Learning Center Annual Report 2014-2015

Page 1

LEARNING CENTER ANNUAL REPORT


Over the past year, the Learning Center interacted with 5,620 students who attended a Supplemental Instruction session, tutoring session, received academic coaching, and/ or attended an Academic Success Workshop 41,401 times this semester.


LEARNING CENTER

SUPPLEMENTAL INSTRUCTION SUPPORTNET TUTORING


WHAT DOES SUPPLEMENTAL INSTRUCTION (SI) PROVIDE TO STUDENTS? • • • • • • •

2

Peer-Lead Structured Study Sessions Effective Learning Techniques and Strategies Positive Learning Environment Enriched Student Engagement and Participation Enhanced Content Knowledge Increased Confidence and Empowerment A Sense of Belonging


SUPPLEMENTAL INSTRUCTION

WHOM DOES SI SERVE?

25,013

Total Student Visits ETHNICITY AFRICAN AMERICAN ASIAN

HISPANIC

WHITE

OTHERS

4,148

Unique Student Count

GENDER

3

percent

17

percent

46 21 13

percent

percent

percent

MALE

FEMALE

CLASS STANDING

37

FRESHMEN

25

percent

43

SOPHOMORE

26

percent

JUNIOR

24

percent

SENIOR

23

percent

2

percent

percent

percent

GRADUATE

3


WHERE IS SI FOUND? College of Science and Mathematics •

Biology 1A, 1B, 10, 64, 65

Chemistry 1A, 1B, 8

Math 45, 75, 76, 171

Physics 2A, 2B, 4A, 4B

Computer Science 40, 41

Lyles College of Engineering •

Electrical Computer Engineering 85, 90

Civil Engineering 20, 130, 133

Mechanical Engineering 136

Craig School of Business •

Economics 40, 50

Jordan College of Agricultural Sciences and Technology •

Agricultural Business 100

College of Health and Human Services •

Kinesiology 116, 118

College of Social Sciences

4

Political Science 2

Criminology 50

SI collaborated with eight schools and colleges, while serving

76

courses/subjects and

127

class sections


SUPPLEMENTAL INSTRUCTION

HOW DOES SI WORK? STEP 1

GREETING

Acknowledge students and establish rapport

STEP 2

AGENDA

Set realistic expectations and identify tasks that will be accomplished

STEP 3

WARM UP ACTIVITY

Brief activity used to introduce and energize students for upcoming content

STEP 4

THE SESSION

Content understanding is enhanced through collaborative, active learning

STEP 5

CLOSING

Review covered content and reinforce feelings of accomplishment

CORE FOUR Wait Time The time that elapses between a question and a response allowing for students to consolidate information and practice critical thinking

Redirecting Questions SI Leader encourages student engagement by directing participants to answer each other’s questions and concerns

Student-to-Student Interaction Refine understanding through discussion and explanation

Checking for Understanding The students’ ability to explain the discussed topics in their own words

5


ATTENDANCE AND MEAN FINAL GRADE FALL 2014

MEAN FINAL GRADE COMPARISON

2.87 3

2.68 2.38 2.13

(N=201)

(N=367)

(N=1476)

(N=2884)

2 Mean final grade

1

0

0

1-7

8-15

16+

Supplemental Instruction Difference from SI

6

0.00

0.25

0.55

0.73


SUPPLEMENTAL INSTRUCTION

ATTENDANCE AND MEAN FINAL GRADE SPRING 2015

MEAN FINAL GRADE COMPARISON 3.00 (N=213)

3

2.46 2.20

(N=1561)

2.65 (N=330)

(N=3340)

2 Mean final grade

1

0

0

1-7

8-15

16+

Supplemental Instruction Difference from SI

0.00

0.26

0.45

0.80

7


WHAT IS FRESNO STATE SAYING ABOUT SI? STUDENT

FACULTY

SI sessions helped increase my understanding of the course

Satisfaction Survey

87 percent surveyed

Strongly Agreed or Agreed

SI sessions helped me with study skills (note taking,

textbook reading, time management, test preparation, test taking, concentration, memorization, and other)

68 percent surveyed

Strongly Agreed or Agreed

Through SI sessions, I worked with other students to learn the course material

83 percent surveyed

Strongly Agreed or Agreed

Feedback Survey SI Leader maintained a strong contact with faculty throughout the course of the semester

