DR. RISA P. GORELICK ALICIA CLARK-BARNES ERIN M. ANDERSEN CLIFF WOODWARD CAROLINA GONZÁLEZ COLLEGE READING & LEARNING ASSOCIATION PA/NJ CONFERENCE MARCH 16, 2012 Impact of New Assessment of Tutoring Sessions

Campus Profile Campus 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.

DATETIMEBrief Description of the sessionTUTORTUTEEOffice USE 1/6 3:00 – 4:00 Reviewed solving equations by substation & addition Suzy Smith JS Conklin Academic Skills Center INDIVIDUAL 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.pdf Complete forms are ed 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 StatementArea 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 4.4. My tutee paid attention during the tutoring session.Effort 5.My tutee was actively engaged in the session.Effort 6.6. 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 8.8. My tutee was respectful to me.Attitude 9.9. 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: Alicia Clark-Barnes: Erin M. Andersen: Carolina Gonzalez: Clifford Woodward: