Summary of Tutoring Contacts, Statistics, and Evaluations for Fall 2005
Individual and Study Group Statistics for General and SSS Tutoring
Requests Ind Contacts Group Contacts Total Contacts
Grand Totals:
355
932
124
1056
All ASC Study Resource Room Statistics
Help Rooms Summary
Help Rooms Spanish Conversation Physics Chemistry Bus & Econ Students 24 40 21 8 Contacts 116 65 25 12
Totals:
93
218
Combined Statistics for Study Groups, Individual Sessions, & Study Resource Rooms
Individuals Totals: 448
Contacts 1274
Requests and Students per Program
SSS Number of Students who requested a tutor Number of Requests Tutoring Contacts 108 Students 160 Requests 492 General 157 Students 194 Requests 564 Combined 265 Students 354 Requests 1056
Tutor Statistics
New Tutors Continuing Tutors Totals: 48 39 87
Fall 2005 Tutor Requests by Department
Requests
Teacher Education Social Work Communication Disorders Plant & Earth Science Animal & Food Science Ag Eng Ag Econ Economics Computer Science Business Admin SCTA Sociology Psychology Political Science Physics Music Modern Language Mathematics Marketing Journalism History Geography English Chemistry Biology Art 0
2 3 14 31 16 9 9 22 6 9 23 3 20 9 14 12 17 41 1 6 4 4 4 54 17 4 10 20 30 40 50 60
Summary of Tutorial Program Evaluations by Students Fall 2005
The following table shows a comparison between General, SSS and the combined Tutor Evaluations by Students.
Criteria
Number of Surveys sent out Number of Surveys Returned. Percentage who would have dropped the class without tutoring Percentage that maybe would have dropped the class without tutoring. Change in GPA after receiving tutoring. Percentage of D's or F's before tutoring Percentage of C's or better after receiving tutoring. Percentage who received tutoring for 10-16 Weeks. Percentage of students who started tutoring the first month of school. Percentage of students who meet with their tutor twice a week or more. Percentage of students who rated their tutor as very good to excellent Number of Students who requested a tutor Number of Requests Average Requests per student
SSS
120 45 15.6% 17.8% +0.88 64.5% 90.4% 20.9% 53.5% 4.4% 82.3% 108 Students 160 Requests 1.5
General
137 73 11.3% 32.4% +1.44 68.4% 92.1% 15.9% 56.9% 6.9% 95.8% 157 Students 194 Requests 1.2
Combined
257 118 12.9% 26.7% +1.34 66.6% 91.5% 17.9% 55.7% 6.0% 90.6% 265 Students 354 Requests 1.33
Summary of Comments by Students
Describe the Structure of your tutoring sessions. The tutoring sessions were structured in a variety of ways. Usually the tutor would ask if the student would have any questions, then answer the questions. The tutors would go through the student’s notes and ask them to explain what was in the notes. They would clarify the material as necessary. The tutors helped the students understand problem solving strategies. Some tutors created quizzes and study guides for their students. Describe study strategies you have learned during your tutoring sessions that you have incorporated into your study routine. The students learned many study strategies during the tutoring sessions such as: Daily review of notes Problem solving strategies Read text before class Read text and takes notes on the reading Review more frequently and re-read text book Flashcards Better note taking strategies Please list one suggestion on how to improve the tutoring program. Overall the students thought the tutoring program was well organized and ran smoothly. The general students wanted to meet more than once a week with their tutor. We are planning to revise the missed session policy and would like your input. Please circle the option you would like or give another suggestion. A. Keep it the same (First missed session without contacting your tutor/student a letter is sent that you have missed a session. If a second missed session occurs, you are sent a letter stating your tutor request has been discontinued and you need to come to the office to be assigned to a new tutor.) (Total Tally: 69) B. Change it to when the first missed session occurs, the student/tutor is sent a letter stating they need to meet with a tutoring coordinator to explain why the session was missed. If they choose not to meet with a staff member, then the request is discontinued. (Total Tally: 11) C. Change it to the tutor request is discontinued after the first missed session. (Total Tally: 3) The Students thought the no-show policy should stay the same.
Summary of Tutor Program Evaluation by Tutors
The tutors said the tutoring sessions were productive when students came in with specific questions. Overall the tutors thought the students gained both confidence and understanding of the course material and improved their grades through the tutoring process. The tutors really enjoyed it when the students said, “I understand this a lot better now.” The excitement of learning was contagious. The tutors liked the opportunity to meet new people and to help them learn the material. The tutors felt that the missed session policy should stay the same (79%). They felt people deserved a second chance, but the student should be responsible for contacting the tutor to schedule the next tutoring session. Some tutors expressed frustration at last minute cancellations and suggested that there should be a policy that the student had to give more notice for it to be a cancellation instead of a missed session. Suggestions for Improvement: Try to streamline payroll paperwork more. Advertise the program better. Organize some social events for the tutors so they can meet each other. Then they could use each other as a resource. The tutors evaluated the staff very positively. They stated that Rose Rude is very organized and easy to talk with. They appreciated the e-mail and phone communications from her about tutoring information. They stated that Linda Jordan did an excellent job at scheduling the tutoring sessions and dealing with any communication problems related to scheduling. They appreciated her upbeat attitude and her greeting them each time they came into the office. The tutors said Amy did a good job at training and was an optimistic person. Many tutors did not know her well enough to evaluate her. The tutors felt they did not know the general tutoring student managers (Kristy and Erin) well enough to evaluate them. The tutors who staffed the chemistry and physics help room overall had a positive experience. One tutor was concerned that when students got frustrated, they stopped trying. The Business and Econ help room tutors was frustrated with the lack of students using the help room. (Note: This room was closed due to low participation.) The Spanish Conversation Room was very successful. The tutor who is a native Spanish speaker really enjoyed facilitated the group and helping students speak Spanish better.