Impact of New Assessment of Tutoring Sessions

1. Impact of New Assessment of Tutoring Sessions Dr. Risa P. Gorelick Alicia Clark-Barnes Erin M. Andersen Cliff Woodward Carolina GonzÁlez College reading & Learning Association PA/NJ Conference March 16, 2012

2. 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

3. 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

4. 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

5. 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.

6. 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) _________________________

7. 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)

10. Integration with Campus Offices • After a session, tutor fills out form with student. • Form is scanned as .pdf • Complete forms are emailed 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).

11. Case Study Assessment at Work

12. Wider Applications of the Form

14. Educational Opportunity Fund • Student Profile • Utilization • Summer Fall Spring • Academic & Program Review Meetings • Mapping student development • Assessment of effectiveness • Student Feedback

15. 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.)

16. For More Information Dr. Risa P. Gorelick: rgorelick@cse.edu Alicia Clark-Barnes: acbarnes@cse.edu Erin M. Andersen: eandersen@cse.edu Carolina Gonzalez: cgonzalez01@cse.edu Clifford Woodward: cwoodward@cse.edu www.cse.edu