94 percent surveyed Strongly Agreed or Agreed

SI Leader attended class on a regular basis

100 percent surveyed Strongly Agreed or Agreed

SI Leader informed faculty and class in advance if he/she had to miss and/or cancel an SI session

95 percent surveyed Strongly Agreed or Agreed

SI Leader regularly promoted SI within class time

93 percent surveyed Strongly Agreed or Agreed

SI Leader was a role model student with the class

96 percent surveyed Strongly Agreed or Agreed

Faculty member is interested in working with the SI program again

95 percent surveyed YES

Overall satisfaction rate with the SI program

94 percent surveyed Very Satisfied or Satisfied 8


SUPPLEMENTAL INSTRUCTION

ACCOMPLISHMENTS SI staff members presented “Minority Becomes the Majority” at 7th Regional Conference for SI at Texas A&M University SI promotional video was nominated for national recognition by University Communications SI Mentor position was developed and implemented for the very first time Student learning was extended through newly available online SI sessions SI program recognized at President’s Showcase of Excellence

PROGRAM GROWTH

69 percent increase of course subjects

48 percent increase of course sections

33 percent

increase of participation rate

9


WHAT IS SUPPORTNET? SupportNet is an early alert referral program where faculty and staff can refer students who need academic and/or personal assistance. Students are encouraged to meet with a SupportNet advisor who will provide the appropriate academic assistance and University resources.

10


SUPPORTNET

SUPPORTNET STUDENTS

CLASS STANDING PERCENT

Not Indicated Freshman Graduate Junior Senior Sophomore

3 65 1 10 9 12

RACE

PERCENT

American Indian Asian Black Hispanic Pacific Islander Mixed Race/Ethnicity Unknown White

0 18 5 56 0 3 3 15

11


SUPPORTNET MAJOR ACCOMPLISHMENTS

Progress reports sent from faculty 20,000

In the fall semester (September 23-24, 2015), SupportNet advisers hosted a series of Bootcamp trainings through LEAD and had 20 participants.

21,308

• SupportNet received a 130 percent increase in the number of progress reports that were sent from faculty (21,308 reports in the 2014-2015 academic year as compared to 9,226 reports in the 2013-2014 academic year).

SupportNet received a 52 percent increase in the number of visits (1,520 vs 999). Of the visits, 44 percent (898 vs. 569) were “unique” users.

130

PERCENT INCREASE

10,000 9,226

100 percent of students surveyed agreed that meeting with a SupportNet adviser was beneficial.

0

2013 2014 2015

99 percent of students agreed that they were provided relevant resources during their advising session. •

83 percent of students felt that their advising session was useful. •

Number of visits

52

PERCENT INCREASE

Meeting with a SupportNet adviser was beneficial

100

12

PERCENT


SUPPORTNET

WHAT STUDENTS ARE SAYING…

“I believe that SupportNet will help me achieve my goals, as they will help me stay on track. I see this program as a way of motivation to succeed.”

“ This meeting to me

was something I never experienced but it was very helpful and really something that opened my eyes. Great advice and support.”

“The meeting was very helpful. I was having trouble managing my time, and this meeting helped put things into focus and perspective for me. It was a tremendous help, and I feel a lot better and relieved.”

“I am grateful to come to SupportNet; it made me realize I got to get back into the game to continue what I’m starting. I hope to come back and meet my adviser again, to give it a good knock out my spring semester.”

“SupportNet allowed me to see the future I can have at Fresno State. I really appreciate the chance they gave me.”

13


2014-2015 PRE AND POST LASSI PERCENTILES The LASSI is a 10-scale, 80-item assessment of students’ learning and study strategies. The focus is on both covert and overt thoughts, behaviors, attitudes, and beliefs that relate to successful learning and can be altered through educational attitudes (H&H Publishing).

Pre

The LASSI measures the following: anxiety, attitude, concentration, information processing, motivation, self testing, selecting main idea, study aids, time management, and test strategies.

Post

70 60 50 40 30 20 10 0

ANX ATT CON INP MOT SFT SMI STA TMT TST

Results from the 2014-2015 Pre and Post LASSI results show a gain in all areas.

14


SUPPORTNET

DISQUALIFIED RE-ADMITTED In the 2nd semester, students placed on academic disqualification were required to meet contract. In order to complete their contract, students needed to meet with SupportNet at least four times throughout the semester.

