University of Hawaii Community Colleges
Academic Support Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Tutoring Services

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Program did not provide date of the last comprehensive review.

Program Description

The Learning Center provides academic support services for students at University of Hawaii Maui College. It consists of the tutoring services, learning strategy and COMPASS test workshops, open computer lab, study area, electronic and traditional learning resources and the testing center.

The Learning Center Mission:

It is the mission of The learning Center(TLC) to provide resources and services to help students acquire the skills to achieve their potential, enhance scholastic development, and ensure academic success by employing peer and professional tutoring, supplemental instruction, electronic and traditional resources, learning strategy workshops, computer and study area access, and testing services, all in a positive, supportive,  student centered environment. To accomplish the mssion the TLC shall:

Part I. Quantitative Indicators

Overall Program Health: Not Yet Applied

Student and Faculty Information Program Year  
10-11 11-12 12-13
1 Annual Unduplicated Student Headcount   5,601 5,291  
2 Annual FTE Faculty   151 150
2a Annual FTE Staff   147 143
3 Annual FTE Student   2,498 2,406

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
4 Unduplicated number of students tutored in one-on-one sessions per student FTE   0.7 0.5 Not Yet Applied
5 Unduplicated students enrolled in Dev/Ed classes who were tutored per number of students enrolled in Dev/Ed classes     0.5

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
6 Tutor contact hours per tutor paid hours in one-on-one sessions   1.26 .8 Not Yet Applied
7 Duplicated number of students tutored in groups per tutor paid hours     .7
8 Tutoring Budget per student contact hours   $16 $28

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
9 Students who receive tutoring should pass their tutored course   0 0  
Community College Survey of Student Engagement (CCSSE) Survey Year
2008 2010 2012
10 4.h. Tutored or taught other students
  Mean Not Yet Entered Not Yet Entered 1.44
  Very Often Not Yet Entered Not Yet Entered 3.2%
  Often Not Yet Entered Not Yet Entered 4.8%
  Sometimes Not Yet Entered Not Yet Entered 20.7%
  Never Not Yet Entered Not Yet Entered 71.4%
11 13.1.d. Frequency of using peer or other tutoring
  Mean Not Yet Entered Not Yet Entered 1.49
  Often Not Yet Entered Not Yet Entered 8.3%
  Sometimes Not Yet Entered Not Yet Entered 18.9%
  Rarely/Never Not Yet Entered Not Yet Entered 47.0%
  N/A Not Yet Entered Not Yet Entered 25.8%
12 13.2.d. Satisfaction with peer or other tutoring
  Mean Not Yet Entered Not Yet Entered 2.17
  Very Not Yet Entered Not Yet Entered 18.4%
  Somewhat Not Yet Entered Not Yet Entered 22.8%
  Not At All Not Yet Entered Not Yet Entered 8.9%
  N/A Not Yet Entered Not Yet Entered 49.9%
13 13.3.d. Importance of peer or other tutoring
  Mean Not Yet Entered Not Yet Entered 2.19
  Very Not Yet Entered Not Yet Entered 39.3%
  Somewhat Not Yet Entered Not Yet Entered 38.7%
  Not At All Not Yet Entered Not Yet Entered 22.0%
14 13.1.e. Frequency of using skill labs - writing, math, etc.
  Mean Not Yet Entered Not Yet Entered 1.93
  Often Not Yet Entered Not Yet Entered 21.5%
  Sometimes Not Yet Entered Not Yet Entered 28.0%
  Rarely/Never Not Yet Entered Not Yet Entered 29.5%
  N/A Not Yet Entered Not Yet Entered 21.0%
15 13.2.e. Satisfaction with skill labs - writing, math, etc.
  Mean Not Yet Entered Not Yet Entered 2.35
  Very Not Yet Entered Not Yet Entered 27.2%
  Somewhat Not Yet Entered Not Yet Entered 28.6%
  Not At All Not Yet Entered Not Yet Entered 6.1%
  N/A Not Yet Entered Not Yet Entered 38.1%
16 13.3.e. Importance of skill labs - writing, math, etc.
  Mean Not Yet Entered Not Yet Entered 2.33
  Very Not Yet Entered Not Yet Entered 49.4%
  Somewhat Not Yet Entered Not Yet Entered 31.8%
  Not At All Not Yet Entered Not Yet Entered 18.8%
Last Updated: October 30, 2013

Glossary

Part II. Analysis of the Program

Tutoring

The Learning Center (TLC) provided technological resources, tutoring, learning strategy workshops, supplemental instruction, and a study area for UHMC students. In 2012-2013, 2,431 students (unduplicated) utilized the services in the TLC which was open 7 days a week. Since the incarnation of the TLC, the peer tutoring program has been one of the primary functions; although the TLC is not the only program on campus that provides tutoring. Within the budget, the TLC tried to offer tutoring for every subject area requested. To become a peer tutor, a student must have gotten a faculty referral, received an A or B grade in the subject, and participated in pre tutor training and weekly in-service training sessions. Tutoring sessions are 30 minutes in length and required an appointment. The TLC tutors provided 1,140 tutorial sessions during the 2012-2013 school-year.  In addition to providing face to face tutoring, the College also provided access to online tutoring services through Smarthinking. 

