regression Analysis (3)
STAT 506 – Sample Design (3)
STAT 508 – Experimental Design (3)
9
2006-07
2007-08
2008-09
7
2
1
1
16
1
1
1
1
1
1
1
1
1
95
1
3
-
1
1
1
1
62
4
1
1
-
12
10
1
1
1
1
5
1
2
5
13
2
8
1
1
4
6
1
1
11
82
78
23
1
1
-
12
74
60
25
1
1
1
1
1
1
14
29
53
13
1
1
1
Usage by Course, Continued
STAT 514 – Statistical Quality Control (3)
STAT 601 – Statistics for Managerial Decisions (3)
STAT 680 – Seminar in Statistics (1-3)
TECH 603 – Data Analysis and Decision Making (3)
TECH 692 – Research Proposal Development (1-3)
2006-07
2007-08
2008-09
3
5
1
1
-
1
2
7
-
Notes:
* DESN 243 changed course prefix and number to ENGT 240 in Fall 2007.
# A&S 100 – Applied Math for Construction Management is a new course offering as of Fall 2007.
Changed to MATH 123 during 08-09 A.Y
10
Student Wages and Usage
In comparing payroll over the past three fall and spring semesters, the average semester rate per hour of
tutoring is $2.89, the average semester rate per visit is $3.41, and the average semester rate per student
is $14.75. Spring 2009 was the most cost effective semester in relation to the Math and Stats Tutoring
Center’s budget due to the additional tutoring assistance provided by the Department of Mathematics
and Statistics graduate assistants. For 2009-2010, there will be several changes that will both positively
and negatively affect the dollar amount spent for tutoring. On a positive note, Federal Work Study
(FWS) allotments have changed. Funding will be based on students’ awards rather than department
allotments. This will allow the Center to maintain sufficient tutor staffing levels, since some of the
tutors have Federal Work Study awards that the Center had not been able to utilize in the past.
Therefore, adequate staffing of undergraduate employees will be allowed without impacting the budget
significantly. Conversely, the Center’s loss of 17.5 hours of graduate assistance will increase the need
for hourly tutors. As this position assisted with supervising the Center’s undergraduate staff, some
restructuring will be required. This may be accomplished through a change in hours of tutoring
operations, promotion of an undergraduate tutor to level three or four to assist with supervision, or
flexing the hours of a full-time staff member to assist with coverage. Also, given the university
reduction in graduate assistantships, the Center should expect a reduction in assigned graduate
assistants from other departments.
Analysis of Hourly Student Employee Wages and Center Usage
Fall 2006
Average Tutor Wage:
Total Tutor Wages Paid:
Fall 2007
$6.30
$9,566.36
Fall 2008
Average Tutor Wage:
Total Tutor Wages Paid:
$7.98
$18,994.14
Average Tutor Wage:
Total Tutor Wages Paid:
$7.87
$11,441.38
Based on Fall 06 data:
$9,566.36 ÷ 1,029 students: $9.30 per
student
$9,566.36 ÷ 3,750 visits: $2.55 per visit
$9,566.36 ÷ 4,349.76 hours: $2.20 per hr.
Based on Fall 07 data:
$18,994.14 ÷ 1196 students: $15.88 per
student
$18,994.14 ÷ 5085 visits: $3.74 per visit
$18,994.14 ÷ 6087.21 hours: $3.12 per hr.
Based on Fall 08 data:
$11,441.38 ÷ 1,057 students: $10.82 per
student
$11,441.38 ÷ 4,290 visits: $2.67 per visit
$11,441.38 ÷ 4,896.58 hours: $2.34 per hr.
Spring 2007
Spring 2008
Spring 2009
Average Tutor Wage:
Total Tutor Wages Paid:
$7.78
$16,458.16
Based on Spring 07 data:
$16,458.16 ÷ 707 students: $23.28 per
student
$16,458.16 ÷ 3307 visits: $4.98 per visit
$16,458.16 ÷ 3697.28 hours: $4.45 per hr.