PERFORMANCE BY SUPPORTNET MEETING STATUS Didn’t meet with SupportNet

Avg. GPA T2Grp 0.0

Met with SupportNet

0.1

0.2

0.5

1.0

0.3

0.4

26.3 percent 31.0 percent

Avg. TMGPAImprove 0.0 0.66 0.98

Avg. GPA T1 0.00 0.05 0.10 0.15 0.05 0.15

Avg. GPA T2 0.0 0.5 1.0 0.77 1.13

Avg. GPAcum T2

0.0

0.5

1.0

0.53 0.83

Avg. Goodstand T2 0 2 4 6 5.3 percent 5.7 percent

Avg. Next Term Ret 0

10

20

30

7.2 percent 23.9 percent

Fig. As seen in the data above, students who met with SupportNet had a higher retention and term GPA at the end of their first year.

15


SUPPORTNET PERFORMANCE DISQUALIFIED RE-ADMITTED STUDENTS Number of SupportNet Appts

HC

%

Avg. GPA T1

Avg. GPA T2

Term GPA Diff.

0

69

43.9%

0.05

0.77

0.66

0.53

5.3%

7.2%

26.3%

1

11

7.0%

0.25

0.44

0.16

0.60

0.0%

0.0%

10.0%

2

17

10.8%

0.13

0.26

0.13

0.48

0.0%

0.0%

0.0%

3

15

9.6%

0.18

0.65

0.47

0.41

0.0%

0.0%

13.3%

4 or more

45

28.7%

0.13

1.78

1.65

1.15

11.1%

46.7%

53.3%

157

100.0%

0.11

1.07

0.92

0.78

5.7%

16.6%

30.2%

Grand Total

Avg. Cum GPA T2

Good Standing

First-year retention

MET WITH SUPPORTNET

53.3 percent

of students

47 percent

of students

16

who met with SupportNet four or more times obtained a 2.0 or higher GPA by the end of their second term as compared to those who did not meet with SupportNet.

who met with SupportNet four or more times were retained at the end of their first year as compared to those who did not meet with SupportNet.

GPA T2 >=2.0 (%)


SUPPORTNET

SUPPORTNET REFERRALS

1,359

students

in non-special programs were identified as “at risk� Largest referred courses in Fall 2014 were: Biology 10, Biology 1A, and Political Science 2 Largest referred courses in Spring 2015 were: Political Science 2, Biology 35, and Math 4R Largest referral reason for students was academic difficulty (3,630 referrals)

Row Labels Academic Difficulty Academic Difficulty, Classroom Behavior

Sum of Number of Referrals 3630 7

Academic Difficulty, Other

12

Academic Difficulty, Personal Issues

11

Academic Difficulty, Personal Issues,Urgent Alert (immediate concern for student well-being)

Classroom Behavior Classroom Behavior, Other

1 30 2

Other 683 Personal Issues

58

Personal Issues, Urgent Alert (immediate concern for student well-being) 1 Urgent Alert (immediate concern for student well-being) 6 Urgent Alert (immediate concern for student well-being), Other Grand Total

2 4443

17


SUPPORTNET REFERRALS Students who met with SupportNet at least once had a slightly higher average course grade and course passing rate.

Didn’t meet with SupportNet

Met with SupportNet

1.3

1.28 1.21

1.2

1.20 1.16

1.1 1.0 0.9

Avg. Course Grade

0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

18

Fall 2014

Spring 2015

Fall 2014

Spring 2015


SUPPORTNET

SUPPORTNET REFERRALS Fig. Referred students who met with SupportNet at least once obtained slightly higher next term retention, term GPA, and cumulative GPA.

Didn’t meet with SupportNet

3

Fall 2014

Met with SupportNet

Spring 2015

Fall 2014

Spring 2015

Fall 2014

Spring 2015

2.58

2.5

2.39

2.35

2.09

2

2.02

1.91

1.88

1.86

2.41

2.43 2.36

1.99

1.5 1 0.5 0 Avg. Cum GPA BOT

1.0 0.8

Fall 2014

Avg. Term GPA

Spring 2015

Avg. Cum GPA EOT

Fall 2014

Spring 2015

89.0 91.5

69.7

74.4

74.9 71.7

73.7

78.2

0.6 0.4 0.2 0.0 Good Standing (percent)

Next Term Retention (percent)

19


TUTORING

2,565 students met with tutors 13,954 times this semester.

