Tutoring Science: a Professional Training Module

1. Tutoring Science: a Professional Training Module Johanna Dvorak, Ph.D. University of Wisconsin-Milwaukee Prepared for the Association for the Tutoring Profession October 2008

2. Assisting in this Module: • Arie Brenner • Nadine Barabas • Supplemental Instruction leaders for chemistry and biology • Student program assistants • Helped locate online web resources for tutoring in the sciences • Developed study techniques for tutoring science

3. Overview • The Role of a College Tutoring Center is to help students achieve academic success. In order to accomplish this task, tutoring professionals should not be isolated, but working closely across with departments across campus to help students succeed.To this end, we need to master ways to support students in various disciplines.

4. Purpose • The purpose of this module is to help tutor trainers and science tutors provide exemplary science tutoring services to help students succeed in their college science courses

5. Organizing Science Tutoring Services: Considerations for Tutoring Coordinators/Directors • What type of tutoring service should you offer? • Where will you tutor? • How can you grow your program? • Supplemental Instruction • Partnering with other Schools/Colleges

6. Tutoring Science:Types and Location of Services • Supplemental Instruction • Tutoring in Labs • Weekly Tutoring: group and individual • Walk-in Tutoring • Residence Hall Tutoring • Online Tutoring Service

7. Supplemental Instruction at UWM • In Fall 2001 a collaboration was made between the Tutoring Center and the Nursing Department based on the concern that many pre-nursing majors were not passing the prerequisites to enter the school in their junior year. • Courses were Chemistry, Anatomy and Physiology, and Physics

8. Supplemental Instruction • Supplemental Instruction (SI), a national program started at University of Missouri-Kansas City (UMKC), has shown to make a difference in retention • At-risk courses are selected where the withdrawal, D and F rates are 30% or more • Tutors, called SI leaders, attend lecture courses, hold 3-4 review sessions per week • SI leaders work closely with the professors

9. Supplemental Instruction • The SI Nursing collaboration varied from the model in the following ways: • SI sessions were held only for the pre-nursing students • SI sessions were held in the nursing building’s Academic Enrichment Center to help make freshmen feel part of the school • An academic coordinator in Nursing had her office in the center and used a reflector to promote the program

10. Supplemental Instruction • The Tutoring and Academic Resource Center • Recruited, hired, paid, trained, monitored and evaluated the SI leaders • Worked closely with the Nursing Dean, Associate Dean, and academic coordinator to follow the progress of the sessions • Worked together to evaluate students’ success

11. Growth of the SI Program • Fall 2001: one course A & P 202 • Spring 2002: three courses: A &P 202, A&P 203, and Chemistry 103 • Fall 2002: four courses: A & P 202, A &P 203, Chemistry 101, and Physics 110 • Nursing supplemented the wages of the SI leaders

12. Growth of Supplemental Instruction • Due to the success of SI for pre-nursing courses, we were able to obtain a grant to expand SI courses • We now provide SI for all chemistry courses, physics, geology, atmospheric science, and astronomy

13. Online Services and Resources • Internet learning assistance services emerging in College Learning Centers • Maintaining a web site • Online tutoring • Online delivery of learning and study skills modules • Virtual learning skills specialists • Developing online courses with instructors • Supporting external online students

14. Online Tutoring Services • Use of course information system: Blackboard, Desire to Learn(D2L), WebCT • Net Tutor Whiteboard: • Links-Systems, International • Enhanced features such as Audio and Video • Commercial online tutoring service: • Smarthinking • Ask Online

15. Using Campus Resources and our Tutors • Tutoring Center received funding from UWM’s student technology fee • We hire and provide online tutors • Tutoring Center worked with faculty Learning Technology Center (LTC) • We use the Desire to Learn platform to provide tutoring in 15 subject areas.

16. UWM Online Tutoring • Use NetTutor: Links Systems International http://www.link-systems.com • Provide 10 web boards: we selected 10-15 courses/subject areas • Worked closely with Links-Systems for technical support and training

17. Net-Tutor • Http://www.link-systems.com/ • You can check out the demo on their website and see how you can pull in documents and pictures to discuss with tutees synchronously

18. Including Podcasts in Online Tutoring Sites • We received a grant from our Educational Technology Fee to develop podcasts of “Key Concepts” and “Study Tips” to put into our D2L sites for students to review. • C:\Documents and Settings\jdvorak\My Documents\ATP\Anatomy_of_a_Long_Bone.wmv

19. UWM Online Tutoring • Use NetTutor: Links Systems International http://www.link-systems.com • Provide 10 web boards: we selected 10-15 courses/subject areas • Worked closely with Links-Systems for technical support and training

20. Commercially Based Platforms • A company provides the service to students • Services an be purchased through a college/university • Students can go directly to the company for services • Examples: • Smarthinking.com • Askonline.net

