Bringing the Starfish to You
Six years ago the University of New Haven (UNH) hired their first full-time administrator in ten years. Learn how, in the course of 3.5 years, this director, shortly thereafter her associate director, and their team of predominantly part-time, semester-contractual staff were able to grow their utilization levels from 4,000-19,000 visits annually), their staff size 150%, and substantially increase the breadth of their offerings. While UNH has continued to invest incrementally in the department, major objectives to justify future funding were carried out first in most cases. This presentation focuses on making use of resources you may not realize you possess, how student feedback can guide you down the most profitable paths, and why your marketing image can be your greatest asset or biggest stumbling block. We will discuss what worked well, and sometimes poorly, for us as a starting point and then explore, as a group, directions you can take your department with the ultimate objective of achieving sufficient positive outcomes to obtain more funding to continue the process. Some areas upon which we will touch include using social media, website image, scheduling and reporting software, drawing more deeply from your talent pool, and marketing tips.
Bringing the Starfish to You Data, Data, and More Data: How to Use Data to Show Our Significance
This presentation explores how a new group of online centers worked to revise its data collection to use Google Analytics, Google forms, along with other data collection methods in an effort to determine data collecting procedures that matter. We will show how we collected significant data and created a picture of success for students and administration.
Helping Students Overcome Their Roadblocks: A Holistic Approach for Student Success
This presentation will provide Tutors, Counselors, and Academic Advisors with pertinent information to help them work with their students holistically to achieve academic success. This presentation will provide helpful suggestions materials, assessments, and exercises to help your students integrate both academically and socially in their academic endeavors.
Students Finding Success in STEM through Tutoring, SI, and LA Programs
In this workshop, the presenters will discuss the success of the STEM Program at Palomar College, which includes our: STEM Center, Tutoring, Supplemental Instruction (SI) and Learning Assistant (LA) Programs, and supporting workshops and activities. We will discuss from beginning to present how we developed our programs and how all three are helping students at Palomar College be successful in STEM. We will also touch on funding, hiring, training, and how cross collaboration with Palomar College faculty and staff have made every part of our program successful.
Designing and Implementing Sustainable Professional Development for Distributed Tutoring Staff: A Case Study
The integration of student support staff from multiple centers, departments, campuses or systems, brings many challenges. Panelists will share the specifics of how Heald Colleges has recently expanded its training and continuous learning support for tutoring staff spread out over 12 campuses and 3 states, including Hawaii.
Developing a Tutor Training Program to Fit Ever-Changing Needs
Participants will be hands-on during this session which will provide an overview of CRLA-certified training practices and policies blending online and face-to-face training, discussion groups led by lead tutors, and observations of sessions. Walkaways will include identifying methods to build/strengthen community and small ways to insert training in everyday interactions.
Managing Growth Without an Increase in Staff
Community colleges face many challenges and one of them is to serve a diverse population. Tutoring Centers must provide a wide range of programs to be relevant and attractive to stressed students. With the enforcement of the Student Success Initiative students must be able to pass courses by the third attempt. This program will review services offered by the FLC Tutoring Center and our secrets of success in terms of student participation, high quality of programs offered, and impressive cadre of tutors.
Managing Growth Without an Increase in Staff
California Community Colleges 2013-2014 Tutoring Survey Results Summary
The California Community Colleges Chancellor’s Office (CCCCO) administered a survey during the summer of 2014 to collect data on tutoring programs offered across the state. Forty-seven of the 112 colleges completed the survey (42% response rate). The survey is divided into four parts: (1) Individual tutoring centers, (2) California Code of Regulations (CCR) Title 5 relating to tutoring, (3) Online tutoring, and (4) Online Tutoring Consortium.
Utilizing Technology Tools to Enhance Tutoring Services
During this session, participants will be introduced to using Google Hangouts as a tool for tutoring sessions. Google Hangouts is a free resource and can be easily integrated into any learning center. Hangouts allows tutors to engage with student(s) while allowing features such as screenshare, screen capture, video, and chat. Tutors can work with one or more students during a session using Hangouts. By using this tool, learning centers are able to reach out to students in a digital format, reaching those students who cannot attend a face-to-face session.