Average Tutor Wage:
Total Tutor Wages Paid:
$8.08
$17,122.26
Based on Spring 08 data:
$17,122.26 ÷ 948 students: $18.06 per
student
$17,122.26 ÷4805 visits: $3.56 per visit
$17,122.26 ÷ 6145.64 hours: $2.79 per hr.
11
Average Tutor Wage:
Total Tutor Wages Paid:
$8.24
$8,360.97
Based on Spring 09 data:
$8,360.97 ÷ 750 students: $11.15 per
student
$8,360.97 ÷ 2,857 visits: $2.93 per visit
$8,360.97 ÷ 3,395.12 hours: $2.46 per hr.
Student and Tutor Density Comparisons
During the fall semester, there were times, especially exam days, when tutors were extremely busy, and
it would have been helpful to be able to call in extra help. This was not possible due to budget
constraints. While the tutor-to-student ratio was high at times in the spring, extra graduate assistants
were assigned to the Center by the Department of Mathematics and Statistics, which helped to lessen
the strain on tutors. As the university has reduced graduate assistantships, we will not be able to
depend on the additional help for 2009-2010, and, therefore, we will need to schedule additional
undergraduate help on exam days or be prepared to call in tutors as needed.
Density Comparisons for Fall 2008 and Spring 2009 Semesters
Average Student Hrs
Average Tutor Hrs Needed
Fall
Spring
Fall
Spring
Monday
116.80
90.07
41.33
33.25
Tuesday
121.50
86.40
44.33
32.33
Wednesday
120.51
74.55
43.83
28.46
Thursday
90.45
60.83
32.86
23.03
Total Per Week
449.26
311.86
162.35
117.07
Fall
Spring
Average tutor hours needed per semester:
2,402.39
1,751.26
Tutor hours prescheduled per semester:
1,599.05
1,150.36
Average tutor wage per semester:
$7.87
$8.24
Projected spending per semester:
$18,906.81
$14,430.38
Actual spending per semester:
$11,441.39
$8,360.99
Difference between projected and actual:
$7,465.42
$6,069.39
12
Academic Level
Despite the overall decrease in users this year, there were increases in the number of freshmen and “other”
students using the Center. The increase in freshmen may be due to more visits during orientation by students or
because of the classroom visits and tours. Additionally, more guests utilized the Center; there was an increase in
high school students seeking assistance. If this trend continues, a nominal charge by semester should be
implemented to compensate for the additional staffing needed to assist these students.
Tutoring Usage by Academic Level
2500
Number of Registrants
2000
1500
1000
500
0
Freshman
Sophomore
Junior
2006-07
Freshman
Sophomore
Junior
Senior
Graduate
Other
Total
Senior
2007-08
2006-07
844
440
264
172
53
31
1804
Graduate
2008-09
2007-08
845
634
368
287
34
29
2197
13
2008-09
875
426
269
180
46
67
1863
Other
Total
College and Guest
This year there was a significant decrease in the number of students from the College of Business
Administration using services. This was expected due to Supplemental Instruction of Math 126 and
tutoring offered in the College of Business for their students and provided by a graduate student who
had previously worked in the Center. The decreases in other areas can be attributed to the decreased
enrollment.
Usage by College and Guest
2006-07
2007-08
2008-09
550
500
450
400
350
300
250
200
150
100
50
0
Ed & Human
Dvlpmt.
Arts &
Sciences
Business
Admin.
ACEN
Arts and Sciences
ACEN
Business Administration
Education & Human Dvlpmt.
