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College Skills Tutorial Report

This report presents the findings from a search on how tutorial services have been provided at Foothill College. It highlights existing services, their impact, and recommends next steps for improvement.

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College Skills Tutorial Report

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  1. College Skills Tutorial Report Winter Quarter Site Visits Presentation to PaRC June 2, 2010

  2. Overview • Purpose • Methodology • Findings • Next Steps

  3. Purpose of tutorial search • How have tutorial services been provided at Foothill College? • Some services focus on basic-skills students: • Pass the Torch • ESL Writing Center • Math Center (AKA PSME Center when there was a coordinator) • Puente • Mfumo • EOPS • LA/Academic Skills lab

  4. Purpose of tutorial search • How have tutorial services been provided at Foothill College? • Some services assist basic-skills students, but do not purposely target them • Tutorial Center • English Writing Center • PSME Center

  5. Purpose of tutorial search • How have tutorial services been provided at Foothill College? • None of the services are centralized or coordinated • Why did the college skills committee undertake this project? • State funding for redesigned Learning Resource Center • 2007 Basic Skills as a Foundation for Student Success in California Community Colleges report (Poppy Copy)

  6. “Poppy Copy” • A5: A comprehensive system of support services exists, and is characterized by a high degree of integration among academic and student support services • C1: Administrators support and encourage faculty development in basic skills, and improvement of teaching and learning is connected to the institutional mission • D10: Programs provide comprehensive academic support mechanisms, including the use of trained tutors

  7. Methodology • Narrowed 110 community colleges to 8 colleges for site visits based on recommendations/knowledge of their excellent programs • Developed common questions to be asked during site visits • Sent at least two committee members to each campus

  8. Colleges Visited • Southern • Pasadena • Mt. SAC • San Diego City • Miramar • Northern • Santa Rosa • San Francisco • Canada • De Anza

  9. 12 Questions • Funding • Level of faculty participation • Student participation • Who is the director? (faculty, classified, administrative) • Curriculum offerings • Physical layout (space limitation)

  10. 12 Questions • Assessment (student satisfaction, effectiveness of services) • Perception of support (administrative, faculty, student) • Accessibility (drop in, appointment) • Mission • Development • Specialized tutoring

  11. Results: 9 Themes • 1. Services were customized to meet students’ needs—make-up testing, online tutoring, ADL services, group vs one-on-one • 2. Administrative support • 3. Faculty support (many faculty-run) • 4. Centrally located (main, if there were satellites) • 5. Centralized services—one-stop shop for tutoring

  12. Results: 9 Themes • 6. Self sustaining for funding –i.e. courses (Supplemental Learning Assistance—open entry/open exit, different from Supplemental Instruction), credit and non-credit • 7. Sense of professionalism—having a greeter, students were tracked and monitored, annually reported data • 8. Open spaces, group study rooms, access to computers for students, space could be reserved • 9. Location of intense student activities

  13. Next Steps • Form college-wide tutorial committee (maybe under PaRC) • What services to put in LRC space • How to staff LRC—structure and shared duties • Develop a self-sustaining center • Time constraint • 5 years until groundbreaking • 2 years to make plans

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