Promoting Independence with ESL Students through Tutoring
English language learners go to writing centers for multiple reasons. Tutors should be trained to be culturally sensitive, aware of grammar explanations as well as global and local errors. Learn how Fresno City College tutors successfully help English Language Learners and share strategies in this interactive discussion.
Making It Stick: Applying Research-based Learning Strategies in the Tutoring Session
Recent research in cognitive psychology has provided us with a better understanding of how students learn and what learning strategies best facilitate the process, including retrieval practice, spacing, and interleaving. This session will present top learning strategies supported by research and encourage attendees to discuss how these strategies can be incorporated into tutoring sessions.
Bridging the Skills Gap: Study Strategy Task Chains for At-Risk Students
This session will provide participants with learning techniques that engage at-risk students and boost their academic performance. Concise, accessible, and practical, the materials use specific task chains to help students assess themselves, identify their strengths and weaknesses, and recognize the study strategies they need to master.
Building Bridges from the Tutoring Center to ESL Students
In this workshop we will discuss ways to train ESL tutors to be more effective and ways to train tutors of all subjects how to work with ESL tutees. We will also discuss ways to encourage ESL students to come to your tutoring center. Sierra College has been successfully increasing the number of ESL students it serves over the past few years and has improved the quality of the tutoring ESL students receive. Come and hear about what Sierra College does and bring your own ideas and questions about tutoring ESL students.
Tutors to Colleagues: Long Term Professional Learning for Peer Educators
Participants and facilitators will together explore how tutor training programs can help professionalize peer educators on college campuses. Participants will describe how frameworks like “Habits of Mind,” “Growth Mindset,” and “Reading Apprenticeship” have helped their programs move beyond traditional tutor training to focus more on long-term professionalization of student leaders.
Supplemental Instruction: Guiding you through the Mentorship Process
We will share the trials and tribulations that have contributed to the success of implementing a mentorship program amongst an already thriving SI program. We will share the before and after characteristics of our program, testimonials from various viewpoints, and a day in the life of our mentors.
Florida Senate Bill 1720: Impact and Solutions
As of a result of Senate Bill 1720, any student who is not mandated could choose to take the PERT but is not required to take any developmental courses suggested by his or her test scores. The student who is not mandated to take the PERT can begin the math sequence in Intermediate Algebra (MAT 1033C) and the English sequence in English Composition I (ENC 1101) unless they choose to take the PERT for a higher placement.In reaction to Senate Bill 1720, West and East Campuses of Valencia College piloted two different programs to support student learning and retention. The West Campus hosted a New Student Boot Camp in August for new West Campus students with less than 15 credits who opted out of developmental courses. The mission of the camp was to enhance and re-energize academic skills in math, writing, and reading in order to prepare them for college level work while also introducing students to available resources on campus. The East Campus held a series of faculty and staff-designed workshops called “Academic Refreshers” to assist students in MAT1033 and ENC1101. These workshops were designed to engage students in specific skill areas where faculty have determined they need proficiency for success in these courses. The Academic Refreshers had two components: a diagnostic assessment period and a workshop period. During the diagnostic period, students took diagnostic tests or essays to determine areas for improvement. Students met with tutors who referred them to the appropriate refresher workshops for their particular needs.
Building a Learning Strategies Library for Student Exploration
To increase students’ exposure to effective methods for learning, the Center for Teaching, Learning, and Communicating and the Olin Library at Mills College are building a collection of books where students are able to seek help with learning strategies. How books are selected and promoted to students will be discussed.
When High School Math Knowledge Does Not Add Up to the College Prerequisites
During this session the presenter will showcase an innovative, on-line, summer math review program established at Rochester Institute of Technology in 2012. This program targets incoming freshmen in need of improving their math background before they start their first math course. It’s 5-week intense precalculus review supported by math faculty.
Building Bridges Internally and Externally to Achieve Student Success
Building a center with a positive environment and engaging in widespread interdepartmental collaborations starts with a strong team spirit. Judicious hiring and training, providing staff with a variety of opportunities, and marketing increased our utilization levels ~500% in 5 years, user persistence to 98.5%, and academic success rates to 87-91%. Learn how we did it.
Online Tutoring & Tutor Training: Future, Technology, and Scalability
Critique an online tutoring session that happened this year. Delve into a demo of an blended online training program with research results. Challenge the question: Why is it difficult to integrate technology in student support?