Tutoring continued to grow this academic year. There was a 4 percent increase in students and a 15 percent increase in how often they attended tutoring. Before the year began, the goal to increase student “users” of tutoring was set at 15 percent and exceeded with an increase of 20 percent. Student “users” was defined as students with 14 or more visits as this would mean that they attended every regular tutoring week at least once.

20

PERCENT INCREASE

4

PERCENT INCREASE

15

PERCENT INCREASE

The number of students who visited at least once per week or 14 times in a semester increased from 197 to 237.

The number of students who used tutoring overall increased from 2,460 to 2,565.

The number of times a student met with a tutor increased from 12,102 visits to 13,954.

These increases should be larger. The accuracy of check-ins is still a challenge due to the open space of the Learning Center. Next year through a more involved training for front desk student assistants and the support of accessible tablets at tutoring tables, progress should be made to improve the accuracy of attendance tracking.

20


TUTORING

HOW MANY TOTAL VISITS? SUBJECT VISITS

SUBJECT VISITS

Accounting 916 CDDS 91 Chemistry 3561 Decision Science 849 Economics 274 History 559 Italian 180 Math 2661

Math45 251 Mock Exam 91 Online Writing 2 Other Tutoring 422 Physics 2501 Secondary 248 Statistics 132 Writing 1216

21


THE TOP 10 ATTENDED COURSES

Most students attend tutoring from the courses offered in the College of Science and Mathematics and in the Craig School of Business.

22

TOP

COURSES

VISITS

1 2 3 4 5 6 7 8 9 10

CHEM3A 1240 PHYS2A 1080 CHEM1A 863 PHYS4A 663 MATH76 625 CHEM1B 580 HIST11 525 DS71 445 PHYS4B 423 ACCT4B 382


TUTORING

WHO ATTENDS Most underrepresented groups attend tutoring at a greater rate than their enrollment percentage.

AMERICAN INDIAN

ASIAN

BLACK

12 Students 0.55 percent attend tutoring 0.40 percent of enrolled

465 Students 18 percent attend tutoring 14.8 percent of enrolled

101 Students 4 percent attend tutoring 3.5 percent of enrolled

HISPANIC

PACIFIC ISLANDER

MIXED ETHNICITY

1258 Students 49 percent attend tutoring 48.3 percent of enrolled

9 Students 0.45 percent attend tutoring 0.2 percent of enrolled

75 Students 3 percent attend tutoring 2.9 percent of enrolled

UNKNOWN

WHITE

162 Students 6 percent attend tutoring 5.6 percent of enrolled

483 Students 19 percent attend tutoring 24.4 percent of enrolled

23


THERE ARE THREE LEVELS OF TUTOR TRAINING 1. BASIC TUTOR TRAINING 2. ADVANCED TUTOR TRAINING 3. MASTER TUTOR TRAINING

Student employment is a high impact practice across the nation, and the tutoring program’s path toward effective training has been fruitful. Tutor training gives students who meet with tutors a consistent experience that prizes understanding concepts and having students practice their understanding over simply getting answers to a problem. The students own the work, and the tutors merely get them ready to complete it.

Upon completing the first level of tutor training, tutors should be able to: Training topics/levels:

Tutors should be able to:

First Impressions

• •

Introduction to the Learning Center

• • • •

The Most Effective Ways to Learn

• • •

Customer Service

• • • • •

Tutoring Defined

• • •

Tutoring Cycle

• •

The Art of Questioning

• • • •

24

Understand how impactful first impressions are Use appropriate body language to support good impressions Access the work room to print and copy documents that will benefit the students Enter hours worked on their timesheet Justify when and where paychecks are available Define what programs comprise the Learning Center Understand proven research on effective learning and studying Identify the proper use of practice tests and mock exams Identify what an effective lecture looks like Perform and demonstrate great customer service Build honorable and respectful relationships with students, staff, and faculty Promote academic growth and learning Model a positive attitude Understand smile research and how to respond to having a bad day prior to starting work Facilitate active involvement from students while tutoring Provide the feeling of accomplishment after a tutoring session Understand re-lecturing is the least effective technique a tutor can use Define and understand the steps within the tutoring cycle Understand the three parts of the tutoring cycle in depth: prepare, greet and tutor Recall what Elaborative Interrogation is and how tutors can utilize this technique while tutoring Achieve the goal of the art of questioning Distinguish the difference between open- and closed-ended questions Utilize Bloom’s Taxonomy of questioning while tutoring students