21. Benefits of Online Tutoring • Increases access for students • Commuter campuses • Non-traditional students • Keeps up with educational technology trends • Students are becoming more comfortable using technology • Web-based technology is easier to use

22. Incorporate Online tutoring into Residence Hall evening Tutoring • Four evenings a week; 7-9:30 p.m. • Two tutors are staffed for Math & Science • Other tutors can schedule tutoring in the room during the same time • Students can walk in for individual help or meet in groups with a tutor • Tutors have access to NetTutor for online tutoring when not working with students

23. Keys to Success • Networking on campus between learning center professionals, faculty and administration for start-up initiatives • Look for funding to support initiatives • Hire enough staff; student staff can help facilitate initiatives at lower costs • Heavy promotion is needed to heighten awareness; allow enough time for success

24. Tutoring in the Sciences: Resources • Problem Solving Links: This site is used for an approach to math, often a big part of science courses. • General Study Tools and Biology Tools • Notetaking in Science These are based on research and practices in tutoring chemistry and biology contributed by Arie Brenner and Nadine Barabas.

25. Problem Solving Links • http://www.math.wichita.edu/history/men/polya.htmlhttp://www.math.utah.edu/~pa/math/polya.html

26. www.noodletools.com

27. Writing a Scientific Lab Reportwww.writing2.richmond.edu/training/project/biology/biology.html

28. Biological Sciences Study Tools Arie Brenner, UWM Biology Tutor

29. Transcription/Translation Animation www.johnkyrk.com/DNAtranscription.html

30. Topics in Biology and Chemistrywww.science.nhmccd.edu/biol/bio1int.htm

31. www.biology.arizona.edu/

32. www.biologymad.com

33. Skeletal Systemwww.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm

34. Anatomy and Physiologymsjensen.cehd.umn.edu/webanatomy/default.htm

35. Note Taking in Science Lectures Nadine J. Barabas Biology and Chemistry Tutor

36. Power Point Lectures • Purpose for using power point: • Professors hope that students will have time to listen instead of copying everything that is said. • Positives • They limit the amount of writing for the student • Allow more time for students to listen. • Negatives • Students “zone out” or don’t come to lecture

37. Effects of Power Points High school notes and college notes are two very different things. In high school, teachers tell students what to write down. Thus, students do not come to college with note taking experience. Classes with power points encourage this negative behavior. Then when students enter a situation where they themselves must take notes, the students can become confused.

38. Nadine’s “safety –net” solution I encourage students to practice taking notes without the power point. The power points posted online become a safety-net for anything the student may have missed.

39. Benefits • Students learn that they must prepare for lecture. • They read the book • Review lecture notes from previous lectures *They may even read over the power point for that day to help prepare • Students are becoming active note takers • They are not able to “zone out” because they must listen to take notes • They learn how to pick up on important points • Learn how to self-assess their note taking skills • If missing a lot, they know they need to improve

40. Benefits • Notes are taken in their own words • Students can instantly see what they are confused about because they are not able to put concepts into their own words in lecture • Thus, students will ask professors to stop and clarify • Power Points hinder the students that are body-kinesthetic learners • Writing things down helps you remember • Outline formats help organize material into a “brain-friendly” format • In Power Points, material is individualized onto one slide. • Outlines help group concepts for better understanding

41. Benefit #1 • Students are learning how to take notes! • They have a safety net for while they are learning • They can self-evaluate their note taking skills • And improve without missing information • Students are reviewing their notes after class.

42. Example Power Point Format (Detail omitted for presentation) Outline Format Chapter 2: Cells and Organelles I. Plasma membrane - 98% lipids - Phospholipid Bilayer - Cholesterol = fluidity - Glycolipids = coating surface II. Inside cell - Cytoplasm – fluid with a cell?? - Organelles --Held in place by microtubules Nucleus –largest (5um) - Nuclear envelope and Nucleoplasm - “cell brain” Endoplasmic Reticulum - Smooth = no ribosomes - Rough = ribosomes Mitochondrion = “Power house” - folds of cristae makes matrix

43. Another Notetaking Format • Inspiration.com • This system allow an easy way to take notes in an outline format, adding points which might be missed. • Students then can click the toggle key to change their outline into a map, allowing for more visual learning

44. Other Programs and Resources • University of Michigan Science Learning Center • www.lsa.umich.edu/slc • http://www.umich.edu/~slc/conf/2008/homeslc.htm • Theses websites have information from their Science Learning Center Conference

45. Presenter Contact Information • Dr. Johanna Dvorak • TARC/Bolton 659 • University of Wisconsin-Milwaukee • P.O. Box 413 • Milwaukee, WI 53201 • 414-229-5672 • jdvorak@uwm.edu