Listening to our Students, Tutors, and Faculty: Applying assessment results

Listening to our Students,
Tutors, and Faculty:
Applying assessment results
to Learning Assistance Center
program improvement
Nadine Rosenthal, Chair,
Learning Assistance Department
City College of San Francisco
50 Phelan Avenue, R207, San Francisco, CA 94112
nrosenth@ccsf.edu
415.452.5505
Spring 2003
Learning Assistance Center
Mission Statement
Mission Statement
Learning Assistance Department
Our mission is to provide a supportive environment that promotes active learning
and encourages collaboration among members of our diverse community.
Toward this goal, we assist students in achieving their academic, vocational, and
personal goals through our academic-support program offerings: college success
courses and workshops, peer-cooperative small groups, student-centered peer
and professional tutoring, and open-access computer labs.
Student Learning Outcome
College Success Courses
Students in our college and career courses learn to apply a variety of active
learning strategies to their personal growth and values, academic study skills,
critical and creative reasoning proficiency, and career exploration and
development.
2
Assessment Tools




Faculty

SWOT Analysis

Faculty Needs Survey
Slide #
4
5-6
Student

Student Needs Survey

L.A.C. Student Evaluation
7
8-9
Tutor

Tutor Learning Outcomes

VTEA Learning Outcomes
10
11-12
Office of Research & Planning



Algebra Survey
Morale Survey
FTES/WSCH/Positive Attendance
13
14-17
18
3
SWOT Analysis
SWOT Analysis is an effective way of identifying Strengths and Weaknesses of the LAC,
and of examining the Opportunities and Threats the LAC may face.
This analysis using the SWOT framework will enable us to focus our activities into areas
where we are strong, and where the greatest opportunities lie.
Strengths:
Weaknesses:
What
are our advantages?
What do we do well?
What do other people see as our strengths
Consider this from the LAC view and from the point
of view of the people we deal with. We shouldn’t
be modest here
What
Opportunities:
Threats:
Useful opportunities and action plans) can come
from such things as:
Changes in technology and markets on both a
broad and narrow scale
Changes in city, school, or department policy that
may affect us.
Changes in social patterns, student population
profiles, lifestyle changes, etc.
Local Events and interesting trends
What
could we improve?
What do we do badly?
What should we avoid?
Consider this from an internal and external basis.
Do other people seem to perceive weaknesses that
we do not see?
obstacles do we face?
What is our competition doing? (Do we have
competition?)
Are the required specifications for our services
changing?
Is changing technology threatening our position?
Do we have budgetary problems?
4
Learning Assistance Center
Faculty Needs Survey – 1st slide
CCSF Learning Assistance Center
Faculty Needs
Thank you for your support for the programs and services in the Learning Assistance Center.
Thanks to you,
we are a vibrant and successful department at City College. To assist us in our search for new
and innovative ways to best support you and your students, would you please fill out this short
survey and return it to R207
Check the appropriate box that reflects your impression of the
following initiatives. Feel free to add additional comments on the
back of this form.
Excellent
Idea
Good
Idea
Needs
more
work
Learning Strategies Workshop Series – Drop-in workshops in the
LAC on specific study strategies.
97%
3%
Supplemental Instruction Groups – Peer-led, instructorsupervised study groups specific to your own course content.
80%
20%
Curriculum Support – College Success faculty assist you in
integrating learning strategies into your specific curriculum.
80%
20%
Adjunct Study Courses - .5 unit group tutorial course taught
along side your specific course.
67%
33%
Not
feasible
5
Learning Assistance Center
Faculty Needs Survey – 2nd slide
Tutor Training in Content Areas – You act as a guest lecturer in
the LAC tutor-training course.
65
%
35
%
Classroom Presentations – 15 minute and 45 minute
presentations in your classroom on a specific learning strategy
led by LAC faculty or staff
61
%
39
%
Study Buddies – LAC staff members assist you in matching up
your students into study partners and leaderless study groups.
(Not a dating service.)
60
%
40
%
Learning Styles – College Success faculty assist you in assessing
and working with your students’ learning styles.
58%
42
%
Online Learning Strategy Support – Students work on prepared
online materials to develop their study techniques
57%
43
%
Instructors as Tutors – You lead study groups in your general
content area in the LAC.
57
%
43
%
LAC Office Hours – You schedule a portion of your office hours in
the LAC.
55
%
45
%
Online Tutoring – Use of commercially developed software to
49%
51
6
Learning Assistance Center
Student Needs Survey
CCSF Learning Assistance Center
Student Needs Questionnaire
We are trying to increase the services that we provide through the Learning Assistance Center.
Please help us understand the kinds of services you would use if offered
Check the box that best tells us about your interest in
each idea.
Feel free to add your comments on the bottom of this
form.
Excellent
Idea.
I would
use it.
Good
Idea for
others
Needs
more
work
Learning Strategies Workshop Series –
Drop-in workshops in the Learning Assistance Center on
specific study techniques and learning strategies
96%
4%
Study Groups –
Student-led study groups specific to the course content
of your particular class.
80%
20%
Adjunct Study Courses –
½ unit study course taught as a class you take along
with your specific class.
80%
20%
Online Tutoring –
Use of commercially developed software to tutor on line
68%
32%
Online Study Skills Programs –
You work on prepared online materials to develop your
techniques
64%
36%
Not good.
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Learning Assistance Center
Student Evaluation – 1st slide
CCSF Learning Assistance Center
Student Evaluation Survey
This semester I used the LAC mostly for:
English/ESL
Math
Accounting
Health-Related
Computer Technology
Chemistry
Anatomy/Physiology Architecture
Biotechnology
Graphic Arts
Foreign
Language
Other
The LAC helped me in these job-related areas:
-develop skills I can use in a job.
usually often sometimes rarely
My major goal for studying at CCSF:
4-yr. degree 2-yr. degree or certificate career skills
other
-practice problem-solving skills.
usually often sometimes rarely
My LAC experience helped me toward my goal.
usually often sometimes rarely
Did the LAC help you succeed in your course(s)?
Yes A Lot A Little No
-organize my time better.
usually often sometimes
rarely
-recognize areas for improvement.
usually often sometimes rarely
-add new information to my current knowledge.
usually often sometimes rarely
I recommend the LAC to other students.
usually often sometimes rarely
Grade I expected BEFORE using the
LAC:
A B C D or F Drop or W
I would join a study group, if offered.
Yes Probably Maybe No
Grade I expect AFTER using the LAC:
A B C D or F Drop or W
8
Learning Assistance Center
Student Evaluation – 2nd slide
CCSF Learning Assistance Center
Student Evaluation Survey: Results
Of 47 surveys completed during the 15th week of the Spring 04 semester:

22 students are studying towards a 4-year degree and 18 students are studying towards a
2-year degree.

46 students agreed that their Learning Assistance Center experience usually/often helped
towards their goal.

45 students agreed that their Learning Assistance Center experience helped them succeed
in their courses.

10 students expected a grade of A or B BEFORE using the Learning Assistance Center, while
39 students expected a grade of A or B AFTER using the Learning Assistance Center.

The Learning Assistance Center usually/often helped students

Develop job skills – 27

Organize time – 24

Practice problem-solving skills – 36

Recognize areas for improvement – 36

Add new information to current knowledge – 41
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Learning Outcomes
in Tutor Training Courses
Tutor Learning Outcomes
By the end of the semester, you will have

Tutored students for a minimum of 25 hours
By the end of this course you will be able to

Demonstrate your ability to use effective techniques in your tutoring/mentoring sessions, and

Evaluate your challenges and successes in tutoring.
Homework Assignment:
A Case Study where you will address the above learning Outcomes.

Describe one tutoring session you completed with a student this semester from the first “hello” to the last
“good-bye.”

Include an analysis of techniques you used in this session, including techniques listed on the next page:
roles, responsibilities, processes, questioning, independent learning, direct study, positive reinforcement,
listening, student verbalization, learning styles and strategies, problem solving, and diversity issues.

Evaluate on your challenges and successes while using the techniques: Why did they work or not work?

What techniques do you hope to further develop as you continue to tutor?
An analysis of your outcomes in this course.