Health and Human Services
Musical Arts
Technology
Graduate College
Firelands
Guest
Health &
Human
Services
Technology
Guest
Graduate
College
2006-07
2007-08
2008-09
316
237
533
355
153
4
122
52
1
31
482
299
542
454
179
3
177
31
1
29
402
263
372
422
153
6
128
46
4
67
14
Musical Arts
Firelands
Resource Usage
Total resource usage decreased this year, but in comparison to 2006-2007, usage increased. During the
2007-2008 academic year, resource usage increased because of international students who did not
purchase texts and instead used the Center’s copies. This year, there was a marked increase in
equipment usage, which was due to repeat customers. There were $729 in fines for late/non-returns of
calculators that have been spent on replacing and purchasing additional calculators. Due to the
popularity of the service, it may be worthwhile to consider short term rentals for a fee. This will be
explored over the next year. Currently, graphing calculators may be borrowed for a twenty-four hour
period.
Resource Usage by Academic Year
Texts, Solution Manuals, Tests
Equipment
2006-07
2007-08
2008-09
1,158
149
2,044
504
1,439
544
We offered test proctoring for the Department of Mathematics and Statistics once again this academic
year, and there were 74 students who used this service through their instructors.
Center Staff, Volunteers, and In-Kind Support
The Center was staffed with a full-time Coordinator, Secretary II, and Math Specialist for the entire
year. Tutors were faculty-recommended undergraduate and graduate students who completed at least
one semester of Calculus with an A or B. Additionally, tutors were required to successfully complete
an exam that assesses the applicant’s content knowledge and how the candidate responds to various
tutoring scenarios. Tutors received mandatory biweekly training, which covered course content,
tutoring methods, and pedagogy. This year’s meetings were held twice per month, one in-person, and
one electronically. After much discussion, we felt that the electronic method was not as effective as inperson. Therefore, for 2009-2010, we will resume in-person bi-weekly meetings.
Receptionists were all Federal Work Study students who demonstrated effective clerical skills. They
registered incoming students and assisted MAST users with checking in and out resource materials.
They also assisted the Secretary, Math Specialist and Coordinator with office tasks.
The Center again hosted summer interns, high school teachers who received fee waivers for master’s
degrees courses in exchange for working 12–14 hours per week in a program or office on campus. The
Center was assigned four interns for the summer of 2008, and they worked a total aggregate of 416
hours. The interns assisted students using the Center. The Center was informed at the beginning of the
summer that this would be the last year for this program.
Several Math Department Instructors volunteered their assistance in the MAST Center. They assisted
with tutoring and offered their office hours in the Center. In total, they volunteered 56 hours of
assistance during the 2008-2009 academic year.
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During the fall semester, students enrolled in Math 400/582 were required to assist Algebra students in
the MAST Center one hour per week as part of their course grade. Nine undergraduate and two
graduate students provided 58.5 hours of volunteer assistance through this partnership, which provided
the 400/582 students valuable hands-on experience with tutees.
Graduate students from different departments were assigned to work part of their assistantship hours in
the MAST Center. The Department of Mathematics and Statistics sent five graduate students in the fall
and fourteen in the spring. Graduate students’ hours varied from four to fourteen hours per week based
on their duties. The graduate students’ assignments varied from walk-in tutoring, leading study groups,
assisting review sessions, and helping on exam days. There were nine graduate students in the fall and
four in the spring from the College of Business. These graduate students were able to tutor either
operations research or statistics in addition to math.
Number
Summer
Number
Fall
Number
Spring
Advising And Academic Success
Graduate Assistants
2006-2007
2007-2008
2008-2009
0
0
0
3
3
1
3
2
4
Department of Math & Statistics
Graduate Assistants
2006-2007
2007-2008
2008-2009
0
0
0
2
2
5
1
7
14
College of Business Graduate
Assistants
2006-2007
2007-2008
2008-2009
0
0
0
5
4
9
5
4
4
MAST Center Tutors
2006-2007
2007-2008
2008-2009
1
0
0
18
25
21
18
25
15
MAST Center Receptionists
2006-2007
2007-2008
2008-2009
0
0
4
5
4
5
0
5
5
Math & Stats Tutoring Center Funding
The MAST Center receives funding from several areas. These areas include Academic Affairs, the
College of Arts and Sciences, and the Health Sciences Residential Community. As the direct reporting
line, Academic Affairs provides funding for the Center. In an agreement with the College of Arts and
Sciences, the MAST Center coordinator and math specialist each teach one course per semester and the
funding that would be paid to the instructors is instead transferred to the Center’s budget to assist with
tutoring expenses. The Health Sciences Residential Community again reimbursed the MAST Center
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for providing a tutor to work exclusively in the community. This program has been successful for
several years and will continue next year.
