| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Learning | Implement a coaching program that addresses the needs of students in improving their affective skills. | Tutors will be trained to identify tutees whose affective skills are poor and refer them to the Coordinator of Appointment tutoring who will set up a time to meet with such students and coach them on the specific skills that need improvement. | Students will learn to modify their study habits in order to improve their affective skills. | Pre and post survey.
Tutor observations.
Supervisor observations. | In Fall 2018, we educated appointment tutors about what to look for in their tutees who might need help with their affective skills. I had 1 tutor that came to me, she wanted to help her tutee herself. So, I gave her resources to use. One other tutor recommended a tutee to me. I meet with this tutee four times in the fall. She asked to continue this semester with quick check ins with me. On our form to request for tutoring we asked students if they would be interested in a session to help with learning strategies to help with study skills. I have meet with 4 students for 1 time. I will touch base with them again and their tutors after about week 3. We are continuing to grow this program. The goal would to have a tutor take over the coaching by mid semester. When tutors come in and we discuss their first evaluation/observation we will discuss if they have any tutee's they want to recommend for coaching. We will also contact and make appointments with those who on their request for tutoring forms showed interest in getting coaching. | The coaching program is well implemented and enthusiastically sought after by students. In Fall of 2018, we reached 2 students. In Spring 2019, we added a peer academic coach which helped us to reach 27 students. Between Fall and Spring, we had a total of 73 academic coaching appointments. Currently in Summer 2019, we have 13 students receiving academic coaching, and we keep adding more each week. Tutoring staff also express interest in being involved as peer coaches. Our initial efforts with coaching show a clear benefit to students and to peer tutors. Going forward, we will expand coaching efforts and will implement coordinated coach training sessions for the peer coaches who will participate in Fall 2019. |
| Select Objective | Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome |
| Enter Results | NA |
| Other | Implement TutorTrac and collect data relevant to the goals of all tutoring programs. | Work with the Executive Director, Carl Porter, to acquire the software and train staff to enter data. | NA | Implementation of program.
Collection of data. | The software has been purchased but has not been installed yet. | Our programs will be able to move forward --in particular with enabling students to schedule time in our services--with the implementation of TutorTrac. We look forward to having this tool as we implement new support efforts campus wide and as we move into the next cycle of program review and national accreditation.
Since the Tracker system in the Math Hub is being phased out, we are also working with IT to find a replacement for that too. |
| Diversity | We will make a proactive effort to recruit tutors from diverse student populations on campus. | We will meet with employees in areas such as the Nontraditional Student Center, LGBT Resource Center, Veterans Services, Center for Multicultural Excellence, and others to discuss how tutoring services can benefit their students and ask if they can refer students from their areas to become tutors. Posters and handouts will also be made and left with each program in an on-going effort to recruit tutors from diverse student populations. | Due to the variety in backgrounds and experiences, tutors will be able to better relate to and assist the students coming to the tutoring centers for help. | The number of tutors hired from diverse backgrounds. | Areas were visited in Fall 2018, and Shelly Park dropped additional flyers by as a follow-up for Spring 2019. Tutoring and Supplemental Instruction was featured at November's Student Affairs Division Meeting where we again spoke with staff about the services offered and asked for referrals for new tutors. | We were successful in visiting several areas; however, we would like to get more information in the future to better understand each center's demographics.
We think our staff would benefit from cultural training, and we will plan on adding it to our goals for next year.
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| Access | Writing Fellows. Successful implementation and assessment of fellowing for digital literacies study. The grant provides for Adobe licenses for 12 sections of ENGL 1010 students, and it also accommodates mentoring support for students learning to use the Adobe programs. Writing fellows are assigned to each class and to an equal number of classes not using the digital programs. All of the course sections will be assessed with regard to retention and to students' use of and confidence with digital programs. We will also survey students about their experiences with having assigned writing fellows to consult while working on their writing and on their digital assignments. | Writing fellows are assigned to each class and to an equal number of classes not using the digital programs. | Students will learn to use tutoring and other support services based on positive interactions with services through the fellowing effort.
Students will learn to be more confident with technology.
Tutors will become more confident with using sophisticated Adobe software programs.
Tutors will become more confident tutoring students who are using Adobe software programs for class projects.
| Data will be collected by the Assessment Office about the student learning outcomes, and we will consult this data to assess the effectiveness of our fellowing outreach for improving student confidence with using technology for coursework.
Tutors will report their levels of confidence with both using and tutoring in the use of complex Adobe software programs.
| The retention rate for students using the digital tools remained equal with the retention rate for other ENGL 1010 courses. We have a high confidence that the in-class mentoring from Digital Writing Fellows contributed significantly to this retention level.
Digital Writing Fellows reported low confidence in working with the digital tools at the beginning of Fall 2018 semester. At the end of the semester, they reported a majority high confidence with the tools and with tutoring students using them. Fellows also reported high likelihood of using the tools outside of work in the following semester for which their licenses persisted. They saw above average likelihood of using these tools in the workforce beyond graduation. | Because of the success of the program in supporting the digital fluency study in ENGL 1010 courses and the high confidence of tutoring staff that they will use the tools in school, personal life, and future work, ASCP will continue to train tutors to both demonstrate proficiency in using Adobe tools and to tutor students in using Adobe tools: Spark, InDesign, and Premiere Rush/Pro.
In addition to supporting continued efforts in ENGL 1010 to implement the Adobe tools, ASCP will offer digital fellowing support to select courses in other colleges for courses we have tutored historically. This will continue our support effort and help those colleges and instructors to move successfully to the next level as they implement digital tools in their curricula and encourage student digital fluency. |