During your first tutor training session you wrote your definition of tutoring. You continued to update your
definition at the end of each session. Now, write your current definition of tutoring by discussing how it has
developed through the course of this semester. What did you learn this semester that you will take away with you for future
personal use?
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Learning Outcomes:
VTEA Tutors – 1st slide
VTEA Student Learning Outcomes
LERN 10: Introduction to Tutoring – One-Unit course
At the first class session of LERN 10: Introduction to Tutoring, Spring 04, I asked
my students, all of whom had been hired as tutors in the Learning Assistance
Center, the following question:
“What are your goals for tutoring this semester?”
At the end of the semester, after tutoring for 15 weeks, I asked the following
questions:
“How has your tutoring developed from your initial tutoring sessions?”
“What did you learn this semester that you will apply to your future education
and career?”
Responses are on the next slide.
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Learning Outcomes:
VTEA Tutors – 2nd slide
Microbiology and Physiology Tutor:
Pre: My goal is to help other students…myself…improve my skills…challenge myself…
Post: My goal became learning how to talk less, yet explain more… grouping students for the best
discussions…using different learning styles for different students.
Nursing Chemistry (CHEM 32)Tutor:
Pre: My goal is to help others and understand the material better…work on my communication
skills…meet people….build my self-esteem and self confidence
Post: I am now better at managing my time in the sessions…being a leader…listen actively…sense of
accomplishment.
Anatomy (ANAT 25) Tutor:
Pre: I want to help lost of people…get a sense of self-worth…
Post: Tutoring is a heart-warming experience…I’ve made a difference…meet diverse set of
students…increased my ability to adapt myself.
Accounting ACCT 1) Tutor:
Pre: My goal is to achieve self-confidence…be more competent.
Post: I learned that my students were my teachers…I learned through their questions…amazed at
how appreciative students were.
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Algebra Study
Effectiveness of Math 840 tutoring
Algebra Students:
Tutoring Works!
90%
80%

You WILL PASS
Math 840 with 12 hours of
tutoring each
week.
That’s only
15-30 hours of
tutoring during
the semester.
70%
Percent of students passing

60%
50%
Pass Rate
40%
30%
20%
10%
0%
0
10
20
30
40
Number of hours tutored per semester
50
60
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Faculty-Staff Morale Survey – 1st Slide
http://research.ccsf.edu/Surveys.asp
Learning Assistance Center Survey
The purpose of this survey is to assess morale. Please respond to the following questions candidly. Responses are
anonymous and only group data will be reported.
(For the purposes of this questionnaire, supervisor means immediate and most frequent supervisor.)
CCSF Surveys can be found at http://research.ccsf.edu/Surveys.asp
COMMUNICATION
1.
I have a cooperative working relationship with my coworkers.
2.
I can comfortably express my concerns to my
supervisor.
3.
My job description is clear and I am expected to
perform within the scope of my job description.
Always
Usuall
y
Seldo
m
Never
No
Answe
r
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Faculty-Staff Morale Survey – 2nd Slide
RECOGNITION and LEADERSHIP
4
My supervisor listens to and follows through on
.
concerns raised by the LAC staff.
5
My supervisor communicates job responsibilities
.
clearly.
6
Always
Usuall
y
Seldo
m
Never
Always
Usuall
y
Seldo
m
Never
No
Answ
er
I feel that my work is valued.
.
7.
I feel that my opinions are valued.
8
I am invited to participate in making decisions that
.
affect the operations of the LAC.
STAFFING
9.
The workload is distributed fairly between coworkers.
10.
Staffing/Student assistance is adequate.
No Answer
15
Faculty-Staff Morale Survey – 3rd Slide
FACILITIES, SUPPLIES, EQUIPMENT
11.
The LAC complies with health and safety regulations.
12.
The LAC is comfortable and adequately furnished.
13.
My co-workers are professional in their use of shared
space and equipment.
14.
The computer equipment and software I have access
to are sufficient for my duties.
15.
The amount and kind of other equipment and
supplies available for my work are adequate.
Always
Usuall
y
Seldo
m
Never
No
Answe
r
16
Faculty-Staff Morale Survey – 4th Slide
TRAINING & PROFESSIONAL GROWTH
16.
I receive necessary orientation and support to
successfully carry out my duties.
17.
I am informed of and understand the role of the LAC
in relation to the college at large.
18.
I receive necessary training and support in the use of
new equipment and software (e.g., Banner,
computers and medical equipment, other
technology).
SUMMARY
19.
Overall, my morale at work is:
20.
Overall, I feel that the commitment and ability of the
staff to meet students' needs is:
Always
Usuall
y
Seldo
m
Never
No
Answe
r
Excelle
nt
Good
Averag
e
Poor
No
Answe
r
17
Learning Assistance Department
FTES – WSCH Report
TERM
YEAR
DEPT
FTES
WSCH
POS. ATT.
Fall
1998
LERN
183
5507
84,671
Spring
1999
LERN
198
5948
90,114
Fall
1999
LERN
212
6363
97,812
Spring
2000
LERN
227
6816
106,858
(Peak of dot.com era)
Fall
2000
LERN
173
5189
77,532
Spring
2001
LERN
222
6659
104,835
Fall
2001
LERN
244
7329
111,077
Spring
2002
LERN
239
7169
110,160
Fall
2002
LERN
296
8877
138,818
Spring
2003
LERN
320
9609
146,891
18