UPAS Program
Throughout the school year, a total of 187 UPAS students were enrolled in a math course. The Math
Specialist made several attempts to contact these students. At least two emails were sent each semester
to all of the students encouraging them to make an appointment to meet with the math specialist. The
instructors of these students were also contacted and asked to provide information regarding the
student’s progress in their course. As feedback was provided by the instructors, the specialist reached
out to contact any students who seemed to be having difficulty.
During the fall semester, 52 of the UPAS students met at least once with the specialist. 12 of these
students met multiple times. In the spring semester, however, only 9 students scheduled a first
appointment. 5 of them had multiple appointments throughout the semester. It is important to note that
in the fall, several advisors personally walked students to the MAST center and introduced them to the
specialist. Once initial contact was made with the student, it was easier to encourage regular meetings.
Also, during the spring semester, a much smaller number of instructors than in the fall provided
feedback regarding student progress. (This trend seemed to coincide with the threat of non-contract
renewal/budget cuts, etc.)
Other MAST Center Activities
Tutoring @ Ogg
The Center’s space in the Ogg Science Library located in the Mathematical Sciences Building was
utilized throughout the year for three primary purposes.
1. Study groups were arranged for math courses Math 232 and above in the Ogg Science Library.
The groups were led by graduate assistants provided through the Math Department. The
decision to change the tutoring delivery method for high-level courses to study groups instead
of walk-in tutoring was made due to the volume of walk-in traffic in Moseley Hall and the need
to have more qualified tutors assisting with these courses.
2. During the fall and spring semesters, the space was used primarily for Math 213 and 215
placement exam reviews and modeling demonstrations. Additionally, the Math Education
(Math 213 and Math 215) course coordinator scheduled the space for modeling demonstrations
for a week during both the fall and spring semesters.
3. Also during the fall and spring semesters, group tutoring for Math 112 was piloted to two
selected sections of Math 112. It was not as well utilized as hoped, but this may have been due
to who the instructors were and their differing teaching methods. The concept will be revised
for the 2009-2010 fall/spring to include all sections of Math 1120 and Math 1220 and be offered
in Moseley Hall as “In-Depth” sessions. These sessions are described in more detail below
under the next section, entitled “Goals for Next Year.”
Workshops
As in the past, the Center offered workshops on using the graphing calculator during the Fall 2008
semester. While the workshop sessions were open to everyone, freshmen who attended were given
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credit for the First Year Success Series (FYSS). The Math & Stats Tutoring Center offered twenty
MyMathLab assistance sessions during the first few weeks of the spring 2009 semester. These sessions
covered how to use the program and some of the cautions with symbols that students needed to know.
Teaching
Each semester, the Coordinator and Math Specialist each teach a three credit hour course in the math
department. Courses taught range from Math 090X through Math 122. For the 2008-2009 academic
year, the Coordinator taught Math 112 during the fall semester and Math 115 during the spring
semester. The Math Specialist taught Math 122 both semesters.
Presentations
1. Upward Bound: In July 2008, thirty-six students participating in the Upward Bound program
visited the Center for a presentation about services.
2. President’s Leadership Academy (PLA): In July 2008, thirty PLA students visited the Center as
part of their summer orientation. These students were given a tour of the facilities, and they
were given a presentation on how to use services.
3. Grad-Step: In August, the coordinator presented a workshop for new graduate students on how
the MAST Center could assist them with their graduate work.
