Impact of New Assessment of Tutoring Sessions

DR . R ISA P. GOR ELIC KA L ICIA CL A R K-B A RN ES

ERIN M . A NDERSENCL IF F W O ODWA RD

CA RO LIN A GO N ZÁ LEZ

C O L L E G E R E A D I N G & L E A R N I N G A SS O C I AT I O N PA / N J C O N F E R E N C EM A R CH 16 , 201 2

Impact of New Assessment of Tutoring Sessions

Campus ProfileCampus Overview

Morristown, NJ Four year women’s Catholic liberal arts institution Campus three main populations: Women’s College

(undergraduate), Graduate Studies, and Continuing Studies

Campus Profile

Conklin Academic Skills Center Offers free academic assistance in all subjects to

students Most Popular Subjects: Writing & Math Serves all student populations (Undergraduates,

Graduate, and Continuing Studies students) One-on-one and group tutoring by appointment Walk-in tutoring for Writing & Math Supplemental Instruction for specific science courses

Conklin Academic Skills Center

Changes in staffing New Director and Assistant Director hired September

2010 Went from 3 FT Staff (Director, Asst. Dir., & Secretary)

to one FT Director & one PT Assistant Director

Conklin Academic Skills Center

No communication between CASC and rest of campus upon new administration's arrival.

In-House Assessment Tool did not provide snapshot of tutoring session.

Used primarily for payroll, not to track students’ learning outcomes, improvement, or center’s success.

DATE TIME Brief Description of the session TUTOR TUTEE Office USE 1/6 

3:00 – 4:00

Reviewed solving equations by substation & addition

 Suzy Smith

 JS

Conklin Academic Skills CenterINDIVIDUAL TUTORING SESSION RECORD

STUDENT’S NAME:_____________________________________________________________________TUTOR’S NAME: _____________________________________________________________SUBJECT BEING TUTORED: (PLEASE BE SPECIFIC: (e.g., CALC. II NOT MATH) _________________________

Conklin Academic Skills Center

Director used assessment forms from previous campus to design assessment for center that allowed us to track the following: Student # of Visits Demographics Type of Tutoring Assistance Student Engagement Communication with Professor, Advisor, & Specific

Programs (EOF/Athletics/Disabilities)

Integration with Campus Offices

After a session, tutor fills out form with student.

Form is scanned as .pdfComplete forms are emailed to

Student’s Professor Student’s Advisor Specific Programs (EOF/Athletics/Disabilities)

Original Form filed under student’s name for statistical analysis and future reference (if needed).

Case Study

Assessment at Work

Wider Applications of the Form

  Statement Area Addressed

1.

My tutee understands the assignment. Comprehension

2.

My tutee came prepared for the assignment. Preparation

3.

My tutee attempted to complete his/her assignment prior to the tutoring session

Preparation/Effort

4.

My tutee paid attention during the tutoring session. Effort

5.

My tutee was actively engaged in the session. Effort

6.

My tutee put forth a sincere effort in the tutoring session.

Effort

7.

My tutee and I developed a good rapport while working together.

Attitude/Accessibility

8.

My tutee was respectful to me. Attitude

9.

My tutee needs more tutoring sessions on this assignment.

Outcome of Session/Future Planning

Educational Opportunity Fund

Student Profile

Utilization Summer Fall Spring Academic & Program Review Meetings Mapping student development

Assessment of effectiveness Student Feedback

Conclusion

Possible Areas of Improvement: Let student use form to enhance her learning

outcomes. Allow tutors to see past assessment forms to better

assist students’ learning outcomes and improvements. Track students to see how tutoring impacted course

grade Use assessment as a cumulative tool for student

success, center statistics, and college assessment (Middle States, CSE Fact Book, etc.)

For More Information

Dr. Risa P. Gorelick: [email protected] Clark-Barnes: [email protected] M. Andersen: [email protected] Gonzalez: [email protected] Woodward: [email protected]

www.cse.edu