TUTORING

Training topics/levels:

Tutors should be able to:

The Most Effective Tutoring Strategies

• • • • • •

Improving Study Skills

• •

Anti-Harassment

• • •

Advanced Level Tutor Training

Master Level Tutor Training

Influence students to practice concepts without reference Get students to write, discuss, or participate from memory Get students to produce questions while reading or watching a lecture Get students to collaborate Get students to ask the right questions Remind students not to procrastinate Coach students on using the study cycle Suggest good study habits and help students improve their study skills Provide a “welcoming” environment for students, staff, and faculty Know boundaries on certain sexual harassment issues Know how to respond to an act of harassment Create action plans for students to follow in order to improve their study habits Effectively refer students to attend academic coaching and workshops Facilitate tutor training activities Facilitate Academic Success Workshops

MOCK EXAM PROJECT The Mock Exam Project was an effort by tutors to get students to stop referencing study materials while doing problems. While referencing helps students complete problems it does not help them recall the information nor does it help them initially store as much information in their long term memory as possible. In a pilot semester (spring 2015) physics and math tutors created mock exams with thirty minute time limits. They encouraged students to take them well before their actual exam to see what they knew and what they didn’t. Tutors would give immediate feedback. The results were staggering. Those students who consistently visited tutoring for their course at least once per week performed better than those students who did not even when their GPA to begin the semester was worse.

Physics Mock Exams Visit Cat

GPA

N=28

Score

<14 2.91 72 percent >13 3.13 61 percent

Math Mock Exams N=42 Visit Cat

GPA

Score

<14 2.97 82 percent >13 2.77 66 percent

25


GRADE COMPARISONS (in progress)

SPRING 2015 GRADE COMPARISON Fig. As seen in the data below students who visited 14 times (at least once per week) performed better than those students who visited less often.

Mean final grade comparison

3 2.20

2.32 (N=879)

2.42 (N=154)

2.55 (N=106)

(N=6601)

2 Mean final grade

1

0

0

Difference from Tutoring 0.00

26

1-6

7-13

14+

0.12

0.22

0.35


TUTORING

FALL 2014 GRADE COMPARISON Fig. As seen in the data below students who visited 14 times (at least once per week) performed better than those students who visited less often.

Mean final grade comparison

2.77

3

(N=87)

2.33 (N=9170)

2.30

2.31

(N=870)

(N=143)

0

1-6

7-13

14+

0.00

-0.04

-0.02

0.44

2 Mean final grade

1

0

Difference from Tutoring

27


TUTORING PARTICIPATION - URM STATUS A longitudinal study was begun this year to see the impact that tutoring has on the under-served student population. At 14 tutoring visits (one visit per week) we start to see the achievement gap close.

Mean final grade

4.0 3.5 3.0 2.5

2.53 (N=1148)

2.35 (N=10174)

2.14

(N=12090)

2.61

2.50

(N=109) (N=167)

(N=164)

2.26 (N=1568)

2.60

2.33 (N=239)

2.0 1.5 1.0 0.5 0.0 Avg. Course Grade

28

0 Non-URM

1-6 URM

7-13

14+


TUTORING

WHAT STUDENTS ARE SAYING…

84 percent

of students

felt that tutoring helped increase their knowledge of the course material.

62 percent

of students

of students

felt that tutors challenged them with extra work to help them understand concepts.

felt that tutoring helped them feel more self-confident in their ability to understand course content.

“Physics tutors really helped me understand how to do thermodynamics problems.” “Extremely helpful!” “Great tutors!” “I like how tutors go at your pace.” “It provided me with important information to complete assignments and understand course requirements.” “My tutor was extremely positive and helpful, which was nice since I was struggling to start my assignment with ease.” “They know the material.”

79 percent

“All of the tutors were so helpful and made concepts seem so much more clear to me. They were patient and happy to help.”


SUPPLEMENTAL INSTRUCTION SUPPORTNET TUTORING

California State University, Fresno • Division of Student Affairs and Enrollment Management 5200 N. Barton M/S ML44, Fresno, CA 93740 559.278.3052 • www.FresnoState.edu/learningcenter

UC15-132


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.