4. The MAST Center was also represented during new faculty orientation in August 2008.
5. During the first two weeks of the spring semester, the Math Specialist gave in-class
presentations of “Success Skills for Your College Math Course.” The purpose of the
presentations was to not only introduce students to the services of the MAST center, but also to
give the students some practical suggestions for success in their course. Presentations were
given in 17 different class sections, which represented 10 instructors.
6. In February, the Math Specialist presented her job responsibilities and the UPAS program to
mathematics faculty and graduate students in the Education Seminar. Business cards were also
handed out and instructors were encouraged to refer students to the Math Specialist. The
information was well received and resulted in positive interaction between the specialist and the
faculty. Throughout the remainder of the semester, faculty referred students to the math
specialist for help in math. (The Math Specialist met regularly with many students who were
not in the UPAS program because of this presentation. For students who kept regular
appointments and showed a commitment to succeed, significant improvement was noticeable in
the students’ math skills and study skills.)
Review Sessions
For the last regular common exam in both Math 112 and Math 122, the Math Specialist held question &
answer review sessions. Both sessions were well attended and positive feedback was received.
The math specialist conducted training for the tutors, co-facilitated staff meetings, and assisted with
tutoring in the center as needed.
Blackboard Community
The Math Specialist maintained the Blackboard community for all students enrolled in courses
Math090 through Math216. This community was new this semester and was used for posting
documents that would be useful to the students as they worked through their math courses. It was also
a convenient medium for the coordinator to send emails to math students to announce workshops and
review sessions, and to remind the students of services of the MAST Center. One problem with this
community was that it was not set up until after the semester was in full-swing. It would have been
much more beneficial if it was available for use early in the semester, especially for the MyMathLab
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workshops that were hosted during the first two weeks. Another feature of this community that needs
improvement is that there is no categorical grouping of students. There was no way within the
community to send to targeted groups. For instance, when hosting a review session for Math112, it was
not possible to send a reminder announcement strictly to Math112 students. The Blackboard
community was an asset to the center and will continue to be used, preferably with a few improvements
to the system.
Goals for Next Year
For the 2009-2010 academic year, the Math & Stats Tutoring Center will be continuing existing
services and piloting new services. Walk-in tutoring in Moseley Hall will continue to be our primary
service to students with hours to be determined after the new fiscal year budgets are determined, space
assignments are finalized, and cost analysis for new services are developed.
At this time, new initiatives for the year include:
1. “In-Depth” Tutoring Sessions: these sessions targeted for Math 1120 and 1220 will be led by
Katy and Michelle. The goal of these sessions is to not only review material covered in class,
but to go more “in-depth” into the course material for students who feel that they need a little
more detail than class time allows. There will also be time reserved for questions/answers.
Sessions will be held twice a week for each course. (1120: M 3:30 – 4:30 PM, T 1:00 – 2:00
PM; 1220: W 3:30 – 4:30 PM, R 1:00 – 2:00 PM) As these will be facilitated by full-time
staff, there is no further cost to the center for the programming.
2. Record workshops and “study skills” presentations for web streaming. This would allow
viewing by students through the website or on the MAST Center blackboard community for
those who do not get the information from classroom presentations. Any cost for recording will
be limited to camera usage if needed.
3. Revise tutor training and create standard handbook for tutors. There will be minimal printing
costs associated with this project as once the handbook is created, it will be converted to an
electronic version provided to tutors online.
4. Collaborate more purposefully with math course coordinators to assist students more
effectively. Doing this will allow for more effective tutor preparation as Katy and Michelle will
be able to address common misconceptions and mistakes of students during tutor training
meetings. Facilitated by full-time staff with no associated costs.
5. Revision of tutoring times. Based on student usage this year, Wednesday evening until 9:00
PM was not utilized as anticipated. Students continued to request Friday assistance. To better
accommodate students, the 2009-2010 hours will be adjusted. The new hours will be:
10:00 AM – 6:00 PM Monday – Thursday
10:00 AM – 2:00 PM Friday
4:00 PM – 9:00 PM Sunday: 9/13, 10/18, 11/11, and 11/29
If these hours are utilized as anticipated, they will continue for spring. However, if students do
not utilize the Friday and/or Sunday hours in the fall, adjustments will be made for the spring
semester.
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6. Conduct focus groups consisting of: MAST users who passed, MAST users who didn’t pass,
non-users who passed, non-users who didn’t pass to gather feedback about the center, its
advertising, and services.
For the fall 2009 semester, full walk-in tutoring will begin September 8th. Following the model from
spring 2009, tutoring for the first 2 weeks of school will be provided by the graduate assistants and fulltime staff from 8:00 AM – 5:00 PM Monday through Thursday and 10:00 AM – 2:00 PM Friday. The
later start will allow us time to properly train new tutors and graduate assistants from other departments
prior to beginning their tutoring duties.
Concerns/Needs
There are several ongoing concerns/needs for the Center. They include, but are not limited to:

Funding – In order to provide adequate services to the number of students being served, a
realistic budget for the Center would be $42,000 to cover student employment, phone charges,
and office supplies for the fiscal year. With the elimination of a 17.5 hour graduate
assistantship, hourly undergraduate tutors will need to be scheduled to make up for the loss in
personnel. The university’s change in Federal Work Study (FWS) funding will create some
uncertainty with forecasting expenditures during the 2009-2010 academic year since the
department is no longer given a specific FWS allocation. Additionally, if outdated resources are
to be replaced, additional funding will be needed. (For further detail on the topic of outdated
resources, see the Resources bullet point below.)

Space – While the delegation of Moseley 204 to the MAST Center during the Spring 2009
semester was not met with a substantial increase in student users, this room has been and will
continue to be an asset to the Center’s operations. The room has allowed for the separation of
students by course so that more intensive study sessions could be offered. Additionally,
workshops on how to navigate and successfully use MyMathLab and ALEKS will be offered in
2009-2010 since the room is equipped with a projector and screen. Students had complained in
the past that the Center was often crowded; concerns over crowding were noted on surveys and
have been stressed by students during conversations with the Coordinator. This complaint was
not made during the Spring 2009 semester because of the additional space, and it was noted by
tutors and students that the extra space was beneficial to services. (For further detail on survey
comments, see previous section that includes Fall 2008 and Spring 2009 surveys.)

Staffing – The summer of 2008 was the last year for the summer intern program. This
necessitates the hiring of summer staff to assist students and provide office coverage in the
event of a full time staff member’s absence. Having the Math Specialist work during the
summer would be very helpful because of this loss. During the academic year, it would be
beneficial to fund a tutor to work primarily with the UPAS students under the direction of the
Math Specialist. With the number of students and hours being served through the Center, the
Math Specialist is limited in the amount of time available to tutor UPAS students individually
and more extensively. Having a tutor, either a graduate student or a professional with
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experience working with at-risk students, 10 to 15 hours per week would be beneficial to the
students and the Center.

Software – With the implementation of the Math 215 placement test in addition to the Math
213 placement test, the purchase of ModuMath continues to be a need so that students are able
to prepare for the exam. Also, we are still asked to sign-off for nursing students’ competency
when the students need to retake the nursing exam. At this time, we have no way of verifying
that students are ready to retest, even though we are asked to do so. ModuMath would allow us
to verify the students’ competency levels with specific content.

Resources – Books and videos need to be updated for student usage. Current versions of math
study skills books need to replace the outdated versions that are available to lend. Also, with
the decreased availability of VCRs, it would be helpful if current video cassettes could be
converted to DVDs, or, ideally, new updated DVDs could be purchased as replacements. This
would require an additional $1,000 to $1,500 to accomplish.

Swipe System – In order to improve efficiency and accuracy in data collection and collation,
the swipe system is needed. The Center staff has met with the BG1 Card staff, and the system
is ready to be implemented. The only barrier is approximately $1,500 needed to purchase the
swipe device.
Respectfully Submitted,
Michelle R. Heckman
Coordinator, Math & Stats Tutoring Center
June 10, 2009
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