In fall 2012, in an effort to increase the success of students enrolled in developmental math and English courses, the campus provided in-class tutors who assisted students during class time.  Many of the math and writing faculty modified their instruction to provide a “workshop” environment where tutors worked with students one on one or in small groups.  The in-class tutors were funded through grant monies.

Type of Tutoring Total Hours 
face to face 1524
in-class 810
online  718

On a recent TLC survey, 80% of respondents perceived that tutoring helped to improve their grade, and 75% of respondents felt online tutoring was helpful. On the 2012 CCSSE, 78% of respondents indicated that tutoring was an important service that the College provides. 27% indicated that they frequently used tutoring services, and 41% indicated they were satisfied with the tutoring services. On the other hand, 47% indicated that they rarely or never used tutoring which suggests the TLC needs to continue to focus on marketing learning support services and integrating learning support into courses.

 

Orientations and Learning Strategy Workshops

It is important to introduce the TLC to as many students as possible. To this end, for the first 3 weeks of fall 2012 and spring 2013 semesters, the TLC staff provided 20 minute orientations to classes including developmental English, Culinary, ENG 100, Psychology and Social Sciences.

The TLC also offered Learning Strategy Workshops including note taking, study keys, test taking, time management, writing a research paper, and understanding plagiarism. Staff provided these workshops in the TLC and in classes upon request from faculty. Workshops delivered in class are tailored to meet the needs of the students and discipline, for example, test taking for automotive students or writing a research paper for agriculture.

Based on workshop evaluations, 95% or more of respondents indicated that very useful strategies were introduced in the workshops and that they were very likely to use the strategies in their courses.

Workshops Very usefulstrategies introduced Very likely to use strategies
College reading 100% 100%
Note taking 100% 95%
Study keys 95% 95%
Successful online student 100% 95%
Test taking 95% 95%
Understanding plagiarism 100% 100%
Time management 95% 95%
Writing a personal statement 100% 100%
Writing a research paper 100% 100%

Computer Lab and Study Area

During the 2012-2013 school-year, the TLC’s computer lab had 30 computers (both Mac and PCs). Students also had access to a scanner, printer and copier. The TLC staff provided impromptu tutoring sessions on basic computer usage, Laulima, and STAR since many students were using computers, the UH course management and academic planning systems for the first time.  The TLC worked with the IT department to ensure the computer software was up to date and relevant to the courses taught during the fall and spring semesters.

In the past year, the TLC provided an inviting place to study both individually and in small groups. Many faculty had textbooks and other resources on reserve at the TLC for students to access. The TLC also provided a quiet room that students could reserve so they could test or study in a distraction free environment. Overall, the TLC’s staff and student assistants were and are its greatest strength. They worked hard to create a friendly and welcoming place where students felt comfortable using the resources and seeking help.

2012 CCSE data indicated that 50% of respondents were utilizing the TLC lab or other skills labs on campus, and 81% indicated that the skill labs on campus were important for their education.

Part III. Action Plan

Like testing, the TLC has improved student access by expanding hours of operation including weekends. The TLC offers tutoring, learning strategy workshops, computers, printing, and study area access 7 days a week. Increasing usage of the TLCs resources including tutoring remains the primary focus, as well as, providing professional development for staff, so they can keep abreast of effective practices and changing pedagogy. The following action plan articulates how the TLC plans to move forward.

Activity

Person(s) Responsible

Timeframe

Develop stronger partnerships with instructional and student services faculty to integrate TLC services into course requirements and early alert systems.

TLC Director

In process by May 2014

Implement a tutor certification program that identifies standards and benchmarks for tutoring programs.

Tutoring/Technology Coordinator and TLC Director

In process by May 2014

Implement Online Learning Strategy Workshops so they are more accessible to students.

Tutoring/Technology Coordinator and TLC Director

Completed by May 2014

Part IV. Resource Implications

The TLC provides necessary resources and learning support for UHMC students. As previously discussed, the TLC provides tutoring (at the TLC and in-class), learning strategy workshops, computers, and study areas. The testing center is part of the TLC, and staff share TLC and proctoring responsibilities. As of February 2013, the TLC and testing staff consist of a .5 FTE Director, a 1.0 FTE testing coordinator, and a .75 FTE casual hire who acts as the TLC’s Tutor and Technology Coordinator. The casual position is being paid through grant funds. The TLC is requesting that the Tutor and Technology Coordinator become a 1.0 FTE regularly funded position so we can upgrade our tutor training program, implement online learning strategy workshops, and maintain technology in both the computer lab and testing center.

Program Student Learning Outcomes

No Program Student Learning Outcomes were entered by the program.